Teacher,s Manual - SARASWATI HOUSE · 19 Ansari Road, Daryaganj, New Delhi-110002 (India) ... 3....

An Integrated Social Studies Seriesconnections

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Teacher,s Manual

(An imprint of New Saraswati House (India) Pvt. Ltd.)New Delhi-110002 (INDIA)

(An imprint of New Saraswati House (India) Pvt. Ltd.)

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Second Floor, MGM Tower, 19 Ansari Road, Daryaganj, New Delhi-110002 (India) Phone : +91-11-43556600Fax : +91-11-43556688E-mail : [email protected] : www.saraswatihouse.comCIN : U22110DL2013PTC262320Import-Export Licence No. 0513086293

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First published 2017

ISBN: 978-93-00000-00-0

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

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978-93-86307-20-0

Social Studies is the integrated study of the social sciences. Many academicians and curricula planners are of the view that teaching Social Studies in the elementary classes must be an essential part of the framework of an overall K-8 Social Studies program. The reason being that it is in the elementary school years, that the children develop a beginning sense of efficacy as participating citizens of their world. Knowledge, skills, and attitudes necessary for informed participation in society require a systematically developed Social Studies program which must begin in the formative years. This is the premise on which we have based Connections—An Integrated Social Studies Series.

Children can also develop, within the context of Social Studies, positive attitudes toward knowledge and learning as well as develop a spirit of inquiry that will enhance their understanding of their world so that they will become rational, humane, participating and effective members of a democratic society.

If the young people of this nation are to become effective participants in a democratic society, then Social Studies must be an essential part of the curriculum in the early childhood/elementary years. In a world that demands independent and cooperative problem solving to address complex social, economic, ethical, and personal concerns, the Social Studies course is as basic for survival as reading, writing, and computing.

Preface

Contents 1. Continents and Oceans 5 2. Latitudes and Longitudes 7 3. Movements of the Earth 9 4. Temperate Zones of the World 11 5. The Equatorial Forest Regions 13 6. Frigid Zones 15 7. The Hot Deserts 17 8. The Temperate Grasslands 19 9. Four Spheres of the Environment 21 10. Conservation of Environment 23 11. Natural Calamities 26 12. Indian Heritage 28 13. Coming of the British 30 14. India’s Struggle for Freedom 32 15. Fundamental Rights & Duties 34 16. The United Nations 36 Worksheet 1 38 Worksheet 2 39 Worksheet 3 40 Worksheet 4 41 Worksheet 5 42 Worksheet 6 43 Worksheet 7 44 Worksheet 8 45 Worksheet 9 46 Worksheet 10 47 Worksheet 11 48 Worksheet 12 49 Worksheet 13 50 Worksheet 14 51 Worksheet 15 52 Worksheet 16 53 Answers to the Worksheets 54 Model Test Paper 1 (Lessons 1-4) 65 Model Test Paper 2 (Lessons 5-8) 66 Model Test Paper 3 (Lessons 9-12) 67 Model Test Paper 4 (Lessons 13-16) 68

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Continents and Oceans1

LEARNING OUTCOMES Students will be able tolearn more about continents and oceans.learn about the special features of all the continents and oceans.

Learning Styles/MIAudio learnersVisual learnersVerbal linguistic intelligenceLogical intelligence

Warm up Ask the students to work individually to complete the warm up section. Encourage them to share the reason behind choosing the colours. Set the context of the lesson.

Let’s Explore The Blue Planet With the help of a globe as a teaching aid, explain the importance of colours

used to indicate various landforms. Also help the students understand why the earth is called the blue planet. Tell the students the names of all planets and oceans.

Continents Referring to the globe or the map of India, explain each continent one at a time.

Discuss in detail about each planet giving the students an insight. You may also encourage students to share their inputs on the continents and

also share their experiences if they have been to any. As you talk about each continent, point it out on a larger map for the students

for them to see the location and the geographical regions. Also discuss the water bodies that surround the continent. Through a flow chart you may also write the names of the continents in the

order of their size. Discuss the specific features of each of the continents.

Oceans Initiate a class discussion on water bodies and eventually come to oceans. Discuss the names of the oceans. Individually talk about each of the ocean. You may also point it out simultaneously on a world map for the students to

understand better. Talk about the location and size of each of the oceans. You may also discuss the features specific to each ocean. Explain the concept of World Ocean to the students. You may keep asking questions like the ones below, to check

the comprehension- Which is the largest of all continents? What is Eurasia? Name the two important rivers of Europe. Which continent is known as the white continent? Why? Which is the only continent that is an island? Which ocean has the deepest trench in the world? What is the name of

the trench? What are icebergs?

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Answers1. a. 71 percent, 29 percent. b. seven c. Asia. d. China, India e. Australia 2. a. continent b. Mt Everest c. River Nile d. Eurasia e. Atlantic3. a. Large land masses that cover 29 per cent of the earth’s surface are called continents.

There are seven continents—Asia, Africa, Antarctica, Australia, Europe, North America and South America.

b. Antarctica, the fifth largest continent in the world, is also the coldest continent. It is permanently covered by a thick layer of snow and thus known as the White Continent.

c. The ocean beds contain tall mountain ranges known as ridges and also long, deep and narrow pits known as trenches.

d. Australia is the smallest continent in the world. It is the only continent which is an island. Not only that, it is also the only continent that consists of only one country. Australia is surrounded by water on all sides.

e. North America is the third largest continent in the world. It is home to many highly advanced countries of the world including the USA and Canada. Christopher Columbus discovered this continent by accident while he was trying to reach India.

4. a. F b. F c. F d. F e. F5. a. i. Nile b. i. Isthmus of Panama c. iii. Amazon d. ii. The Mariana Trench e. i. India and China

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Latitudes and Longitudes2

LEARNING OUTCOMESStudents will be able tounderstand what latitudes and longitudes are.know the importance of the international date line.use an atlas and locate places on a map.


Warm up Ask the students to work individually to complete the warm up section. Encourage the class to share their responses after they have discussed with

their partners. Set the context of the lesson.

Let’s Explore Locating Places Explain to the students the importance of latitudes and longitudes. Relate their importance in calculating the change of time as we move from

one country to another. Discuss in detail about each term introduced in the section.

Latitudes Help students understand all the new terms. With the help of a globe show them the two hemispheres and how the

equator divides the earth. As you explain the concepts you may keep drawing the diagram on the board

and label appropriately. You may then ask the students to look up the diagram in the atlas and relate

with the degrees. Discuss in detail the characteristics of latitudes.

Longitudes Help students understand all the new terms. In the same diagram drawn on the board, draw lines joining North to South,

to explain the concept of longitudes. You may then ask the students to look up the diagram in the atlas and relate

with the degrees. Discuss in detail the characteristics of longitudes. Explain to the students what International dateline is. Help them understand how to use an atlas. Make them read the index and look for maps. Explain the term grid to the class. You may keep asking questions like the ones below, to check

the comprehension- What are latitudes and longitudes? Which imaginary line divides the earth into two parts? What are parallels of latitudes? Name the four important parallels of latitudes. Which longitude is numbered zero? What is the international dateline?

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Answers1. a. Equator b. Longitudes c. Longitudes d. Index e. Prime Meridian2. a. Latitudes b. Equator c. 0° Latitude d. North Pole e. Longitudes3. a. iii. International Date Line. b. iii. 0° latitude to 90°N or 90°S. c. i. 0° longitude 180˚E and 180°W. d. i. an atlas. e. i. gain a day.4. a. T b. F c. T d. F e. T5. a. The atlas is used to look for places, rivers, deserts and so on. Towards the end of atlas,

there is a section called the index, which shows the names of places marked on various pages of the atlas in an alphabetical order. The numbers written alongside indicate the location of a particular place and have north (N), south (S), east (E) or west (W) written next to it.

b. Geographers realised that by drawing imaginary lines on globes and maps and giving them some identification, it would be easier to locate places. These imaginary lines are called latitudes and longitudes. These lines are called imaginary since they do not appear on the surface of the Earth but only on the maps and globes.

c. Latitudes are circles of different sizes as they move up from the widest part of the Earth to the poles. Latitudes are parallel so they never meet each other. Latitudes are numbered from 0° latitude to 90°N or 90°S. Longitudes are semi-circles of the same size as they go from one pole to the other. All longitudes meet at the poles. Longitudes are numbered from 0° Longitude to 180° E and W.

d. At about 180° longitude, we find the International Date Line. Each calendar day starts and ends here. Areas to the east are one calendar day behind to the areas in the west of the date line. The International Date Line has been drawn in such an irregular manner so that all regions of a country remain on the same day.

e. A grid is a network of lines formed by the latitudes and longitudes crossing each other. The point at which latitude and a longitude meet, helps us in locating places.

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Movements of the Earth3

LEARNING OUTCOMESStudents will be able todefine rotation and revolution of the Earth.learn about the effects of rotation and revolution of the Earth.differentiate between the two movements.understand the importance of seasons.


Warm up Ask the students to work individually to complete the warm up section. Discuss the answers. Set the context of the lesson.

Let’s Explore The Sun and the Earth Talk to the students the movement of the earth around the sun. Help them understand that the earth moves and not the sun.

Movements of the Earth Tell the students about the two movements of the Earth.

Rotation Initiate a class discussion on Day and Night. Encourage the students to share and discuss what causes Day and Night. Explain to them in detail about this movement that causes day and night. You may take help of a visual aid or teaching aids to demonstrate the

movement for better understanding of the students.

Revolution Explain to the students what revolution is. Discuss the new terms like orbit and leap year. Explain in detail how a day gets added to the calendar every fourth year. Seasons Initiate a class discussion on Seasons and how they are caused. Explain in detail the movement of the earth that causes Seasons. Explain with the help of a visual aid or teaching aids for better understanding

of the students. Help them connect all the terms learnt so far with the concept being explained

so as to relate better. Make the students refer to the diagram on page 26. Explain the terms solstice and equinox to the students. You may keep asking questions like the ones below, to check

the comprehension- What are the two movements of the earth? What is an orbit? What is a leap year? When do the sun’s rays fall directly on the Tropic of Cancer? Which longitude is numbered zero? What does equinox mean? When does the Earth experience winter solstice?

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Answers1. a. 29 days in February b. Summer solstice c. Winter solstice d. Spring equinox e. Standing still of the Sun 2. a. Equinoxes b. Axis c. Revolution d. Leap year e. Season3. a. i. rotation and revolution. b. ii. day and night. c. ii. rotation. d. ii. night. e. ii. orbit.4. a. The Earth has two movements. It moves on its axis like a top and also moves around the

Sun on its orbit. The first movement is called rotation and the second movement around the Sun is known as revolution.

b. The four main seasons on earth are summer, winter, autumn and spring. c. Equi means equal and nox means night, so equinox means equal day and night. d. Solstice means ‘the standing still of the Sun’. e. The revolution of the earth around the sun are called seasons. Seasons influence the food

we eat, clothes we wear and the crops we grow. 5. a. F b. F c. T d. T e. F

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Temperate Zones of the World4

LEARNING OUTCOMESStudents will be able todescribe the factors that affect the climate of a place.learn about the various temperature zones.differentiate between torrid, temperate and frigid zones.


Warm up Ask the students to work individually to complete the warm up section. Discuss the answers. Set the context of the lesson.

Let’s Explore Weather and Climate Initiate a discussion on the difference between weather and climate. Help them understand the terms in detail. Encourage students to talk about the weather of that day and compare it to

the previous days. Then ask them to talk about the climatic conditions of the city they reside in. The discussion would help them understand the difference and relate with the terms.

Factors affecting the You may first list out on board all the factors that affect the climate of a place.Climate of a place Discuss each factor with the class and explain in detail how it affects

the climate. You may ask them to compare the climates of two distant places that they

have visited. Explain all the new terms that appear in the section.

Different Temperature Zones With the help of a teaching aid, explain to the students the concept that different parts on the earth receive different amount of sunlight.

Make them understand that this results in the creation of different heat zones. List the names on the board and point them out or make the class refer to

the diagram on page 32 and the world map on page 33 to help them understand better.

Discuss the distinctive features of each of the zones Talk about the location of each zone. Discuss the lifestyle of people in each zone. You may keep asking questions like the ones below, to check

the comprehension- What is the difference between weather and climate? Why are the places near the equator the hottest? What is altitude? What do you understand by the term moderate climate? What is humidity of a place? What does it depend on? Name the different temperature zones. Which is the hottest zone and what is its extent? Which zone is covered with snow throughout the year and why?

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Answers1. a. cooler b. Arctic Circle c. direction d. longer e. three2. a. Torrid Zone b. Temperate Zone c. Frigid Zone d. Frigid Zone e. Temperate Zone 3. a. The factors which affect the climate of a place are: latitude or distance of a place from the equator, altitude, distance from the sea, humidity, direction of the winds, and temperature and rainfall. b. The Torrid Zone is the hottest zone on the Earth’s surface. It receives direct sunlight

throughout the year. It extends from the Tropic of Cancer (23½°N) to Tropic of Capricorn (23½°S). The equator passes through the centre dividing the zone into North Torrid Zone (zone between the Equator and Tropic of Cancer) and the South Torrid Zone (zone between the Equator and the Tropic of Capricorn).

c. Based on the amount of sunlight received by different parts of the Earth, there are three temperature or heat zones. They are The Torrid Zone, The Temperate Zone, The Frigid Zone.

d. The Temperate zone, as the name suggests, has a climate that is neither very cold nor very hot. It lies in the North Temperate Zone between the Tropic of Cancer (23½°N) and the Arctic Circle (66½°N) in the Northern Hemisphere and in the South Temperate Zone between the Tropic of Capricorn (23½°S) and the Antarctic Circle (66½°S) in the Southern Hemisphere. Slanting rays of sunlight reaches this zone and therefore the places lying in this zone are comparatively cooler.

e. This is the coldest zone on earth. It extends from the Arctic Circle (66½°N) to the North Pole (90°N) in the northern hemisphere and known as the North Frigid Zone. The South Frigid Zone in the Southern hemisphere extends from the Antarctic Circle (66½°S) to the South Pole (90°S).

4. a. i. weather. b. iii. tilt. c. i. nearer to the Sun. d. iii. moisture. e. i. far from the Sun.5. a. T b. F c. T d. T e. T

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The Equatorial Forest Regions5

LEARNING OUTCOMESStudents will be able todescribe the equatorial forest region and its characteristics.learn about its climate, plant life, wildlife and the life of the

people living there.


Warm up Ask the students to work individually to complete the warm up section. You may then ask them to see what their partner has drawn or written. Set the context of the lesson.

Let’s Explore The Location Initiate a class discussion on equatorial forests. Ask them to take hint from the name and answer where would these forests

be located. With the help of a map point out to the students the extent of the

equatorial rainforests. Talk about the continents and countries that are covered in the region. You may also ask them to refer to the map on page 38. You may first list out on board all the factors that affect the climate of a place.

Equatorial type of Climate Discuss in detail the temperature and humidity of the region. Explain to them why these forests are also called evergreen forests. Talk about the facts related to the forest.

Type of Vegetation Discuss in detail about the vegetation in the evergreen forests Explain to the students why the region has dense growth of trees. Explain with the help of the diagram, all four layers of the trees. Make them understand why the trees appear green throughout the year.

Wildlife Discuss in detail the different animals and birds that are found in this region. You may also show them a visual to make the class interesting.

People in the Equatorial Discuss about the settlements of people in this region.Forests You may also show visuals of these tribal people. Discuss about the lifestyle of the people who survive in this region. You may keep asking questions like the ones below, to check the

comprehension- Why are Equatorial forests also called Equatorial rainforests? What is the temperature of the area? What are Tropical Thunderstorms? Which are the four layers of the trees found in these areas? What percent of the total birds and animals are found in these forests? Why is survival of many settlements difficult in these forests?

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Answers1. a. ii. emergent. b. i. humid. c. ii. Four d. iii. the Congo Basin. e. iii. Torrid zone.2. a. T b. F c. T d. T e. F3. a. Evergreen Forests b. Shifting agriculture c. Canopy Layer d. Pygmy e. Evergreen forests4. a. Shifting agriculture is a common practice here. In this, they clear a piece of land by

burning it and then grow crops on this land for 2 to 3 years. Thereafter, the fertility of the soil diminishes and they move to a new patch.

b. The equatorial forest regions fall in the Torrid Zone where it is very hot and wet. These forests are also known as the equatorial rainforests as they receive heavy rainfall all year round. These forests are found on both sides of the equator. The continents and countries which fall in this zone are:

Malaysia and Indonesia in Asia, The Western Ghats, Andaman and Nicobar Islands and some states of Northeast India, Ecuador, Columbia and Brazil in South America, Parts of Australia, and Liberia, Ivory Coast, Ghana, Nigeria, Guinea and Congo in Africa. c. The equatorial rainforests are home to a variety of animals, birds and amphibians.

Though the forests cover barely 2 per cent of the Earth’s surface, it is home to over 50 per cent of the plants and animals on Earth. Many plant-eating animals and birds such as monkeys, lemurs, flying squirrels, bats, parrots, toucans, macaws and hummingbirds, etc., live in the canopy. Animals that flutter, hop and climb are found in the undergrowth. Chimpanzees, apes, gorillas, elephants and jaguars are found on the forest floor. Large varieties of spiders, chameleons, insects, lizards, crocodiles, alligators, snakes and turtles are found here. The famous big snake, Anaconda, is also found in the Amazon Basin in South America.

d. The equatorial forests hinder the survival of many settlements. Only some tribal people live here who depend on their surroundings for food and shelter. Some well-known tribes of the rainforests are the Pygmies and Bantus of the Congo region, the Semangs of Malaysia, Yanomami of Brazil, the Amazon Indians, Kubus of Sumatra and Dayaks of Borneo. These tribes usually hunt or gather food, which includes fish, nuts, berries, insects and meat.

e. Rubber, cinchona, mahogany, rosewood, ebony, etc., are some trees found in the equatorial forests.

5. a. Malaysia b. Tropical thunderstorm c. Congo

d. Rubber e. Borneo

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Frigid Zones6

LEARNING OUTCOMESStudents will be able toidentify the frigid zones.understand the climate and its effect on the wildlife, vegetation

and life of the people.

Learning Styles/MIAudio learnersVisual learnersVerbal linguistic intelligenceLogical intelligenceInterpersonal intelligenceIntrapersonal intelligence

Warm up The teacher may divide the class in pairs and ask them to attempt the

questions given in the warm up section and note down the answer. They may then share their answers with the class. The teacher may note down the words on the board. Set the context of the lesson.

Let’s Explore The Frigid Zone The teacher may bring a globe to the class & explain the north & south frigid

zones to the class. The reasons for them being frigid may be explained with a torch as sun & the

kind of light (rays) that these regions receive.

Climate The globe may yet again be used to explain the distance of the Polar regions from the equator.

The reason for six months of day & six months of night in these regions may be explained with the help of globe.

The climate of the Arctic & Antarctic Circle may be explained in detail.

Vegetation The students may be told that the vegetation in these lands is very scarce. The reasons for scarce vegetation may be elicited from students referring to

the climatic conditions.

Wildlife The teacher may explain that the wildlife in these regions consists of animals & birds that have special features as thick skin, white colour.

Visuals of wildlife in these regions may also be shown.

People The teacher may elicit answers from students regarding their understanding of igloos and kayaks.

The answers may be shared with the class. The occupations of the people, means of transport, hunting weapons may also

be explained & shown to the students in smart class. The teacher may keep asking questions like the ones below, to check the

comprehension- What are Polar ice caps? Why is the South Frigid Zone covered with snow all the year round? What is Aurora Borealis? What is the permanently frozen soil called? What makes the penguins & walruses survive in the severe climate of the

Frigid Zone?

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Answers1. a. six, six b. Aurora Borealis, Aurora Australis c. tundra d. Lapps, Aleuts e. Eskimos2. a. Harpoon b. Sledge c. Igloo d. Poles e. Kayaks3. a. F. b. F c. T d. F e. F4. a. The frigid zone is the coldest zone on the Earth. It extends from the Arctic Circle (66½°N)

to the North Pole (90°N) in the Northern Hemisphere and is known as the north frigid zone. The south frigid zone lies between 66½°S and 90°S between the Antarctic Circle and the South Pole. These regions receive slanting rays of the Sun throughout the year and are therefore very cold and covered with snow and ice all year round.

b. Some of the tribes are the Inuit of Russia, Canada and Greenland, the Lapps of Scandinavia (Denmark, Norway and Sweden), Yakuts and Chukchis of Siberia (Russia) and the Aleuts of Alaska. They are also known as Eskimos.

c. Animals have found ways to adapt to the severe climate of the frigid zone. Some have naturally adapted, for example, penguins, seals and walruses have thick skin which protects them from severe cold. Birds of the frigid zone include snowy owls, Arctic terns and penguins. The polar bear, snowy owl and Arctic fox have thick fur coats which keeps them warm and the white colour helps them to blend with the landscape. Many species of insects are found in these zones. The seas abound in fish, seal, whale and walrus. Some animals like squirrels, hibernate underground, that is, they go into deep sleep in which their heart beat slows down while others migrate such as the Arctic tern, a bird which flies almost 17,600 km every spring and autumn. Arctic people herd reindeer and depend on them for food and clothing.

d. Due to the cold climate and permanently frozen soil called permafrost, there is almost no vegetation in the frigid zones. There is no rainfall and the weather is comparatively mild in summer. Plants which find it difficult to grow, manage to survive during summer. Mosses, lichens and those plants that bear berries grow there. Trees do not grow in this region. The dwarf willow, one of the smallest woody plants, has adapted to the cold conditions. This kind of vegetation is called tundra.

e. Sledges, drawn by reindeer or husky sled dogs, are some means of transport. Nowadays, modern snow scooters, snow coaches and terra buses are also used in some regions. Kayaks are also used for hunting.

5. a. i. dwarf willow. b. ii. permafrost. c. i. Polar ice caps. d. i. Canada and Alaska. e. ii. Antarctica.

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The Hot Deserts7

LEARNING OUTCOMESStudents will be able todescribe hot deserts and their locations.learn about its climate, plant life, wildlife and the life of the

people there.


Warm up Think-pair-share-The teacher may divide the class into pairs and ask the

students to discuss the question given in the warm up section. They may then share their answers with the class. Set the context of the lesson.

Let’s Explore Desert & how it is formed The teacher may begin the chapter by showing a video of a desert and thereby

explaining what a desert it, how it is formed & its location. The teacher may also show a map of the world with the deserts marked.

Climate The climate of a desert may be discussed. The students may be encouraged to share their experiences of a desert to

which they may have been.

Vegetation The kind of vegetation in a desert may be discussed along with the reasons why it is so.

Students may be taken to the school garden and shown a cactus plant for better understanding.

Wildlife The students may be asked about ‘the ship of the desert’ and why is it so called.

They may then be explained about the wildlife in detail. More details on the camel may be discussed.

Life of the people The difficulties of the people living in deserts may be discussed that leads to low population.

The important occupations, the crops grown, some altered situations may also be discussed.

The teacher may divide the class into groups & may give each a topic as vegetation, wildlife, occupations. The students may prepare projects/ charts/ PPT for a better understanding.

The teacher may keep asking questions like the ones below, to check the comprehension-

What do you mean by the term desert? Explain why a cactus grows in the desert? What are the occupations of people living in deserts? Name some popular deserts. Why is the camel able to survive in the desert?

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Answers1. a. iii. Gobi Desert b. i. Baobab c. i. Camel d. i. Sahara Desert. e. iii. Tuaregs.2. a. F b. T c. T d. T e. T3. a. Acacia tree is found in the deserts. b. Oasis c. Saudi Arabia. d. padded e. tropics4. a. Plants in the deserts are able to withstand extreme climate and scanty water supply.

The trees and shrubs growing in the deserts have long roots that go deep into the soil in search of water. Most of the plants have no leaves as it is through the leaves that a plant loses water. The plants have thorns or thick waxy coatings to prevent water loss through evaporation. Sometimes, the leaves are spine-like to protect them from animals. Shrubs with small leaves and thick and fleshy stems are mostly found in the deserts along with thorny bushes.

b. We find the Bedouins in North Africa and the Tuaregs in Western Sahara. c. The camel has unique features which enables it to survive in deserts. It stores water

in the lining of its stomach and food in the form of fat in its hump. Thus it can survive without food and water for many days in the desert. The camel has a keen sense of sight and smell. It also has thick padded feet with long legs to walk in the sand and eyelids to protect its eyes during sandstorms. The camel has small ears and nose so that sand does not enter into them. It has strong lips and mouth and a hard mouth that helps the camel eat thorny bushes and cactus without getting hurt. For thousands of years, the camel has served as the most reliable means of transportation in the desert and hence it is known as the ship of the desert.

d. People in the deserts are nomadic and they move from place to place in search of food and water. They do not build houses but live in tents and carry their belongings wherever they go. The Tuaregs of Western Sahara and the Bedouins of North Africa and Arabia lead such a life. The tents are made from goat or camel skin and are portable.

e. Wildlife in the deserts is very interesting. Most animals develop special features that help them survive in the desert. Hyenas, foxes, jerboas, hedgehogs, moles, snakes, beetles, scorpions and spiders are found in deserts. The Gila Monster (a venomous lizard), the Gila Woodpecker, the Burrowing Owl and the Kangaroo rat are species that are also found in deserts. Most animals sleep or stay away from the sun during the day but come out after sunset. Some animals remain inactive and hibernate during the dry months to avoid the heat.

5. a. Succulent b. Mongolia c. Africa d. South America e. India

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The Temperate Grasslands8

LEARNING OUTCOMESStudents will be able to identify the temperate grasslands across the world. understand the role of climate. learn about the plants and animals in the region.


Warm up The teacher may begin the chapter by asking the students to attempt the

question given in the warm up section individually. They may then share their answers with the class. Set the context of the lesson.

Let’s Explore Grasslands With reference to the picture in the warm up section, the teacher may explain

the term Grassland to the class. The division of the grasslands into temperate or tropical along with its

location may also be discussed with reference to the map given on pg. 62. The various names by which they are known at various places may also be

told to them.

Climate The climate in grasslands may be discussed with the main characteristic of strong winds that blow & are known by different names at different places.

The teacher may also discuss that the names & purpose of these winds varies from place to place.

Agriculture The main crops, kinds of grasses, food for grazing animals may be discussed in detail.

Long & short grasses along with the reason why it is so may be discussed.

Wildlife The teacher may discuss the variety of wildlife in detail distinguishing between that in the Northern & Southern hemispheres.

People The main types of activities done by people as food crops, livestock farming may also be discussed.

The places famous for particular things may also be told to the students. The teacher may ask the students to collect information & pictures about the

grasslands in Northern & Southern hemispheres and make charts for the soft board.


What do you mean by the term grasslands? What is the purpose of Chinook that blows over the Prairies? What keeps the soil fertile in the Prairies? What do you know about the wildlife in Northern Hemisphere? What is New Zealand famous for?

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Answers1. a. Ranch b. steppes c. wheat. d. gauchos e. Grassland2. a. Chinook b. Buran c. Prairies d. Alfalfa e. Wild Tulips 3. a. The temperate grasslands of the world: Northern Hemisphere—Prairies in North America, Steppes in Europe and Asia Southern Hemisphere—Veld in South Africa, Downs in Australia, Pampas in

South America b. In the Northern Hemisphere, temperate grasslands are located in the middle of

the continents so they experience hot summers and cold winters. In the Southern Hemisphere, the grasslands are on the edges of the continents and closer to the seas so the climate here is milder. Summers are not very hot and winters are not very cold. Crops grow throughout the year. These grasslands receive plenty of rain.

c. The grasslands in the downs of Australia are the largest grazing areas in the world. The grasses grow in varying heights depending on the climate and fertility of the soil.

d. Chinook is a moist warm wind that blows over the Prairies. In local language, it means ‘snow eater’ as it blows in the spring season and helps in the melting of snow to make the land suitable for vegetation and grazing. Buran is a north-easterly wind that blows over the steppes (Russia).

e. In the Northern Hemisphere, once can spot bisons, elks, grizzly bears and wolves. The giant panda is found in Asia. Whereas, in the Southern Hemisphere, for example in the Downs of Australia, one can find koalas, wallabies and kangaroos. In parts of South America, there are alpacas and ant eaters. Migratory birds such as swallow can also be found here. Temperate zones are the home to grazing animals such as wild horses and deer. Commonly found animals are rodents such as hare, rabbit, mouse, rat, prairie dog, hamster, etc. Other animals such as hedgehogs and squirrels are also found in these regions.

4. a. ii. Buran b. i. bisons c. ii. Argentina d. iii. New Zealand e. iii. Cowboys5. a. T b F c. F d. F e. F

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Four Spheres of the Environment9

LEARNING OUTCOMESStudents will be able todifferentiate between the four spheres of the environment.understand the importance of each sphere.

Learning Styles/MI Audio learners Visual learners Verbal linguistic intelligence Logical intelligence Interpersonal intelligence Intrapersonal intelligence

Warm up The teacher may ask the class to attempt the questions given in the warm up

section individually and note down the answer. They may then share their answers with the class. Set the context of the lesson.

Let’s Explore The Spheres The teacher may explain the four spheres of the environment with reference

to the text. She may then explain the vitality of each of these to the others thus making

life possible.

Hydrosphere The term ‘hydrosphere’ may be explained such that it is self explanatory. The process of evaporation, condensation & precipitation may be explained

with the help of visuals in smart class/ drawings.

Atmosphere The gases present in the atmosphere may be explained with the proportions they are present in.

A recap of the importance of oxygen, carbon dioxide may be discussed with the students.

The ozone layer, ultra violet rays may be explained in today’s context. The need to protect ourselves from the ultra violet rays may be explained to

the students. (The need of sunscreen, the SPF it contains may be given as examples.)

Lithosphere Related videos may be shown. Visuals and diagrams in the text book as well as drawn by the teacher on the

board may be used by the teacher to explain the topic.

Biosphere It may be explained to the students that all the above components contribute to the possibility of life on Earth.

Ecosystem may be explained to the students giving various examples of places where life on Earth exists.


Why is the earth a unique planet? Name the non-living part of the atmosphere? What do you understand by the terms evaporation/

condensation/precipitation? How does the ozone layer protect us?

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Answers1. a. water b. Rain c. precipitation d. Oxygen e. Core2. a. Mantle b. Ultra violet c. Crust d. Carbon dioxide e. Ozone 3. a. Our environment consists of both living and non-living things. The non-living part of the

environment includes the hydrosphere, atmosphere and lithosphere. b. Hydrosphere, atmosphere, lithosphere and biosphere are the four spheres of

the environment. All the water bodies, oceans and seas make up the hydrosphere. The atmosphere is the layer of oxygen and other gases that surround the Earth. The lithosphere consists of the rocks and soil on the surface of the Earth. All these three spheres interact with each other and provide a space where living things can survive. This fourth sphere is called the biosphere.

c. Environment of each living species which consists of living and non-living things is known as ecosystem. An ecosystem may be as small as a little pond or a burrow or as vast as the ocean or a forest.

d. The biosphere consists of those parts of the atmosphere, lithosphere and hydrosphere, where life exists. As living organisms cannot survive without air, water and land, therefore the biosphere includes all these three components of the Earth. Life exists on land, in air and even deep in the ocean.

e. Water on earth is always moving. Water constantly changes its form due to evaporation, condensation and precipitation. During the day time, the sunrays heat up the water from the water bodies such as rivers, lakes, oceans and it changes it to water vapour and rises up into the atmosphere. This process is known as evaporation. When it reaches the sky, it cools down and changes back to water droplets. This process is known as condensation. When the water droplets cannot be retained by the clouds and they fall on the surface of the Earth in the form of rain, it is known as precipitation. Rainwater again flows back into oceans, seas and rivers and goes up again. The cycle continues. This movement of water is known as the water cycle.

4. a. iii. all the above. b. ii. Hydrogen c. i. Habitat d. iii. water. e. ii. 78%.5. a. F b. F c. F d. T e. T

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Conservation of Environment10

LEARNING OUTCOMESStudents will be able to understand the harmful effects of pollution. understand the importance of conservation. learn about the different ways of conserving the environment.


Warm up The teacher may divide the class into groups and ask the students to discuss

one of the type of pollution mentioned in the warm up section and note down two reasons for it.

They may then share their answers with the class. Set the context of the lesson.

Let’s Explore Environment The teacher may begin the chapter by explaining the text with context to

pollution, pollutants and the polluter. A quick recap of the same may be done with them.

Environmental Pollution The teacher may ask students the types of pollution and its causes that they know and write them on the board.

The teacher may then explain that they will be studying about some of them. She may then explain each type of pollution with reference to the following points-

Types Causes or factors Effects The teacher may then ask the students if they have any other known cause or

factor supporting pollution of any type. She may also encourage them to share their experiences, if any. The teacher may then divide the class into groups and give them various

activities as- Make a PPT/documentary on any one type of pollution. Make a thing from best out of waste. The teacher may also show visuals of effects of pollution.

Environmental The teacher may ask students to sit in pairs and suggest some measures toConservation check any one type of pollution. The teacher may then discuss the ways given in the textbook, in detail. The teacher may also revise the concept of the three R’s for

controlling pollution. The teacher may keep asking questions like the ones below, to check the

comprehension- What are pollution, pollutant and polluter? How can we conserve our environment? How the 3R’s are important? Why is protection of wildlife an important project? Name the two types of wastes and explain the difference.

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Answers1. a. i. an imbalance in environment. b. ii. harmful substances. c. iii. protection to animals. d. iii. Organic fertiliser e. i. Brain2. a. Conservation b. Noise Pollution c. Deforestation d. Afforestation e. Poaching3. a. Non-biodegradable wastes b. Smoke from factories and vehicles c. Honking and loud speakers d. Killing of animals illegally e. Extinct from India in 1950s 4. a. T b. T c. F d. F e. T5. a. Water pollution: When sewage or garbage from various sources is discharged into water

bodies like lakes, rivers and seas, then such water is said to be polluted and this process is called water pollution. Factors that cause water pollution are industrial waste, sewage, bathing of animals, washing of clothes, discharge of chemicals and fertilisers, disposal of polythenes and other garbage, etc.

Land pollution: The degradation of the land surface of the Earth through misuse of soil is known as land pollution or soil pollution. This happens when harmful substances that hamper the growth of plants and affect animal health are released into the soil. These harmful substances may be released as a result of overuse of pesticides, use of chemical fertilisers, dumping of industrial wastes into soil, mineral exploitation, etc.

Air pollution: Human activities like burning of wood, dry leaves and coal, deforestation and smoke from chimneys disturb the balance of the atmosphere thus making the air impure. This process of the mixing of impure gases into the air is called air pollution. The number of vehicles on the roads is going on increasing. While they have made our life easier, the harmful gases they release, like carbon monoxide and sulphur dioxide pollutes the air. Inhaling such air can cause cough, nausea, bronchitis and irritation to the eyes.

Noise pollution: The pollution caused by excessive and unwanted sound that disturbs us and adversely affects our mind and body is called noise pollution. Noise pollution results when the sound created around us is much higher than our comfort level. The human ear can only bear sound up to 90 decibels and anything beyond that can cause stress and irritation to the ear. The common sources of noise pollution are honking and the sound produced by cars, bikes and trucks, huge machines, construction work, bursting of crackers, loud speakers and extremely loud music being played in the open.

b. It is absolutely essential that remedial actions are taken fast to protect the environment. The protection of the environment by prevention of any kind of loss or damage caused to it is called conservation of environment.

Controlling Overpopulation: The fast rate at which the population is growing has a direct impact on the consumption of resources thus leading to their fast depletion. This problem can be checked only when human beings control the growth of population.

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Check on pollution: The most important factor responsible for environment degradation is pollution. It is hence important to know the ways in which pollution can be controlled.

Afforestation: Deforestation or felling of trees in huge numbers causes imbalance in the environment. It causes global warming, disturbs the weather, causes floods, etc. The need of the hour is afforestation or planting of more and more trees to maintain the balance of the environment.

c. An extremely useful method to reduce environmental pollution is the 3 Rs or Reduce, Reuse and Recycle.

Reduce: Some ways to reduce the environmental damage caused by cars include carpooling with friends, walking, taking the bus, or riding your bike instead of driving.

Reuse: Carry cloth sacks to the store with you instead of taking home new paper or plastic bags. You can use these sacks again and again. You’ll be saving some trees!

Recycle: We can buy products that contain recycled materials. Many brands of paper towels, garbage bags, greeting cards, and toilet paper, to name a few examples, are made from recycled materials.

d. Over the past years wild animals have been dwindling for various reasons like scarcity of food, loss of habitat and hunting or poaching. The cheetah has already become extinct in India since 1950s and the tiger and the vulture are on the verge of extinction. The government has initiated many drives like the SAVE TIGER apart from creating national parks and wildlife sanctuaries.

The purpose behind these measures is to save endangered species and provide them a natural habitat.

e. Biodegradable wastes are those wastes that result from the usage of animal and plant products. These can be easily broken down by bacteria and other micro-organisms and hence do not cause any harm to the environment. Some of such wastes are food, paper, vegetable peels and manure. The main source of soil pollution is the dumping of non-biodegradable wastes such as plastics and metals into it that harm the soil.

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Natural Calamities11

LEARNING OUTCOMESStudents will be able to understand the term natural calamities. be able to identify the types of disasters and their causes. learn about the consequences of a disaster and the various

precautions to be taken.



one of the disasters that they have witnessed. They may then share their experience with the class. Set the context of the lesson.

Let’s Explore Natural Calamities The teacher may begin the chapter by explaining the text with context to

natural calamities or natural disasters. A quick discussion on the same may be done with them. The teacher may ask students about the types of natural disasters that they

know and write them on the board. The teacher may then explain that they will be studying about some of them.

She may then explain each type of natural disaster with reference to the following points-

Name Causes or factors Consequences Precautions The teacher may then ask the students if they have any other known

natural disasters. She may also encourage them to share their experiences, if any. The teacher may then divide the class into groups and give them various

activities as- Make a PPT/documentary on any one type of natural disaster. Make a model of a volcanic mountain. The teacher may also show visuals of effects of natural disasters.

Disaster Management The teacher may ask students to sit in pairs and suggest some disaster management techniques.

The teacher may then discuss the ways given in the textbook, in detail. The teacher may keep asking questions like the ones below, to check the

comprehension- Name the various types of Natural Disasters. Which type of volcano can erupt any time? Why? What are Cyclones? What are the consequences of a flood?

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Answers1. a. ii. a earthquake. b. i. Bihar c. ii. flash flood. d. iii. Both of these. e. ii. famine.2. a. Cyclones b. Tsunami c. Drought d. Ring of Fire e. Seismology3. a. crater b. natural calamities c. vent d. famine e. Natural disasters4. a. Magma b. Focus c. collecting rainwater falling on the rooftops d. can go as high as 100 feet e. Uttarakhand5. a. The events caused by natural forces are referred to as natural calamities or natural disasters.

These disasters strike with immense force and lead to loss of life and a lot of destruction. Earthquake is one such natural disaster that we commonly hear about these days. Some other natural disasters are volcanic eruptions, floods, cyclones, drought, tsunamis, etc.

b. The various types of volcanoes are: Extinct or dead volcanoes—These volcanoes have not erupted for thousands of years and

will probably never erupt. An example of such volcanoes is Mt Kilimanjaro in Africa. Dormant or sleeping volcanoes—These volcanoes are those which have not erupted for

many years but have a possibility of erupting again. An example of such volcanoes is Mt Fujiyama in Japan.

Active Volcanoes—These are the most dangerous of all types of volcanoes as they often erupt and lead to massive destruction. An example of such volcanoes is Mt Etna in Italy.

c. Floods may be caused due to any of the reasons below: Sudden melting of large amount of snow in the mountains during summers Cyclones, storms and tsunamis in coastal regions Sudden flooding of water due to a cloud burst or heavy rain. Such a flood is called

flash flood. Serial flash floods created havoc in Uttarakhand in June 2013 resulting in landslides and loss of lives and property.

Collapse of a dam or embankment built across rivers. Sudden strong tide in the sea. d. The consequences of a drought are: India is an agriculture-based country where farmers depend on monsoon for their

crops. In the situation of a drought, cultivation gets affected and yield is poor. Drought results in scarcity of food. It is also known as famine. Droughts result in starvation thus leading to death of large number of people and cattle. e. Natural disasters can occur at any place and at any time. They cause a great damage to

lives and property and are otherwise hazardous too. We need to be alert to handle any disaster effectively. Many government agencies and non-government organisations like the UNICEF, Red Cross Society and World Health Organisation provide help to people during disasters.

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Indian Heritage12

LEARNING OUTCOMESStudents will be able to learn about the rich material heritage of India. understand the importance of heritage buildings and the need to

preserve them.


Warm up The teacher may divide the class into pairs and ask the students to discuss

and mark the right answer of the pictures of monuments given in the warm up section.

They may then share their answers with the class. Set the context of the lesson.

Let’s Explore Material Heritage The teacher may begin the chapter by referring to the previous knowledge of

the students about cultural heritage studied in the previous class. A quick recap of the same may be done with them. The teacher may ask students the names of famous monuments that they

know and write them on the board. The teacher may then explain that they will be studying about some of them.

She may then explain each monument with reference to the following points- The ruler/dynasty who built it The year in which it was built The place where it is situated The construction material used Special features Any story associated with its origin The teacher may then ask the students if they have visited any of the

monuments, as they are explained. She may also encourage them to share their experiences of visiting these

monuments. The teacher may then divide the class into groups and give them various

activities as- Make a PPT/documentary on 6 of these monuments to be shown in class. Make a model of any of these monuments. Collect maximum possible information on two of these monuments and

display on the class soft boards. The teacher may also show visuals of these monuments in the smart class. The teacher may keep asking questions like the ones below, to check the

comprehension- Which historical monument in India finds a place in one of the Seven

Wonders of the World? Where are the Ajanta & Ellora caves situated? What is the special feature of Jantar Mantar? Which historical monument was once the dwelling place of the Mughals?

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Answers1. a. ancestors b. Qutab Minar c. Fatehpur Sikri d. Railway Station in Mumbai e. Chittorgarh Fort2. a. Madhya Pradesh b. Iron Pillar c. Mausoleum d. Jantar Mantar e. Meenakshi Temple3. a. The historic railway station, Chhatrapati Shivaji Terminus in Mumbai is one of the busiest

railway stations in India. The station was designed by Frederick William Stevens, an architect in 1887-1888. It took ten years to complete and was named Victoria Terminus in honour of the Queen and Empress Victoria and it was opened on the date of her Golden Jubilee in 1887.

b. The Ajanta Caves near Aurangabad are Buddhist caves built almost 1500 to 2000 years ago. There are 31 rock-cut cave monuments. The caves include paintings and sculptures which are the finest surviving examples of Indian art, particularly painting. The paintings depict the life of Buddha and stories from the Jataka tales. The Ellora Caves also known as Ellora Complex includes 34 monasteries and temples sculpted into rock walls of a high cliff, which are seen along a length of 2 km. Around 1000-1200 years old, these caves tell us about the artistic excellence of ancient India. The Kailasa Temple at Ellora dedicated to Lord Shiva is considered one of the most remarkable cave temples in India because of its size, architecture and sculpture. It looks like a multi-storeyed temple complex but is carved out of one single rock.

c. The Jaisalmer Fort is one of the largest fortifications in the world. It is situated in the city of Jaisalmer in Rajasthan. A quarter of the population lives inside the fort making it the only living fort in the world. Built in 1115 AD by the Rajput ruler Rawal Jaisal, it is made of yellow sandstone. For this reason, it is also known as the Sonar Qila or Golden Fort.

The Jantar Mantar in Jaipur, Rajasthan, is a collection of architectural astronomical instruments, built by Maharaja Jai Singh II between 1727 and 1734. It features the world’s largest stone sundial. The instruments allow the observation of astronomical positions with the naked eye. Maharaja Jai Singh II had constructed a total of five such facilities at different locations, including the ones at Delhi and Jaipur.

d. One of the best examples of Dravidian architecture is the Meenakshi Temple in Madurai in Tamil Nadu. It is dedicated to Lord Shiva and Goddess Parvati. The highlight of this temple are the fourteen highly decorated and carved towers or gopuram.

e. The Iron Pillar is special because it is a 7 meter high and it is rust-free even after 1600 years. It was built near the Qutab Minar by the Gupta rulers. This pillar tells us about the high level of skill achieved by ancient Indian ironsmiths.

4. a. i. 72 meters. b. ii. architectural astronomical instruments. c. ii. 7 gates. d. iii. Mount Abu e. iii. Black Pagoda.5. a. T b. F c. T d. F e. T

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Coming of the British13

LEARNING OUTCOMESStudents will be able to understand the historical background in which the English came

to India. understand how the English established an empire in India.



the question given in the warm up section and write down points. They may then discuss their answers with the class. Set the context of the lesson.

Let’s Explore Trade with Europe The teacher may explain the trade pattern in India during the time of the

Turks and Arabs and the products they dealt in. The teacher may explain the discovery of Vasco da Gama and its importance

in the history of Indian trade.

East India Company The teacher may explain the grounds why and how the East India Company was formed.

Conquest of Bengal The teacher may also explain the downfall of the Mughal Empire and the role of the Indian political scenario in strengthening their trade.

The students may be asked to prepare a timeline of the trade in India.

Impact of British Rule The teacher may then explain the beginning of the British rule in India. The teacher may explain the impact in context with Railway & the

official language. The Brahmo Samaj and Arya Samaj may be explained as the advent of new

ideas that were brought in by the introduction of western education.

Indian people & the The Industrial Revolution in Britain and its impact on Indian trade may also British Rule be explained with emphasis. The reasons of unrest among Indians may be asked from children. The teacher may guide them through with reference to the earlier text.

The Revolt of 1857 The revolt of 1857 may be explained as the beginning of the end of British rule in India.

The students may be asked to speak out the names of the eminent freedom fighters they are familiar with.

The students may be asked to find out more information related to the revolt and share with the class.


What was India famous for in modern Indian history? What made the goods expensive? When did the battle of Plassey take place?

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Answers1. a. Vasco Da Gama b. East India Company c. Portuguese, French d. Jahangir e. Brahmo Samaj.2. a. Cotton b. English c. Raja Ram Mohan Roy d. 1853 e. Indian cotton fabric3. a. In 1498 CE, Vasco da Gama, a Portuguese explorer, discovered a direct sea route from

Europe to India by sailing around Africa. Soon after, Portuguese traders started coming to Calicut (now Kozhikode) and began their trade with India.

b. After the death of Aurangzeb in 1707, the Mughal dynasty became weaker and the English East India Company became more ambitious. They wanted control over more and more territory starting with Bengal because it was the richest province in the country then. The Battle of Plassey took place in 1757 in which the Nawab of Bengal was defeated, captured and put to death.

c. The Battle of Buxar took place in 1764 and was fought between the Nawab of Bengal, Nawab of Avadh and the Mughal emperor together against the Britishers. The Britishers won again and Bengal finally came under the British rule. This was the beginning of British rule in India.

d. The British introduced English language in India as it would help them govern their Indian territories. English was introduced in schools and colleges and by the early 19th century, English became the official language. Anyone who wanted to work or trade with the English had to learn English.

e. The policies and the rule of the British made many Indians unhappy. They felt the British were ruling them unfairly. Many people like weavers had lost their livelihood. Many other people were forced to pay huge taxes. All these people got together and organised revolts against the British rule in different parts of India. But most of these revolts were crushed by the British as they had good weapons and huge armies.

4. a. iii. All of the above b. iii. Delhi c. iii. Sepoy Mutiny. d. ii. Nawab of Bengal. e. iii. English5. a. T b. F c. F d. F e. T

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India’s Struggle for Freedom14

LEARNING OUTCOMESStudents will be able to understand why people wanted to be free of the British rule. learn about the rise of different nationalist movements. find out about the contributions of leaders of the freedom struggle. learn how India finally became free.


Warm up The teacher may divide the class into pairs and ask the students to discuss the

question given in the warm up section and write down points. They may then tick the answers they think are right. They may then share their answers with the class. Set the context of the lesson.

Let’s Explore Formation of the Indian The teacher may have a quick recap of the Revolt of 1857 and its importanceNational Congress in the history of Indian independence. The teacher may explain that it was as a result of the revolt that the East India

Company lost charge of the Indian affairs. The reasons behind the formation of INC may be explained and listed on

board with the help of students. They may be told about the founder members of the INC & their role in

making people aware about important matters and problems related to the people of the country.

They may also be explained about the difference in the opinions of the members of the INC.

Partition of Bengal The strategy of the Britishers behind the partition of Bengal may be explained. The policy of divide & rule may be told to the students.

Swadeshi movement The term ‘Swadeshi’ may be explained to the students. The Swadeshi movement, its strategies and success may be explained to

the students.

Role of Gandhiji The movie ‘Gandhi’ may be shown to the students for a better understanding of the role of ‘Bapu’ in the freedom struggle.

Rowlatt Act The act may be explained with context to the reason behind its implementation, Satyagraha and the Jallianwala Bagh massacre.

Non-Cooperation The students may be explained that the Non-Cooperation movement was a movement result of the Rowlatt act. The important features of the movement may be explained & discussed with

the class.

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Simon Commission The teacher may explain why & how the commission was formed, its protest and the loss of Lala Lajpat Rai.

Civil Disobedience The movement may be explained by highlighting the important events as The Movement Dandi March, The Salt Law and its impact. If the movie ‘Gandhi’ is shown, the visuals may create a better impact.

Quit India Movement The Quit India movement and its result in the independence of India may be explained to the class.


What was the Swadeshi movement? What was Satyagrah? What was the Rowlatt Act & its impact? What was the incidence at Chauri Chaura?

Answers1. a. The Rowlatt Act b. Chauri Chaura c. Dandi March d. 15th August 1947 e. no2. a. Swadeshi b. Satyagrah c. Dr Rajendra Prasad d. Dandi March e. Do or Die3. a. On Baisakhi, hundreds of people gathered at a peaceful protest meeting in Amritsar at the

Jallianwala Bagh. When the people had collected there, General Dyer the British officer in charge, without any warning ordered the army to fire on the people. The garden had very high walls and only one exit which the army had blocked. No one could escape. Nearly all the people who had gathered there were killed. This cold-blooded massacre resulted in the launch of the Non-Cooperation Movement in 1920 by the Indian National Congress.

b. When the British government realised that they had to bring in some reforms to pacify the Indians, they appointed a commission headed by Sir John Simon in 1928 to review the law and order in India and bring new reforms.

c. Gandhiji launched the Civil Disobedience Movement in the year 1930. d. The Congress launched the Quit India Movement in 1942 and the slogan ‘do or die’ was

given to the people by Gandhiji. e. The Salt Law stated that Indians could not collect salt from the sea, instead had to buy

it from the British at high cost. Gandhiji, along with 78 satyagrahis, marched from his ashram at Sabarmati to Dandi on the Gujarat coast, around 390 kilometres and picked up a handful of salt breaking the Salt Law.

4. a. i. Salt Law. b. ii. Sabarmati c. iii. Jallianwala Bagh massacre d. i. Rabindranath Tagore e. i. Gandhiji5. a. F b. F c. T d. F e. F

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Fundamental Rights & Duties15

LEARNING OUTCOMESStudents will be able to know about the fundamental rights of each citizen. get to learn about the fundamental duties of each citizen.


Warm up One Minute thought-The teacher may make two columns ‘rights’ & ‘duties’

on the board. The students may take a minute to think about these terms. The answers may then be sought from students and written on board. Set the context of the lesson.

Let’s Explore Constitution The term ‘Constitution’ may be explained to students. Its forming body, the date of its coming into existence may be narrated. The teacher may then explain the terms rights & duties with reference to the

constitution and examples on board.

Fundamental Rights The six fundamental rights may be explained in detail and the rights written on board.

The students may be explained that these rights are guaranteed to every citizen of the country.

Fundamental duties The fundamental duties are those that are expected of every citizen of India. These may be explained and compared to the answers given by the students

at the beginning. The students may divide into groups and prepare charts on the Fundamental

rights and duties and put up on the class soft board for better reinforcement. The teacher may keep asking questions like the ones below, to check

the comprehension- What do understand by the term ‘constitution’? When did the Indian Constitution come into existence? What are Fundamental rights? Enumerate. What do you understand by Right to Freedom?

Answers1. a. Fundamental rights b. Rights and Duties c. Untouchability d. Reserve 25 per cent of seats for underprivileged children. e. Right to education

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2. a. Constitution of India b. fundamental c. constitution d. courts e. laws3. a. i. 26 November 1949 b. i. duties c. i. rules. d. ii. expression. e. iii. 6-14 years4. a. T b. T c. F d. F e. F5. a. There is a set of laws that governs every nation. These are written documents that

mention the rights and duties of the citizens of a nation and also state how the country should be governed. These laws form the constitution of a country.

b. Our constitution guarantees rights to people to help them lead better lives and lays down some duties for them to act as responsible citizens. These rights are called Fundamental Rights and the duties are known as Fundamental Duties.

c. The fundamental rights given to the citizens of India are: Right to Equality. Right to Freedom. Right against Exploitation. Right to Freedom of Religion. Cultural and Educational Rights. Right to Constitutional Remedies. d. Five fundamental duties that we as citizens need to perform are: to abide by the Constitution and respect its ideals and institutions, the National Flag

and the National Anthem; to cherish and follow the noble ideals which inspired our national struggle

for freedom; to uphold and protect the sovereignty, unity and integrity of India; to defend the country and render national service when called upon to do so; to promote harmony and the spirit of common brotherhood amongst all the people

of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women.

e. Rights and duties are interconnected. If we have rights then we have duties too. For example, if we have the right to education then we must study well and go to school regularly. If we have the right to live in India then it is our duty to keep it clean. Rights and duties go hand in hand.

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The United Nations16

LEARNING OUTCOMESStudents will be able to understand why the UN was formed. understand the objectives of the UN. learn about the functions of the main organs.


Warm up The students may be asked to do the question in the warm up section

individually. They may draw the picture showing the effects of war. Then the students may write down terms related to the above. The answers may then be sought from students and written on board. Set the context of the lesson.

Let’s Explore Need of the UN The need for UN may be discussed with reference to the First & Second

World Wars, The atom bomb attack on Hiroshima & Nagasaki & the failure of The League of Nations.

They may be explained the need of an international body to stop wars, thus the origin of UNO.

Aim of the UN The main aim of the UN may be narrated to the students.

Principles & objectives These may be explained to the students with reference to the context.of the UN

Organs of the UN The organs of the UN may be enumerated on the board. These may be explained to the students in detail and their functions and

necessity for the UN described.

Agencies of the Un The agencies may be enumerated on the board and their aims & objectives described.

India & the UN The date of India joining the UN by signing the charter may be told to the students.

The role of India in promoting world peace & security may be told to the students.

The students may be divided into groups and asked to prepare charts as a class activity mentioning the aims & objectives along with the symbol.

The students may be asked to prepare PPTs for presentation in the class. The students may pick up any of the organs & agencies of the UN and

Prepare projects with pictures on them.

37

The teacher may keep asking questions like the ones below, to check the comprehension- How did the need for the UN arise? What is the aim of the UN? Explain the UN symbol. Enumerate the organs of the UN. What is the work of the Security Council?

Answers1. a. i. UNICEF b. ii. San Francisco c. i. 15 d. i. 6 e. ii. White2. a. League of Nations b. Veto power c. Food and Agriculture Organisation d. World Health Organisation e. General Assembly3. a. When the war ended in 1945, most countries realised that there was a great need to have

an international body to stop wars. Thereafter, countries like Britain, France and the USA thought of replacing the League of Nations with the United Nations Organisation in 1945.

b. The objectives of the UN are: to maintain peace and security worldwide and take peaceful effective measures to

preserve peace, to foster friendly relations among nations on the basis of equality, to attain international cooperation in solving economic, social, cultural and

humanitarian problems, to be a common platform for harmonising the actions of nations in the attainment of

these objectives of the UN. c. The principles of the UN: All member countries must respect each other’s sovereignty and rights. Disagreements must be settled through peaceful means. Threats and use of force must be avoided. Member countries must support the UN in all its activities. d. The Security Council is the most important organ of the UN responsible for maintaining

international peace and security. If there is conflict anywhere in the world, the UN sends its peacekeeping forces to ensure peace.

e. UNICEF stands for United Nations Children’s Fund. Its prime objective is improving the quality of life of children by spreading awareness about their health and education.

4. a. Secretariat. b. Hague, Netherlands. c. veto d. WHO e. top. 5. a. F b. F c. F d. T e. T

38

WORKSHEET 1

Answer the questions in your own words.

a. What are oceans? Name the oceans of the world.

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b. Whichcontinentisfamousforitsbiodiversity?

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c. What are ridges and trenches?

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d. Which is the longest stretch of land on earth?

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e. Where are the Amazon rainforests found?

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39

WORKSHEET 2


a. Whatarethebenefitsofusinganatlas?

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b. Whatarethetwodifferenttypesofimaginarylinesonearth?

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c. Differentiatebetweenlatitudesandlongitudes.

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d. Whatdowefindat180°longitude?

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e. Whatarethetwotypesoflocation?

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40

WORKSHEET 3


a. Explain the two important movements of the Earth.

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b. Explain the kinds of seasons on earth.

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c. How is an equinox formed?

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d. Howisasolsticeformed?

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e. How are the seasons important?

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41

WORKSHEET 4


a. Whatfactorsaffecttheclimateofaplace?

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b. How many temperature zones are there?

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c. Howdoeshumidityaffectthetemperatureofaplace?

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d. Why does the Torrid Zone experience hot climate?

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e. What is El Nino?

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42

WORKSHEET 5


a. Discuss the life of the people in the Amazon rainforests.

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b. How many layers are there in the equatorial forests?

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c. Whatisthelocationoftheequatorialforests?

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d. Namethedifferenttribesintheequatorialforestregionsoftheworld.

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e. What kind of wildlife exists in the equatorial forests?

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43

WORKSHEET 6


a. Whatkindofvegetationcanbefoundinthefrigidzones?

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b. WhatkindofwildlifecanbefoundinthefrigidzoneofArtic?

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c. HowmanyIndianresearchstationsarebasedinthefrigidzones?

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d. DiscussaboutthelifeofthepeopleintheArcticzone.

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e. NamethemeansoftransportintheArcticzone.

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44

WORKSHEET 7

Answer the questions in your own words. a. Name the hot deserts of the world.

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b. Discussthetypeofvegetationfoundinthedeserts.

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c. Why camel is called the ship of the desert?

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d. Name the tribes that inhabit desert regions of Sahara.

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e. What kind of climate do the hot deserts experience?

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45

WORKSHEET 8

Answer the questions in your own words.a. Where are the temperate grasslands located?

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b. Howthegrasslandsofthenorthernhemispheredifferentfromtheoneinthesouthernhemisphere?

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c. Why is United States of America the largest exporter of wheat in the world?

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d. Whatistheoccupationofthepeopleinthegrasslands?

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e. Howisfireessentialinthegrasslands?

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46

WORKSHEET 9

Answer the questions in your own words. a. What is a water cycle?

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b. How is the atmosphere a blanket of gases?

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c. What is an ozone layer? How is it helpful?

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d. How many layers are there in the lithosphere?

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e. Explain the term ecosystem.

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47

WORKSHEET 10


a. Howmanyformsofpollutionarethere?

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b. Discuss the various ways of conserving our environment.

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c. Give three examples of reusing.

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d. Discussvariouswaysofreducingpollution.

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e. What are the two types of wastes?

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WORKSHEET 11


a. Giveexamplesofnaturalcalamities.

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b. How is an earthquake formed?

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c. How many kinds of volcanoes are there?

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d. Howarefloodscaused?

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e. Nametheagenciesthathandledisastereffectively.

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WORKSHEET 12


a. Describe the Black Pagoda.

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b. Where is the big statue of Nandi located? Discuss the temple.

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c. VictoriaTerminusisbetterknownwithadifferentname.Whatisit?

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d. WhatisspecialabouttheChittorgarhTemple?

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e. Nametheplacewhichisfamousforacollectionofarchitecturalastronomicalinstruments?

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50

WORKSHEET 13


a. WhatwerethereasonsbehindtheprotestofIndiansagainsttheBritishrule?

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b. WhenandwhywastheBattleofPlasseyfought?

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c. WhatmadeEastIndiaCompanyestablishtraderelationswithIndia?

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d. Why did English become an important language?

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e. ExplainIndia’stradewithEuropeintheoldentimes.

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51

WORKSHEET 14


a. WhywastheIndianNationalCongressformed?

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b. WhatwasthedifferencebetweentheoldandthenewmembersofIndianNationalCongress?

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c. DiscussthepartitionofBengal.

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d. What was the Swadeshi Movement?

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e. Who broke the Salt law? Which other movements were led by him?

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WORKSHEET 15


a. WhatdoesConstitutionofIndiastandfor?

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b. Whatistherighttoeducation?

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c. Name the fundamental rights of India.

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d. Whatarethefundamentaldutiesofacitizen?

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e. Whatmakestherightsanddutiesinterdependent?

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WORKSHEET 16


a. What are the principles of the UN?

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b. WhataretheobjectivesoftheUN?

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c. What are the organs of UN?

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d. List the agencies of UN.

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e. What has been India’s role in UN?

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Answers to the WorksheetsWorksheet 1

a. The huge water bodies are known as oceans. Around 71 per cent of the planet is covered by water, while the remaining 29 per cent is covered by land. That is why the Earth is often referred to as the Blue Planet. The five oceans are the Pacific Ocean, Atlantic Ocean, Indian Ocean, Arctic Ocean and Southern Ocean.

b. South America is the fourth largest continent in the world. This continent is famous for its biodiversity. One of the world’s thickest forests, the Amazon Rainforests are found here. They are home to a large number of flora and fauna.

c. The ocean beds contain tall mountain ranges known as ridges and also long, deep and narrow pits known as trenches.

d. Europe is the sixth largest continent in the world. Europe and Asia together form Eurasia, which forms the longest stretch of land on Earth.

e. The Amazon Rainforests are found in South America. They are home to a large number of flora and fauna.

Worksheet 2a. The atlas is an easy tool used to look for places, rivers, deserts and so on. Towards the end of

atlas, there is a section called the index, which shows the names of places marked on various pages of the atlas in an alphabetical order. The numbers written alongside indicate the location of a particular place and have north (N), south (S), east (E) or west (W) written next to it.

b. Geographers draw imaginary lines on globes and maps and giving them some identification, it would be easier to locate places. These imaginary lines are called latitudes and longitudes. These lines are called imaginary since they do not appear on the surface of the Earth but only on the maps and globes.

c. The imaginary lines in each hemisphere drawn parallel to the equator are called parallels of latitude. Another set of lines that run from the North Pole to the South Pole are known as meridians of longitudes. Meridians of longitude join places that have midday at the same time.

d. At about 180° longitude, we find the International Date Line. Each calendar day starts and ends here. Areas to the east are one calendar day behind to the areas in the west of the date line. The International Date Line has been drawn in such an irregular manner so that all regions of a country remain on the same day.

e. There are 2 types of location: Absolute location: This is the exact location of a place on the surface of the Earth,

independent of any other place. Relative location: The location of a place in relation to other places, landmarks or

directions is called a relative location.

Worksheet 3a. The Earth has two movements. It moves on its axis like a top and also moves around the Sun

on its orbit. The first movement is called rotation and the second movement around the Sun is known as revolution.

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b. When the Earth revolves around the sun on its tilted axis, the part that leans towards the Sun experiences summers and the part away from the Sun has winters. When the North Pole is tilted towards the Sun (June), it is summer in the Northern Hemisphere. The Sun’s rays fall directly on the Tropic of Cancer on 21 June. At this time, the South Pole is away from the Sun. So the Southern Hemisphere has winters. If the North Pole is away from the Sun (December), it is winters in the Northern Hemisphere and summer in the Southern Hemisphere. At this time, the Sun shines directly on the Tropic of Capricorn on 22 December. However, there are times when the north and south poles are at an equal distance from the Sun, i.e., neither tilted nor away. This is the time when we experience spring and autumn season.

c. The Sun shines directly overhead the equator twice a year during equinoxes. Equi means equal and nox means night, so equinox means equal day and night. The Earth experiences spring or vernal equinox and autumnal equinox on 21 March and 23 September when the Sun is directly overhead the equator and the days and nights are equal.

d. The Sun also shines directly overhead the equator once on each tropic during the Solstices. Solstice means ‘the standing still of the Sun’. The Earth experiences summer solstice on 21 June which is the longest day of the year in the Northern Hemisphere, when the Sun is shining directly overhead the Tropic of Cancer and the Northern Hemisphere is tilted towards it.

The Earth also experiences winter solstice on 22 December when the Sun is directly over the Tropic of Capricorn in the Southern Hemisphere and the tilt of the axis brings the Southern Hemisphere closer to the Sun.

e. Seasons influence the food we eat, clothes we wear and the crops we grow. Hence these two movements of the Earth are an integral part of our life on earth and our survival depends on them.

Worksheet 4a. Factors that affect the climate of a place are: Latitude or distance of a place from the Equator; Distance from the sea; Altitude; Humidity; Winds; Temperature and rainfall. b. Our planet Earth is round in shape. Because of its shape, different parts of the Earth receive

different amounts of sunlight. Equatorial regions are nearer to the sun and receive direct sunlight, therefore these places are hot. The Polar Regions and those at higher altitudes are far from the Sun and do not receive direct sunlight resulting in a colder climate. Based on the amount of sunlight received by different parts of the Earth, there are three temperature or heat zones. They are The Torrid Zone, The Temperate Zone, The Frigid Zone.

c. Humidity of a place is the amount of moisture or water vapour in the air. It depends on the distance from the sea. The closer the place, the higher is the humidity because of large amount of evaporation taking place from the sea. Thus, the coastal areas such as Chennai, Mumbai, Kolkata, Goa, etc. are humid. A lot of sweating and perspiration takes place due to humidity.

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d. The Torrid Zone experiences hot climate because it receives direct sunlight throughout the year.

e. El Nino is a climate pattern where the water in the Pacific Ocean near the equator gets hotter than usual and affects the atmosphere and weather around the world. El Nino is Spanish for ‘The Little Boy’. It refers to the Christ child and was named by a Mexican fisherman, who noticed that the climate pattern often formed around Christmas time.

Worksheet 5a. Though there are 400 to 500 indigenous tribes in the Amazon rainforest, 50 of them have

never been exposed to the outside world. The Yanomani tribe is the largest tribe and has 20,000 members. The smallest tribes who live in the Amazon rainforest include the Kanoe and Akuntsu. The members of both tribes are less than 30 members.

b. The top layer known as the emergent layer has tall trees towering around 200 ft to 210 ft above the forest floor. This layer receives a lot of sunlight and rain. The canopy is the second layer which forms a roof or an umbrella over the other layers with a maze of leaves and branches. The understory is the next layer which has small trees, shrubs, ferns, orchids and creepers. The creepers and vines climb the tall trees to reach the sunlight that cannot be received due to the thick canopy above them. The largest concentration of insects is found in this layer. Forest floor is the last and the lowest layer. It is dark here because of sunlight being shaded by the canopy. This layer consists of decomposed leaves and fruits fallen from the upper layers.

c. Equatorial forests are found on both sides of the equator. The continents and countries which fall in this zone are:

Malaysia and Indonesia in Asia, The Western Ghats, Andaman and Nicobar Islands and some states of Northeast India, Equador, Columbia and Brazil in South America, Parts of Australia, and Liberia, Ivory Coast, Ghana, Nigeria, Guinea and Congo in Africa.d. The equatorial forests hinder the survival of many settlements. Only some tribal people live

here who depend on their surroundings for food and shelter. Some well-known tribes of the rainforests are the Pygmies and Bantus of the Congo region, the Semangs of Malaysia, Yanomami of Brazil, the Amazon Indians, Kubus of Sumatra and Dayaks of Borneo.

The equatorial rainforests are home to a variety of animals, birds and amphibians. Though the forests cover barely 2 per cent of the Earth’s surface, it is home to over 50 per cent of the plants and animals on Earth. Many plant-eating animals and birds such as monkeys, lemurs, flying squirrels, bats, parrots, toucans, macaws and hummingbirds, etc., live in the canopy. Animals that flutter, hop and climb are found in the undergrowth. Chimpanzees, apes, gorillas, elephants and jaguars are found on the forest floor. Large varieties of spiders, chameleons, insects, lizards, crocodiles, alligators, snakes and turtles are found here. The famous big snake, Anaconda, is also found in the Amazon Basin in South America.

Worksheet 6a. Due to the cold climate and permanently frozen soil called permafrost, there is almost no

vegetation in the frigid zones. There is no rainfall and the weather is comparatively mild in summer. Plants which find it difficult to grow, manage to survive during summer. Mosses,

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lichens and those plants that bear berries grow here. Trees do not grow in this region. The dwarf willow, one of the smallest woody plants, has adapted to the cold conditions. This kind of vegetation is called tundra.

b. Animals have found ways to adapt to the severe climate of the Frigid Zone. Some have naturally adapted, for example, penguins, seals and walruses have thick skin which protects them from severe cold. Birds of the Frigid Zone include snowy owls, Arctic terns and penguins. The polar bear, snowy owl and Arctic fox have thick fur coats which keeps them warm and the white colour helps them to blend with the landscape. Many species of insects are found in these zones. The seas abound in fish, seal, whale and walrus. Some animals like squirrels, hibernate underground, that is, they go into deep sleep in which their heart beat slows down while others migrate such as the Arctic tern, a bird which flies almost 17,600 km every spring and autumn. Arctic people herd reindeer and depend on them for food and clothing.

c. Bharati is the name of an Antarctic research station commissioned by India. It is India’s third Antarctic research station and one of two active Indian research stations, alongside Maitri. India’s first research facility, Dakshin Gangotri, is currently being used as a supply base. Himadri Station is India’s first Arctic research station located at Spitsbergen, Svalbard, Norway.

d. Due to the climate of the frigid zones, very few people live in these regions. In the Arctic, people live in tribes and occupy the coastal regions which comprise parts of Greenland, Canada, the United States and Russia. Some of the tribes are the Inuit of Russia, Canada and Greenland, the Lapps of Scandinavia (Denmark, Norway and Sweden), Yakuts and Chukchis of Siberia (Russia) and the Aleuts of Alaska. They are also known as Eskimos. They live in snow houses known as igloos. Fishing and hunting of whales, seals and walruses is a common occupation. For this purpose they use boats called kayaks. They use bows, arrows, rifles and harpoons (special kind of spear) for hunting and sledges, drawn by reindeer or husky sled dogs, as means of transport. Nowadays, modern snow scooters, snow coaches and terra buses are also used in some regions.

e. For the purpose of transport, people in the Arctic Zone use boats called kayaks. They use bows, arrows, rifles and harpoons (special kind of spear) for hunting and sledges, drawn by reindeer or husky sled dogs, as means of transport. Nowadays, modern snow scooters, snow coaches and terra buses are also used in some regions.

Worksheet 7a. Some of the hot deserts of the world are: Sahara desert in Africa Kalahari desert in Africa The Great Sandy Desert in Australia The Atacama desert in South America The Mexican desert in Mexico Thar desert in India Mojave desert in North Americab. Plants in the deserts are able to withstand extreme climate and scanty water supply. The

trees and shrubs growing in the deserts have long roots that go deep into the soil in search

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of water. Most of the plants have no leaves as it is through the leaves that a plant loses water. The plants have thorns or thick waxy coatings to prevent water loss through evaporation. Sometimes, the leaves are spine-like to protect them from animals. Shrubs with small leaves and thick and fleshy stems are mostly found in the deserts along with thorny bushes. Some of the trees found in the deserts are the cactus, acacia, date palm and the baobab.

c. The camel has unique features which enables it to survive in deserts. It stores water in the lining of its stomach and food in the form of fat in its hump. Thus it can survive without food and water for many days in the desert. The camel has a keen sense of sight and smell. It also has thick padded feet with long legs to walk in the sand and eyelids to protect its eyes during sandstorms. The camel has small ears and nose so that sand does not enter into them. It has strong lips and mouth and a hard mouth that helps the camel eat thorny bushes and cactus without getting hurt. For thousands of years, the camel has served as the most reliable means of transportation in the desert and hence it is known as the ship of the desert.

d. Tuaregs of Western Sahara and Bedouins of North Africa are some example of tribes. e. Hot deserts experience extreme climatic conditions. Days can become as hot as 50°C whereas

nights are cold and the temperature may drop down to as low as 10°C. The sky remains cloudless during daytime. Therefore the land gets heated up faster and also cools down faster at night. Rainfall is scarce and very little water is available for plants, animals and humans. Water can be seen at oases in deserts but they are also very rare. The hottest desert in the world is the Sahara Desert in Africa. The Atacama Desert in South America has not received rains for years.

Worksheet 8a. Grasslands may be temperate or tropical. Temperate grasslands are the most common

and are found in almost all continents. They lie between 23½°N and 55°N in the Northern Hemisphere and 23½°S and 55°S in the Southern Hemisphere. Grasslands are known by different names in different places. They are:

Northern Hemisphere: Prairies in North America, Steppes in Europe and Asia Southern Hemisphere: Veld in South Africa, Downs in Australia, Pampas in South Americab. In the Northern Hemisphere, temperate grasslands are located in the middle of the continents

so they experience hot summers and cold winters. In the Southern hemisphere, the grasslands are on the edges of the continents and closer to the seas so the climate here is milder. Summers are not very hot and winters are not very cold. Crops grow throughout the year. These grasslands receive plenty of rain.

c. The grasslands vary in size from place to place. They can be categorised into tall-grass areas and short-grass areas. The grasses are tall where rainfall is high. In case of the Prairies in the United States of America, the rivers Mississippi and Missouri and their tributaries keep the grassland soil fertile. Wheat is grown in plenty and hence the prairies is called ‘the wheat basket of the world’. It makes the United States of America, the largest exporter of wheat in the world.

d. Grassland regions host many types of activities. Apart from food crops, livestock farming is popular here. Cattle are reared in the areas called ranches. A ranch is a large farm where animals like cows, sheep, or horses are raised. In North America, cowboys look after the cattle in the ranches. The cowboys are called gauchos in South America and the farms are called estancias. Argentina is the leading exporter of meat and leather products. New Zealand is

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famous for dairy farming. Some parts of the grasslands are also occupied by tribes and they are involved in nomadic herding. Kirghiz of steppes graze oxen, sheep, goats and horses. Hottentots of South Africa rear cattle, goat and sheep.

e. Fire is an essential component to life within grasslands. Fires, both natural and those created by human beings help in maintaining grasslands and renewing them. They are needed to clear out the invasive plants from growing. Fires are set to the dried grasses which may move as quickly as 600 feet per minute. Grasses can survive fires because two-thirds of most grasses are below the ground.

Worksheet 9a. Water on earth is always moving. Water constantly changes its form due to evaporation,

condensation and precipitation. During the day time, the sunrays heat up the water from the water bodies such as rivers, lakes, oceans and it changes it to water vapour and rises up into the atmosphere. This process is known as evaporation. When it reaches the sky, it cools down and changes back to water droplets. This process is known as condensation. When the water droplets cannot be retained by the clouds and they fall on the surface of the Earth in the form of rain, it is known as precipitation. Rainwater again flows back into oceans, seas and rivers and goes up again. The cycle continues. This movement of water is known as the water cycle.

c. The atmosphere is a blanket of air made up of gases. A number of gases in various proportions are present in the atmosphere. They are nitrogen, oxygen carbon dioxide, hydrogen and rare gases as argon, krypton and helium which are found in traces. Living things breathe in oxygen and give out carbon dioxide. Plants use this carbon dioxide for making their food giving out oxygen. Water vapour present in the atmosphere controls the temperature of a place and also causes rainfall.

c. The ozone layer is a layer of atmosphere. It protects us from the harmful rays the Sun. It blocks a large portion of these rays and reflects them back into space thus acting as a protective filter.

d. Lithosphere is the thinnest layer of the Earth and is also known as the crust. Below the lithosphere, there are two more layers―the mantle and the core. The mantle is the middle layer which is thicker than the crust but thinner than the core. Mantle is found below the continents and under the oceans. As we go deep inside the Earth, it gets hotter and hotter and the pressure increases. Core is the innermost layer which has two parts―outer core and inner core. The outer core is liquid and the inner core is solid.

e. The environment of each living species which consists of living and non-living things is known as ecosystem. An ecosystem may be as small as a little pond or a burrow or as vast as the ocean or a forest. For example a little green patch besides grass will have other small plants, insects, worms, soil, water, etc.

Worksheet 10a. The process of addition of harmful or unpleasant substances into air, water, soil or land is called

pollution. There are various forms of pollution named as air, land water and sound pollution. b. The protection of the environment by prevention of any kind of loss or damage caused to it is

called conservation of environment. Different ways of conservation are: Controlling Overpopulation—The fast rate at which the population is growing has a direct

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impact on the consumption of resources thus leading to their fast depletion. This problem can be checked only when human beings control the growth of population.

Check on pollution—The most important factor responsible for environment degradation is pollution. It is hence important to know the ways in which pollution can be controlled.

Afforestation—Deforestation or felling of trees in huge numbers causes imbalance in the environment. It causes global warming, disturbs the weather, causes floods, etc. The need of the hour is afforestation or planting of more and more trees to maintain the balance of the environment.

c. Three examples of reusing are: Carry cloth sacks to the store instead of taking home new paper or plastic bags. Plastic containers and reusable lunch bags are great ways to take lunch without

creating waste. Coffee cans, shoe boxes, margarine containers, and other types of containers people throw

away can be used to store things or can become fun arts and crafts projects.

Worksheet 11a. Examples of natural calamities are volcanic eruptions, floods, cyclones, drought, tsunamis, etc.b. An earthquake is a natural disaster caused by the shaking and the trembling of the surface

of the Earth. The damage caused by an earthquake depends upon the intensity with which it occurs. The surface of the Earth is not smooth. It is made up of plates of rocks that are interlocked and float on the mantle which is a semi-liquid layer. Whenever these plates collide, vibrations are caused and these vibrations reach the surface of the Earth in the form of an earthquake. This shaking of the Earth is sudden, hence it causes chaos and is disastrous if the tremors are of high intensity.

c. Volcanoes can be classified into three types: Extinct or dead volcanoes—These volcanoes have not erupted for thousands of years and

will probably never erupt. An example of such volcanoes is Mt Kilimanjaro in Africa. Dormant or sleeping volcanoes—These volcanoes are those which have not erupted for

many years but have a possibility of erupting again. An example of such volcanoes is Mt Fujiyama in Japan.

Active Volcanoes—These are the most dangerous of all types of volcanoes as they often erupt and lead to massive destruction. An example of such volcanoes is Mt Etna in Italy.

d. Floods may be caused due to any of the reasons below: Sudden melting of large amount of snow in the mountains during summers cyclones,

storms and tsunamis in coastal regions. Sudden flooding of water due to a cloud burst or heavy rain. Such a flood is called flash

flood. Serial flash floods created havoc in Uttarakhand in June 2013 resulting in landslides and loss of lives and property.

Collapse of a dam or embankment built across rivers. Sudden strong tide in the sea.e. Natural disasters can occur at any place and at any time. They cause a great damage to lives

and property and are otherwise hazardous too. We need to be alert to handle any disaster

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effectively. Many government agencies and non-government organisations like the UNICEF, Red Cross Society and World Health Organisation provide help to people during disasters.

Worksheet 12a. The Sun Temple at Konark, also known as the Black Pagoda, was built around 700 years ago.

Located on the east coast of the Bay of Bengal in the Mahanadi Delta, it is built in the form of the chariot of Surya, the Sun god, with 24 heels and is heavily decorated with stone carvings and led by a team of six horses. There are various floral and geometric patterns all around the temple. The temple is one of the most renowned temples in India.

b. The Brihadeshwara Temple in Thanjavur is an excellent example of the marvellous work of the architects of the Chola period. The Vimana (temple tower) is 100 ft (30 m) high and is the tallest in the world. There is a big statue of Nandi, the sacred bull, carved out of a single rock measuring about 16 ft long and 13 ft high at the entrance. The entire temple structure is made out of granite. The temple is a perfect example of the Dravidian type of temple architecture.

c. The historic railway station, Chhatrapati Shivaji Terminus in Mumbai is one of the busiest railway stations in India. The station was designed by Frederick William Stevens, an architect in 1887-1888. It took ten years to complete and was named Victoria Terminus in honour of the Queen and Empress Victoria and it was opened on the date of her Golden Jubilee in 1887. This famous architectural landmark in Gothic style was renamed in 1996 by the state government after Chhatrapati Shivaji, the famed Maratha king.

d. The Chittorgarh Fort is the largest fort in India, constructed in the 7th century. It lies at a height of 590 ft and spans an area of 691 acres. The fort has a total of 7 gates. The fort also houses various historical monuments like the Vijay Stambh, and Padmini’s palace. Apart from these, the fort houses temples dedicated to various Hindu deities. The fort is a fine example of the rich culture of Rajasthan and is a must visit tourist attraction in Rajasthan.

e. The Jantar Mantar in Jaipur is a collection of architectural astronomical instruments, built by Maharaja Jai Singh II between 1727 and 1734. It features the world’s largest stone sundial. The instruments allow the observation of astronomical positions with the naked eye.

Worksheet 13a. The policies and the rule of the British made many Indians unhappy. They felt the British

were ruling them unfairly. Many people like weavers had lost their livelihood. Many other people were forced to pay huge taxes. All these people got together and organised revolts against the British rule in different parts of India. But most of these revolts were crushed by the British as they had good weapons and huge armies.

b. After the death of Aurangzeb in 1707, the Mughal dynasty became weaker and the English East India Company became more ambitious. They wanted control over more and more territory starting with Bengal because it was the richest province in the country then. The Battle of Plassey took place in 1757 in which the Nawab of Bengal was defeated, captured and put to death. This proved to be the first step towards the invasion of Bengal.

c. India had trading relations with many countries since olden times. India was famous for spices, pearls, silk and gold. The English travellers who came to India, narrated the tales of the wealth and prosperity of India when they went back to England. The English traders and merchants saw a golden opportunity to trade with India as they also wanted a part of the profitable spice trade. They got together and formed the English East India Company in 1600

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CE, with the permission of Queen Elizabeth I, the queen of England and Ireland, at that time. After getting permission from the Mughal Emperor Jahangir, the East India Company set up trade centres in Bombay (Mumbai) and Madras (Chennai) respectively.

d. Persian was the official language till the end of the 18th century. The British introduced English language in India as it would help them govern their Indian territories. English was introduced in schools and colleges and by the early 19th century, English became the official language. Anyone who wanted to work or trade with the English had to learn English.

e. India was famous for spices, pearls, silk and gold. Europeans explorers were keen on finding a sea route to India so that they would not have to pay taxes to the Arabs or Turks. In 1498 CE, Vasco da Gama, a Portuguese explorer, discovered a direct sea route from Europe to India by sailing around Africa. Soon after, Portuguese traders started coming to Calicut (now Kozhikode) and began their trade with India. They built their trading centres at Cochin (now Kochi), Cannanore (now Kannur) and Calicut. They mainly dealt in spices as it helped in the preservation of meat in winters and made other food tastier. Silk and gold were also traded in as they were considered very valuable in the whole of Europe. Very soon the Portuguese were followed by the Dutch, the English and the French.

Worksheet 14a. When the revolt of 1857 failed, it made the Indians think. They thought that they needed an

Indian organisation to lead the people. So in 1855, people got together and formed the Indian National Congress (INC).

b. There was a difference of opinion between the younger members and the older members of the INC. The younger leaders like Bal Gangadhar Tilak, Lala Lajpat Rai and Bipin Chandra Pal believed in immediate action and therefore wanted the common man to join the movement to make it more effective. Bal Gangadhar Tilak also started two newspapers in which he wrote against the British rule.

c. It was at this time that the British decided to partition Bengal which was a very large province or state as they thought it would weaken the nationalist movement. The people were very upset. Hundreds of protests were organised. The people sent petitions or requests to the government to change the decision. But they were all rejected. In 1905, the province of Bengal was divided into two. The Indian people realised that something new was needed as their requests and pleas had failed. They needed to think of a new plan or strategy.

d. The people in Bengal decided to boycott all foreign goods and buy only swadeshi or Indian goods. Huge bonfires were made and the British goods were thrown into it. Bal Gangadhar Tilak helped to spread this movement to other parts of India. The movement was hugely supported by women and students and several schools were established to promote the traditional education system.

e. Mohandas Karamchand Gandhi broke the Salt Law. He led the Satyagraha movement, the Non Cooperation Movement, Civil Disobedience Movement and the Quit India Movement.

Worksheet 15a. There is a set of laws that governs every nation. These are written documents that mention

the rights and duties of the citizens of a nation and also state how the country should be governed. These laws form the constitution of a country. The constitution can hence be said to

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be the supreme law of the land. The Constitution of India lays down a set of rules on the basis of which the Indian government functions.

b. The Right to education is a right given to the citizens recently. As per the Right to Education Act of 2009, all children in the age group of 6 to 14 years have the right to free and compulsory education. Under this act, all private schools need to reserve 25 per cent of seats for underprivileged children.

c. There are six basic rights provided by the Indian Constitution to all its citizens. They are: Right to Equality. Right to Freedom. Right against Exploitation. Right to Freedom of Religion. Cultural and Educational Rights. Right to Constitutional Remedies.d. Fundamental duties of a citizen are: It is the duty of every Indian to respect the National Flag and the National Anthem. Every citizen must obey the Constitution and follow the laws of the country. As responsible citizens, we must follow the paths of non-violence and democracy. We must protect the unity and integrity of our nation. The citizens must avoid social evils like child marriage, dowry, gambling. All citizens must be caring towards all living creatures. We must protect the natural resources and improve the natural environment. It is our duty to protect public property and save the country at any cost. We must value and preserve the rich cultural heritage of our country.e. Rights and duties are interconnected. If we have rights then we have duties too. For example, if

we have the right to education then we must study well and go to school regularly. If we have the right to live in India then it is our duty to keep it clean. Rights and duties go hand in hand.

Worksheet 16a. The principles to which all member countries must agree are:

All member countries must respect each other’s sovereignty and rights. Disagreements must be settled through peaceful means. Threats and use of force must be avoided. Member countries must support the UN in all its activities.

b. The objectives of the UN are: To maintain peace and security worldwide and take peaceful effective measures to

preserve peace To foster friendly relations among nations on the basis of equality To attain international cooperation in solving economic, social, cultural and

humanitarian problems To be a common platform for harmonising the actions of nations in the attainment of these

objectives of the UN

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c. The following are the major organs that have been set up to help fulfil the main aims of the UN organisation:

The General Assembly The Economic and Social Council The Secretariat The Security Council The International Court of Justiced. Along with the six major organs of the UN, there are some UN agencies that carry out a lot of

work across the globe. A few of them are: UNICEF (United Nations Children’s Fund) UNESCO (United Nations Educational, Scientific and Cultural Organisation) WHO (World Health Organisation) ILO (International Labour Organisation) FAO (Food and Agriculture Organisation)e. India has accepted the ideals of the UN by signing the UN Charter and becoming one of the

founder members of it. It has played a major role in promoting world peace and security. It has helped underprivileged countries and supported freedom movements. India has also opposed racial discrimination in South Africa and has been a part of the UN peacekeeping forces in various countries such as Palestine, Cyprus and Congo. India has also given medical assistance whenever and wherever required.

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Model Test Paper 1 (Lessons 1-4)Marks: 40

1. Define the following terms. 10 a. WhiteContinent d. Solstice b. Eurasia e. Equinox c. Index

2. Read the clues and guess the answers. 5 a. A shape similar to circle but longer than wide: ………………......... b. ThestandingstilloftheSun: ………………......... c. Factor which makes Bhimtal cooler than Haldwani: ………………......... d. RegionbetweenTropicofCancerandArcticCircle: ………………......... e. The zone that is neither too hot nor too cold: ……………….........

3. Match the columns. 5 a. TropicofCancer 66½°N b. TropicofCapricorn 0°Latitude c. ArcticCircle 23½°N d. AntarcticCircle 66½°S e. Equator 23½°S

4. Fill in the blanks. 5 a. ………………....…..helpsincalculatingthetimeofaplace. b. The two movements of the Earth are ………………....….. . c. The Earth is divided into ………………....….. major temperature zones. d. ………………....….. and ………………....….. are the highest populated countries in the world. e. ………………....…..isthesmallestcontinentintheworld.

5. Answer the questions in your own words. 15

a. WhatistheInternationalDateLine? ……………….........................................................................................................................................

b. What is a grid? How does it help us? ……………….........................................................................................................................................

c. Who discovered North America? How? ……………….........................................................................................................................................

d. Which are the four main seasons on Earth? ……………….........................................................................................................................................

e. What causes seasons? Why are they important? ……………….........................................................................................................................................

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1. Define the following terms. 10 a. Torrid Zone d. Aurora Australis b. Humidity e. Temperate Deserts c. Frigid Zone

2. Read the clues and guess the answers. 5 a. Plantsthathavethick,fleshystemstostorewater: ……………….......... b. The ship of the desert: ……………….......... c. Most common tree of the deserts: ……………….......... d. Hot Desert in North America: ……………….......... e. Snow houses known as: ………………..........

3. Match the columns. 5 a. Hottentots SouthAfrica b. Emergent layer second layer c. Canopy tall trees d. Pygmies Tundra e. Dwarf willow Congo region

4. Fill in the blanks. 5 a. …………………., …………………. and those plants that bear berries in the Tundra. b. ………………….agricultureisacommonpracticeinequatorialforests. c. The world’s longest rivers such as the …………………. and the …………………. are located in

the equatorial regions. d. …………………. in South America has not received rains for years. e. ………………….isacauseofformationofhotdeserts.

5. Answer the questions in your own words. 15

a. Whatisshiftingagriculture? ……………….........................................................................................................................................

b. Where is the equatorial forest region located? ……………….........................................................................................................................................

c. Writeashortnoteonthetundravegetation. ……………….........................................................................................................................................

d. What are the means of transport in the frigid zones? ……………….........................................................................................................................................

e. How has the camel adapted itself to the desert climate?

……………….........................................................................................................................................

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1. Define the following terms. 10 a. Grasslands d. Mantle b. Chinook e. Buran c. Gopurams

2. Read the clues and guess the answers. 5 a. A tall tower: ……………….......... b. Buildings for monks: ……………….......... c. Grasslands in South Africa: ……………….......... d. Grasslands in South America: ……………….......... e. Light beyond the normal range of colours visible to human eyes: ………………..........

3. Match the columns. 5 a. Natural environment Habitat b. Revoltof1857 Wheat c. Prairies SepoyMutiny d. Downs Steppes e. Wild Tulips Australia

4. Fill in the blanks. 5 a. .......................... is a source of freshwater. b. MughalEmperor..........................permittedtheCompanytotradeinIndia. c. Buildings, tombs, forts, palaces, and monuments are .......................... heritage. d. .......................... is the tallest brick minaret in the world. e. Hampi is a village and temple town in northern .......................... .

5. Answer the questions in your own words. 15 a. What are the four spheres of the environment? Explain with examples.

………………......................................................................................................................................... b. Explain the water cycle.

………………......................................................................................................................................... c. WhatistheoldnameofChhatrapatiShivajiTerminus?Whywasitnamedso?

………………......................................................................................................................................... d. When was India discovered and by whom?

………………......................................................................................................................................... e. WhywasBattleofPlasseyfought?

……………….........................................................................................................................................

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1. Define the following terms. 10 a. Salt Law b. FoodandAgricultureOrganisation c. Right to Equality d. Civil Disobedience Movement e. The Economic and the Social Council

2. Read the clues and guess the answers. 5 a. FormationofIndianNationalCongress: ……………........…… b. Place where Jallianwala Bagh Tragedy took place: ……………........…… c. Specialrequestsmadebytheearlynationalists: ……………........…… d. The slogan given during Quit India Movement: ……………........…… e. Using only Indian goods: ……………........……

3. Match the columns. 5 a. Dandi March Hiroshima b. ChauriChaura NonCooperationMovement c. Second World War Salt Law d. Jallianwala Bagh San Francisco e. UnitedNationsOrganisation RowlattAct

4. Fill in the blanks. 5 a. The Second World War lasted for ………….....…. years. b. ………….....…. is the colour of all UN vehicles. c. The………….....….governseverynation. d. We must value and preserve the rich cultural ………….....…. of our country. e. In1905,theprovinceof………….....….wasdividedintotwo.

5. Answer the questions in your own words. 15 a. Why was the Simon Commission appointed?

………………......................................................................................................................................... b. Howarerightsanddutiesinterdependent?

………………......................................................................................................................................... c. What are the principles of the UN?

………………......................................................................................................................................... d. What is the role of the UN Security Council?

………………......................................................................................................................................... e. Why was the Civil Disobedience Movement launched?

……………….........................................................................................................................................

Teacher,s Manual - SARASWATI HOUSE · 19 Ansari Road, Daryaganj, New Delhi-110002 (India) ... 3....

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