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 E nvironm ental Studies— Science

Exploring Environment
BOOK TWO

A Textbook fo r Class IV

SHUKI-A BHATTACHARYA
M. S, K haparde
M.p. R a s t o g i
H.L. Sharm a

nc« « t

S al council of educational heseabch and training

First Edition
Ju n e 1988'
Jyaislha 1910
Reprinted
D ecem ber 1988
Pausa 1910
P.D . 1,10 T — VK

© S a tio n a l Council of Educational Research and Training^ 1988

A L l m CH TS RESERVED

n N o p a rt of th is publication may be reproduced, store d in a retnevai syste m or transmitted, in

any form o r by any m eans, electrontc. mechanica). photocopying, recording or othervtnse without
the prior p erm ission of the publisher.
□ This book is soJd su bje ct to the condition that it shall not. by w ay of trade, be lent, re-sold, hired
out or otherw ise d t s p o s ^ off without the publisher's consent, m ori^form of binding or cover other
than tha t in w hich it is published.
□ The c o rre ct p n c e of this publication is the pnce printed on this page. A ny revised price indi­
cated by a rubber sta m p or by a sticke r or by any other m eans is incorrect and should be
unacceptable.

Illustrations : Sudha Choudhury

Coi er : Savita Joshi

Price : 9.40

Published at the Publication D ep a rtm en t by th e Secretary, N ational Council o f Educational R esearch

and T ram m g , S r. A urob.ndo M arg, N ew D elhi 110016, and Photo-com posed by M/s Quick P rints,
 Foreword

The textbook entitled Exploring Environment—Book 11 for Class IV is a

part of the package of instructional materials-in Environmental Studies
(Science), envisaged to be developed under the implementation of the
National Policy on Education— 1986 (NPE) and Plan of Action (POA).
The book is based on the detailed syllabi developed as per the guidelines
given in the National Curriculum fo r Elementary and Secondary
Education—A Framework. It is a part of the series of instructional
materials developed for Classes 1 to V.
The treatment, presentation and the style of the book is in
continuation with the earlier textbook developed for Class III. The topics
and the content of the book have been woven around situations existing
in the child’s environment. This has been done to unfold gradually the
natural and physical aspects of the child’s environment and to acquaint
him/her with the basic principles and processes associated with vatious
environmental phenomena. Emphasis has been placed on learning by
doing and observation.
Each chapter in the book is followed by a section entitled 'Test
Yourself, containing certain questions to be answered by students. This is
followed by another section entitled 'Things to Do’, which indicates
activities that can be performed by the students either in the classroom or
at home to enrich their learning experiences.
The book envisages selection and organisation of teaching-learning
activities that would provide opportunities to the learners to explore
their environment and to participate in different kinds of activities so as
to enable them to think, to question, to experiment and to seek
explanations of different environmental phenomena. In this context, the
role of the teacher emerges to be very significant. Since the environment
and the experiences of the children outside the school vary from place to
place, emphasis should be laid on activities drawn from the experience of
the children. The activities suggested in the textbook are, therefore.
(iv>

neither prescriptive nor exhaustive. They may be modified, keeping in

view their relevance to the life situations of the learners. The teacher may
design different activities depending upon the environmental situations
around the school. However, the activities should be in conformity with
the learning outcomes expected to be attained by the learners.
The first draft of the book was prepared by Smt. Shukla
Bhattacharya, Prof. M.S. Khaparde, Mr M.P. Rastogi and Dr H.L. Sharma
of the Department of Pre-School and Elementary Education, NCERT.
The draft manuscript was reviewed in a workshop held at New Delhi
from 2 to 6, November 1987, and was attended by members of the
Advisory Committee, subject experts and the practising teachers. The
draft was then re-written and refined in the light of the suggestions made
by the above group. Prof. A.K. Sharma, Head, DTESE&SE, critically
reviewed and edited the final manuscript from the point of view of both
content and language.
1 am grateful to Prof. P.N. Dave, Head, Department of Pre-School
and Elementary Education for his expert guidance at every stage in the
preparation of the final manuscript. 1 am thankful to Prof. A.K. Sharma,
Head Department of Teacher Education, Special Education and Extension
Services, for editing the final manuscript. 1 also wish to express my grateful
appreciation of the work done by the participants of the two workshops.

1 hope the children, for whom this book has been written, will find it
useful and interesting. Suggestions and comments for the improvement
of the book would be most welcome. The Council will give due
consideration to all such suggestions and comments while revising the
present edition of the book.

P.L. Malhotra
Director
National Council of Educational
N eu D elhi Research and Training
 Acknowledgements

The National Council of Educational Research and Training is grateful to the following
persons who reviewed the manuscript of the book and offered valuable suggestions for
its improvement. Workshops were held at New Delhi on 5 and 6 October, and from 2 to
6 November 1987.

1. Smt. Arora, Sushma

Assistant Teacher
N.P. Primary School No. 1
Nauroji Nagar
New Delhi
2. Smt. Bhide, Usha
S.H. Jondhale Vidyamandir
Bomdiri
Distt Thane
Bombay
3. Shri Boraiah, B.
Assistant Director of Textbooks
Swathi Hostel Building
Seshadripuram
Bangalore
4. Shri Gambhir, V.G.
Scientific Officer
Homi Bhaba Centre for Science Education
TIFR
Bombay
5. Smt Gupta, Nirmala
Assistant Teacher
N.P. Primary School No 3
Laxmi Bai Nagar
New Delhi
6. Shri Khanna.Ashoke
Assistant Teacher
M.C. Primary School
Gulabi Bagh II
New Delhi
(vn

7. Shri Manjul, J.S.

Deputy Director (SHE)
Central Health Education Bureau
Kotla Road
New Delhi
8. Smt. Matoo, Rajeshwari
Principal
State Institute of Education
Srinagar
9. Smt. Mehta, Jayshree
Scientist
Vikram A. Sarabhai Community
Science Centre
Navrangpura
Ahmedabad
10. Smt. Singh, Elizabeth B.
Headmistress
K.V., INA Colony
New Delhi
11. Shri Singh, Satyapal
Assistant Teacher
M.C. Primary school
East Lakshmi Nagar
Market-11
Delhi

N C E R T Faculty

1. Shri Gupta, K.B. 6. Dr. Sharma, H.L.

Lecturer, DESM Lecturer, DPSEE
2. Dr Hopper, W.A.F. ,
Field Adviser,Tamil Nadu Smt. Bhattacharya, Shukla
, j. , GDordinator

8. Miss Sharm a, M anju

3. Prof. (Dr) Khaparde, M.S. JP F, DPSEE
Professor, DPSEE
A D f > I u- Bhatt, Sita

5. Shri Rastogi, M.P. 10. Miss Govil, Anita

Reader, DPSEE JPF, DPSEE
 Contents

Chapter 1 Functions of Different Parts of a Plant 1

Chapter 2 Uses of Plants and Animals 11
Chapter 3 Care and Protection of Plants and Animals 20
Chapter 4 Our Body and Its Functions 30

Chapter 5 Food and Food Sanitation 39

Chapter 6 Safe Water 51

Chapter 7 Sanitation and Diseases 61

Chapter 8 Materials and Their Properties 69
Chapter 9 Weather and Its Influence on Life 78

Chapter 10 Soil and Crops 88

Chapter 11 Work, Force and Energy 97

Chapter 12 The Sky and the Earth 105

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CHAPTER I

Functions of Different Parts of a P lan t

You know the different parts of a plant.

Most plants have roots, stem, leaves, flowers
and fruits. Fruits contain seeds. T h e root of
the plant remains under the ground. T h e
other parts of the plant remain above the
ground. Draw a picture of any plant.
Observe its various parts and name them.
Each part of the plant is im portant and has
different functions- What are the functions
of the roots? Let us find out.

Do T his Activity

Pull out a young plant from the soil.

Can you pull it out easily? You must take
care that the roots remain intact. Observe
the roots carefully. You will find some bits
of soil sticking to the roots. You w ill find
that the roots branch out into the soil. T h e
roots hold the plant firmly to the soil.

W hat are the other functions of the

roots? Let us find out.
Do T h is Activity

T ak e two flower pots. Mark them A and B. F ill both of them with
garden soil. T ak e two plants of the same kind. Cut off the roots of one of
the plants. Leave the other plant intact. P lan t one each in the pots. Water
them every day. Observe both the plants after two days. Do you find any
change? Note down the changes. Why did the plant w ithout roots wilt?

Roots absorb water and m inerals from the soil. How do the water and
minerals reach the different parts of the plant?

Do T h is Activity

•C ^ ^ si^ch as ‘G u lm eh an d i’ or
Sadabahar . ^ k e care that its roots remain intact. Wash the roots carefully
with water. Now take a jar. F ill it with some coloured water. Place the
plant in such a way that only the roots rem ain inside the water. Observe the
plant after one or two hours. Observe the roots, stem and leaves of the
plant. Why do these parts get coloured?-
 You have seen in this experiment that when we kept a ‘G ulm ehandi’
plant in coloured water, its stem and leaves got coloured. How did the
coloured water get inside the plant? Let us find out.

Do T h is Activity
Cut off with a knife the stem of the ‘G ulm ehandi’ plant, which you
have used in the previous experiment. Observe the cut portion with a
m agnifying glass as shown in the picture.
 W hat do you see? Observe the coloured spots or areas in the stem. T h e
coloured water passes through these areas. It then goes to the different parts
of the plant. T h u s, the stem helps to carry water and m inerals from the
roots to the other parts of the plant. T h e stem also supports the other parts
of the plant such as the branches, leaves and fruits.

Observe the stem of some plants and trees grown in your locality. Do
all the plants have strong stems? Make a list of plants or trees which have a
strong stem and another list of plants which have a weak stem. Do plants
with a weak stem stand up firmly above the groimd?

What are the functions of the leaves? Leaves prepare food for the plant.
For m aking food, the plants need water, carbon dioxide and sunlight. They
also need the green colouring matter which is present in the leaves. T h is
matter is called Chlorophyll In the presence of sinilight and chlorophyll,
carbon dioxide and water are converted in the plant into a substance ( ailed
carbohydrate. During this process of m aking food, the fjlants give out
oxygen. T h is process is called Photosynthesis Do leaves have any other
function? Let us find out.
 Do This Activity

Take a small transparent polythene bag. T ie the bag around a few

leaves as shown m the picture. T ie another polythene bag around some
leaves which have been coated with vaseline. Observe both the bags after
half an hour. Note down the changes. In which bag do you find droplets of
w'ater? Where does this water come from?

T h e leaves of plants have tiny pores on their surface. Water comes out
from these pores.

You have learnt about the functions of the roots, stem and leaves of a
plant. There are some other parts of a plant like the flowers, fruits and
seeds. Let us know more about them.

Look at the picture on next page. It shows different parts of a

flower.
T h e outermost part of the flower is the sepal. Sepals are generally
green in colour. Next to the sepals arc the petals. T h e petals are generally
brightly coloured. Next to the petals, at the centre of the flow'er, are long
stalks. These are the stamens. They are the organs which contain pollen
grains. T h e innermost part of the flower is the pistil.

Do This Activity

Collect some com m on flowers from your locality. Study the parts of
each flower and describe them.
Do all plants bear flowers? Are all flowers alike? How are flowers
useful to the plants? Let us find out.

Do This Activity

Observe different types of plants. If possible, look at the flowers of

plants such as the brin jal or bottle-gourd. W atch these flowers for a few^
days. Note down your observations. W hat do you find?
You will find that some of the flowers have dried up. If you look
carefully at a dried flower, you w ill see a young fruit growing. Soon the
fruit will mature. Cut open such a fruit. You w ill find that the fruit
contains seeds. Seeds are necessary for grow ing more plants of the same
type. They give rise to new plants. They store food material which helps in
the development of the young plant.
What happens when seeds are planted close together? Let us find out.

Do This Activity

Take a few gram seeds and two pots. Fill the pots with garden soil. In
one pot, sow four seeds at a distance of three centimetres from each other.
In the other pot, sow about twenty seeds very close together. Water the pots
regularly. Observe and record the growth of the seedlings.
If the seedlings are very close to each other, they do not grow well.
They do not get enough sunlight, water, and minerals from the soil.
For proper growth of new plants, dispersal of seeds is necessary. How
do the seeds disperse?
You must have observed the seeds of Cotton , or Aak (Calotropis)
plants floating in the air. Observe these carefully. You will find that the
seed has a hair-like structure. With the help of these hairs, these seeds float
in the air. These seeds are carried away by the wind.
In what other ways do seeds disperse?
Look at the picture given below. It shows seeds of some plants. Can
you identify them? Also, find out their special features and those which
help in their dispersal.
 Som e fruits such as coconuts are dispersed by water. Th ey develop
floating devices in the form of fibrous outer coats. Som e seeds and fruits
like the poppy and cockleburr have hooks and spines. T h ey stick to the
hairy coat of anim als and are carried from one place to another by the
anim als. You must have seen some fleshy fruits like the fig, guava, etc.
Th ese fruits also have seeds. Find out how their seeds are dispersed.

Do T h is Activity

Collect tlie seeds of some plants. Observe them carefully. Identify

them. Note down their names and the characteristics which help in their
dispersal. Classify them according to their mode of dispersal, such as by
wind, water, anim als, insects, birds.
Record your observations in the table as shown below:

N am e o f the S p ecia l M ode o f

seed fru it ch aracteristics d isp ersa l

From the above table you will find that fruits and seeds have special
features or structures. These structures help the seeds to be easily carried
away. Wind, water, anim als and insects help in the dispersal of seeds and
fruits.

Test Yourself

1. F ill in the blanks with suitable words.

i. Roots hold the---------------firm ly to the soil.
 9

ii. Seedlings will not grow properly if they are placed---------------to

each other.

iii. Green leaves prepare----------- .

iv. Roots absorb water and minerals from the---------------.
V. For proper growth of new plants ---------------of seeds is necessary.

2. Given below are some statements. Put a tick (v ) mark against the
true statement and a cross ( X ) mark against the falsestatement.
i. Roots prepare food for the plant. ( )
ii. Sunlight is necessary for the leaves to make food. ( )
iii. T h e stem of a plant absorbs water and minerals from the soil.
( )
iv. Some plants bear flowers. ( )
V. Some fruits do not contain seeds. ( )

3. In the follow ing questions, possible answers are given. Put a tick
( y ) mark against the correct answer.
i. Roots absorb from the soil
(a) oxygen
(b) water and minerals
(c) carbon dioxide
(d) none of the above

ii. T h e seeds of ‘Aak’ (calotropis) are dispersed by

(a) wind
(b) animals
(c) water
(d) man

4. What are the main parts of a plant?

5 What are the functions of the roots.''
6 Name the anim als which help in the dispersal of seeds.
7 What are the functions of the leaves.''
g" How are fruits useful to plants?
10

T hings T o Do
1. Draw a diagram of a plant.
i. Show its different parts.
ii. Label the different parts.
iii. W rite the function of each part.
2. M ake a chart showing the dispersal of seeds.
 CHAPTER 2

Uses of Plants and Animals

You have learnt about different plants and anim als which are all around us.
Plants and anim als provide us with many things that we need. Plants give us
a variety of flowers and fruits. Some plants may not ha\e beautiful flowers.
Some may not have delicious fruits. Some others may not be shady. But, in
general, plants are useful to us in many ways. Let us find out.

Do This Activity

Make a list of some food items that you eat every day. Find out whether
the food item is obtained from a plant, or an anim al. If it is obtained from a

Ground-nut
12

plant, strike out the nam e from the list. Now notice how many names are left
in the list. Also, look at sim ilar lists prepared by your friends. Find out w hich
item s of food are obtained from anim als. M ilk, eggs and meat are provided by
anim als. Bu t rem em ber that these anim als need plants for their food.

L o o k at the picture on page 11 - It shows some plants and the food­

stuffs which we get from them.
Plants like wheat, jaw ar, bajra, maize and paddy produce grains. These
grains are used as cereals. Cereals form a m ajor portion of our food. Peas,
beans and various ‘dais’ are known as pulses. Vegetables like lady’s finger,
potato and fruits like apple, guava and m ango also com e from plants. O ils
like mustard o il, ground-nut o il and coconut oil are also part of our food.
Th ey also come from plants. They are called vegetable oils. Do you know
why we call them vegetable oils?
Anim als in a dairy farm or a poultry farm are given special foods. Ask a
farmer about these foods. Most of these foods which are used as fodder for
cattle and as poultry feed are obtained from plants. Plants are the m ain
source of food for all hum an beings and anim als.
Besides the use of plants as food, they are also useful in many other ways.
Let us find out some more uses of plants.

Do T h is Activity

Look carefully at the various objects used in the kitchen, farm and
workshop. T h en prepare the follow ing lists:
i. Wooden objects used in kitchen
ii. T o o ls and im plem ents made partly of wood
iii. Farm equipm ent made of wood
iv. Objects made partly or wholly of wood, such as pencil, m atch-sticks
and m atch-box.
 13

You will notice that even the construction of a house needs wood. We
need wood for m aking furniture. Some tools and implements like a hammer,
spade, etc. also require wood. Where does all this wood come from? All
varieties of wood are not equally good for m aking furniture. Some kinds of
wood are used for preparing boxes to store fruits and vegetables. T h e wood of
Sheesham , Sagwan and teak trees for m aking furniture tables and
cupboards. Some varieties of wood are used as com m on fuel. Some are used
in m aking match-sticks and pencils. Im agine how many plants have been
used to provide for these materials.

• Are there any other uses of plants?

Some plants and the products obtained from them are used as
medicines. Find out the uses of some of these m edicinal plants.

Do T h is Activity

Collect inform ation about five m edicinal plants grown in your locality.
Find out which part of the plant is used as medicine. Record your
observations in the table, as shown below:
14

Part o) plan t fro m .w hich

S .N o ! L o c a l n am e o f the M edicine is obtaiyied Uses
M edicin al Plant R oot'S tem L e a f'F lo w e r f
Fru it/S eed

1.
2.
3.
4.
5.

■Som e people use ‘T u ls i’ leaves as a medicine when they have a cough

and cold. T u lsi leaves also have many other m edicinal uses. T h e extract of
‘Banafsa leaves’ is also used for treating colds and coughs. ‘Neem ’ is used as
m edicine for skin diseases. Like these, there are many other m edicinal plants.
In our country plants have been used to treat diseases from ancient times.
T h is system of medicine is called ‘Ayurveda’. D hanw antari, N agarjuna and
C harak were famous ancient experts in Ayurveda. Even today we have many
experts in Ayurveda. Many people use the Ayurvedic system of m edicine in
our country.

Plants are also useful in other ways. Som e plants are used to make paper
and cardboard. T h e leaves and flowers of some plants are used in preparing
scents and perfumes. We get gum and resins from some plants. Plants also
give us many other i^seful products.

Even plant wastes are useful. They make good m anure. T h e m anure
helps other plants and crops in their growth. So you see, that plants play a
very im portant role in our lives. Do anim als also play an im portant role in
our lives?

Look at the picture on jjag c 15. Name the anim als that give us some
food. Name the food we get from these anim als.

List some more anim als that provide us food. Do you know that the
m ilk of goats and cam els is also used as food in some parts of our country?
You have seen elephants, horses and dogs. In what way do these anim als
help us? Look at the picture. Find out how these anim als are used
15
16

L ike bullocks and horses, cam els and elephants are also useful in
carrying loads. In deep forests, trained elephants are used to carry heavy logs
of wood. Cam el-carts are used in many parts of the country. Th ese carts can
carry more load than bullock-carts.

Som e anim als are called farm anim als. Why are they so called? Can you
name some farm anim als?

Apart from the above, in what other ways are anim als useful to us?
We wear woollen and silken clothes. T h e fibres of wool and silk are not
 17

obtained from plants. Animals like the sheep and yak give us wool. Silk fibre
is produced by a small insect called the silkworm. Name some of the things
which are made of wool and silk.

From ancient times, man has used anim al skins to cover himself.
Anim al skins are used even today. T h e skin of dead anim als is cured to make
leather. Find out the articles we use which are made of leather. T h e skin of
some anim als like rabbits has soft, delicate hair. It is used to make fur caps,
fur coats, etc.
As the plant wastes make manure, anim al dung and the bones of dead
anim als also make good manure.
T h u s, you have learnt that plants and anim als provide us with many
useful things. T h a t is why they are called our natural resources. Therefore,
we must take care of our anim als and plants. They need our care and
protection. T h is is im portant not only for our present but also for our future.

Test Yourself
1. F ill in the blanks with suitable words.

Plants are the m ain source of our—

1.
Dairy anim als get their fodder from
ii. Plant wastes make good ----------------
V. Animals like------------------------ and provide us wool
v. Silk fibre is produced by a small insect called
 18

G iven below are some statements. Put.a tick ( / ) mark against the true
statement. Put a cross (X ) mark against the false statement.
Plants are not the m ain source of our food.
i. We get wool from buffaloes.
ii. T h e dead parts of plants are of no use.
V. Plants and anim als need our care and protection.
V. T h e skin of some anim als is used as leather.
3. In the follow ing question possible answers are given. Put a tick ( / )
mark against the correct answer.
We get wood for furniture from
trees like Sheesham , teak and Sagw an
i. cotton, mustard and groundnut plants
ii. rose, jasm in e and banana plants
V. none of the above
4. How do anim als depend on plants?
5. Name three plants:
W hich are used as cereals ?
i. W hich are used as fodder for anim als?
ii. W hich provide wood for furnitur?.
V. W hich are used as m edicines?
6. Name some anim als which help us in farm ing.
7. W hat things are made of leather?
8. W hat will happen if,all plants and trees are destroyed?
9 Given below is a list of some of the things which we get from plants and
anim als. Write down the name of the plant or anim al from which we get

S. No. T hin g
N am e o f the p la n t 'nnim oJ

1. Sugar
2. Cotton
3. Oil
4. Wool
5. Fur
6. Silk
7. Eggs
 19

10. L ist the purposes for which the follow ing anim als are used.

Animal Purposes/uses
S. No.
1. Bullock
2. .Elephant
3. Fish
4. Sheep
5. ■ Hen

Things T o Do . r j
1 (i ) Make a list of the things in your home which are made of wood.
(ii) Make a list of the things which are used to make the roofs of huts.
2. Find out which are the useful plants in your locality and write down
the inform ation in the table as shown below.

N a m e o f th e P la n t'T r e e °/
(lo c a l n a m e ) _________________________ __________________________________________

3- Draw the sketch of the follow ing in your book :

i- Any two plants which give us food.
Any two medicinal plants.
Any two animals used in farming,
i''- Any two animals which give us wool.
4- Visit a farmer. Ask him how he prepares manure.
CHAPTER 3

Care and Proleclion of Plants and Animals

We dejjend on plants and anim als for many useful thincrs R„,
that plants and anim als also depend on each other? In wh-,i ' T "'
.jepenclcn. on each o.her? The- picture given below shows 1 ow a!,n|',|I
depend on plants for food. annuals
 21

T h e flesh eating anim als such as the tiger and lion, eat mainly plant
eating anim als. Man depends on both plants and anim als for food. From
where do plants get their food?
You know that all green plants make their own food. What happens to
the food prepared by plants? Plants use a part of this food. T h e rest of it is
stored in the plant. Human beings and anim als use this food. W hile
m aking food, plants take in carbon dioxide from the air. They give out
oxygen. T h is process is called photosynthesis. Oxygen is very useful to us.
You know that we cannot live without air. T h e air we breathe in contains
more oxygen. T h e air we breathe out contains more carbon dioxide than
oxygen. Like us, all living things need oxygen. T h e green plants help to
m aintain oxygen in the air. Study the picture given below. It shows how
plants and anim als including man, help to keep the level of oxygen and
carbon dioxide in the air. T o keep this balance, all plants and animals need
care and protection.
22

W hat would happen if there were no green plants in this world?

For m any, many years hum an beings have reared useful plants and
anim als. Now we wall learn why we should take care^of all anim als and
plants. Let us first learn about the care of plants;

Do T his Activity

T ak e two potted plants of the same kind. See that they are of the same
size. Mark the Pots A and B. Water the plant in Pot A. Do not water the
p lant in Pot B. Record the changes you see in both plants for a week. W hat
difference do you find?
Why has the plant in Pot B dried up?
T im ely watering of plants is necessary for their growth. Plants also
need nianuring and the right kind of soil. You will learn about it in the
later chapters.
For proper growth, plants need to be protected against extreme cold
and heat If possible, visit a nursery. Find out how the young seedlings are
protected against extreme heat and cold. In northern India, sometimes
tio p s are damaged due to severe cold.
What will happen if plants do not get enough sunlight?

Do This Activity

T ak e two potted plants of the same kind. Mark them A and B Keen the
plant in pot A rm .com plete darkness. Keej3 the other nlam in ' i i
Vyater them regularly. Observe the plants for a
of ilie plants after a w^eek. W hich of the plants shows b m er grow dP
T im ely watering, m anuring, sufficient sunlight and tiie rieht
temperature are necessary for the proper growth of plants / ^
f-n n r " ’? " 1 "T f ^>*^^ases. If possible, visit a
OUI f r o m \ L ,'’'i‘ o V /fto o ,rw a y ro T p rm ^ damage , he crops. Find
 23

Stored grains and other crops are damaged by moulds, insects rats and
other pests. Food grains have to be protected against these pests. Pesticides
and In s e c tic id e s are used to protect them.
Man takes care of the plants cultivated by him. He also protects them
against diseases and pests. But how can we take c a ij of all the other plants^
You know that forests give us many useful products. Name some of the
products obtained from the forests. T h e picture given below shows some
useful forest products.

Furniture
24

Forests also give shelter to many anim als. Forests are useful to us in
many other ways. You will learn about their uses later. Many anim als live
in the forests. O ur country has rich, beautiful forests. But there has been
destruction of our forests. T h ere are many reasons why the forests were
destroyed. As our population increased, forests were cut down to make
space for buildings, new towns and industries.- More land was needed to
grow food. M an needed more and more timber. He also needed more and
more other forest products. Therefore, the trees were cut down in great
numbers.
No new trees were grown in their place. T h e forests were destroyed.
T h e destruction of forests created a lot of problems. T h e picture below
shows some harm ful effects of the destruction of forests.

We are now taking steps to protect our forests. W hat are these steps?
You must have participated in the V anam ahotsava celebration in your
school. Every year, thousands of trees are planted during the
‘Vanam ahotsava’ or forest week. You can plant saplings of trees in your
school com pound. You can also do so in the free land in the area where you
live. T ak e care of these saplings. Let them grow with you. Soon you will
have beautiful, shady trees. H elp your parents and friends to grow trees.
In our country we have also launched social forestry programmes.
People are being made aware of the im portance of forests. Find out about
such a programm e in your locality. Also find out what activities are
undertaken in this programme. P lan ting trees on the road-side and along
the fields provides shade. It makes the surroundings beautiful. It also helps
to keep the air fresh. Do you know how?
Some of the steps to be taken for protecting the forests are:
— avoiding thoughtless cu tting down of trees.
— protecting forests from fire.
— protecting plants against diseases.
— planting more trees.
Like plants, anim als also need care and protection. M an takes care of
his domestic and pet anim als. How do you take care 6f pet anim als? V isit a
dairy or poultry farm, if possible. Find out how the owner takes care of
these anim als. Observe the place where the anim als are kept.
Animals need food, shelter and safe drinking water. T h ey should be
groomed and cleaned. T h e ir sheds should be kept clean. VV'henever an
anim al gets sick, it should be treated. Th ere are special hospitals for
anim als. These are called veterinary hospitals.
 25

' - 5^.
i>X ‘ *■' c' > ^ '

Harmful effects of the destruction of Forest

.- Ik
 If we keep the surroundings clean, it will prevent the spread of
diseases. A nim al wastes such as dung, urine, decaying fodder can be
dumped in a com post pit. These can also be used to get g o b a r gas Com pare
the two pictures given below. Where do you think the anim als will remain
more healthy?

M a n ta s
a n i m a l s l i k e tigers, c h m i r L r n - r
also hunted for their meat Today Som e anim als are
Unless these antm als are protected the
 27

It shows some of the im portant wild-life sanctuaries in our country.

Survey of India map with the perrmssion of the Suweyor General of IncL
The territorial waters of India extend into the sea to a distance of twelve
nautical miles measured form the appropriate base line. © Govema.entofmdiacopyngh..1988
 28

T h e n am es o f so m e im portant sanctuaries are given below .

Sanctuary c. . ■
2 ------------------------------- State in w hich located
Corbett N ational Park n t t .r p .- i i
K anha N ational Park Midhvn
Hazaribagh N ational Park B ih a r'
Kaziranga N ational Park
G hana N ational Park
Bandipur N ational Park K n n it
M adhum allai N ational Park T am il Nadu

Find out about other N ational Parks in o n . ^

your teacher and parents. We have laws to protcct o m ^ 'T r r ^ f
respcc, ihese laws. We mus, no, h u m anim als f„, f u ^ "> “*1
know ,hai ihe iigcr is om nalional ainm al T I k i
bird. Do you know why the ti^er is r-illf-rl P^^icock is our national
p r o .« . « l an,n,al. We are no, a llo .v e ," '
It took m illions of years for our wonderful world tr. .
many varieties of plants and anim als. We nu.sr c.ke
get destroyed. These are our great natural weahi!; ^

Test Yourself
].
Given below are some statements. Pul a tick ( / ) nn^rt-
correct statement and a cross (X ) mark aeains .h i
Green plants make their own food ‘ statement.
JJ; txtrem e cold is good for the growth of plants
n. Plants give out oxygen while m aking their food

2 . Fill tin r the

I'll! Z blanks
Z T " T suitable words.
with
ants get . from the air for m aking food.
11 .
T h e air we breathe out contains ------dioxide)

in. Sick -------------- are ,rea,ed ve.e, i n a r T l « p i , t r “ ' ’

IV.
l^'aces .vhere^!;"a„."‘r a ^ ’
(hunted, protected)
 29

V. Plants need protection against ---------------------- and

pests.
(diseases, insecticides)
3. Match the items in Column I with items in Column II
I II
i. Tram pling of plants a. proper sanitation
ii. Plants kept in the dark b. deforestation
iii. Domestic anim als need c. damages the plants
iv. Pollution of water and air d. do not grow well
e. is harmful to living things
f. only safe water
4. Parts (i) to (iii) of this question have four alternatives. Only oiie of
them is correct. Put a tick ( / ) mark against the correct answer.
i. We should protect plants and animals because
a. they are beautiful to look at
b. add to the beauty of the surroundings
c. m aintain balance in nature
d. they are usefid for our food
ii. Green plants make their food in the presence of
a. sunlight, water, carbon dioxide
b. oxygen and w'atei
c. water and carbon dioxide |
d. none of the above
iii. Watering and m am uing are necessary for the growth of
a. crops
b. animals
c. insects
d. none of the above
5. State the conditions necessary for the growth of plants.
6. What will happen if the sheds of animals are not kept clean?
7. What steps would you take to protect animals and plants against
diseases?
8. Name two important ways of protecting our wild animals.
9. Give two harmful effects of thoughtless cutting of trees.

Things T o Do
1. Plan a programme of planting trees with your friends. See that all
these plants grow.
2. Collect information about different National Parks and W ild-life
Sanctuaries of our country. Take the help of your teacher.
3. Collect inform ation about the diseases of crop plants such as w'heat,
paddy, etc. Find out the ways to prevent these diseases.
CHAPTER 4

Our Body and Its Functions

All of us have sim ilar pans of the body as seen from outside. However, each
of us differs from others in the shape and size of the parts of our body. All of
us also have sim ilar organs inside our body. T h e parts inside the body are
called internal organs. What are the different organs that are present inside
our body? W hat are their fimctions?

Do T h is Activity

Feel the different parts of your body. W hich are the parts that are fleshv
and soft? W hich are the parts that are hard? Som e parts of your bod>’ feel
hard. Here, there is the less flesh. Som e other parts feel soft. Here the flesh is
more. T h e flesh is made of muscles. Find out which parts of vour body have
more muscles.
Are there only muscles in the body? Let us find out

Do T h is Activity

Press on the different jjarts of yotn body with your fingers or hand.
Press on your head, chest, back, leg and arm. How do you feel? You feel
that inside these parts ol your body there is som ething hard. T h e hardness
you fe'el is because of bones. Voin body has a panic ular sliape. Bom\s and
muscles give shape to yoin body. T h e bones also protect the internal organs
of your body. Im agine what woidd hapjx'n if all the bones of your bodv
were remo\ed?
^oti can walk, run, bend and do many activities. What makes it
possible to move your body? Muscles and bones help you to move your
body. In how many directions can you move your body?

Do T h is Activity

Move your arm at the wrist, elbow and shoulder. Move your leg at the
ankle, knee and hip. Bend down and observe your backbone. Move vour
tuigers Move your neck.
 31

In how many directions can you make the movement at a particular

point? Record your obser\ations in a table as shown below:

M ovem en t p o ss ib le
B ody parts

In o n e d irection on ly In a ll d irection s

1. Wrisi
2. Klbow
Shoulder
4. Fingers
.5. Knee
6'. Neck

T o keep your muscles and bones healthy, it is necessary to do regular

exercise. Regular exercise keeps your muscles strong. It is also important to
m aintain a correct posture of the body. Poor posture of the body leads to

Sitting standing
32

defeasr It is im portant to walk, sit and stand correctly. S ittin g erect keeps
your backbone straight. T h e correct postures for sitting, w alking and
standing are shown on page 31. T ry to follow the correct posture fo rd o in g
different kinds of work.
You have learnt about the bones and muscles. Let us now study some
internal organs of our body and their functions. Som e of the internal organs
are the brain, heart, lungs, liver, stom ach and kidneys.

Do This Activity

Look at the picture given here.

Find out the location and shape of
the internal organs.

W hat does the heart do for our

body? W hat is it made up of?

Do T his Activity

Observe the picture on the next

]3age. It shows the heart and the
blood vessels. Note the m ain type of
blood vessels.

T he heart is made up of
muscles. T h e heart pum ps blood to
all parts of the body. T h ere are two
types of blood \essels. O ne set of
blood \essels carries blood from the
heart to all parts of the body. T h e
other set of blood vessels brings
blood back from the different parts
of the body to the heart. How does
the heart work? Let us find out.
 33

Do This Activity
Place your palm over your chest. Can you feel som ething beating? Ask
your friend to apply his ear to your chest.
Your friend will feel the beating of your heart. Feel the heartbeat while
resting, walking fast and running. Is there any difference in the heartbeat in
these three cases? T h e heart pumps blood faster when you work hard or run.
Your heart beats all the time. It works as long as one lives.
You can also feel your heartbeat at some otherspots in your body. One
such spot is at your wrist.

Do This Activity
Place the first two fingers of your hand
on the wrist of the other hand as shown in the
picture.
Move your fingers slightly to get the
correct spot. Do you feel something beating?
T h is is your pulse. If you are not able to feel
34

the pulse yourself take the help of your teacher. Now run or ju m p for
some time. Again, feel your pulse. Does it beat faster?
You also know that you cannot live w ithout air. How does air reach
inside our body.?

Do T his Activity
Close both your nostrils w'ith your hand. How do you feel? Now
release your hand. Put your hand on your chest and take a deep breath.
T h en , breathe out. Observe the movement of your chest while breathing.
Look at the picture below. It shows the organs which help in breathing.

Nose
Mouth

Lung

FJ

T h e air enters through the nostrils into the windpipe. From the
windpipe it enters both the lungs. T h e hair in your nose prevents the dust
particles from entering the lungs. T h e nose and windpipe also warm up the
air before it enters the lungs. When you breathe in, the chest and the lungs
expand. When you breathe out, they contract. In a crowded room with
closed doors and windows, you may find it difficult to breathe. You feel
uncom fortable. Do you know why? T h is is because no fresh air enters the
room. Most of the oxygen gets used up. T h u s, the air in the room has less
 35

oxygen and more carbon dioxide. You should, therefore allow sufficient
fresh air to enter your living room. Always try to breathe through the nose.
Keep the nostrils clean. Some children breathe through the mouth. T h is is
harm ful. Do you know why?
Your body also needs energy to do work. Food gives us energy to do
work T h e oxygen we breathe in, helps to burn the food to give energy. T h e
food we eat cannot be used by our body as such. It must be changed into a
simple soluble form. T h is process is called digestion. How does the food
get digested inside our body?

Do This Activity

T ak e a piece of chapati and

chew it for some time. Keep it in one M outh-----»

corner of your m outh. Is there any

change in the taste? Look at the
picture. It shows different organs
that help in digestion.
Liver Siom ach
When you chew the food, it Gail
Pancreas
gets broken down into very, very bladder

small pieces. It also gets mixed with

the saliva from your m outh. T h e ILarge im estin e ^
process of digestion of food begins
in the mouth. After the food is
swallowed, it goes down into the
stomach. T h e stomach contains
Appendix.
digestive juices. Here, the food is
mixed with these digestive juices. It .anus
is further digested. T h en it
enters the intestine. In the intestine,
the food gets mixed with other
dieestive juices. T h e digestion is completed. T h e juices from * e liver and
t n c r e l s help in the process of digestion. T h e digested food is absorbed in
Sie intestine. T h e undigested food passes out of the body as faecal matter.
T o keep healthy, you must follow certain eating habits. Eat at regular
intervals Chew the food well. Chewing helps in digestion. Avoid eating
when you are too tired. Do not run or do heavy exercise ju st after eating.
36

Observe the picture of the internal organs given earlier. Find out the
location of the kidneys. T h e kidneys help to remove the wastes from the
blood. T h e wastes pass out of the body as urine. You should drink a
sufficient quantity of water every day. It helps the kidneys to function
properly.
You have learnt that the heart pumps blood to all parts of the body.
T h e kidneys help in removing the wastes from your body as urine. T h e
lungs help in supplying oxygen to your body and rem oving carbon
dioxide. T h e stomach and intestine help in the digestion of food How do
these organs work? What will happen if any one of these organs stops
functionm g? Is there any organ in your body that controls the working of
the other organs?
All the functions of the body are controlled by the brain. It works
through a system of nerves. Nerves are like tiny electric wires. These

connect the brain to all parts of the body. T h e picture shows the brain
and the nerves of the body. You will learn more about it later
T o keep yourself healthy and fit you should take care of your body.
 37

Test Yourself
1. W hich one of the follow ing explains the process of digestion?
i. cutting food into smaller parts by the teeth.
ii. breaking food into a simple and soluble form.
iii. absorbing food into the body.
iv. m ixing food with digestive juices.
2. Write the follow ing statements in a proper sequence which will
explain the process of breathing.
i. air rich in oxygen enters the windpipe.
ii. air rich in oxygen enters the lungs.
iii. air rich in carbon dioxide is given out of the lungs.
iv. air rich in oxygen enters the nostrils.
3. In which of the follow ing cases does thi- heart beat fastest?
i. a boy who is running.
ii. a boy who is sleeping.
iii. a boy who is walking.
iv. a boy who is reading.
4 Given below are some statements. Put a tick ( / ) mark agamst the
correct statement and a cross ( X ) mark against the wrong statement.
i. T h e air you breathe in is rich in carbon dioxide.
ii. By counting the pulse you can know the rate of the beating of the
heart.
iii. When you breathe in your chest expands.
iv. T h e heart pumps blood to all parts of the body.

5. In the picture the numbers

indicate certain im portant
internal organs.
Select the correct name and
write it against the number
given ;

Lung, Stom ach, Kidney, Heart

38

6. Fill in the blanks,

j. The hair in your nose prevents ----------- from entering your
lungs.
ii. The digested food is absorbed in the ------------------------
iii. -------------- carries blood to different parts of the body.
iv. ------------- controls all the functions of the body.
7. Circle the name of the organ that does not belong to the group.
i. Stomach, lung, intestine.
ii. Windpipe, lungs, liver, nostrils.
iii. Heart, nerves, blood vessels.
8. Match the organs given in Column I with their functions in Column
II.

C olu m n I C o lu m n II

i. Heart a. remove waste from the body

ii. Brain b. digests food
iii. Bones c. pumps blood to all the parts of the
iv. Kidneys body

d. give shape to the body

e. sends messages
f. controls functions of other organs of
the body

Things T o Do

I. Count your heartbeat for one minute. Do the following exercises for
one minute each. Count the heartbeat after each exercise.
i. Sit and stand two times.
ii. Sit and stand four times.
iii. Sit and stand ten times.
CHAPTER 5

Food and Food Sanitation

• ture G ro u p the food item s as in the table on n e x t p age.

L ook at food-stuffs n ot sh ow n in the p ictu re .
40

S .N o. F o o d w h ich F o o d w h ich h elp s F o o d w h ich g iv es

p ro v id es energy in bod y b u ild in g p ro tectio n ag ain st
an d rep air d isease

We all need food. Food helps us lo grow. It gives us energy to do work.

Some foods help to protect us against diseases. All food-stuffs contain
substances useful to our body. These are called nutrients. These nutrients
are carbohydrates, proteins, fats, vitamins and mineral salts.
T h e energy-giving food contains a large am ount of carbohydrates,
Carbodydrates are rich sources of energy. Rice, wheat and potato are rich in
carbohydrates.
Other energy-rich food such as nuts, ghee and oil, contain fats. Fats
also provide energy.

Do T h is Activity

Make a list of the items that you eat every day. Find out which out of
them contain more carbohydrates. Find out which foods are rich in fats and
oils.
I he more haul work \ou do. the nioic energv vou need. Studv the
picture on page 41. W hich child will need more energy-rich food?
Oui b(xl> needs lood lor giou ih. 1 he iooil cdso helpb to repair the wear
and tear of the body. W hich of the nutrients help us in this? Meat, fish,
m ilk, m ilk products and soyabean are all body building and growth
prom oting food-stuffs. These food-stuffs contain a large am ount of
 41

nroteins Make a list of other food-stuffs rich in protein. Proteins help to

L i l d muscles They also help to m aintain and repair the wear and tear of
the body. Young children need more protein-rich food than adults. Do you

k n ow why?iea ^ vegetables and fruits are rich sources of

v itam in s an d m in erals. V itam in s an d m in erals are necessary to p rotect us

'*^'*"EaVh one of us needs different nutrients in different quantities. Study

the pictures given below.

Who will need m o re M g y - r i c h food?

42

W ho will need more protein rich food?

Do This Activity
Study the table given below. It shows the daily diet of three families.
W hat is lacking in the diet of the first family? W hat is lacking in the diet of
the second family? Which family consumes food from all the m ajor food
groups?

F am ily N o. F o o d item s eaten in a day ______

Family 1. T ea, chapati, rice and arbi , potato curry.

Family 2. butter, bread, potato curry and chapati, pulses and rice.
Family 3. sprouted grains, rice, pulses, Chapati, Fish, Green vegetables.

T o remain fit and healthy we must eat food from all m ajor food groups-
However, our food requirement varies. T he food we need also depends on
the type of work we do. A diet which contains all the nutrients in the rtg
amount needed for proper fu n ctio ning of the body is called a balanced diet-
 43

When we eat what we require, w’e remain heahhy. Sometimes we eat

more food than is required by us. At times we do not eat the food that is
necessary for us. What happens in such cases? The picture given below will
help you to understand this.

You can get sick if you eat only energy-rich food or only protein-rich
food You must eat a variety of food from all food groups. Overeating may
Ik n make us sick. Eating stale or spoiled food can cause disease.
T o take a balanced diet, it is not necessary to eat expensive food,
o 1 frnits such as guava, ‘jam un’, papaya, berries, ‘am la’ are rich
Seasonal f Seasonal vegetables like carrot, radish, turnip, beet,
sources o V tables in vitamins and minerals. You should eat
green lea J » les and fresh fruits. T o increase the nutritive value of food,
plenty „,ethods such as sprouting and fermentation. The use of
and combination of pulses and cereals also increases the
mixed puis ^ which are prepared bt
nutritive vegetables. Sprouted grains are rich in
combining P nutrients, you must eat sprouted grains and pulses,
vitamins, l o g cooked before eating. Why are
J eaten only after cooking? What will happen it you eat
some “ over-cooked food? Sometimes, nutrients get lost while
under-cookeu
cooking. How do we know?
44

Do T his Activity
T ak e any seasonal vegetable. Wash it thoroughly in safe water. Cut it
into pieces. Put the pieces in a vessel or a ‘K atori’. Add water and boil the
vegetable for sonie time. Take the help of your teacher for this. Cool it.
Now taste the water. How does it taste? Is it different from the taste of plain
water?
W hen you boil vegetables in excess water, a lot of vitam ins are lost. Do
not throw away this water. You must make use of this water. You can use it
as soup or for m aking curry. Do not boil vegetables in too much water. Use
ju st enough water to cook the vegetable till it becomes soft. For boilin g rice
also, ju st enough water should be used.
Do This Activity
Visit five families. Find out the methods used by them in cooking rice.
Ask them about how they use the rice water. T e ll them not to throw away
the excess rice water.
T h e dough used for m aking ‘id li’ is allowed to ferment by leaving it
overnight. Fermented food is more nutritive. Food such as ‘id li’, ‘dhokla’
are cooked in steam. Food cooked by steaming does not lose its nutrients.
Make a list of food items cooked by boiling and by steaming. T ak e the help
of your family for this.
There are other methods of cooking. W hat are these? T h e names of
some dishes and the methods of cooking them are given in the table. Find
out how other dishes are cooked.

D ishes M eth od o f c o o k in g

Puri Deep frying

Paramha Shallow frying
Chapati Roasting
Dosa Shallow frying
Rice B oiling Steaming
Biscuit Baking
Bengal gram Roasting
For taste and flavour, we use different methods of cooking. Som etim es,
we roast some food items such as Bengal gram, groundnut, maize. Some
food items such as cakes and biscuits are prepared by baking.
For good health we must eat simple, wholesome food. Such food is
easily digested. T h e nutrients in food are destroyed by over-cooking and
deep frying.
Spices are added to food to make it tastegood. But using too much of
spices may be harmful.
 45

What happens when cooked food is kept for a long time?

Do This Activity

Keep some cooked food in a plate in one corner of the classroom. Put
enough water to keep the food moist. Observe it over a week. Record your
observations in the table as given below:

Day C h an g es

Smell Colour Other changes

1st day
2nd day
3rd day
4th day
5th day
6th day
7th day

Do you find small, black, green, red or grey dots on the food? Do you
also notice a small, fluffy growth on the food? Take a small piece of this
fluffy growth. Look at it through a m agnifying lens.

T h e food gets spoiled when bacteria and mould grow on it. How can
we prevent the food from getting spoiled? Let us discuss this.
You have seen a shop-keeper keeping m ilk in an ice-box. A ‘K ulfiiuala’
keeps his ‘K u lfis’ in an earthenware pot, covered with a piece of wet cloth.
A fish seller keeps fish on ice to keep it fresh. Some food-stuffs such as
vegetables and fruits are kept in cold storage. Why is this done? T h e food
kept in a cool place does not get spoiled easily. At home, a refrigerator is
used to keep vegetables, fruits and cooked food fresh for a long time.
If you do not have a refrigerator, you can still keep vegetables and
fruits fresh for a long time. How can you do this?

Do This Activity

Take a wide-mouthed vessel as shown in the picture. Pour some water

in it Place a brick in the vessel as shown.Put some cooked food or fresh
L it in a plate. Place the plate on the brick. Cover this with an empty
earthenware pot. Put a wet cloth over the pot. Let the end of the cloth dip
in the water in the vessel. W atch the set-up for some days. What happens to
46

Days
C h a n g es o b s e w e d
1st Day ^ ----------------------------------------------
2nd Day
3rd Day
4 th Day '
5 th Day

ways can we p re v L T fllo ^ stu ffrfr ^

meat, fish can be kent fn u Setting spoiled? Fruits, vegetables,
kept in cold storage to kee^them fr S "" * ^ h r ’vegetables are
also be preserved bv / and fish can
preserving food? Let us find'^out''* methods of

the vegetable is w T s L lfn fd lT e rT h e rU i'"’ them. T h e fruit or

IS added. These pieces are kent in th enough salt
T h e p.ckle is s .o r e ? i„ a * v O il and spices are then added

a : = o r r r n t 7s e d i'^^£ f--
differem ways rf7 re “ ™ ra b b a '. T hese are all

r p i t ~ ' ” t- : r.h !r u r
not s J e d °prop™ y' H o r d T w e ''
 47

Do This Activity

Take two containers. Put a handful of green gram, or any other pulse.
Mark ih. containers A and B. Add enough water in container B, to keep the
seed w( . Keep/* rontanier A dry. Cover both the containers with lids.
Observe after some days. W hat changes do you find? Record your
observations.
You will find that the food grain exposed to water gets spoiled easily.
Therefore, food grains must be stored in dry, air-tight containers. Find out
how your mother stores dry food-stuffs at home.
Food-sluffs should also be kept safe from insects and rats. A large
am ount of food grains are eaten by rats and mice. These also carry disease
germs. Therefore, food grains should be stored in proper containers. If
possible visit a storehouse. Find out how food grains like wheat, rice and
pulses are stored.
Food items exposed to dust and flies may cause diseases. T h e germs of
diseases are carried by flies. Diseases such as diarrhoea, typhoid, cholera
48

often spread by eating contam inated food. Food should always be covered.
Do not eat cut fruits and food exposed to dust and flies. Look at the sick
child in the picture on page 47. Observe the surroundings. W hat has caused
the sickness.
T o prevent these diseases you should take care in handling food.
Always wash your hands before handling any food-stuffs. T h e container
should also be kept clean.

Test Yourself

1. Given below are some statements.

Put a tick ( ) mark on the correct statement and a cross ( X ) mark
on the wrong statement in the box provided.
i. Over-cooking of food should be avoided.
ii. T h e excess water in which vegetables are cooked should be thrown
away.
iii. Cooking helps in destroying some harm ful bacteria.
iv. Over-cooking of food results in protein loss.
v. Mixed pulses and vegetables have more nutritive value.
vi. Food is cooked to make it more digestible.
2. F ill in the blanks with a suitable word chosen from those given in
brackets.
i. Milk and soyabean are rich in ---------------- .(carbohydrates proteins).
ii. Grains should be stored in ------------ —.p lace (dry/wet)
iii. Sprouted grains should be included in the diet to get m o r e ---------
— (fats/vitamins)
iv. A com bination ol different pulses --------------- the nutritive value,
(increases/ decreases)
V. Fermentation ol lertain f o o d s --------------------- the nutritive value.
(increases/ decreases)
3. Given below are some food-stuffs. Put a tick mark ( »/) on the food­
stuff which has more nutritive value.
i. Fried green gram sprouted green gram.
ii. Raw carrot/boiled carrot.
4. Given below arepairs of methods for preparing food.Put a tick ( -J )
mark on the one that helps to preserve thenutrients in the food.
i. a. W ashing vegetables and then cutting them,
b. Cutting vegetables and then washing them.
ii. a. Cooking rice in excess water.
b. Cooking rice in sufficient water.
 49

iii. a. B oiling vegetables in excess water and throwing away the

cxlra water. . .
b B o ilin g vegetable in water and using this water in the
p rep aratio n oI dal or vcgctaljles.
6 T h e daily tood char.s ot iwo boys, A and B, are given beloiv. Who eais
tlie more nutritive food? Pnl a ticl< ( ✓ ) mark aga.nst the correct

,A , dT Rice Fruits M .ik , Vegetables (B , ^P^tatoes Butter

Note ; In question Nos. 6 a.id 7 match tire items ol Column I with

those of Column II.
j Colum n II

, Foods rich in Jb) S e a l s " p trtS ra ^ ild jaggery

hi ■ :.= - in e .ls < ,c ,

7. C olum n Provides energy

Builds the body
11- Butter Provides protection
L e “ food items are given below. Select the one that does not belong to
the group and write its name ,n _
1.
M ilk. Bengal gram, Banana Egg,
Cucumber, Tom ato, Amla, M aiigo, Potato
ii. C - U C U I I I U C I , x w w * — , ____________

Noteiii. N ? r .o ffh a'C eT ou ^ ah e'n lH v e answ ers. Select the conect answer
an d p u t a tick ( ^ ) mark against it.
9. Green leafy vegetables are rich in ^ ^
i. Proteins
11. C arb oh y d rates .
iii V itam in s an d m in erals ^ ^

J i i c h of the rollowtng c« ,k .n g methods retatns most ol the nuu.ents?

10.

( )
i. Frying ^ )
ii. Steam ing ^ j
iii.B oiling / \
iv. Roasting on fire
11. Food value can be increased by ^ ^
i. Frying . ^
ii. Boiling
 50

iii. Baking
iv. Sprouting
12 Over-cooking of food leads to
1. Im provem ent in eyesight
ii. Loss of nutrients
iii. Increase in food value
iv. Increase in appetite /
13, W hich of the follow ing methods are used /
1. W ashing in food preservation?
\

ii. Salting
iii. H eating
iv. Drying
14.
A day’s menu for two fam ilies is as follows
Fam ily 2
R oti, butter, m ilk , ,
chapati, meat F gram, m ilk, guava
rice, dal, curd chapati dal, palak, salad

13.

tomatoes. ' to preserve the surplus

11.

H. '^hy does fo o d ^ ^ ^ T ^ ^ ^ i^ T fe ^ ^ ^ T d ^ ------- ------------------------

winter? tne rainy season than during

Things To Do

p e r v e d fo ™ ' S w p i^ T o U n y " ,h l^ “
 CHAPTER 6

Safe Water

Water is very im portant for us. We use water in many ways. Make a list of the
different uses of water. Plants and anim als also need water. All living things
contain a large quantity of water.
Do you know that 70% of our body weight is made up of water? Most of
the functions inside our body can be performed only in the presence of water.
If we do not drink sufficient water, many functions in our body will not take
place.
Every day we lose a lot of water from our body. Some of it comes out as
sweat. Water is removed from the body also as urine. Is there any other way
we lose water from our body?

Do T his Activity
T ak e a m irror or even your slate. Breathe out on it. What do you observe?
From where did the water on the mirror or slate appear?
T h e water we lose must be replaced. An adult needs 10-12 glasses of
liquids every day. But do we drink so much water every day? We take many
other liquids. Find out which are the liquids other than water that we drink.
L ivin g things cannot survive without water. Look at the picture.
Observe the surroundings. You will see that the earth is cracked. The plants
around have dried up. T h e anim als are sick. There is no water. When the
rains fail year after year, there is a drought. Plants and animals, including
hum an beings, suffer a lot without water.
From where do we get our
supply of water? Name some
im portant sources of water. When it
rains, most of the water goes
underground. Some w'ater fills up
rivers, streams and ponds. We can
get this underground water from
wells. We can also get this water by
boring deep tube-wells. Find out
 52

the m ajor sources of water in your locality. All the sources of water on earth
depend on the water cycle. You have learnt about the water cycle in the
earlier class. Is the water from all these sources fit for drinking?
You have learnt that water dissolves many substances. T h a t is why it is
used for cleaning and washing. T h e water used for washing and cleaning
makes the water dirty. When this dirty water is allowed to flow into the
rivers, ponds and lakes, the water gets polluted.

Look at the picture. You find people washing clothes and bathing in the
collecting water from
o tS r^ 'he result of drinking such water? Is it healthy
to take a bath in such water?

well Polluted. If you have a

y, visit It. ind out what activities go on around the well.
Do people bathe near the well? Do people wash utensils and dirty
clothes near it.' Do people urinate and defecate near the well? Do they draw
out water from the well using a dirty bucket? Where does all this dirty water
go. is tnere a sloping ‘pucca’ platform around the well or is the dirty water
allowed to stagnate around it?
When dirty water is allowed to siagnate, m osquitoes breed in a.
Mosquitoes spread malaria. How can we prevent this?
 53

We can prevent the water from getting polluted. T h e picture given

below suggests some ways to prevent water pollution in a pond.

T h e sources of drinking water should be protected from getting

nolluied. We can help to protect the well water. Some of the steps for this are.
- always use a clean bucket or vessel to draw out water from the well. Do not
keen the bucket on the ground.
_ bathe wash or clean utensils and other objects away from the well.
_ never’defecate or urinate anywhere around the well.
_ a latrine should not be built near the well. It should be at least 7-8 metres
away.

y
 54

- do not allow waste water to stagnate. Dig a drain (nalla). Allow the water
to flow into a soakage pit.
- build a pu cca’ platform around the well. T h e slope of the platform
should be away from the m outh of the well. T h is will prevent waste water
from flow ing back to the well.
In big cities, wastes from sewerage, factories also flow into rivers These
m aterials are harm ful to us. Study the picture given on this page. It shows the
ways in which the river water gets polluted.

T h e water, which is polluted is not fit for drinking. How can we make
water free from impurities? '^e make

Do This Activity
Take two glass tumblers. iMark them A & B F ill A w i r h
tube-well water. F ill the tu m b le r Bw u h pond water o s t t ^ n r "^ '7 " "
puddle. Keep the tumblers in one corner of the cTa^ rTom n h k
these. Observe each of the tumblers after s o m e t L e D o T , f f n 7 " T ' " "
settling at the bottom of the lumbers? These substanrP. "'Omething

haves„r.CunS!°lVa“ohTvJgerms. If we drink such water, wesull

likely to fall ill. are
 55

T o make water fit for drinking, it should be further purified. How can
we purify it?

Do T his Activity

T ak e an earthenware pot with a

hole at the base. Put washed and
cleaned gravel inside the pot. Cover
up to 7 cm. Next, put washed and
cleaned sand up to about 7 cm. Place
the pot on a vessel as shown. Your
filter is ready.
Now pour some dirty water mto
the pot. Let the water trickle
through. Collect it in the vessel.
Observe this water. How does it
look?
T h is method is called filtration.
Filtration may remove sediments
and floating impurities. T h is water
will look clean. But even then it may
not be fit to drink.

It may still contain harmful germs which we cannot see. T h e

rnntains eerms is called contam inated water. Contaminated
s p r a d s Z r ^ e a s e s such as cholera, lypho.d, diarrhoea, jaundice,
W a'er should r . « a . e d with chem icals Co make it safe for drink.t>g. Water
which is free from germs and im purities is called 5a/e water.
T h e water from ponds, lakes, rivers is not safe for drinking. How can we
make it safe?

? a t e * “ g S u r of water. Add a teaspoonful of fresh bleaching powder^

1 aKc d s ., . ■ Dowder with bare hands. Add three spoonsful of
r s o l “ .io t n " " f u ^ o f water. M ix well. T h e hucUet should have
Ib o u t 15 litres of water. Allow the water to stand for some time before using
It.
 56

B leaching powder kills the germs in the a u

germs is by boiling. B oiling wa.er for 15-20 m in u “ s idlU ™ T ’' “ '‘ j "
Cities, w ater is su p p lied th ro u g h tans T h i.
jrea.d,_^D„ri„g a„ o u .b rea. o , cholera, i. .s safer'.o M e t ” 1‘r w a e e t

s.ored ‘^ a^ ’^ r r n S d o L T ‘“ -d

Do T h is Activity

T a k e a b o ttle o r a n y o th e r c o n t a in e r w it h a lid Kill -, u

tap or a tube-well. Observe for some days Does th . \ ^
for some more days or weeks. Observe again Do “
water? W hat does this indicate? change in this
E x a m in e th e v essel in w h ic h your mother ctr»r« ^ ■ i-
how often she cleans it. Does s h e c h a n r t h r ^sk her
cover the vessel? How do you l^ke
T o keep water safe, we must also handle it pron erlT w
stored in clean vessels. We must use clean P"°Periy.W ater should be
draw out the water. Look at the n k tu f ^ container to
method of taking out water from a vessel ^ proper
 57

Do all of us practise safe handling of water?

Do T h is Activity

Visit the place where drinking water is kept in your school. Observe the
children drawing out water from the vessel. Do the children dip their hands
inside the vessel? T e ll them not to do so.
When you dip your dirty hand inside the vessel, the dirt gets into the
water. Always use a container with a long handle to take out water from the
vessel. Find out which is the proper way to keep this container when it is not
in use. You can even pour out the water. You must also wash your hands
before handling water.
T ak e as much water as you need. Do not waste water. Study the pictures
given below. Answer the follow ing questions:

In which case is there wastage of water?

In which case is there no wastage?
How can this wastage be prevented?

Some of you get tap water in your house. When you need water you do
not have to go a long distance to fetch it. Some of you get water from the
public tap.
58

Look at these children. Th ey travel long distances to get water. Most of

their time is spent in search of water. When there is not enough rainfall,
wells and lakes dry up. Th ere is not enough water. For these children, every
drop of water is precious. In the cities where water is supplied through taps,
we often waste this precious resource.
We must not waste water. If we do not save water, soon there will not be
enough water for all of us.

Test Yourself

1. Complete the follow ing sentences by fillin g in the suitable words given
in the brackets.
i. Use of -------------- water can cause diseases.(safe, unsafe)
--------------- make the water of ponds unfit for
drinking (filtering, boiling, washing, cleaning)
111. It is always safe to take out water from a drinking vessel by
(dipping your hand, using a long handled container)
 59

2. Study the pictures given below. Which is the better method of purifying
drinking water?

-1 n>.

3. Given below are some statements, some of which are false and some are
true. Put a tick ( y ' ) mark against the true statement and a cross (X )
mark against the false statement.
i. It is good for health to drink water from a river and pond directly.
11. Bathing anim als and cleaning utensils in and around the water
source, prevent pollution of water.
iii. T o make the water free from germs, it should be filtered by using a
clean piece of cloth.
iv. Water is a natural resource . Therefore, we can waste it.
V.
Diseases like typhoid, cholera are caused by evil spirits.
4 L ist three causes of water pollution. How can you prevent it?
5. If there is a case of cholera in your family, what steps will you take to
prevent the spread of the disease? ^ , , • .,
6 In each of the following, there are four choices. Select the most suitable
answer and write its serial no. in the space provided,
i. T h e drinking water in the vessel should be changed after
a. 1 day
b. 2 days
c. 5 days

T h e ve^ssel in which drinking water is stored should be cleaned

11.
a. daily
b. bi-weekly
c. weekly
d. monthly
60

iii.Bleaching powder is used in the water to

a. separate dissolved materials
b. kill disease-causing germs
c. make its taste better
d. remove im purities
iv. W hich is the safest source of drinking water?
a. river
b. tube-well
c. pond
d. lake
V. T h e germs present in water can be killed by
a. filtration
b. boiling
c. decan tat ion
d. spraying
vi. Which, am ong the follow ing, is caused by drinking unsafe water?
a. malaria
b. sm allpox
c. diarrhoea
d. measles

Things T o Do
1. Visit five eating places in your locality. Find out how the drinking water
is stored and used. How do they dispose of waste water?
2. Visit the source of drinking water in your locality. Discuss whether it is
a safe source of w'ater. Suggest ways by which this source can be made
safe.
3. If possible, visit a com m unity water supply plant with your teacher.
Find out how the water is made safe.
4. W rite two slogans on the im portance of water.
CHAPTER 7

Sanitation and Diseases

Water is useful to us in many ways. T h e water we use for washing, clean g

and bathing results in waste water. W hat happens when this waste water
allowed to settle in puddles?
62

How to dispose of this waste water? T h e picture below shows one of

the ways to dispose of waste water. List otherways.

If you do not have a proper way to dispose of waste water, make a

soakage pit. How can you make a soakage pit? It is quite easy to make one.
Select a place where waste water from the household collects. Dig a pit
about 60 cm deep. T h e m outh of the pit should be about 60 cm wide. Dig a
drain leading to the pit. Place some pieces of brick and sand at the base of the
pit. T h is will make the base porous. T h u s, the water in the pit will soak well.
Cover the top of the pit com pletely with a stone or slab. Cover the slab on the
pit with earth so that m osquitoes do not breed. All waste water from the
house should be let into this soakage pit. You can help your parents to make
a soakage pit. T h is is one way to dispose of waste water.
W hat are the other ways to dispose of waste water?
L iquid waste from the bathroom , kitchen and latrine can be collected
through a drain. It can then be let into the kitchen garden and used for land
irrigation.
W hat will happen if we allow the waste water to rem ain in small pools
and puddles? M osquitoes will breed in such water. Th ey spread diseases such
as m alaria.
How can we prevent the breeding of mosquitoes? T o do so, you can do
the follow ing:
 63

— do not allow waste water to stand anywhere. F ill the ground depression
with earth

— do not allow water to settle in empty cans, tins and other objects
— keep the drains clean

— cover the water tank; if possible use a netted cover

— change the water frequently in the trough from which animals drink
water

— spray a thin film of kerosene over stagnant water at least once a week.
T h is is more essential in summer months.

In big cities there is a proper waste disposal system. T h e wastes such as

waste water, faecal matter are disposed of through underground sewage,
system. Most houses have sanitary latrines. T h e picture shows a water sealed
latrine.
64

Diseases also spread through contam inated water and eating

exposed food. Som e of these diseases may also spread through flies. L ook at
this picture. You see flies all around. In one corner there is an open dump of
garbage. T h ere is a sick child. How did the child get sick?

Garbage left uncovered for days starts decaying. Flies breed in it. Flies
get exposed to disease germs. You have learnt that flies spread diseases sucn
as diarrhoea, dysentery, typhoid, cholera. T h e germs of these diseases stick to
the body of the flies. When the flies sit on the food, the germs get onto it.
Eating such exposed food can make you sick.
Diarrhoea is a very com m on disease. A child suffering from diarrhoea
passes watery stool many times a day. Th u s he/she loses a lot of water and
salts from the body. If the body does not get back the water and salts, it can be
dangerous. Loss of excess waier and sail from the body causes dehydraiion. It
can even cause death. But such deaths can be avoided. Fluids and salt given
Ih T r T , solution is called O ral
H ehydration Solution. How can we make this solution?
Do T h is Activity

Take a clean container, put in it 1 level teaspoon of com m on salt, 1 level

teaspoon of sodium bicarbonate (‘Meetha Soda ). Add 8 heaped teaspoons
of sugar^Pour 1 lure of boiled and cooled water. Stir the m ixture well. T h e
Oral Rehydration Solution is ready. You can add a few drops of lemon ju ice
to make it taste good. Do not store the solution for more than 12 hours
 65

T h e solution should be given to the child suffering from diarrhoea. At

first, this solution can be given in small quantities after every 5-10 minutes.
Later, a cup full can be given after every loose m otion. A doctor should be
consulted.
We can prevent diarrhoea by keepmg the surroundings clean. Garbage
should not be allowed to pile up and decay. Some of the steps you can take to
prevent the disease are:

— use safe water for drinking and cookm g

— keep food and water in clean covered containers
_ use a sanitary latrine. If there is no latrine, defecate some distance away
from home in pits, and cover the excreta with earth
— always wash your hands after passing stools
— wash your hands before serving and eating food
— keep nails short and clean
— avoid food exposed to dust and flies

We must prevent the breeding of flies. How can we do this? T o do so,

we must find out which type of wastes help in the breeding of flies.

Do T h is Activity
Make a list of wastes found in the school, home and road-side,
possible, visit a nearby eating place. You may also observe wastes thrown in
the market olace. What difference do you find in the various types of waste
materials? Where do you find more flies?
You will see that there are different kinds of waste. Vegetable peels, left­
over food, decaying anim al and vegetable products all attract flies. What are
the other wastes which attract flies? Wastes thrown in the open attract flies.
Wastes should be collected and disposed of safely. How can you do this? T h e
simplest way is to make a compost pit. You can make a compost pit in your
school.

r»o xK is Activity
Select a corner in the school compound. W^ith the help of your teacher,
dig a pit. T h e pit should be 1.5 metre long, 1 metre wide and 1 metre deep.
Put the garbage in this pit every day. Cover the garbage with a layer of soil.
T h e garbage will decay after some time. T h is is called compost. It is an
66

excellent manure. Most anim als and vegetable wastes and anim al excreta can
be disposed of like this. These wastes are called organic wastes. You have
already learnt that we can get biogas from organic wastes such as anim al
dung and other decaying materials. Find out in what ways these wastes can
be turned into useful products.
All waste materials cannot be made into manure. There are other
methods of disposal. You will learn more about these methods later.
Some waste materials can be made into useful items. Old newspapers,
papers rags and other waste products can be made into pulp. T h e pulp can be
used for m aking fresh paper. You will learn to make useful and decorative
items from waste paper, bits of cloth, bottle caps. Always try to m ake use o f
refuse. Keep your school, home and neighbourhood clean.

Test Yourself

1. Given below are some statements. Put a tick ( «/ ) mark on the correct
statement. Put a cross ( X ) mark on the false statement.
i. Building a soakage pit is best for disposal of garbage.
ii. Water left in puddles helps to prevent the breeding of mosquitoes.
iii. A child suffering from diarrhoea should not be given water.
iv. Clean surroundings help in the prevention of many diseases.
2. Parts (i) to (vii) of this question have four choices. Only one is correct.
Put a tick ( y ) mark against the correct answer.
i. In order to prevent mosquitoes from breeding in stagnant water, it
should be sprayed with
a. olive oil
b. mustard oil
c. coconut oil
d. kerosene oil
ii. Loss of excess water and salts from the body is called
a. dehydration
b. preservation
c. rehydration
d. fermentation
iii. Oral rehydration solution is made up of
a. sugar and sodium bicarbonate
b. salt, lemon ju ice and sodium bicarbonate
c. salt, sodium bicarbonate and sugar
d. sugar and lemon juice
 67

IV . Oral rehydration solution should not be stored for more than

a. 8 hours
b. 12 hours
c. 16 hours
d. 20 hours j f 1 f
V. Animal and plant wastes can be made useful if
a. converted into compost
b. thrown here and there
c. burnt immediately
d. all the above
vi. W hich is the best way to dispose of waste water?
a. disposal into an open pit
b. disposal into an open drain
c using for the kitchen garden
d. using a s d r i n k i n g w a t e r for animals
vii W hich is the correct way of garbage disposal.
■ a. throwing garbage on the garbage heap in theplaygrou
b throwing garbage into covered, pits

'a S r a ta l: c o te , o, .he counvard o. .he h o u .

Observe cavefu.l, .he P ' ™ - ^
unhealthy, whereas people in House L are neai y
this.

House 2
House 1
i W ha. precau.iohs would you take to preven. diarrhoea? L is. any
4.
L L T e “ e p s"» prepare ora. rehydra.ion solu.ion.
68

5. Given below are pictures of two shops. From which shop should one
buy things to eat? Why?

6. Gita ate cut fruits which had been exposed to dust and flies. Soon,
she fell sick. W hich of the follow ing diseases is she likely to get?
Rabies, Itching, Cholera, Tuberculosis, Chicken-pox, Ringw orm .

Th in gs T o Do
1. Visit your neighbourhood. Find out which activities make the
surroundings unhygienic. Suggest some measures you would take to
keep your surroundings clean.
2. Find out which kinds of waste are generated in your home. How are they
disposed of?
3. Make some useful and decorative items from used materials such as card
board boxes, cards, empty tins and bottles.
CHAPTER 8

Materials and Their Properties

You already have some idea about materials. We see a variety of materials
around us.
Make a list of materials which you use at home and in school. Your list
might contain a variety of materials. Some of these may be solids such as
paper, cotton, cloth, metals. You may have also listed some materials which
are commonly found as liquids. Does your list also contain some materials
which are gases? Write these down in a table as shown.

l^jaterial W hether solid , liq u id o r gas

How can you recognize materials?

You can recognize them in different ways—by touch, by their colour, by
their smell. These are some of the features that help you to recognize a
material. Such features are called the properties of materials. In this chapter
you will learn about some properties of materials.

Do T h is Activity
Take a rubber cork, a piece of sponge, a ball ol cotton, a piece of stone, a
piece of wood and an iron rod. Also take some potter’s clay or plasticine.
Press each of them with your hand. Which of them are hard? W hich of them
are soft?
 70

Iron rod

Potter’s clay

Some materials are hard. Some are soft i u •

pressed Some do nol. In what ocher ways do m a t S s S r f ' " >
Lei us find out some other properties of ‘‘■Her from each other?

Do This Activity

sheet of polythene Hold each^of cloth, a wooden plank and a

them, t o you t h r o l ^ r ,;" T ‘ ■“ ^ ''S h
each of them ^ Now direct a torchlight on

.hemTttllW ,S'otsp'°"
ir a m p a r e n t . T h o s e ''w h i^ c h ° I , n ? [ " a H w ' H r f , t ‘I‘' ° “ ®'' h’’" " '
Opaque. How is this Drooerfv of ® th ro u g h a re called
learn a b o u t so m e m o r e p o n i e s o ? m S f r i a l s ”
 71

Paper
*' ’ ! Card board Cotton cloth
/

Wooden plank Polythene

Do T h is Activity . j „
Take a wooden rod and an iron rod. Put one end of the wooden rod in
fire Hold the other end of the rod. Does the rod feel hot? Now keep one end of
the iron rod in the fire. Hold the other end of the rod. What do you feel? Can
you continue to hold the iron rod? Why not?
Some materials allow heat to pass through. Others do not. Why do we
use a wooden or plastic handle in a saucepan? Find out some other examples
where this property of materials is useful. W hat are some other properties of
materials?

Do T h is Activity

Take a piece of wood, a few marbles and an iron rod. Strike each of them
with a hammer. W hat do you observe? W hich of the materials break easily?
You have already learnt that many solids dissolve in water. Make a list of the
solids that dissolve in water.
72

Do T h is Activity

Take four glass tumblers. Fill them half with water. T ak e some sand,
chalk powder, common salt and sugar. Put sand in one glass tumbler, chalk
powder in the second, common salt in the third and sugar in the fourth. Stir
the con tents of each tumbler. Observe the con ten ts of each tumbler after some
time. What do you notice? Which materials dissolve in water?
Some materials dissolve in water. Some do not dissolve in water.
You are now fam iliar with some properties of a few solid materials. Can
you identify some properties of a few com m on liquids and gases?

Do This Activity

Take some clean water in a glass tumbler. Observe its colour. Does water
have any colour? Smell the water in the tumbler. Does it have any smell? Put
some water on burning firewood. W hat do you notice?
Also lake also samples of liquids other than water such as m ilk, mustard oil,
coconut oil, kerosene. Observe the colour and smell of each liquid. W hat
difference do you notice?

Liquids can be distinguished by their colour and smell. Water is

colourless. It has no smell. Kerosene also colourless but it has a smell W hat
I V o n r T ^ 'W ? " '" ‘r Water is used to
put out fire. What are the other uses of kerosene?

can b";!m K properties. Som egases

smeH M ■ I" have a
T e i u fe^ ’ P'oP^'-ties of materials in different ways. List some of

Materials differ from each other in many ways. What are all materials
made oi. Let us find an answer to this cjuestion.

Do T h is Activity

Take a piece of chalk, some marbles, sugar candy and salt crystals. Also
take a bit of limestone. Crush each of these into fine powder. Look at the
powder through a hand lens. What do you see?
Chalk, salt, sugar and limestone are made up of small particles. Like
these, all solids are made up of tiny particles. Are liquids also made up of tiny
particles?
 73

Do This Activity
Take some water in a dish. Keep it out in the sun. Observe it after some
time. Where did the water disappear?
You know that water evaporates all the time. When it evaporates, water
changes into water-vapour. Water-vapour is made of very, very small
particles. You cannot see them. Like water, all other liquids are also made up
of particles. Are gases also made up of particles?

All materials are made up of particles. Do you know that R ishi Kanad of
ancient India knew that all materials consist of tiny particles?

Do This Activity

Take a glass tumbler. Fill it with water. Take a few crystals of potassium
oermanganate. Put them into the water in the glass tumbler. Do not disturb
the water. Observe what happens. Note down the changes that take place in
the water Can you see the potassium permanganate crystals now? Is the
colour of the solution the same throughout? Look at the solution after a few

*^°*^"rhe crystals of potassium permanganate break up into smaller

articles Once it dissolves, you can no longer see the crystals of potassium
^ te The c o l o u r o f the solution becomes uniform. T h is indicates
T h irth ^ p a rticle s of potassium permanganate are uniformly distributed
t h r o u g h o u t the solution. Let us know something more about solutions.

Do This Activity

Take the p otassiu m permanganate solution you have prepared. Now

fold a filter paper as shown i^.1 the picture. Put it inside a funnel.
74

Wet the paper with clean water. Place the funnel over a glass jar.
Carefully pour some potassium permanganate solution on to the filter paper
in the funnel. Be sure that no solution gets through the funnel w ithout going
through the filter paper.
Exam ine the filtered liquid in the glass jar. Is it still coloured? Did any
coloured material stay on the filter paper? Hold the ja r up to the light. Is the
solution in the ja r clear?

Can we get back the dissolved substance from a solution?

Do T h is Activity
T ak e a small bowl. F ill it half with water. Dissolve two teaspoonsful of
common salt in it. Stir the water till the salt dissolves. Is the solution clear? If
not, filter the solution to remove any solid particles.
Transfer the solution to another bowl. Heat the salt solution slowly till
all the water evaporates. What is left behind in the bowl?

Is there any other way of getting back the dissolved material?

Do T h is Activity
Take some salt solution in a bowl. Keep it in the open, undisturbed. T h e
water will evaporate slowly. Observe it every day till all the water has
evaporated. W hat is left in the bowl? How is it different from what was left
when the solution was heated?

In both cases, crystals of com m on salt are left behind. We get bigger
crystals when the water is evaporated slowly. Common salt has large crystals.
You know that sea water has large quantities of com m on salt d iss o lv e d
in it. How do we get com m on salt from sea water? T h e sea water is kept in
shallow trenches. T h e water evaporates slowly. When all the water in the
trench has evaporated, crystals of com m on salt are left behind.
Are all solutions made by dissolving a solid in a liquid?
Some solutions contain one liquid dissolved in another liquid. For
instance, water and alcohol are both liquids. W hen they are mixed they also
form a solution.
Are there solutions which contain a gas dissolved in a liquid?
 75

Do These Activities
i Take a glass bowl. Fill it half with water. Heat the water. Observe the
sides and bottom of the bowl. Do you notice any air bubbles? Where
do they come from?
■• Take a bottle of soda. Open the bottle. What do you observe? Do you
' notice bubbles of a gas rising to the surface of the liquid? Where do
they come from?
When you heat water in a bowl, you notice small bubbles forniing on
u ^ J d bottom of the bowl. These are bubbles of the air that was
d i s s S S . "the water. You know that fish breathe the air that isdissolved in

the wa ter. bubbles of a gas rising to the top

o r t h r il;'o " n h T s ;:u " .> e d c a r b o n ^ .^

® A r r » t o io m m l d r o X ’ hTdissolving a substance in water? X a n

solu^^ns b e prepared b , dissolving the substance tn any other hqu.d?

Do T h is Activity ^ tumbler containing

„ a t e l t h s e r " “ d t wax carefully tor sonre time. Does it dissolve in

water? j jt some kerosene. Put a small piece of

T ak e a g la « ,„ d .e wax. Does it dissolve in kerosene?
candle wax m . materials than any other liquid. But there are also
Water dissolve^ have^een that candle wax
s o m e material , gut i t d i s s o l v e s i n k e r o s e n e . If y o u have p a i n t
does not dissolve 1 • ^ h y ? If you use
sticking o n y o u ^ 7°.^^
kerosene or petrol, common salt and potassium permanganate
Many nia ' p j ^ g r e f o r e , w e say sugar and common sal tare soluble

dissolve easily n w ^ Therefore, we say that paint is

in water. kerosene or petrol,
insoluble „ dissolve materials is called a solvent. Water is the most
A liquid tna materials that are insoluble in water, we use
commori so , alcohol, kerosene or petrol.
other s o l v e n t s su penies of materials. Each material can be
h some tests You will learn about these tests in higher classes.
Y o u w'm a l L learn more about properties of materials later on.
76

Test Yourself

1. Given below are some statements. Put a tick ( y )mark against the true
statement and a cross ( X ) mark against the false statement.
i. Kerosene is a gas.
ii. Water is a colourless liquid.
iii. Wood is a good conductor of heat.
iv. Glass breaks easily.
V. Salt dissolves in v^ater.
2. F ill in the blanks with the most suitable word. Choose from the words
given in the brackets.
i. Rubber is a ------------conductor of heat. (good, bad)
ii. Kerosene is a -------------- liquid. (colourless, coloured)
iii. Sand i s -------------- in water. (soluble, insoluble)
iv. -------------- allows light to pass through it. (wood, glass)
v. Carbon dioxide is a -------------- . (liquid, gas)
3. Questions (i) to (iv) below have four alternatives. Only one of them is
correct. Put a tick ( J ) mark against the correct answer.
i. Candle wax dissolves in
a. water
b. kerosene
c. mustard oil
d. none of the above
ii. Paint is soluble in
a. water
b. mustard oil
c. kerosene
d. coconut oil
iii. Common salt is obtained from sea water by
a. evaporation
b. decantation
c. filtration
d. sedimentation
iv. Air bubbles in a soda bottle are due to a gas called
a. oxygen
b. nitrogen
c. hydrogen
d. carbon dioxide
4. Name two materials which do not allow light to pass through them
completely.
 77

5. G T v en T lo T a‘’"somr™ ^^^^ out which are sot. and which are

6.
hard.
i. plaslic
ii. wood
iii. rubber
iv. glass
G rouT ?he°W low ing materials into transparent and opaque.
7.
1 . glass
ii. mirror
iii iron-sheet
iv. brick
V. wood
Match the following
8. a. helps in burning
water
1.
b. dissolves in water
kerosene
u. c. is colourless
sugar is insoluble in water
iii. d.
iv. stone
e. is a gas
ice is a solid form of water
V. f.
rubber conducts heat
vi. g-
vii. glass bends easily
h.
-----
viii. metal breaks easily
i.
n e s ,.n an experiment to show that things dtssolve more eastl, in hot
9.
„ a te ? than in cold water.

Things ^ mixture of sand and salt in water. How will you separate

fin d 'o u t how crystals of sugar (mishri) are obtained from a sugar

solution.
CHAPTER 9

Weather and Its Influence on Life

' T ‘ “ ""V o f our a c iv itie s are

, changes wea.her. You have also learn, ,ha, the sun plays an
im portant role in the changes in weather.
You have also learnt about seasons. In summer it is hot in winter it is
cold There are more hours of sunshine in summer than in winter T h e days
are longer in summer than in winter. Have you experienced that there Is
more warmth in summer than in winter?
T h e su n w a rm s th e earth d u r in g th e d a y T h e < ;iin i c c l
overhead in summer than in winter. so more directly
Why is the sun warmer when it is directly overhead?
 79

Do T h is Activity

T ak e a piece of cardboard. Draw a square of 10 cms length and 10 cms

breadth Cut this out to make a square hole. Take the cardboard out into the
playground in the early morning. Hold the cardboard 20 centimetres away
from the ground as shown in the picture on page 78. A patch of light falls in
the centre of the shadow. Trace the outliiu- of the lighted patch.

U• c«in at mid-day. Hold the card board ash shown above. Again trace
^ I f S e lighted patch in the shadow of the cardboard. Compare the two
ih e outlineo_ amount of light came through the
o u tli n e s W , mid-day. But the area in which it falls is different.
’’“'th*ir:"™sh«h.anda„Jwa.er.Duri„gdav-,™e.„h^
warm mor,- quicker? U n d or water?
80

Do T h is Activity

T ak e two sim ilar wide-mouthed

pots. F ill one with sand and the other
with water. T ou ch the sand and
water in the pots. If you have
thermometer find out the tempera­
ture in the pots. Keep both the pots in
sunshine for about two hours. Again
feel the sand and water in the pots.
W hich is hotter?
Now place the two pots inside a
room. Keep them there for an hour.
Again feel the sand and water in the
two pots.Which is hotter? If youhave a
thermometer find out the temperature in each pot. W hich warmed up more
quickly? W hich cooled more quickly? T h e same thing happens in nature.
T h e land becomes warm more quickly than water. It also gets cooled more
quickly. Have you noticed that at night, land cools faster than water. For the
same reason, the nights are much cooler than days in the desert areas.
T h e sun plays an im portant role in causing rains. After the rains, what
happens to the rain water? Where does the rain water go?

n r*

T h e water changes into water-vapour. T h e change of water into water

vapour is called evaporation.
 81

In nature, evaporation of water takes place all the time. Sometimes it is

fast. Sometimes it is slow. What conditions favour evaporation? Evaporation
is faster when the weather is windy.

Do T h is Activity

Take two sim ilar wide-mouthed bottles. Fill them with water. Paste a
strip of paper on each bottle. Keep the water level the same in both the
bottles. Keep aside one bottle undisturbed. Keep the other bottle below a
hand fan. Take turns to fan the bottle. Continue fanning for about half an
hour. Mark the water levels again in both the bottles. What difference do you
find in the two cases? Have you noticed that wet clothes dry quickly in windy
weather?

Have you experienced that evaporation is faster on warmer days than on

colder days?

Do T h is Activity

T ak e two sim ilar bottles. F ill them with water up to the same level.
Mark the water level in both the bottles. Keep one in the sun and the other in
the shade. Observe the water levels after about four hours. Is there any
difference in the levels? From which bottle did water evaporate faster?
 82

quicker? Why is thirso?^^^' clothes are spread out, they dry

Water evaporates faster when the exposed surface is large.

Do T h is Activity

T ak e two utensils: one

tumbler and one ‘T h a li’. F ill up
the tumbler with water. Pour the
water into the ‘T h a li’. Again fill
the tumbler with water. Keep these
tw^o utensils undisturbed for two
or three days. Observe them every
m orning and evening.

-r n b le r and . a n s f a " ■'’ e

difference
or the ‘T hdaoi nyou observe? W hich contam
com a ner
erhhas more water left, the tumbler
 83

Relate in with spreading out of clothes for drying. Have you noticed
that on a dry day, clothes dry quickly? On a rainy day, clothes takes longer to
dry. T h is is because on a rainy day there is a lot of water-vapour in the air. We
say there is more humidity in the atmosphere. T h is slows down evaporation.
If water-vapor is cooled, we get back water. T h e change of watervapour
into water is called condensation. T h e change of steam into water is also
condensation.

Do T h is Activity
T ak e a kettle. Put some water
into it. Boil the water. Put a plate
over the steam. See what happens.
T h e steam condenses into water.
C ooling changes water-vapour into
droplets of water.
T h e water-vapour in the air is a
part of the water cycle. T h e water
from the land evaporates. It goes up
into the air. There it cools. Cooling
changes the water-vapour into
droplets of water. There it forms
clouds. When the droplets of water
are too large to stay in the clouds,
rain is formed. Rains are useful for
crops. But heavy rains, especially
during the harvest season, damage standing crops.

During day everything absorbs heat. At night this heat is given out.
Grass, flowers and leaves of plants give out heat more quickly than other
things. T h u s they become very cold. When moist air touches them it also
becomes cold. It cannot then hold the water-vapour in it. T h is watervapour
condenses on grass and leaves in the form of shining droplets. T h is is called
dew. Have you noticed that when you walk on grass early morning in winter,
your feet and shoes get wet? T h is is due to dew formed on grass.

Dew is not formed on cloudy nights and in shady places. It is also not
formed on windy nights. Find out why it is so.
In extreme winter the earth becomes very cold. Its surface,becomes
colder than ice. T h e dew drops freeze and become frost. T h e frost causes great
damage to crops.
84

Have you seen a smoke-like thing very near the ground in a winter
morning? In this situation one is not able to see properly even nearby things.
T h e visibility is poor. T h is due to fog. How is the fog formed?
You know that the particles of dust float in the air. When moist air
comes into contact with cold air it gets cooled. Some of the water vapour in
the air condenses on these particles and forms fog. As soon as the sun shines,
the water evaporates, the fog disappears.
When rain drops are falling towards the earth and the wind is blow ing
at a great speed, it carries the rain drops upward into colder regions. They
freeze and become hail. They fall on the earth as hail stones. Hail stones are
harmful for crops and anim als.
When the clouds move up because of strong -winds to very very cold
regions of the atmosphere, the water-vapour freezes. They then fall as snow.
Snow is light. It looks like pieces of cotton and wool. It falls on high
mountains in winter and in very cold climates. Hardened snow forms ice.

T h u s remember that
* Dew and Frost are formed on the surface of the earth.
* Fog is formed near the surface of the earth.
* Cloud, rain and snow are formed at a considerable height above the
surface of the earth.

Weather affects all of us. Each

day, the weather is im portant for
us. In cold weather we have to
protect ourselves against cold. We
wish to keep our houses warm.
What methods are used for
keeping the house warm? In hot
weather we wish to protect our
selves against heat. What methods
are used to prevent the house from
getting hot.
Changes in weather also
affect the lives of anim als and
plants. How? Discuss this with
your classmates, teacher and
parents.
 85

T est Yourself

1 Questions (i) to (iii) have four alternatives. Only one of them is correct.
Put a tick ( y ) mark against the correct answer.
i. In causing the water cycle
(a) only evaporation is involved.
(b) only condensation is involved.
(c) condensation and evaporation are both involved.
(d) neither is involved.
ii. H ail stones are the
(a) solid state of water.
(b) liquid state of water.
(c) gaseous state of water.

ii. w l H a t e r ' . « p o t T e e z e s in the air i. fo rm s m .n u .e ice crystals

and falls in the form of
(a) snow
(b) hail
(c) sleet

r " ' s u n is 'no. .he ma.n source of ligh. and hea. on .he ear.h.
i o X s a . i o n and evapora.ion are .he same processes.
11 .
Water evaporates faster when it is not windy.
iii.
W a.er e,apora.es tas.er when .h e area larg .
iv. water ----------
V.
vi.
evaporation.
e v a p o r a t io n n u ■ £.
....
vii E v ap o ratio n g i “ n below w ith a suitable word.
3 . F ill in th e b la n k s m e a c h a n g e s to w a te r -v a p o u r (e v a p o r a te s ,

i. W ater —-------- -" cools)

and ch an ges to w ater (evap orates, cools)
11.
W ater v ap o u r - ___ w hen
It is w arm er w hen the sun s rays are -
iii.
they a r e ------ - (overhead, slanting)
________ . plays an im portant role in causing
IV .
changes in weather.
86

(sun, m oon, earth)

V. T h e process of changing water into water-vapour is called

(condensation, evaporation)
vi. T h e process of changing water-vapour into water is called

(condensation, evaporation)
vii. D uring the day t h e ----------------------------------------- gets warm more
quickly than ...............................................
(land, water)
viii. H ail stones are . ---------------------------------- state of water.
(liquid, solid)
4. F ill in the blanks;
i. Heavy rain damages. -------------- -- ------------------------------------
ii. W ater-vapour in the atmosphere may condense into ___________

iii. T h e sun gives . ... ------------------- a n d _________________

_________ to plants and animals.
iv. When water vapour condenses on cold o b je c ts ___________________
_______ - is formed.
V. W hen water-vapour freezes in the air, it forms m inute ice crystals
and falls in the form o f ________________________ __
5. i. Write five sentences describing rainy weather.
ii. W rite five sentences describing cold weather.
iii. Write five sentences describing sunny weather.
iv. Write five sentences describing the weather of your choice.
V. Write two differences between fog and dew.
vi. List the steps involved in the water cycle.
6. T h e timings of sunrise and sunset are given below for different seasons.
Write the name of the season.

Su n rise Sunset N a m e-o f th e season

5 a .m . 7 p .m .
7 a .m . 5 p .m .
 87

7 W hich arrow indicates evaporation and which arrow indicates

condensation in the figure given below?

T hings T o Do

changes in weather.
CHAPTER 10

Soils and Crops

Soil is needed for crops, building houses, m aking utensils, toys, and soon
Plants grow and depend on soil. Animals depend on plants. We depend on
both p ants and anim als. Therefore, without soil, life on earth would not be
possible. W hat are the different kinds of soils?

Do T h is Activity

Collect soil from different places such as the rnaH c,vi« ^

playground No,e ,he colour of the soils. Exam ine the soil pa’rtfcles'so m e
particles are b.g Sotne are small. Collect some pure sand (ron, a b u i l d U she
or a rtver bed. Also collect some pure clay from a potter or from a fieM M x
these so,Is. Crush the t^txture. Spread it on a wh.te paper. Exam ine i, Do
you see some b.gp an tcles and some small part,cles.J Now look at it through a
 89

T h e bigger particles are of sand. T h e smaller particles are of clay.

Besides sand and clay, are there other things in the soil?

Do T h is Activity
Collect some garden soil. Put the soil into a glass tumbler containing
water. Stir the contents. Allow the soil to settle for about five minutes.
Observe closely how the soil settles. What do you see? Big particles settle
faster. Small particles settle slowly. Do you also see some floating material
on the water surface? T h is floating
material is called humus. Humus
makes the soil fertile. A mixture of
sand, clay and humus is called loam
soil. What does humus contain?
Exam ine the floating material
carefully with a hand lens. You can
see the decaying bits of leaves, insects
and other things floating on the
water surface. These are the things
which humus contains. Which type
of soil contains more humus?

Do T h is Activity
Collect some sandy soil, clayey soil and loamy soil. Repeat the above
activity with each of the soils. You will see that the loamy soil contains more
humus. Pure clayey soil contains less humus. Pure sandy soil does not
contain humus. W hich of the above soils is good for crops? Is there any
relationship between the humus content of soil and plant growth?

Loam
 90

Do T h is Activity

T ak e pure sand, pure clay and loamy soil. Take three pots F ill up the
pots. Each pot should contain only one kind of soil. Put Bengal gram Teeds
in all the three pots. Place the pots in the sun. Water the pots regularly

Sand Clay
Loam

W,ll °R 'l> ' P l'in. grow

well? Record your observations in the table as given below.

P ot
G row th (in w eeks)
con tain in g

II III IV
Sandy
soil
Clayey
soil

Loamy
soil

Vou will see lhal ,he Bengal gram grow s well in loam y soil
M a n y crops grow well in loam y soil. D o all crops grow’^well in loam ,

Do T h is Activity

ou. t e ' ^ S s o K o Z t l ^ r ' ■" ' ““ li-V- A lso find

parents. Record ihe findings” ’ ° '''' ‘” * ' r and
 91

T y p e o f s o il C rops g row n

Sand

Loam

Clay

Different crops grow in different types of soil. T o get a higher yield of a

crop, the soil is made more fertile. Find out how this is done.

Do This Activily

Visit a farmer or a farmhouse. Collect information about what the

farmer does to get a better yield of the crop. Ask him about preparing the field
for sowing. Find out about the irrigation of the crops and selection of seeds.
Also find out about the use of manures and fertilizers. Ask him how he
protects the crops from insects and pests.
You may have found that farmers do not grow the same crop in the same
piece of land, year after year. In one year if wheat is grown in a plot of land in
the next year chana or matar is grown in the same plot. T h is is one way of
m aintaining the fertility of the soil. T h is is called crop rotation.

Did you also learn about crop protection? Spraying of chemicals is one
method of protecting crops. How is it done?
You may know that gobar khad is a very good manure for the crops.
Fertilizers are also mixed with the soil to make it fertile. T o increase
productivity, manures and fertilizers are added. What is the effect of a
fertilizer on plant growth?

Do This Activity

Take some soil from a field. Put the soil in two pots. Take a pinch of
fertilizer, dissolve it in water and pour it on the soil in one pot. Put small
plants (or seeds) in both pots. Observe their growth over some days. Record your
observations.
92

P lan t grows well in the soil mixed with fertilizers. Urea is a com m on
fertilizer and nitrates and phosphates are some other com m on fertilizers.
Find out from a farmer what fertilizers are used by him.
T h e farmer may have also told you about the irrigation of the crops.
Irrigation is im portant for crop yield.
W atering the crop increases crop yield. How does it happen?

Do T h is Activity

T ak e two pots. Put garden soil in them. Plant sim ilar seedlings in each
pot. Water the seedlings in one pot and do not water those in the other pot.
W atch the grow'th of the plants in both the pots.

Garden soil holds ju st enough water for the plant to use. Different kinds
oi soil hold different am ounts of water.

Do T h is Activity

Take three small pots of equal size. T ak e three small pieces of cloth. Put
one piece across the hole in the bottom of each pot. Put sand in one pot, and
an equal quantity of loam in the second and clay in the third. Leave about
ten centimetres unfilled at the top of each pot. Press the soil down.
 93

Clay

See that the surfaces are at equal distance from the top of the pots. Pour
an equal amount of water into each pot. Collect the water that falls from the
bottom of each pot, for 15 minutes. Which soil allows the most water to pass
through it? W hich soil retains the most water? Which soil allows the leas*
water to pass through?
Sand allows the most water to pass through it. Clay soil holds a lot of
water. Loam soil holds just enough water.
How is the crop yield influenced by the quality of seeds? Farmers use
improved varieties of seeds. Seed stores are common in localities. Visit one
such store. See also the method of seed preservation there. Note the way seeds
are stored.
Quality seeds are important for better crop yield. They need to be stored
properly. How is it done? In an earlier chapter you have learnt how grams
are stored. How are they preserved?

Do T h is Activity

Visit a farmer’s house. Observe how food grains are stored. Find out how
the grains are stored in your home. Grains are stored in containers and bags.
These are kept in a dry place. Sometimes naphthalene balls or neem-leaves
are also put in the containers bags. Sometimes chemicals are sprayed on
containers/bags. Spraying keeps insects, bacteria, pests away. Have you seen
D .D .T. being sprayed in your house or locality? Whenever there is an
opportunity, see how it is done.
 94

Discuss with your parents the ways of storing food grains and also their
preservation.
N ow ad ays, w ate r-p ro o f an d in sect-p ro o f co n ta in e rs are av ailab le T r y to
make such a container. Describe what you would do to make one such
container.
We depend upon soil. Soil is im portant for our survival. W ithout soil
life is not possible. It is our natural resource. You have learnt so many things
about soil. Let us now understand how soil is formed.
You know that rivers flow from the m ountains down to the seas. In this
flow, water from the m ountains brings down rocks with it. These rocks rub
against one another. They become smaller and smaller, form ing particles of
soil. In this way, soil is formed.

How does the rubbing of rocks produce soil?

Do T h is Activity

Rub two pieces of rocks. Collect the powder that is formed. Exam ine the
powder. Put It on a piece of white paper. Observe the powder with a hand
lens. Does it look like sand? Does it look like clay?

rn ^ produces soil. In nature, rocks also crack due

o the sun s heat. During the rains, water gets into these cracks. T h e water
freezes m wmter, causing the rock surfaces to break. .
Rocks also break up by falling. Have you seen a landslide?
 95

Test Yourself

1.Complete the follow ing sentences by using a suitable word given in the
brackets.
i. -------------------- does not hold water for a very long time, (sand, clay,
loam)
ii. -------------------- soil becomes wet and slippery after the rains, (sandy,
clayey, loamy)
iii. -------------------— soil is good for plant growth, (sandy, clayey, loamy)
iv. When a lump of soil is dissolved in water, and then the solution is
stirred, t h e --------------------- settles first, (sand, humus, clay, loam)
V. When a lump of soil is dissolved in water, and then the solution is
s tir r e d ,--------------------- makes the water more muddy, (sand, clay,
humus)
vi. When sand is stirred in a glass of w a te r--------------------- floats on the
surface, (humus, nothing, something)

2. Given below are some statements. Put a tick ( J ) mark against the true
statement and a cross mark against the false statement:—
i. Soil which contains humus is called loamy soil
ii. Humus is not made up of bits of dead leaves, plants and small
anim als
iii. Paddy grows better in clayey soil
iv. Growing different crops in different seasons is a way to maintain
the fertility of the soil
V. N othing is grown in sandy soil.
3. Questions (i) to (iv) below have four alternatives. Only one of them is
correct. Put a tick( J ) mark against the correct answer.
i. Which type of soil retains more water
a. cla y e y ----------- ----- ( )
b. loamy — -------------( )
c. sa n d y -----------------( )
d. humus —-------------- ( )
ii. W hich type of soil is best for making pots and toys
a. clayey
b. sandy
c. loamy
d. humans
96

iii. W hich type of soil hold the most water

a. loamy
b. sandy
c. clayey
d. humus
iv. Clayey soil is best for toys because
a. it holds most water
b. it holds less water
c. it does not hold water
d. potters use this for m aking pots.
Com plete the follow ing sentences by fillin g in the suitable word/words.
i. Soil is o u r --------------- resource.
ii. Soil is formed b y -------------- of rocks.
iii. Humus is made up o f -------------- .
iv. Crop yield is increased b y -------------
V. H u m u s m akes soil m o r e ---------------
vi. Manures make soil more
5. Name the different kinds of soil.
6. Write 10 sentences on the im portance of soil.
7. Why should we conserve soil?
8. How do we depend on soil? Write 10 sentences.
9. Name the soil in which paddy grows well. Write about its colour,
particle size and humus content.

Things T o Do
1. Collect inform ation about fertilizers.
2. Collect soils of different colours. Observe their particle size. W rite a few
sentences about them.
3. Prepare a scale, a toy, from field soil. Make these with sand and clay.
Describe which type of soil is most suited for the purpose.
4. Given below are the names of some crops. Find out the season in which
it is grown. Also find out the type of soil in which they are grown.
Wheat, Maize, Urad dal, M oong dal, Paddy, ‘Jaw a r’, ‘B ajra’.
 CHAPTER 11

W o rk , F o r c e a n d E n e rg y

You have learnt that energy is the capacity to do work. All of us do work.
Some people work in the fields. Some people work in the factories. Not only
ix’ople, but animals and machines also do work. We apply force in doing
work.

Do This Activity

Push a table and a desk. Are you able to push these objects? Now pull
these objects one by one. Push an object. Try to pull it. Push a very heavy
object such as a big piece of rock or a heavy box. Are you ible to
move all these objects? In pushing or pulling what did you do?
98

Now mark a line on the floor. Ask your friend to stand on one side of the
mark. You stand on the other side. Hold each other’s hand.Find out who can
pull the other. Try it w'ith another friend.

In this activity, what did each of you do? Did you apply force on each
other? Did you feel exertion on your arms and muscles?
In pu lling or pushing, you apply force. What happens when force is
applied on a body at rest? Sometimes, it moves. Sometimes, it may not move.
You could move a table but you could not move a big piece of rock.

Whal happens when force is applied on a m oving body?

Do T h is Activity

Take a ball or a toy car. Make

it move on the floor. Try to stop it.
What did you do to stop it? Did
you apply a force. If so, in what
direction? Now roll the ball or the
toy car again. Apply a force to
make it move faster. W hat did you
do? Did you apply a force in the
direction of its m otion to make it
move faster?
 In stopping a moving ball, you had applied a force in the direction
opposite to its m otion. In m aking it move faster, you had applied a force in
the direction of its m otion.
Give some examples of slowing down m otion and speeding up m otion.

Look at the picture.

T h e girl is applying a force in the direction opposite to the m otion of the
calf. T h e m otion of the calf is being slowed down.
Look at tne picture.
It shows a train moving up a h ill. One engine is unable to take the train
up. It is unable to provide enough force to make the train overcome the
inclination of the slope. Another engine is attached which helps the train to
move up the slope. In the picture, the other engine applies a force in the same
direction as the m otion of the train.
 Look at the picture^It shows a
steam engine pu llin g a train.
What is the source of its energy?
You know that to do work, energy
is needed. You also know that our
source of energy is food. Food
gives us energy to do work. In a
steam engine, steam is produced
when water is heated. T h e steam
pushes the piston which makes the
steam pushes the piston back arid forth. wheels of the engine roll T h e engine
pulls the train.
Therefore, heat is the source of energy of a steam engine.
Heat energy is used for cooking food, for m eltingm etals, for w arm ing a
room in winter and for many other every day needs. List some other works
which use heat energy.
Look at the picture. It shows a thermal powerhouse. Fuel is being used
to produce electricity. Heat energy is converted into electrical energy in a
thermal powerhouse.

Thermal Power House

/ I \

Electrical Energy is used in

many ways. It is used to light our
houses. It is used to drive machines
in factories. Fans, Electric motors,
grinding m achines and tube wells
work with electrical energy.
List some other works which
use electrical energy.
 Look at the picture. It shows different types of grinding m achines.
T h e grinding machines can be operated by using different forms of
energy. They can be operated by hand, and by using electrical energy. T h e
grinding machines can also be operated by using the energy of m oving
water. T h is shows that the same work can be done by using different kinds of
energy. We can understand this by doing an activity.

Do Thi.s Activity

Take a water-wheel. Move it by hand. Does it

move? W hat is the source of energy?
Now hold the water-wheel against falling
water, as shown in the picture. Does it move now?
What makes it move?
Can you tell which is the source ol energy in
each case? Moving water is a source of energy.
Energy derived from m oving water or when force is M oving/Falling Water
applied by hand are forms of m echanical energy.
Can the water-wheel be driven with the help of
steam? Produce steam by heating water in a kettle. / y
Hold the w-ater-wheel against the steam. Steam can
make the wheel move. W hat is the source of energy?
Notice that the same work, for exam ple, m oving a
water-wheel can be done with the help of different
102

kinds of energy. Have you visited a dam (bandh). In a dam, the energy
of the falling water is used to produce electricity.

n ^ r y -V -.V .r s ,

"in ?.

We use different kinds of energy to do work. We can identify the

source of energy used in different activities. We can also tell whether the
energy used is electrical, m echanical or thermal.
In the table we have given a list of some every day activities. You can add
some more activities to this list. Say which kind of energy is involved in each
activity.

Activity Kind of Energy

w alking
1. r i d i n g a b icy cle
ii. p layin g
V. lig h tin g a ro o m
v. heating a room
vi. c o o k i n g fo o d
vii. w a s h i n g c l o t h e s
a. by h a n d
b. u sin g a w a s h in g m acliin e

You will notice that energy in different forms is used to do different

types of work. T h u s, the same wori^ can be done by using different kinds of
 103

energy. Sim ilarly, the same kind of energy can be used to do different types of
work. List examples in daily life situations where one kind of energy is
changed into another kind of energy for doing useful work.
Food, moving water, m oving air, fuels are some of the source of energy.
But from where does food get its energy? From where does m oving air get its
energy? Coal, petrol, diesel, kerosene and w'ood are com m on sources of
energy. But, what is the source of energy of these fuels? Do you remember the
cause of the ‘water cycle’? Do you remember the role of the sun in the water,
cycle? Discuss this issue with your classmates, teachers and parents. T h e sun
is the prime source of energy for all activities on earth.

Test Yourself

1. Given below are some statements. Put a tick ( J ) mark against the tr ue
statement and a cross ( X ) mark against the false statement .
i. F.nergy cannot be changed from one kind to another.
ii Force and energy are the same thing.
iii. T h e sun is not the prime source of energy.
iv. Moving water has energy to do work.
2. T h e follow ing questions have alternative answers. Select themost
suitable answer and put a tick ( J ) mark against it.
i. Capacity to do work is
a. energy
1). force
c. power
ii. f’ood gives us
a. energy
b. force
c. power
d. strength
3. Complete the follow ing sentences by fillin g in the suitable word or
woids.
i. In pulling or pushing one a p p lie s -------------- .
ii. Push and pull are examples of a p p ly in g -------------- .
iii. If a body is in m otion and one pushes it in the same direction of its
m otion, the body will -------------- .
iv. If a body is in motion and one pushes it in the opposite direction of
its m otion, the body w i l l -------------- .
V. T h e S i m is a ---------------- soiuce of energy.
104

4. i. Write five sentences to explain tliai the sun is the prime source of
energy.
ii. Name five applications of m echanical energy, heat energy and
electrical energy in our daily lives.
iii. Write the effects of a force when ajjplied on a moving body.
iv. W rite the effects of a force when api^lied on a body at rest.
\'. Describe the working of a water-wheel. Draw a diagram showing
the parts of a water-wheel.
5. T h e follow ing is a list of some objects and their sources of energy. Match
each of them with a j)roj)cr source of energy.

O bject Source o f Energy

C;iock
Bullock-cart
Bicycle I-'Iectricity
Motor-vehicle
Aeroplane Moving \vater
Klectric fan M oving wind
Tube-w ell Gun powder
firind ing machine Batterv cell
Railway engine Fuel
Forch
Radio
Transistor
W indm ill

Th in g s T o Do

1. Collect different type of toys. Study their working. Identify their soince
of energy.
2. Heal is used in many activities. Visit a place where heat is being used to
do work. Describe one such work.
3. Study how a wrist-w-atch works. What is its source of energy?
CHAPTER 12

The Sky and the Earth

On a clear night the sky looks so lovely. You see the brightly shining moon.
Yon see the sky filled with stars. Some stars are seen in groups. You have
learnt about one such group of stars. It is called the Big D ipper. A group of
s t a r s i s c a l l e d a f 0?;,s/(’ //rt/20».The picture here shows some constellations .

O rio n (K al P u n ish )
B ig D ip p er (Sap ta Ri.shi)

Look at (he sky at nighi. Locate the Big Dipper {Sapta Ri.shi) or Orion
{Kal Punish). Watch these constellations after every two hours. Do these
constellations change their positions in the sky? Do they change their forms?
T h e constellations are seen to move across the sky from east to west, without
changing their forms.
I.ook closely at the stars. Some stars twinkle, while others have a steady
light. T h e stars which twinkle have their own light. I hey are huge balls of
fire. They give off heat and light. They are like our sun. Th ere are m illions
106

a n d m illio n so f ‘suns’ in the sky. Rut why do we not feel their light reaching
us as heat? T h is is because they arc much farther away from the earth than
our sun. Our siui is also a star.
T h e sun is our nearest star. It gives us heat and light. Had there been no
sun what would have happened on earth? I'h e earth is a member of the
family oi the sun. In this family there are other meniijers. All the members of
the su n ’s family go round and roinul the sun in definite paths. These
members, which revolve around the sun, are called planets. T h e sun and its
planets form solar system. Our earth is one of the nine planets of the sun’s
family. T h e path along which a planet revolves aroimd the sun is called its
orbit. Each planet takes a definite time to com plete one revolution around
the sun. How much time does earth take to c omplete one revolution around
the Sim? Let us Icarn about the other jjlanets of the solar system.

Do T h is Activity
T h e picture here shows the sun with its nine planets. These are Mercurv,
Venus, Earth, Mars, Ju p iter, Saturn, Ih an u s, Neptune and Phiio. W hich
one of these planets is nearest to the sun and which one is farihest awav from
it?
 !07

Filul out ihc Sanski ii names of these planets. T ak e the help of your
teacher. T h e days of the week in Indian languages have been named after the
names of some of these planets. Name those days of the week which have the
names of jjlanets. We can see some of these planets in the sky at nighl with
our naked eyes. T h e planets have a steady light. They do not twinkle like the
stars. \'enus is seen in ihe sky, either at sunset or at sunrise, as a bright object.
We call it either the Evening Star or the M orning Star. It is also called shukra.
I'rv to locate it in the sky. T h e red j^Ianet is Mars. Ask your jjaients to lielji
you to locate other |)lanets in the sky. Like the earth other planets also rotate,
in addition to going aroinui the sim.

Planets revolve around the sun, but never collide with each other. W'hy?

Do T h is Activity
Go out into the playground. Name one of your friends as ‘S u n ’. Select 9
more friends and assign them the names of planets. Ask the planets to go
around the sun.

You know that the earth is a planet. It revolves around tlie sun. It also
spins on its own axis. Yon must have played with a top. As you release the
toj) it starts spinning on its axis. Watch a spinning top carefull y. Observe its
movement. It goes roimc: and rotmd itself. T h e rotational motion of the
earth is somewhat like a spinning tojj.
I'h e earth completes one rotation on its axis in twenty-four hours. T h e
rotation of the earth causes day and night on earth. As we know night follows
the day and the day follows the night. The sun rises in theeastand sets ip the
west.

How does it happen?

Do T h is Activity I ' nt
Take a big ball. Pul it in front of a source of light as shown.
Observe the part of the ball illinninated by light. Cionipare it with the
part away from the light. What difference do you see? Put a cross mark on ihc
lighted part.
108

Now rotate the ball about its vertical axis. What ha])pens to the lighted
part? Is it still lighted?
You can repeat this activity with a globe and a torch. You may darken
your classroom. Im agine the globe to be the earth and the torch to be the sun.
T h e lighted part of the globe has day. T h e dark j^art has night. Find out
which countries are in the lighted part.
Now rotate the globe from the west to the east. Find out which other
countries have day when the torcli is directly shining on India.
T h e rotation of the earth causes dayand night. What changes takeplace
on the earth due lo the revolution of the earih?

Do T h is Activity
Make a list of the seasons in a year. Also write down the months against i
each season. Why do we have the same seasons in the same m onths of the
year?
Ju st I ike day and night, seasons also follow each other. In a year, we have
summer in certain months, and winter in certain other months.
T h is happens because the earth com|)letes one revolution around the
sun in one year. A year is divided into twelve months. In each year, in the
same month, the earth comes back to the same position in its orbit around
the sun. Look at the picture given below. It shows the position of the earth in
winter, spring, summer and autumn.

r.

summer ■:x
winter

autum n
 109

T h is is one of the causes of seasons. You will learn about the other
causes later.
T h e moon is our nearest neighbour in the sky. You know that the moon
seems to change its shape. M oonlight which you enjoy so much, is really not
its own. VVe can see the moon because sunlight falls on it. If you observe the
moon over a month you will find that the different shapes of the moon repeat
themselves. After every ‘P u rn im a’ there is ‘ Amavasya.' followed again by
P u rn im a’. Why does this happen?
T h e moon orbits around the earth. Any object that orbits around a
planet is called its satellite. T h e moon is a natural satellite of the earth. T h e
moon completes one revolution around the earth in 27.3 days. T h e moon is
3,75,000 kilometres away from the earth. In the sky, the full moon looks as
big as the sun. Why? You know the sun is much farther away from the earth
than the moon.
Other planets also have satellites. Ju p iter has twelve satellites. All these
are natural satellites.
We live in the space age. T o know more about space, man has launched
a number of man-made satellites in space. These are called artificial
satellites. These satellites are also used for conducting scientific
experiments. T h e weather satellites are used for forecasting weather. With
the help of com m unication satellite we can watch television programmes
‘live’ from different parts of the world. Our country too, has entered the space
age. India has launched many artificial satellites. Some of the important
Indian satellites are A ryabhata, R o h in i 2ind IN SA T-IB.

M U : '
110

T est Yourself

1. Given below are some statements. Put a tick ( J ) mark against the
correct statement and a cross ( X ) mark against the wrong statement.
i. T h e bodies which revolve around the sun are called constellations.
ii. T h e sun is a star which is farthest from the earth.
iii. All planets revolve around the sun.
iv. T h e moon is an artificial satellite.
V. T h e moon does not have its own light.
2. F ill in the blanks with suitable words from the words given in the
bracket.
i. Spinning around an axis is ca lle d -------------- .(revolution, rotation)
ii. A group of stars is called a -------------- (solar system, constellation)
iii. ------------- - is also known by the name of M orning Star. (Jupiter,
Venus)
iv. T h e ---------------of the earth causes day and night, (revolution,
rotation)
v. Stars appear small irt size because they a r e -------------- (small in size,
far away from the earth)
3. Parts (i) to (v) of this question have four alternative choices. Only one is
correct. Put a tick ( J ) mark against the correct answer.
i. T h e solar system has
a. 6 planets
b. 7 planets
c. 8 planets
d. 9 planets
ii. A planet is a body which revolves around
a. Earth
b. Sun
c. Moon
d. Constellation
iii. T h e earth completes one rotation on its axis in
a. 20 hours
b. 24 hours
c. 28 hours
d. 32 hours
iv. T h e earth completes one revolution around the sun in
a. 12 months
b. 10 months
c. 8 months
 111

d. 6 months
V. Ju p iter has
a. 6 satellites
b. 8 satellites
c. 10 satellites
d. 12 satellites
4. What effects on earth are caused by its rotation and by its revolution
around the sun?
5. Name the natural and artificial satellites of the earth.
6. Draw a picture of the solar system. Also label the planets.

T h in g s T o Do
1. Visit a planetarium , if possible, with your teacher.
2. Prepare a model of the solar system.
3. Observe the Big Dipper and Orion constellations in the sky. Draw
pictures of these constellations.
 ‘531^

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3^Vt Tarftaai^ x rf^ i^

NATIONAL COUNCIL O f EDUCATIONAL RESEARCH AND TRAINING