7th General Science EM With Coverpage PDF

GENERAL SCIENCE WORKSHEETS
CLASS - VII
LEVEL-1
1) Readiness Programme
AND
LEVEL-2
2) Academic Year 2020-21
CHAPTER – I : FOOD COMPONENTS
CHAPTER – II : ACIDS AND BASES
STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING,
TELANGANA, HYDERABAD.

Acknowledgement

The State Council of Educational Research and Training,
Telangana extends its gratitude to Smt. P. Sabitha Indrareddy, Hon’ble
Minister of Education, Smt. Chitra Ramachandran, Spl. Chief Secretary
to Education, Ms. A. Sridevasena, Director of School Education for
their inspiration and guidance in the development of Worksheets for
all subjects for Classes II to X to reach out to the children during the
lockdown.
Further, SCERT, Telangana expresses heartfelt thanks to Subject
Experts, Editorial Team and DTP operators for their commendable
work in designing the worksheets using online platforms and social
media groups for discussions while developing the material.
August, 2020 B. Seshu Kumari
Hyderabad. Director, SCERT

DEVELOPMENT TEAM
Chairperson
Smt. B. Seshu Kumari, Director, SCERT, Telangana, Hyderabad.
Subject In-charge
Sri D. Nagaraju, SA (Bio-Science), GHS, Gajwel, Siddipet.
Members
Smt. Surabhi Chaitanya, TGT-Science, Telangana Model School, Mandal: Dhanwada,

Narayanpet.
Smt. A. Padmavathi, S. A(phy sci), ZPHS Girls, Kosgi, Mandal : Kosgi, Narayanpet.
Sri Siripuram Vijayakumar, SA (Phy. Sci), ZPHS, Gatla Narsingapur, Mdl:
Bheemadevarapally, Warangal (U).
Smt. K Pavani, (SA BIO), ZPHS Raidurg, Seri Lingampally (M), Ranga Reddy.
Smt. B Malathi Bai, Government High School, Kalasiguda, Secuderabad, Hyderabad.
Smt. A. Roja Rani, SA(Bio.Sci), ZPHS, Attapur, Mdl: Rajendra Nagar, Ranga Reddy
Sri Ramanadham Sathu, Degn : S.A. Phy.Science., ZPPHS Venkatapur(K), MDL:
Inavole, Warangal(U)
Coordinators
Prof. Tahseen Sultana, Head, C&T Dept., SCERT, Telangana, Hyderabad.
Smt. I. Karuna Sree, SCERT, Telangana, Hyderabad.
Editors
Sri ED Madhusudhan Reddy, ZPHS, Baharpet, Kosgi, Naraynapet.
Sri Jagadeeshwar Reddy, SGT, MPPS Veerashettipally, Nawabpet (M), Mahabubnagar
(Language Editor)
Technical Support
Sri D. Nagaraju, SA (Bio-Science), GHS, Gajwel, Siddipet.
Smt. P. Prathima, SCERT, TS, Hyderabad.
7th Class General Science (EM)
Level - 1
(Class VI Basics)
INDEX
Sl.No. Name of the chapter Name of the topic / concept Page

number
1 OUR FOOD OUR FOOD 1‐4
2 WHAT DO ANIMALS EAT? WHAT DO ANIMALS EAT? 5‐8
3 HABITAT TERRESTRIAL AND AQUATIC 9‐10

HABITATS
4 HABITAT DIFFERENT HABITATS AND 11‐12

ORGANISMS
5 FIBRE TO FABRIC NATURAL AND ARTIFICIAL FIBRES 13‐15
6 FIBRE TO FABRIC PROCESS OF MAKING COTTON 16‐18

AND JUTE FABRIC
7 PLANTS PARTS AND PLANTS PARTS AND FUNCTIONS 19‐22

FUNCTIONS
8 CHANGES AROUND US TYPES OF CHANGESS 23‐25
9 WATER IN OUR LIFE WATER ITS USES IN OUR DIALY LIFE 26‐29
10 SIMPLE ELECTRIC CIRCUITS SIMPLE ELECTRIC CIRCUITS 30‐33
11 LEARNING HOW TO CONVENTIONAL, STANDARD 34‐37

MEASURE METHODS
12 MOVEMENTS IN ANIMALS MOVEMENTS IN HUMANS AND 38‐42

OTHER ANIMALS
13 LIGHT SHADOWS AND LIGHT SHADOWS AND IMAGES 43‐46

IMAGES
14 LIVING AND NON‐LIVING LIVING AND NON‐LIVING 47‐50

Academic Year 2020-21 (Level – 2)
INDEX
Sl.No. Name of the chapter Name of the topic / concept Page number
1. FOOD COMPONENTS 1‐2
2. CARBOHYDRATES 3
3. PROTIENS 4
I FOOD COMPONENTS 4. FATS 5‐6
5. ROUGHAGES AND WATER 7‐8
6. BALANCED DIET 9‐10
7. JUNK FOOD, NUTRIENTS 11‐12
8. NATURAL INDICATORS 13‐14
9. ACIDIC AND BASIC NATURE 15‐16
10. ACIDS – BASES 17‐18
11. CHEMICAL INDICATORS 19‐20

12. REACTION OF ACIDS WITH
II ACIDS AND BASES 21‐22
METALS
13. ACID RAINS 23‐24
14. NEUTRALISATION 25‐26
15. SALTS 27‐28
16. USES OF ACIDS, BASES AND SALTS 29‐30

LEVEL-1
Readiness Programme
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
READINESS PROGRAMME LEVEL ‐ I
Class : VII Medium : English Subject : General Science
Name of the chapter : OUR FOOD Worksheet No : 1
Name of the topic / concept : OUR FOOD
CONCEPTS:
1. Food from plants and animals
2. Ingredients
3. Methods of food preparation
4. Methods of food preservation
LEARNING OUTCOMES
The Learner
1. Identifies the ingredients to prepare food.
2. Classifies the plant and animal food ingredients.
3. Identifies the part of the plant that is used as food.
4. Explains the different methods of preparing food.
5. Appreciates the taste of food based on its ingredients, method of preparation, and cultural
practices of that region.
BRIEF SUMMARY:
We eat different types of food materials in a day. The materials which are required to
prepare food are known as ingredients. We get these ingredients from plants and animals. We eat
different parts of the plant such as roots, stems, leaves, flowers, and fruits. Boiling, steaming,
fermentation, roasting, deep frying, shallow frying, chopping and mixing, cutting and mixing are
some methods of preparing food. The taste of food depends on its ingredients, methods of
preparation and our cultural habits. Pickling, salting, smoking and drying are some methods of
preservation.
ACTIVITY 1 :
List out the food items that you had eaten yesterday.
BREAKFAST LUNCH DINNER

1
ACTIVITY 2:
List out the ingredients of your favourite food items.
FAVOURITE FOOD INGREDIENTS

ACTIVITY 3:
List of plant parts we eat are given below. Give two examples for each plant part.
PLANT PART NAME OF THE PLANT
Root
Stem
Leaf
Flower
Fruit
Seeds
ACTIVITY 4:
Find the processes involved in making each of these food items by asking your elders.
FOOD DISH METHOD OF PREPARING FOOD
Rice
Idli
Bread
Chapathi
Vada
Fruit Salad

2
ACTIVITY 5:
Observe and write the method of preparation of a food item which you like.
_____________________________________________________________________
_____________________________________________________________________

ASSESSMENT:
I. Fill the table with suitable answers.
PLANT OR ANIMAL OR
SOMETHING ELSE NAME OF THE PLANT OR THE
INGREDIENTS
ANIMAL
“P” OR “A” OR “E”
Ghee
Jaggery
Eggs
Cashew Nuts
Salt
Pepper

II. Match the following.
1. Boiling ( ) A) Bread
2. Cutting and Mixing ( ) B) Vada
3. Fermentation ( ) C) Chapati
4. Roasting ( ) D) Fruit Salad
5. Deep Frying ( ) E) Rice

III. Give examples for the following in preservation of food.
1. Adding salt, chilli powder and oil : _____________
2. Adding only salt : _____________
3. Drying : _____________
4. Sugar Syrup : _____________
3
IV. Multiple choice questions.
1. Find out the part of the plant that is eaten by us in cabbage. ( )
A) Root B) Stem C) Leaf D) Fruit
2. Root of this plant is eaten by us ( )
A) Carrot B) Sugar cane C) Spinach D) Potato
3. Identify the condiment in the following. ( )
A) Peanuts B) Cashew Nuts C) Ilaichi D) Kismis
4. The staple food of our region is ( )
A) Roti B) Rice C) Bread D) Pizza

References
https://scert.telangana.gov.in/pdf/publication/ebooks2019/6th%20class%20gs%20em.pdf
https://youtu.be/MI9f725FNI4
https://youtu.be/tpc8uQwEu‐w

4
Topic / Concept : WHAT DO ANIMALS EAT? Worksheet No : 2
Name of the topic / concept : WHAT DO ANIMALS EAT?
CONCEPTS
1. Different animals in our surroundings
2. Food Habits (Herbivores, Carnivores and Omnivores)
3. Tracking down and collecting food
4. Variations in birds beaks - their food habits
5. Food chain
6. Animal colonies - food
LEARNING OUTCOMES
The Learner ...
1. Identifies the different animals found in their surroundings and their food habits.
2. Classifies the animals into herbivores, carnivores and omnivores based on their
food habits.
3. Compares the usage of body parts to collect food in different animals.
4. Relates the variations in birds beaks to their food habits.
5. Explains about a particular animal, where it lives and how it finds, collects and
eats food.
6. Draws a flow chart of the food chain.
7. Appreciates the role of animal colonies in collecting and preservation of food
BRIEF SUMMARY
Different types of animals that live in our surroundings have their own food habits.
Sucking, licking, picking, chewing, swallowing are some of the ways by which animals
take in their food. Beaks of birds differ from one another depending upon the type of food
they eat. Most wild animals that eat other animals have sharp teeth, strong legs and sharp
claws. Animals are divided into three types on the basis of their food habbits. They are
herbivores, carnivores and omnivores. Animals that depend only on plants for food are
called herbivores. Animals that depend on other animals for food are called carnivores.
Animals that take food from both plants and animals are called omnivores. Food chain is
the connection between animals on the basis of their food habits.
5
ACTIV
VITY 1
List out somme animalss you see arround yourr surroundinngs and wriite what theey eat
and how
w they findd their food in the giveen table.
Animaal/Bird Whaat they eat How they find food

Heen Inseccts , grains Seeing, pickinng with beaak
ACTIV
VITY 2
Classify thhe animals from

f the abbove list as shown in thhe table.
That eat onnly plants

That eat onnly animalss
That eat both plants and
a animals
ACTIV
VITY 3
Complete the
t followinng table:
Body partt used to coollect food anim

mals
Suckeer
Teeth
Beak
Tonguue
Strongg legs and claws
c
Trunkk
ACTIV
VITY 4
Observve the beakss of the birdds and writee the type of

o food theyy take.
_____________ ___________ _______

_______ _________
__
6
ACTIV
VITY 5
wo food chhains using the above pictures.

Write tw p
Eg. Leeaves ---->

> insects -----> bird
ASSESSMENT
T
I. Cla
assify the given
g animaals into herrbivores, carnivores
c and omnivvores based on
theiir food haabits.
(cow
w, lion, hen
n ,dog , goat , cat , man
m , deer , elephant , crow , foxx , pig )
Herbiivores Carnivorres Omnivores
II. Com
mplete the table.
Animal S
Sense to track food
smelll
vuulture
heariing
Poond skater
snaake
III. Ma
atch the folllowing.
1. Vulture ( ) a. hooked beak to breeak nuts.
2. Humming birds ( ) b. strong hooked
h beaak to tear fleesh.
3. Parrot ( ) c. long, strrong beak to
t remove bbark and eaat ants.
4. Woodpeckker ( ) d. long, th
hin beak to suck nectarr.
5. Crane ( ) e. long, shharp beak too pick inseccts.
6. Hen ( ) f. long beaak to catch fish.
7
IV. Fin
nd the incorrrect statement. ( )
1. Fish use teeth as filterr to catch foood.
2. Giraffe usees legs to caatch branchhes and eat green leavees.
3. Spider usess its legs annd mouth too catch prey
y.
4. frog uses itts tongue too catch andd swallow prey.
p
V. Com
mplete thiss flow charrt of food chains.
c
1. a.
2. b.
VI.
Is usagge of tongu ve shown animals. W

ue the samee or differeent in abov Why?
VII. Write exam

mples for animal
a coloonies.
_____________________________________________
____________________________
______
REFERENCES:
Identified digital reesource linkks
https://w
www.youtubee.com/watchh?v=Y0o7Y22z5ZIE ,
.https://w
www.youtubbe.com/watchh?v=k1izt2mmVG-c
Image source
s
https://cccsearch.creeativecommoons.org/phootos/58fde3fa
a-16cc-4aa66-be47-12c1ee385ea2a
https://cccsearch.creeativecommoons.org/phootos/d3b427aa9-a49d-4588b-a8cc-0a7aa27747407
https://cccsearch.creeativecommoons.org/phootos/82eb6d77e-f7fa-41633-adf5-ffb8aa24517a9
https://cccsearch.creeativecommoons.org/phootos/2aaeb70
05-f9a1-4d8cc-a8cd-62e55e9bb39d1
https://cccsearch.creeativecommoons.org/phootos/bf84c7b
b2-a56a-4ffaa-965d-2d75990e1b289
86-948e-4baaa-929e-a911bffbef98
https://cccsearch.creeativecommoons.org/phootos/097efd8
8
Name of the chapter : HABITAT Worksheet No : 3
Name of the topic / concept : TERRESTRIAL AND AQUATIC HABITATS
CONCEPTS
1. Habitat Terrestrial
2. Aquatic habitats
LEARNING OUTCOMES
1. Classifies the habitat as terrestrial and aquatic.
2. Explains the different habitats.
3. Draws the diagrams of different habitats.
BRIEF SUMMARY
Habitat is a dwelling place for plants and animals that gives them optimum conditions
for life. All organisms depend on their surroundings for their needs like food, water, air and
shelter. In a pond, different organisms live in different regions due to conditions like the
availability of large amounts of food, air, light, etc. The plants that live in water are called
aquatic plants. Similarly, animals are called aquatic animals and the habitat is said to be an
aquatic habitat.
ACTIVITY 1:
Observe the habitats of organisms in your surroundings and complete the table.
Under the ground On the ground In/On water Some other place
Snake Snake Snake Monkey (On the tree)
Earthworm
Cat Lotus
ACTIVITY 2:
Observe the below given picture of the pond and label the different regions.
9
ASSESSMENT:
I. Categorize the organisms according to where they can be found.
(Ant, frog, spider, earthworm, rabbit, elephant, rat, crab, bat, monkey, cow, pistia, lotus,
sparrow, fish)
Under the ground On the ground In/On water Some other place
II. Draw any habitat and write the names of organisms that live there.
III. Write the names of the organisms that live in different regions of the pond in tabular
form.
REFERENCES:
https://youtu.be/6i8FFJ_sJ6M
https://youtu.be/rIbyp2PWL4A
https://youtu.be/6RgHbytgkNc
10
Name of the chapter : HABITAT Worksheet No : 4
Name of the topic / concept : DIFFERENT HABITATS AND ORGANISMS
CONCEPTS
1. Different Habitats (Tree, pond, house )
2. Water and land plants
LEARNING OUTCOMES
1. Identifies tree, pond and house as a habitat.
2. Explains the different habitats.
3. Describes and Compares water and land plants.
4. Draws the diagrams of different habitats.
5. Promotes and protects biodiversity.
BRIEF SUMMARY
Contrastingly, all habitats on land are collectively known as Terrestrial habitats. Like
a pond, trees and houses are places where different types of organisms live. In water plants,
stems are hollow, leaves are coated with wax and roots function primarily as anchors whereas
land plants have extensive roots, strong stems, and have broad leaves. In order to protect
biodiversity, we should not disturb the habitat.
ACTIVITY 1:
Visit a nearby tree and identify the organisms that live on a tree.
Location Organisms
At the base of a tree
On the trunk
Between the branches
On or within leaves
ACTIVITY 2:
1. Name some organisms that live in your house.
11
ACTIVITY 3:
1. Observe thee followingg pictures. Compare
C an
nd write the characteristtics of aquaatic
plants with terrestrial plants
p in thee table given
n below.
Paart Terreestrial plan

nt Aquatic plant
Steem
Leeaf
Rooot
Othhers
ASSESSMENT
T:
I. Write True orr False.
1. Several kinnds of plantss and animaals share thee same habittat. ( )
2. Pond is an example off terrestrial habitat.
h ( )
3. Frogs live both
b on landd and in waater. ( )
4. The stems of
o aquatic plants
p are hoollow and fiilled with aiir. ( )
II. Draaw any hab

bitat and wrrite the nam
mes of orga
anisms thatt live there.
III. We must not destroy

d hab
bitats of oth
her organissms to satissfy our need
ds. Justify this
stattement.
REFER
RENCES:
https://sscert.telangaana.gov.in/ppdf/publicattion/ebookss2019/6th%
%20class%200gs%20em.pdf
https://yyoutu.be/6i88FFJ_sJ6M
M
https://yyoutu.be/rIbbyp2PWL4A
A
https://yyoutu.be/6R
RgHbytgkNc
12
READINESS PROGRAMME LEVEL - I
Name of the chapter : FIBRE TO FABRIC Worksheet No : 5
Name of the topic / concept : NATURAL AND ARTIFICIAL FIBRES
CONCEPTS
1. Natural and Artificial fibres.
LEARNING OUTCOMES
The Learner …
1) Identifies different types of fabrics and different things made up of those fabrics.
2) Differentiates between natural fibres and artificial fibres.
3) Classifies fibres obtained from plants and animals.
BRIEF SUMMARY
Cotton, wool, silk, jute are all derived from plants and animals. They are called
natural fibres. Fibres made of chemicals are called artificial or synthetic fibres. Tiny
strands like structures are called fibres. These fibres are converted into yarn. Yarns are
woven together to make a fabric.
ACTIVITY 1 :
Collect some cloth pieces and do the activities as shown in the table .Identify the type of
cloth according to the characteristics and fill in the table.
Characteristics Natural fabric Artificial fabric
Water absorbing nature
Time taken to dry
Smell when burnt
Result after burning
Stretching capacity of yarn
Smoothness
13
ACTIVITY 2 :
You are given two types of fabrics, according to the observations made by you identify
the type of fabrics
Fabric 1 Fabric 2
1.absorbs more water 1. dries fast
2.on burning gives little smell 2. on burning gives pungent smell
3. coarse or smooth 3. smooth and shiny
Fabric 1 ________________.
Fabric 2 _________________.
ASSESSMENT
I. Complete the table
Things Type of fabric Natural or artificial fibre Season we wear
Cotton kurta natural
Wool
Silk
Rain coat
Linen natural
II. Complete the table

The Fabric
Obtained from plants Obtained from animals Made from chemicals

linen Spider silk nylon
14
III. Identify the correct statements ( )
1. We wear cotton fabrics in summer.
2. Woolens are heavier than silk fabrics.
3. Silk clothes are coarse and get wrinkles after washing.
4. Polyester is a natural fibre.
A) 1, 3 B) 1, 2 C) 2, 3 D) 3, 4
REFERENCES :
Links from youtube
1.https://www.youtube.com/watch?v=5qRhHKi8Pg8,
2.https://www.youtube.com/watch?v=d6Xi7xHIoeU
Image source
https://ccsearch.creativecommons.org/photos/0e391faa-e6c7-4bf7-9158-1b5bbfe34cc3
https://ccsearch.creativecommons.org/photos/fa690b7f-0e1b-4191-8b3f-a5fbb47a89f4
https://live.staticflickr.com/4614/40516667882_b1b0306ed8_b.jpg,
https://live.staticflickr.com/1848/43242964575_c50a3f79ee_b.jpg
15
Name of the chapter : FIBRE TO FABRIC Worksheet No : 6
Name of the topic / concept : PROCESS OF MAKING COTTON AND JUTE FABRIC
CONCEPTS
1. Process of making cotton fabric and jute fabric.
2. Weaving.
LEARNING OUTCOMES
The Learner …
1) Explains and draws the flow chart of the process of making cotton fabric and jute
fabric.
2) Applies knowledge in daily life by wearing clothes according to the seasons.
3) Appreciates handloom industries and weavers for their creative skill in weaving.
BRIEF SUMMARY
Cotton, wool, silk, jute are all derived from plants and animals. They are called
natural fibres. Fibres made of chemicals are called artificial or synthetic fibres. Tiny
strands like structures are called fibres. These fibres are converted into yarn. Yarns are
woven together to make a fabric. Cotton fibres are made from cotton balls. Cotton is
usually picked by hands from plants. Then cotton wool is separated from seeds, it is
called ginning. Cotton fibre is collected from cotton wool and yarn is made, this process
is called spinning. Strands of yarn are arranged in vertical and horizontal rows in a loom
to weave fabric. This is called weaving. Weaving is done on looms. The looms that are
worked by man power are called handlooms. Power looms are run by machines.
Jute fibre is obtained from the stem of a jute plant. When stem is soaked in water it
becomes rotten and easy to peel. Then the fibres are separated from the stem to make jute
yarn.
16
ACTIV
VITY 1:
Observve the picturres below and
a write thhe process involved
i inn making cootton fabricc and
jute Fabbric.
ACTIV
VITY 2 :
1. Taake atleast 10 strips of

o plastic wiires, keep five
f
sttrips vertical one beside w weave other
e other, now
sttrips in betw
ween verticaal ones by taking up one
o
wire and do own one wire.
w Make a mat us sing
waste clothsttrips, palm, coconut leeaves or paper
sttrips
ACTIV
VITY 3 :
Observve the dress worn by you, there iss lot of hard
dwork of many
m peoplee to make th
hat
dress. Write
W few liines apprecciating theirr workmanship.
17
ASSESSMENT
T
I. Coomplete thee flow charrt.
II. Filll in the bla

anks
1. Power loom
ms are run by
b _______________.
2. ________________ is famous forr carpet ind
dustry.
3. The processs of makinng yarn from
m fibres is called
c __________.
III. Ma
atch the Following
1) Gadwaal ( ) a) Spin
nning
2) Gunny bags ( ) b) Gold
den fibre
3) Jute ( ) c) Hand
dloom induustry
4) Charkaa ( ) d) Jute
IV. In the
t given box a design you want to
b draw any t print on
n your dresss.
V. Identify the pictures

p
REFERENCES :
Links from youtube
1.https:///www.youtuube.com/watcch?v=5qRhH HKi8Pg8,
2.https:///www.youtuube.com/watcch?v=d6Xi7xxHIoeU
Image soource
https://ccsearch.creaativecommonns.org/photoss/0e391faa-e6c7-4bf7-9158-1b5bbfe334cc3
https://cccsearch.creeativecommoons.org/phootos/fa690b7 7f-0e1b-41911-8b3f-a5fbb
b47a89f4
https://llive.staticflicckr.com/46114/405166677882_b1b030 06ed8_b.jpgg,
https://llive.staticflicckr.com/18448/432429644575_c50a3ff79ee_b.jpg
18

Name of the chapter : PLANTS PARTS AND FUNCTIONS Worksheet No : 7
Name of the topic / concept : PLANTS PARTS AND FUNCTIONS
CONCEPTS:
1. Parts of a plant
2. Functions of plant parts
LEARNING OUTCOMES:
Student ….
1. Identifies the different parts of a plant.
2. Compares tap roots and fibrous roots, reticulate and parallel venation.
3. Draws a labelled diagram of a plant, root, leaf.
4. Describes the structure of a leaf.
5. Conducts experiments to prove transpiration in leaves, roots absorb water, stems carry
food materials.
Description
Generally a plant has root, stem, leaves, flowers and fruits. Tap root and fibrous
root systems are the two types of roots seen in plants. Roots absorb water and minerals from
soil and also help in anchoring the plant body to the soil. The stem carries water and food
materials throughout the plant. In some plants, roots and stems store food. Leaves are
involved in preparing food through the process called photosynthesis. Stomata present in the
leaves help in transpiration and exchange of gases. A leaf consists of leaf base, petiole and
lamina. Reticulate and parallel venations are found in leaves. Flowers are an important part of
the plant which produces fruits.
ACTIVITY 1:
Collect different plants, observe parts of the plants and fill the table below.
Name of the plant Root Stem Leaves Flower
Yes/ No Yes/ No Yes/ No Yes/ No
19
ACTIVITY 2:
Observe the roots of the plants collected in Activity 1 and answer the following.
a. Classify them based on whether they are tap root or fibrous root.
Name of the plant Tap root or Fibrous root
b. What are the characteristics of tap root?
c. Which type of root does not have a main root?
ACTIVITY 3:
What do you conclude from this experiment?
ACTIVITY 4:
In the table below, record your observations of leaves from plants observed in
Activity 1.
Name of the plant Leaf base Petiole Lamina Shape of Edges of
Yes/ No Yes/ No Yes/ No the leaf the leaf
ACTIVITY 5:
In the table below, record your observations of leaves from plants observed in
Activity 1.
Name of the plant Venation (Reticulate/ Parallel)
20
ACTIVITY 6:
Describe the procedure to observe stomata in leaves.
_____________________________________________________________________
_____________________________________________________________________
ACTIVITY 7:
Take a well watered plant which has been growing in the sun. Enclose a leafy branch
of the plant with a polythene bag and tie up its mouth. Take another polythene bag of
the same size and tie up its mouth without keeping any plant as shown in the figure.
Keep both the polythene bags in the sun. Observe it after a few hours.
What do you observe from this experiment?
ASSESSMENT
I. Label the parts of a plant.
II. Draw the two different types of roots.
III. Draw the two types of venation in leaves.
21
IV. In the leaf diagram below, label the parts.
V. How can you prove that stem carries food materials and water through out the
plant?
VI. Multiple Choice questions.
1. Choose the correct options. ( )

i. Plants with tap root systems have reticulate venation.
ii. Plants with tap root systems have parallel venation.
iii. Plants with fibrous root systems have parallel venation.
iv. Plants with fibrous root systems have reticulate venation.
A) i. & ii. B) i. & iii. C) iii. & iv. D) ii. & iv.
2. Find the incorrect statement. ( )

A) Roots absorb water and minerals from the soil.
B) Roots anchor the plant to the soil.
C) Roots store food.
D) Roots prepare food.
VII. Match the following

1. Tap root ( ) A) Potato
2. Fibrous root ( ) B) Carrot
3. Modified root ( ) C) Water loss from leaves
4. Modified stem ( ) D) Reticulate venation
5. Transpiration ( ) E) Parallel venation
References
https://youtu.be/X6TLFZUC9gI
https://youtu.be/i4Nd4LPFxBU
22
Name of the chapter : CHANGES AROUND US Worksheet No : 8
Name of the topic / concept : TYPES OF CHANGESS
CONCEPTS :
1. Natural Changes
2. Permanent Changes
3. Temporary Changes
LEARNING OUT COMES :

Student….
1. Classifies various changes in his surroundings based on their types.
2. Differentiates between various types of changes
3. Applies various changes in his daily life.
BREIF SUMMARY :
We see a lot of changes in our surroundings. They may be caused by nature, human beings or
some other reasons. We can classify the changes as shown below.
1. Natural - which occur due to nature Ex. Change of season
2. Man made - changes caused due to human activities Ex: Cooking of rice.
3. Slow -The changes which take place in a long period of time Change Ex: Growth in
plants.
4. Fast- The changes which take place in a short period of time Ex: Changes in “Touch
me not”
5. Temporary -A change in which original substance can be recovered. Ex: Folding of
paper.
6. Permanent - A change in which original substance cannot be recovered Ex: Burning
of paper.
ACTIVITY 1:
Some changes are listed below and write the in the table accordingly.
(Rusting of Iron, floods, breaking of glass tumbler, making of Brinjal curry, Dissolving sugar
in water land sides)
S No Change Natural or Man-made

1 Rusting of Iron hook Natural
2
3
23
ACTIV
VITY 2:
Identifyy the picturees and writee, whether thhe change is temporaryy or permannent.
Break
king pencil Burn
ning a matcch stick Ice melting

Rustingg of iron naail Boiliing a egg in

n water
ACTIV
VITY 3:
Write thhe Slow andd Fast changges in the given table:
Growtth of the boody Burrning of paaper Melting

M Chocolate Formation
n of coal
ACTIV
VITY 4:
Write the
t given changes
c at the
t approprriate changes in the taable. (Add the tea po owder to
boiling water, Chaange water into
i ice, inccrease in len
ngth of nail and hair in our body, Bending
B
of iron rod,
r Sourinng of curd)
S No
N Change in
C Changge in Change in Changee in Ch
hange in
State Shappe Size Colou
ur Taste
T
1
2
3
4
5
6
24
ASSESSMENT:
I. Write examples for slow, fast, natural, man-made, temporary, Permanent changes
which you observe in daily life.
II. Write “P” for Permanent change “T” for Temporary change for below given
changes.
1) Adding salt to water_________.
2) Cutting of hair _________
3) Formation of coal after burning wood _________.
III. Match the following.
1) Change of season. ( ) i) Man-made.
2) Dip red colour paper into water ( ) ii) Change in state.
3) Rice to cooked rice ( ) iii) Natural change.
4) Melting of ice cream ( ) iv) Change in colour
IV. Formation of curd is ( )
A) Temporary Change B) Permanent Change
C) a & b D) None.
V. Example for permanent change ( )
A) Melting of ice B) Fire works
C) Boiling of water D) Wetting clothes
VI. Change of color in leaves ( )
A)Temporary B) Man-made C) Natural D) None.
25
STAT
TE COUN
NCIL OF
F EDUCA
ATIONALL RESEA
ARCH AN
ND TRAINING
TE
ELANGAANA, HYD
DERABAAD.
REA
ADINESS P
PROGRAM
MME LEVEEL ‐ I
Class : VII Medium
m : English S
Subject :G
General Scieence
Name of
o the chapter : WATER IN OU
UR LIFE W
Worksheet No : 9
Name of
o the topicc / conceptt : WATER
R ITS USE
ES IN OUR
R DIALY L
LIFE
CONC
CEPTS
1. Water and its
i uses in our
o daily life
fe
2. Safe Drinkiing water
3. Droughts annd Floods
LEAR
RNING OU
UTCOMES
S
The Leaarner …
1. Identifies sources of water
w and uses of water in daily lifee.
2. Measures and
a Calculattes the voluume of water usage.
3. Draws a floow chart of safe drinkinng water suppply stages.
4. Describes the
t consequuences whenn rainfall is less or moree.
5. Applies leaarning to proomote conseervation of water in daaily life.
BRIEF
F SUMMA
ARY
Sea, rivers,, ponds, lakkes, canals, tanks, wellls etc are main
m naturaal sources of
o water.
th
Water asa other liquuids is measured in litrres and milllilitres. Neaarly 3/4 off the surfacce of the
earth iss occupied by
b water. OfO the waterr available on the earthh, only 1% is fresh waater. We
depend on rains for water. Long perriods of leess/no rainffall usuallyy causes droughts. d
Sometim mes excessiive rainfall leads to flooods.
ACTIV
VITY 1
Look att picture andd list out thee activities for which water
w is being used. Addd some mo
ore
activitiees which yoou know.
26
ACTIV
VITY 2
3 litres bucket 1 litre bottle
20 litrees bucket
ACTIV VITY 3
Draw thhe flowchaart showingg the stagess that drink
king water undergoes
u from waterr source
to yourr home.
ACTIV VITY -4
Below given are the two conditions, based on your obserrvations annd by askin
ng your
elders complete
c thhe table.
Cond
dition when rainfall is
i less Condition when
w rainfaall is moree
Flloods
Drinkiing water scarce
ASSES
SSMENT
I. Waater is preccious. We can’t
c live a single da
ay without water, we should no
ot waste
even a single drop
d of waater. For thhis
W
What should
d we do W
What we sh
hould not do
d
1. 1.
2. 2.
3. 3.
4. 4.
27
II. If the usage of water by you for bathing ,washing, toilet etc is 25 litres per day,
calculate for one week how much water you need.
_______________________ ___________________________________
III. Complete the flowchart of safe drinking water stages.
IV. Match the following

1) Sea ( ) a) Litres
2) Volume of water ( ) b) 3/4th surface is water
3) Wells ( ) c) salt water
4) Earth ( ) d) fresh water
V. Multiple choice questions
1) The fruits which contain more water ( )

A) watermelon B) sapota C) amla D) tamarind
2) Which is not the source of fresh water ( )

A) river B) tube wells C) ocean D) ponds
VI. Write two slogans encouraging conservation of water Eg. Save water, save earth.
1) ________________
2) ________________
VII. Tick on the correct option based on saving water.

1) Use shower to take a bath.
Use a bucket of water to take a bath.
2) Use a water pipe to clean the bicycle.

Use a wet cloth to clean the bicycle.
3) While brushing open the tap all the time.

Open tap only when cleaning teeth.
28
VIII. Crossword puzzle
p
Acrooss Down
3. wateer released from
f dams is
i measuredd in 1.. disease due to more flluoride in drrinking
6. we depend
d on itt for water water
8. one of
o the sourcce of freshwwater 2.. it is precioous
4.. salty waterr
5.. occurs duee to less rainnfall
7.. occur due to excess raainfall
REFER
RENCES
1.SCER RT Text boooks - https:///scert.telanngana.gov.in
n/
2.NCER RT Text boooks - http:///ncert.nic.inn/
3.Videoo links from m youtube
i) httpss://www.youutube.com/w watch?v=QcT6Kf9OiZ Zo
ii) httpss://www.youutube.com/w watch?v=xCCRbdoYXW WRg
iii) https://www.yooutube.com//watch?v=yyPzf9Nwghq qE
Image sources
s
http://nccert.nic.in/nncerts/l/feepp214.pdf
29
STAT
TE COUN
NCIL OF
F EDUCA
ATIONALL RESEA
ARCH AN
ND TRAINING
TE
ELANGAANA, HYD
DERABAAD.
REA
ADINESS P
PROGRAM
MME LEVEEL ‐ I
Class : VII Medium
m : English S
Subject :G
General Scieence
Name of
o the chapter : SIMP
PLE ELECT
TRIC CIR
RCUITS W
Worksheet No : 10
Name of
o the topicc / conceptt : SIMPLE
E ELECTR
RIC CIRC
CUITS
CONC
CEPTS:
1. Simple elecctric circuitss.
2. Electric Coonductors
3. Electric Inssulators
LEAR
RNING OU
UT COME
ES :
The Stuudent …
1) Explains thhe process of
o making ellectric circu
uit by conneecting wires, bulb and battery.
b
2) Draws a labbelled diagrram of a sim
mple electricc circuit usinng symbolss.
3) Classifies of
o conductorrs and insullators.
BRIEF ARY:
F SUMMA
An Eleectric Circcuit
Take an ellectric cell and a bullb. The term minals of the
t cell aree connected d to the
terminaals of the buulb by the means
m of eleectric wires. Such an arrangement
a t of cell and
d bulb is
called an
a Electric Circuit. Thhe circuit iss said to bee complete in this casee because ofo which
electricity will flow
w and the buulb will glow.
Electriic Switch
Switch is an
a integral part
p of an electric
e circuuit. It is a simple
s device which breaks or
complettes a circuitt. When thee switch is ‘oon’, the circcuit is compplete. Whenn the switch
h is ‘off’,
current does not fllow in the circuit.
c So ana electric appliance will w only woork if the switch
s is
‘on’.
Fig : Sw
witch on and
d off respecctively
30
Conduuctors and Insulatorrs
o Matterials whic ch allow eleectric curreent to pass through
t theem are calleed conducto ors of
elecctricity. Exaamples are iron nail, key,
k safety pin,p water, human boddy etc.
o Matterials whic ch do not alllow electriic current to
o pass throuugh them aare called
insuulators of ellectricity. Examples
E a rubber, plastic,
are p glasss, air, clothhs etc.
o Con nductors aree mainly metallic
m while insulatorrs are non-m metallic.
o Elecctrical deviices are made up of coonductors. To T avoid paassing of thhe current to o
humman body duuring their handling, these
t devices have a covering
c of insulators (like
rubbber, wood, aluminum)) over them m.
Electroonic Comp
ponents an
nd their Syymbols
VITY 1:
ACTIV
Take thhe open cirrcuit in Figg. You havee two open n terminals A and B inn the open n circuit.
Insert different
d obbjects like a hair pin, safety pin, eraser, plaastic scale, match stick
k, piece
of a meetal banglee, piece of a glass banngle, paperr clip etc. ini the gap bbetween A and B.
With eaach insertioon, check whether
w thee bulb glowws or not. Record your observaations as
conducctor or insullator.
31
BULB GLOWN CONDUCTOR
MATERAIL
YES/NO /INSULATOR
ASSESSMENT
I. If we touch a live wire carrying current, we get a shock. This is because our body is
a/an ( )
A) conductor of electricity B) insulator of electricity
C) source of electricity D) both (b) and (c)
II. Why is a switch used in a circuit? ( )

A) To save energy B) To complete or break a circuit
C) To prevent electric shocks D) To make the bulb glow easily
III. Which of the following does NOT conduct electricity? ( )

A) Aluminium B) Salt solution
C) Ceramic articles D) Silver
IV. Which of the following is the symbol of an electric bulb? ( )
A) B) C) D)
32
V. Match the following
Column I Column II
1) Cell ( ) i) allows the electricity to pass through it
2) Switch ( ) ii) Protecting Device
3) Fuse ( ) iii) provides Electric Energy
4) Circuit ( ) iv) Stoppage and Flowing Electricity
5) Conductor ( ) v) The path along which electric current flows
VI. Observe the given fig. and answer the fallowing.
1) Indicate where the free ends of the two wires should be joined to make the bulb
glow.
2) Would the bulb glow after completing the circuit if instead of safety pin we use
an eraser?
VII. Identify the circuit diagram in which the bulb does not glow.
VIII. The handles of the tools like screwdrivers and pliers used by electricians for repair
work usually have plastic or rubber covers on them. Can you explain why?
IDENTIFIED DIGITAL RESOURCES LINKS :
1) https://www.studiestoday.com/mcq-science-cbse-class-6-mcq-electricity-and-circuit-
173107.html
2) https://www.youtube.com/watch?v=1cMHbfGMIPY
3) https://classnotes.org.in/class-6/science/electricity-and-circuits/circuits/
4) https://www.learncbse.in/electricity-circuits-cbse-notes-class-6-science/
33

Name of the chapter : LEARNING HOW TO MEASURE Worksheet No : 11
Name of the topic / concept : CONVENTIONAL, STANDARD METHODS

CONCEPTS:
1. Measurements (Conventional, Standard Method.)

The Student…
1. Measures various physical quantities in various methods.
2. Explains different units of measurements.
3. Make use of graphs for measuring the area of Irregular objects.
4. Identifies the difference in finding out volume of regular and Irregular objects.
5. Applies the knowledge of measurement in their daily life.
BRIEF SUMMARY :
Measurements
❖ Conventional :
➢ Handspan
➢ Cubit
➢ Foot
➢ Span
➢ Palm
❖ Standard ( S I Method )
➢ Meter
➢ Kilogram
➢ Second
Units of Measurements
S No Physical quantities Units
1 Length Meter, cm, mm.
2 Area Sq meter, sq cm, sq mm.
3 Volume Cubic meter, cubic cm
34

To measure the long distances we use Kilometer as a unit. Area is the measure of the
extent of plane surface occupied by an object. Volume is a measure of the extent of space
occupied by a body. Volumes of liquids are written in milliliters ( 1 cubic cm = 1 mm ). We
measure the curved path with the help of a thread and then we can measure this thread with
scale.
1 Km = 1000 m
1m = 100 cm
1 cm = 10 mm
1 mm = 1/10 cm
ACTIVITY 1 :
Measure the length of your class table using hand span and a scale. Measure the length of the
classroom by foot span, scale. And record your observations in the given table.
S No Student Name Length by hand span Length by scale
Length of room by foot length of room

S No Student Name
span by scale
1. Why is there a difference in the number of handspans when the table was measured
by the different students?
2. Why do you get the same result when you make a measurement with scale?
3. Which is the standard unit for accurate measure of the class room length?
35

ACTIVITY 2:
What you require to measure the following curved line. Measure this line and write the length
of the curved line.
1. What is the length of the above curved line?

2. Can we measure curved line using only scale?
3. What other material is required to measure the curved line?
ACTIVITY 3:
Given in the table below are the values showing rise in the water level after each of the stones
named A B C are dropped in the measuring jar.
WATER LEVEL WATER LEVEL

SL. VOLUME OF
STONE BEFORE PUTTING AFTER PUTTING
NO. STONE
THE STONE THE STONE
1 A 40ml 50ml
2 B 40ml 55ml
3 C 40ml 65ml
1. What is the volume of (A), (B), (C), Stones.

2. What is the increase in the level of water of three stones dropped at
the same time in a beaker.
36

ASSESSMENT :
I. Standard Unit of length ( )
A) Meter B) Sq cm C) Litre D) Cubic cm.
II. Four children are trying to measure the length of the table. And each
one of them are using different methods to measure. Which among these
is the standard method? ( )
A) Sam measured by handspan.
B) Venkat measured by his cubit.
C) Reena measured by palm.
D) Janaki measured by scale.
III. The difference between Delhi and Mumbai is usually expressed in units
of. ( )
A) Decameter B) Meter C) Centimeter D) Kilometer.
IV. Can you find the measure the circumference of a glass or a cup Yes/No
with a thread
V. Centimeter is the unit of time Yes/No
VI. The measure of the extent of the plane surface occupied by the object is
called ___________.
VII. We use __________ to measure the volume of kerosene, milk oil.
37

Name of the chapter : MOVEMENTS IN ANIMALS Worksheet No : 12
Name of the topic / concept : MOVEMENTS IN HUMANS AND OTHER ANIMALS
Concepts
1. Movement in human body and other animals
2. Different bones in the body and their location
3. Different types of joints
4. Tendons and ligaments
Learning Outcomes
1. Identifies the different bones in our body.
2. Identifies different kinds of joints.
3. Compares different kinds of joints.
4. Differentiates between fixed and movable joints.
5. Explains tendons and ligaments.
6. Describes functioning of muscles.
7. Appreciates the role joints in movement.
Description
All animal body movements depend on muscles, bones and joints. Bones can not
move by themselves. Expansion and contraction of muscles enable bone movement. Muscles
are tender, fleshy structures beneath the skin. Tendons join the muscles with bones.
Ligaments join one bone to another bone. All bones in the body combine to form a single
structure or a system called the skeleton. Jaw bone, clavicle, shoulder blade, ribs, back bone,
pelvic girdle, cartilage (flexible bones) are some of the bones present in our skeleton. Joints
present between bones help move various parts of the body. Ball and socket joint, hinge joint
and pivotal joint are some of the types of joints in human body. The joint connecting the
upper jaw to the rest of the head is a fixed joint.
In fish, muscles make the front part of the body swing towards one side, while the tail
swings its body towards the opposite side. This creates jerk and pushes the body forward
while swimming.
In birds, bones are all hollow and light. This makes them well suited for flying.
Snakes have a long back bone and several muscles which help in crawling.
Snails have a strong muscle called foot. The wavy motion of foot is the reason for
slow movement of snails.
38
Activities
1. Make a fist with one hand, bend your arm at the elbow and touch your shoulder with
the fist. Touch your upper arm using the other hand. What is your observations.
The swollen region inside the upper arm is a muscle.

2. Identifying the back bone:- Ask your friend to bend forward at the waist and touch his
toes. Run a finger along the center of the back from below the neck.
The long structure running down center of his back is called the back bone (spinal cord).
3. Hold your ear, press and bend it. Also touch the tip of your nose. What is your
observations
Some parts of the ear and nose are soft and others are hard. The hard parts are made
of cartilage. Cartilages are bones too, but flexible.
4. Place a fused bulb inside the half shell of a coconut and rotate it in all directions.
What you observed ?
A joint made by fitting a ball into a socket is called a ball and socket joint.
39
Where do you find this type of bones in our body? Name them.
5. In this joint, one bone is fixed. The other bone is movable only in one plane and in
one direction. It can not move in the opposite direction. Identify objects in your house
that follow this kind of movement.
6. Observe movement in animals and fill the table below.
Animal Body part used for movement How does the animal move?
Cow Legs
Human Walks, jumps, ….
Snake
Bird Hops, flies, ….
Insect
Fish
Assessment
I. Explain how muscles work in our body.
II. Fill in the blanks

1) ________________ join one bone to another bone.
2) ________________ join muscles to bones.
3) Muscles always work in ________________.
4) The joint between upper jaw and skull is ________________.
5) Our back bone works like ________________.
40
III. Multiple Choice questions.
1) The joint present in our neck is ( )
A) Ball and socket joint B) Hinge joint
C) Pivotal joint D) Fixed joint
2) Ball and socket joint is present ( )
A) Between upper jaw and rest of the head
B) In our neck
C) In the elbow
D) Between the clavicle and shoulder bone
3) Which of these joints can be moved only in one direction? ( )
A) Ball and socket joint B) Hinge joint
C) Pivotal joint D) Fixed joint
4) Having hollow and light bones is the characteristic feature of ( )
A) Fish B) Snakes C) Birds D) Human beings
5) Locomotive organ in snail is ( )
A) Foot B) Wings C) Fins D) Legs
6) Which of these is not cartilage? ( )
A) Ear B) Tip of the nose
C) Between rib and sternum D) Elbow
IV. Match the animal with the type of motion.
1) Fish ( ) a) Flying
2) Birds ( ) b) Crawling
3) Snakes ( ) c) Swimming
4) Monkeys ( ) d) Wavy motion
5) Snail ( ) e) Jumping
41
V. Match the bones with their names.
1) ( ) a) Ribs
2) ( ) b) Clavicle
3) ( ) c) Skull
4) ( ) d) Back bone
5) ( ) e) Pelvic Girdle
References
Skeletal System
Body movements and joints
Ball and socket joint
Hinge joint
Pivot joint
Movement in animals
42
Name of the chapter : LIGHT SHADOWS AND IMAGES Worksheet No : 13
Name of the topic / concept : LIGHT SHADOWS AND IMAGES
CONCEPTS:
1. Transparent Substances
2. Translucent Substances
3. Opaque Substances
4. Reflections of Light
The Learner …
1. Explains the reflection of light.

2. Classifies Transparent Translucent and opaque substances based on their
characteristics.
3. Gives examples for light reflecting substances.
4. Conducts experiments regarding reflection of light.
BRIEF SUMMARY:
Transparent substances : Allows light to pass through them. Ex: Air, Water etc,
Opaque substances : Does not allow light to pass through them. Ex : Wood, Plastic etc.
Translucent substances : Partially allow light to pass through them. Ex : Polythene cover
etc.
Mirror: A opaque substance framed by layering Aluminum or silver on to the back of a plane
sheet of glass.
Images : Images are formed by reflection in a plane mirror. It is of the same size and color of
the original object.
Reflection of light : When light falls on any object, it bounces back. This is called
“reflection”.
We can see the reflected light that falls on mirror. Due to this reflection of light only we are
able to see our image in the mirror. For total reflection of light opaque substance and light
source are needed.
43
ACTIVITY 1:
Record your observation in the box by focusing torch light on the following objects/items.
Book, polythene cover, water, air, water bottle, brick, mirror,
wood piece, cloth, oily paper, pen, leaf.
Allows light to pass. Allows some light to pass. Does not Allows light to pass.
1. Brick doesn’t allow light to pass: Which type of material is it?
2. How do you identify translucent substances?
3. Give some examples for transparent material?
ACTIVITY 3 :
Draw reflected light ray for the given below figures (grid Sheet). Draw any two figures by
yourself.

44
ASSESSMENT :
I. We can see our faces in the mirror, what is this phenomenon called ( )
A) Reflection B) Shadow C) Light.
II. Identify translucent objects from the list. ( )
1) Ground glass
2) Ice
3) Wood.
A) only 1 B) 1 and 2 C) all the above
45
III. What we see in the mirror is called___________.
IV. What might be reason that a boy is unable to see his reflection in the Mirror in
dark.
V. Which of the following statements about mirror image is correct. ( )
1) It has a same colour of the object.
2) Less than the size of the object.
3) Similar to the object.
A) only 1 B) 1, 2 only C) all of the above
46
Name of the chapter : LIVING AND NON-LIVING Worksheet No : 14
Name of the topic / concept : LIVING AND NON-LIVING
CONCEPTS
1. Living and non-living things
2. Microorganisms
3. Microscope
LEARNING OUTCOMES
The Learner …
1. Identifies the different characteristics of living and non-living things in their
surroundings.
2. Compares the life processes in plants and animals.
3. Classifies Oviparous and Viviparous animals.
4. Conducts simple activities to observe bread mould, earthworm’s response to light.
5. Designs own magnifier using an electric bulb.
6. Applies knowledge by taking measures to prevent themselves from harmful
microorganisms.
7. Appreciates the use of microorganisms to man.
BRIEF SUMMARY
There are living things and non-living things around us. Living things possess
characteristics like growth, breathing, excretion, movement, response to stimulus and giving
birth to young ones. Living beings have different kinds of motions like walk, run, crawl,
jump etc. Though plants don’t move from place to place, they show small movements like
closing and opening of stomata. Animals grow for some period but plants grow throughout
their life. Like all organisms breathe, plants also breathe with stomata. Birds and animals that
lay eggs for giving birth to young ones are known as Oviparous. Those which give birth to
young ones without laying eggs are known as Viviparous.
All organisms give response to stimuli like touch, light, heat, smell, sound etc.
Seeds are also living as they germinate and give rise to the whole plant.
Dead plants and animals form an intermediate stage between living and non-living things.
The organisms which we cannot see with naked eyes are called microorganisms. Bacteria,
fungus, virus are some examples of microorganisms. They are present everywhere. We can
see these minute organisms under a microscope.
47
ACTIVITY 1
Complete the table
Characteristics In you In plants In animals In rocks
Growth
Movement
Taking food
Breathing
Getting rid of
waste
Response to
heat, touch, light
Giving birth to
young ones
Based on the table filled by you, answer the below given questions.
1) What characteristics are the same in plants and animals?
Ans.____________________________________________________________________
2) What characteristics are different in plants and animals?
Ans.____________________________________________________________________
3) Do you see growth and breath in rocks?
Ans.____________________________________________________________________
4) Do you agree that you are the same as other animals?
Ans.____________________________________________________________________
ACTIVITY 2
Prepare bread mould (take a slice of bread, sprinkle some water and keep in dark for 3 days,
you can see black substance growing on it, this is bread mould (fungus), observe under a
microscope and draw the picture.
ACTIVITY 3
Take one transparent bottle and paint half of it with black. Now put one earthworm in it,
close the bottle with the lid having pore and lay the bottle horizontal, letting the light fall on
the bottle. Write your observations regarding movements of earthworm.
48
ACTIVITY 4
Collect an used electric bulb. Remove its filament .Fill water in half of the bulb. Now this
bulb works like a magnifier. See a book through it. What you observe?
Letters in the book look bigger.
ASSESSMENT
I. List out all the living and nonliving in your surroundings, say whether they are
living or non living and why do you think so.
List of all things / Living / nonliving By what characteristics

organisms you can say that.
II. Complete the table

Characteristics Plant Animal
growth Grows life long
Eggs / producing
Similar ones
movement no/small movements
Light, touch, smell
III. Classify the given animals into Oviparous and Viviparous animals
(Dog, cat, hen, snake, goat, lizard, cow, duck, man, pigeon)
S. No. Oviparous Viviparous
1
2
3
4
5
IV. Complete the following table

Stimulus Response
1. When you touch atti patti plant 1.
2. When you hear a word biryani 2.
3. When you step on hard object 3.
4. When your friend tries to beat you 4.
5. When you fall. 5.
49
V. M
Multiple chooice questioons
1)) Plants preepare their own
o food. In which parrt does the plant
p preparre its food?
( )
A) Leaf B) root C) steem D) flow
wer
t given picture.
2)) Identify the ( )
A) bacterria B) stomata C) peeanut D) breaad mould

3)) Secretion
ns seen in pllants. ( )
A) dung B) gums C) uriine D) sweat
4)) Identify the
t wrong sttatement.
A) Plant grows throu ughout its life. ( )
B) Plantss excrete waaste substannces from thheir body.
C) Plantss don’t movve from placce to place ,so
, they are non-living..
D) Plantss show respponse to lighht.
VI. Observe
O and
d write the procedure for making curd from
m milk at yyour home.
_
__________
______________________________
_________________
1)) Which baacteria turnss milk to cu
urd.
2)) Do you th
hink microoorganisms area useful to
o us.
3)) Name one more usefful microorg ganism and how is it usseful.
VII.
VIII. Match
M the foollowing.
1)) Photosyn
nthesis ( ) a Plant nosse.
a)
2)) Stomata ( ) b Plant seccretions
b)
3)) Resin ( ) c Air, wateer.
c)
4)) Seed disp
persal ( ) d Plants prrepare food..
d)
REFER
RENCES
1. SCER RT Text books - https://scert.telanngana.gov.iin/
2. NCE ERT Text boooks - http://ncert.nic.iin/
3. Video links from m youtube
1. https://www.youutube.com/w watch?v=DooL9pH37O3A
Image source
s
https://llive.staticfliickr.com/25501/38014877805_21ffaa39384_b.jppg
50

LEVEL-2
Academic Year 2020-21
CHAPTER–I : FOOD COMPONENTS
CHAPTER–II : ACIDS AND BASES

Academic Year 2020-21 (Level – 2)
INDEX
Sl.No. Name of the chapter Name of the topic / concept Page number
1. FOOD COMPONENTS 1‐2
2. CARBOHYDRATES 3
3. PROTIENS 4
I FOOD COMPONENTS 4. FATS 5‐6
5. ROUGHAGES AND WATER 7‐8
6. BALANCED DIET 9‐10
7. JUNK FOOD, NUTRIENTS 11‐12
8. NATURAL INDICATORS 13‐14
9. ACIDIC AND BASIC NATURE 15‐16
10. ACIDS – BASES 17‐18
11. CHEMICAL INDICATORS 19‐20

12. REACTION OF ACIDS WITH
II ACIDS AND BASES 21‐22
METALS
13. ACID RAINS 23‐24
14. NEUTRALISATION 25‐26
15. SALTS 27‐28
16. USES OF ACIDS, BASES AND SALTS 29‐30

STAT
TE COUN
NCIL OF
F EDUCA
ATIONAL
L RESEA
ARCH AN
ND TRAINING
TE
ELANGA
ANA, HYD
DERABA
AD.
ACADEM
A MIC YEA
AR 2020-21
L
LEVEL -2
Class : 7 Medium
m : English
h Subjectt : General Science
Name of
o the chapter : FOOD
D COMPO
ONENTS Worksh
heet No : 1
Name of
o the topicc / concept : FOOD CO
OMPONEN
NTS
CONCEPTS:
1. Need for foood
2. Food Compoonents
LEARN
NING OUT
TCOMES :
The learner……
1. Identifiees that we geet energy from
m the food we
w eat.
2. Identifiees the food coomponents.
3. Comparres the food components
c i different food
in f items.
CONCEPT PRES
SENTATIO
ON:
Everyy day we eatt different foood items. Wee eat special dishes on sppecial occasioons.
● What are your favorite food item
ms?
● Is it suffficient to ourr body if we eat
e only our favorite foodd?
● What is the need to eat
e all types of food item
ms?
Everyone haas their favorrite food item
m. We give importance
i t prepare ouur favorite fo
to ood items
on speciial occasionss. If we eat only our favoorite food daiily, we may not
n get all thhe nutrients needed
n to
the bodyy. Hence, wee need to eat all the food items
i in prop
per proportioons.
● What iss the need to take food evvery day?
There is a relationship between eaating food and performiing activitiess. Food supplies the
energy we
w need to doo many taskss in our day to
t day life.
● Do we need
n energy even
e when we
w sleep?
Life processses like breaathing air, circulation
c o blood takee place in oour body even while
of
sleepingg. That is whyy we need ennergy even inn sleep.
FOOD COMPONE
C ENTS :
● What are the componnents presennt in our food
d?
Observe the food packett given and liist out the co
omponents
present in
i it.
Percentage of proteins,, carbohydrates, sugarss, and fats
i food packket is given on the above packet.
present in p
Our food consists of carbbohydrates, proteins,
p fatss, vitamins,
and minnerals. Thesse are identiified as esssential compponents. In
1
addition to these, dietary fibres and water are also present. These are called ‘Nutrients’.
Observe some available food packets. List out the food components in the given table.
FATS
FOOD ITEM CARBOHYDRATES PROTEINS OTHERS IF ANY
[ LIPIDS]
Answer the following questions based on the above table :

● Which component is more in each food item?
● Which food component is less in each food item?
● Which is the component present in the most of food items?
We can observe that each food item contains different nutrients in high or low proportions.
By choosing the appropriate food items, we can obtain all the needed nutrients.
EVALUATION:
1. Identify the correct statement in the following.

a) Every food item have all the nutrients.
b) Our favorite food has all the nutrients.
c) Dietary fibres and water are essential components of food.
d) Food components in the food items are nutrients.
2. Do we need energy even while we sleep? Why?
3. What happens if we do not eat food?
4. What are the essential components of food?
5. What do you usually observe on the packets of food items before you buy them?
2
ACADEMIC YEAR 2020-21
LEVEL - 2
Class : 7 Medium : English Subject : General Science
Name of the chapter : FOOD COMPONENTS Worksheet No : 2
Name of the topic / concept : CARBOHYDRATES
CONCEPTS:
1. Carbohydrates
LEARNING OUTCOMES:
The learner…………
1. Conducts experiment to test starch
2. Identifies the food items that contain more carbohydrates.
3. Identifies the materials required to test starch.
CONCEPT PRESENTATION:
We eat different types of food items. The quantity of each component varies from one type of
food to another.
● How can we test the presence of carbohydrates in our food?
● What procedure do you follow?
Take some cooked rice in a watch glass. Add 2-3 drops of iodine solution to it.
● What do you observe?
● Is there any change in the colour?
Food turns into a dark blue colour. Iodine solution turns starch into dark blue colour. If the substance
turns dark blue, it contains starch.
● Which food items have more carbohydrates?
Rice, potato, carrot, sweet potato, etc. have more carbohydrates (starch) in them.
SELF EVALUATION:
1. Choose the correct statement in the following. [ ]
a) Every food item has more carbohydrates in them.
b) The addition of iodine to starch gives a dark blue colour.
c) We cannot test the presence of starch.
d) Carbohydrates are absent in Rice.
2. Write the procedure to test the presence of starch.
3. Which food item that you eat contains more carbohydrates?
4. Which chemical is used to test starch?
SOURCES:
https://youtu.be/SgDeHXWm8Hk
3
LEVEL - 2
Name of the topic / concept : PROTIENS
CONCEPTS:
1.Proteins
LEARNING OUTCOMES:
The learner………
1. Conducts experiment to test proteins.
2. Identifies the foods that have more proteins.
3. Identifies the chemicals required to test proteins.
CONCEPT PRESENTATION:
Besides carbohydrates, there are other components in the food that we eat every day. Some foods
have more carbohydrates and some may have other food components in more amount.
● Besides carbohydrates, what other components are present in the food we eat?
● How can we test the presence of proteins in the food?
● What is the procedure of the test?
Take 2 drops of 2% copper sulphate solution in a test tube. Add 10 drops of 10%sodium
hydroxide solution to it and shake well. Add an egg white to it. Mix them well.
● What do you observe?
● What change do you observe in colour?
Food substance changes into violet or purple colour. This confirms the presence of proteins. The
addition of copper sulphate and sodium hydroxide solution to the sample which contains proteins
changes its colour to violet or purple.
● Which food items have more protein?
Pulses, eggs and meat have more proteins.
EVALUATION:
1. Choose the correct statement among the following. ( )
a) Meat has less amount of proteins.
b) To test proteins copper sulphate and sodium hydroxide solutions are required.
c) Proteins if tested with iodine solution changeinto violet or purple colour.
d) We cannot test the presence of proteins in all food items.
2. Write the procedure to test proteins.
3. Which food items that you eat have more proteins?
4. Write the names of chemicals used to test proteins.
SOURCES:
https://youtu.be/Dzqu2tNRTxQ
4
LEVEL - 2
Name of the topic / concept : FATS
CONCEPT:
1. Fats
2. Food components
LEARNING OUTCOMES:
The Learner...
1. Conducts experiment to test fats.
2. Identifies the foods with more fats.
3. Identifies the food components in different food items.
CONCEPTPRESENTATION:
In the food we eat every day, besides carbohydrates and proteins, other components are also
present. These are all essential nutrients.
● Which other food components are present in our food besides carbohydrates and proteins?
● How can we test the presence of fats in food items?
● Write the procedure to test the presence of fats in food items?
Take Dosa or Vada and gently rub with a piece of white paper.
• What change do you observe in the paper?
The food items which have more fats when rubbed will change the white paper into
translucent. This confirms the presence of fats in food items.
● Which food items have more fats?
In oils fats are present in more quantity. Cheese, Butter, Ghee and oils contain more fats.
Testing of food components:

Take different food items and find out which food component is more in quantity.
Record your observations in the table given below
Name of the food Starch Proteins Fats
item Present/Absent Present/Absent Present/Absent
Chapati
Milk
Groundnut seeds
5
● Which food items have carbohydrates?
● Which nutrients are present in milk?
● Which food items have more fats?
Generally every food item contains all the components of food. But some components may be more
while other components are less. Our food contains mainly carbohydrates, proteins, and fats.
SELF EVALUATION:
1. Choose the correct statement among the following ( )
a) Presence of fats in the food can be tested by blotting paper
b) Fats are present in lesser amounts in oils
c) In the test for fats, we can observe the paper turn translucent
d) Testing fats with Iodine gives a dark blue color
2. Write the procedure to test fats in food items.
3. Which food you eat has more fats?
4. Name the components present in food items.
5. Record the food items you eat in a day and the nutrients present in them in a tabular form.
6. Fill the table with appropriate answers.

Name of the food item Food component that is present in more
Curd
Chicken
Idli
Apple
SOURCES:
https://youtu.be/wpCtf2aqjs8
6
STAT
TE COUN
NCIL OF
F EDUCA
ATIONALL RESEA
ARCH AN
ND TRAINING
TE
ELANGAANA, HYD
DERABAAD.
ACADEM
A MIC YEA
AR 2020-21
L
LEVEL -2
Class : 7 Medium
m : English
Name of
D COMPO
ONENTS Worksh
heet No : 5
Name of
o the topicc / concept : ROUGHA
AGES AND
D WATER
EPTS:
CONCE
1. Roughaages
2. Water
LEARN NING OUTC COMES:
The lea
arner…………
1. Identifie
es the fibre rich food
2. Explainns the need of roughages
es the importance of water
3. Identifie w in dige
estion
CONCEEPT PRESE ENTATION:
Our food consists
c off carbohydrrates, prote
eins, and fats.
f Beside
es these essential
e
compon
nents, some
e other com
mponents arre also present.
● Along with
w these essential
e com
mponents, what
w mponents present
are the other com
in our fo
ood?
● How ca an we obserrve these co omponents in our food?
● What iss their signifficance?
Our food co onsists of carbohydrat
c tes, proteins
s, fats, vitam
mins and m
minerals. Alo
ong with
these, water and dietary fibrres are alsso present. When we crush or b break some e of the
vegetab bles, we find
f some fine stran nds or thrread-like structures. These are e called
‘Rougha ages’ or ‘dietary fibress’. Roughages are a kinnd of carbo ohydrates th
hat our body
y fails to
digest.
● Which food
f has mo
ore roughag
ges?
Vegetabless like ridge
e gourd, lad dy’s finger and beanss,
leafy ve
egetables like spinacch; fruits likke banana, apple, an
nd
papayaa; shredded wheat and cereals havve roughages.
● Which vegetables
v and fruits are
a eaten wiith their
peel?
Cucumber, ridge gourd, app ples and mangoes
m arre
eaten with
w their peel
p and soometimes without
w theiir peel. Sometimes we
w make
chutneyys with vege
etable peelss. We eat banana, sap
pota withoutt peel.
● What iss the use of eating with
h peel?
Becausse peels are e rich in nuttrients, we must
m eat fru
uits and veg
getables alo
ong with
their pe
eels. Peels contain
c diettary fibres which
w helps in digestion
n.
7
● What preca
autions sho e while eating fruits an
ould we take nd vegetables along with
w their
peels?
Nowadays,, farmers arre using mo ore amount of pesticides in the fie
elds. They are
a very
dangerous to our hea alth. So we e must was sh fruits an
nd vegetables with sa alt water
thoroughly,, only then it is safe to eat them along with their peels.
Waterr:
● How does our
o body ge et water?
● es our body get most off its water?
Where doe
We drink water
w everyd
day. We geet water from fruits and
d vegetable
es also. Cucumber,
tomato,, bottle gou
urd, ridge gourd,
g wate
ermelon, paapaya, guavva are somme of the fru
uits and
vegetab
bles that contain waterr. Our body gets water from these too.
● Why does our
o body ne
eed water?
Water is onne of the mo al components needed by our bod
ost essentia dy. We shouuld drink
sufficien
nt water. Water
W d. Water helps in many other proce
is food esses in ou
ur body as well.
w
To Know the use of o water:
Take a piece of sp ponge and trry to move it in a pipe.
● What could d happen?
It moves with some diffficulty. Rem
move the sp ponge from the pipe, diip it in water and
try to move
m it again
n in the pipe
e.
● What ha appened?
It mooves freely or
o smoothlyy in the pipe
e. We know the use of water with this
t
activvity. Water helps
h od to move easily in th
the foo he digestive tract.
● What is the relation between constipation with dietaryy fibres and d water?
Dietaary fibres in the food prrevents con
nstipation. Dietary
D es and water helps
fibre
the foood to move easily in the
t digestive tract.
SELF EVALUATIO
E ON:
1. Choo
ose the corrrect stateme
ent among thet followin ng. [ ]
a) Not taking sufficien
nt dietary fib
bres could cause
c consttipation.
b) Water iss not a food
d substance e.
c) Dietary Fibres are a kind of prrotein.
d) Our bod dy does nott get water from
f fruits and
a vegetabbles.
2. List out
o the food
d items that you take which
w have dietary
d fibres in it.
3. Whatt materials are d to conducct experiment to know the

a required t use of w
water to ourr body?
4. Whatt is the impo

ortance of dietary
d fibre
es?
5. Whicch fruits havve more watter?

6. Whatt is the use of eating frruits with pe
eels?
7. Whatt would hap
ppen if we ta
ake less am
mount of water and diettary fibres?
SOURC CES:
https://yyoutu.be/gb
bJxgRqzN3A
A
https://yyoutu.be/nF
FCAXac6Trw
w
8
STAT
TE COUN
NCIL OF
F EDUCA
ATIONALL RESEA
ARCH AN
ND TRAINING
TE
ELANGAANA, HYD
DERABAAD.
ACADEM
A MIC YEA
AR 2020-21
L
LEVEL -2
Class : 7 Medium
m : English
Name of
D COMPO
ONENTS Worksh
heet No : 6
Name of
o the topicc / concept : BALANC
CED DIET
EPTS:
CONCE
1. Balance
ed Diet
LEARNNING OUTC COMES:

The
e learner……
………
1. Explain
ns balanced diet
2. Compares the foodd eaten by them
t with Balanced
B die
et
CONCE EPT PRESE ENTATION:

We eat differennt types of food
f at diffe
erent times in
i a day. We should se
ee that all th
he
nutrientts are prese
ent in them
● Fill the table with th
he food you u ate yesterrday
M
Morning Noon Evening
g Nigh
ht
● Which nutrients
n are present in
n the food eaten
e by you
u?
● Are they in sufficie
ent proportio
ons?
● What happens if yo ou take the same food everyday?
The food wew take sh hould have e all the nu utrients. Th

he food tha at contains s all the
nutrientts like carbohydrates, proteins, fa
ats, vitamin
ns, and min oper proportions is
nerals in pro
called a balanced diet. If we eat
e the sam me type of foood everyda ay, our bodyy will not ge
et all the
nutrientts. Hence, we
w should eat
e all the fo
ood items.
● Do you think taking

g a balance
ed diet is a costly
c affair?
● Through which of the
t food itemms available to uswe getg a balancced diet?
9
A balanced diet need not be expensive. Rice, chapati, pulses, vegetables, fruits, little
oil and some jaggery can give us all the nutrients. This is a balanced diet. We should give
importance to vegetable salads, cereals, milk and seasonal fruits.
● What precautions should we take while cooking food?

● What is the relation between a balanced diet and cooking food?
Many nutrients are lost by overcooking, frying, reheating many times, and washing
the vegetables after cutting them into small pieces. Just balancing our diet with different
kinds of food is not enough. It should be cooked in a proper way.
● In what proportions should we take each food component to make a balanced diet?
We should eat all the types of food in proper proportions. Foods like cereals, pulses,
and milk should be taken adequately. Fruits, leafy vegetables and other vegetables must be
eaten in plenty. Cooking oil and animal foods should be used moderately. ghee, butter, and
cheese must be used sparingly.
SELF EVALUATION:
1. Choose the correct statement among the following. [ ]
a) Eating our favourite food item is a balanced diet
b) Taking oils, ghee and animal foods in excess is a balanced diet
c) Taking all the food components in proper proportions is a balanced diet
d) Eating special dishes made during festivals is a balanced diet
2. Match the following with respect to the proportions of food items to be taken as part of a
balanced diet.
i) Cereals ( ) a. Plenty
ii) Ghee ( ) b. Moderately
iii) Leafy vegetables ( ) c. Adequately
iv) Oils ( ) d. Sparingly
3. Which food is considered as a balanced diet?
4. Is your mid-day meal a balanced one? If not, why? Analyze
5. Can we obtain a balanced diet with low cost? How?
SOURCES:
https://youtu.be/6D7Zo_f88Ac
10
STAT
TE COUN
NCIL OF
F EDUCA
ATIONALL RESEA
ARCH AN
ND TRAINING
TE
ELANGAANA, HYD
DERABAAD.
ACADEM
A MIC YEA
AR 2020-21
L
LEVEL -2
Class : 7 Medium
m : English
Name of
D COMPO
ONENTS Worksh
heet No : 7
Name of
o the topicc / concept : JUNK FO
OOD, NUTRIENTS
EPTS:
CONCE
1. Junk food
2. Nutrients
LEARN
NING OUTC COMES:
The learner…………
1. Identifie
es junk foodd.
es the relation between
2. Identifie n food habitts and the re
egion they llive in.
3. Explainns about thee scientists who
w researched on nutrients.
CONCE
EPT PRESE ENTATION:
We should eat a balanced
d diet every day. This keeps
k us he
ealthy.
● What happens if we
w eat noodles and burrgers every day?
If we eat nooodles and burgers eve

ery day, we e may not ge et all the nu
utrients in prroper
proportions. It mayy cause dam
mage to ourr digestive system.
s It iss better to avvoid junk fo
ood.
● Why do peoople living in different regions

r do not
n take the
e same type
e of food?
● Which food
d do we eat in large qua antities in our
o region?
All the peopple in the world

w do not eat the sam
me type of food.
f Even iin different regions
ndia, people
of In e do not eatt the same type of foodd. In Telang
gana region, we mostly y eat
rice. In North In
ndia, peoplee mostly eat chapatis.
● Food habitss of people ofdifferent regions dep

pend on what factors?
The food habits of the

e people depend upon climatic coonditions and cultural practices
p
of that particular region.
r Wheeat is grow
wn widely in
n North Ind
dia. So, peo
ople living in
i North
11
India mostly
m eat chapatis.
c he people living near seashoress generally eat fish an
Th nd other
seafood
d. Method of
o cooking and
a the foodd habits reflect the cultu
ural practice
es of the pe
eople.
● What are thhe observattions of scie

entists who studied abo
out
nutrition?
Lavvoisier was the

t founderr of modern science of nutrition whhose
contribu ution pavedd new wayys to nutritiion researcch. James Lind
studied the rela ation between nutrie ents and diseases. He
discove b cured or prevented by eating fresh
ered that sccurvy can be f
fruits and vegetab bles. Scientists revealled that ou
ur body obttains
three substances
s namely prooteins, fatss, and carbohydrates from
food.
L
A
VOISIE
ER
SELF EVALUATIO
E ON:
1. Chooose the corrrect stateme

ent among thet followinng. [ ]
a) Lavoisier iss the founde
er of modern science ofo nutrition
b) James Lind d studied on
n digestive disorders
d
c) People livinng in North India mostlyy eat chapa
atis becausee they do noot know oth her
cooking me ethods
d) There is noo relation be
etween the food
f habits of the peop
ple and theiir cultural prractices.
2. Give examples of
o junk food
d.
3. Whatt happens iff we eat mo

ore junk food?
4. Whatt does the food

f habits of people livving in a reg
gion depend on?
5. Write
e the relation between your food habits
h and th
he place yo
ou live in.
6. Expla
ain the workk done by th
he scientistss who studiied nutrition
n.
SOURC CES:
https://yyoutu.be/KT
TdxTk7J0rM
M
https://yyoutu.be/49
9vP02k3mkM
M
12
STATE COUNCIL OF EDUCATION RESEARCH AND TRAINING
TELANANGA, HYDERABAD
LEVEL - 2
Name of the Chapter : ACIDS AND BASES Worksheet No. 8
Name of the topic / concept : NATURAL INDICATORS
CONCEPT :
Natural Indicators
LEARNING OUTCOMES :
The Learner …
1. Identifies the tastes of substances.
2. Explains the preparation of various natural Indicators.
3. Conducts the experiments with turmeric and hibiscus flower indicators
CONCEPT PRESENTATION :
We are taking different types of food substances in our daily life. Generally we take fruits,
vegetables, milk, curd, salt and pulses. etc.
● Are all the food substances have same colour and tastes?
Generally food substances have different taste like sweet, sour, bitter, salty, and spicy,
and also different colours.
● Identify the taste of the following food substances.
Ex: Tamarind - sour, Rock salt - salty
1. Lemon Juice ...................... 2. Bitter Gourd ..............3. Amla ...............
4. Common salt ..................... 5. Red mirchi .................6. Sugar ..............
7. Green chilli ....................... 8. Jaggery ........................ 9. Fenu greek ..........
● Add sugar to lemon juice. What change do you notice in the taste?
When we add sugar to lemon juice, sourness decreases and sweetness increases.
Likewise
● Take some turmeric power add a bit of water to it and prepare turmeric paste. Rub
the paste on a white paper and dry it. Sprinkle few drops of soap water on turmeric
paper. What change do you observe in the colour?
Turmeric paper changes into red colour when soap water is sprinkled.
Substances change their taste when some other substances are added, likewise change
in colour is also seen sometimes.
● Indicators : The substances which indicate a change in colour when some substances
are added to them are known as ‘indicators’.
13
● Natural indicators: These one obtained from plants. Ex: Turmeric, lemon water,
Beetroot Hibiscus flower, Red Cabbage etc.
Can we prepare our own indicators …
1. Take some turmeric powder add a bit of water to it and prepare turmeric paste. Rub
the turmeric paste on a filter paper and dry it.
2. Apply the juice of Hibiscus flower petals on filter paper and dry it.
3. Take pieces of beetroot or red cabbage boil them in water and filter. Dip the filter paper
in the filtrate and dry it.
The Indicators are ready to use.
● Apply the following substances on turmeric paper and hibiscus paper indicators.
Observe the colour change and note down in the table.
Sl.No. Substances Effect on turmeric paper Effect on Hibiscus paper
1. Lemon Juice
2. Curd
3. Soap water
4. Baking soda water
5. Normal water
● What are the substances which changed / not changed the colour of the turmeric
paper indicator?
● What are the substances which changed the colour of the hibiscus paper indicator?
● Which substance did not change the colour with both turmeric and hibiscus paper
indicators?
In the above activity, there is no colour change when lemon juice and curd are applied
on turmeric paper indicator. Red colour is appeared when baking soda water and soap
water are applied on turmeric paper indicator.
Pink colour is appeared when lemon juice and curd are applied on hibiscus indicator.
When baking soda water and soap water are applied on hibiscus paper indicator, it
turns into green colour.
Observe the colour changes when juice of beetroot or red cabbage is added to the
above substances.
There is no colour change when lemon juice and curd are added to beet root juice.
When baking soda water and soap water are added, beetroot juice colour changes into
yellowish green.
SELF EVALUATION :
1. What are indicators? Give examples?
2. How do you prepare the natural indicators?
3. Can flowers and turmeric papers also be called indicators? why?
4. Turmeric stains on white clothes, when washed with soap turned red. Why?
14
LEVEL - 2
Name of the topic / concept : ACIDIC AND BASIC NATURE
CONCEPT :
1. Acidic nature
2. Basic nature
LEARNING OUTCOMES :
The learner …
1. Classifies substances into acidic, basic and neutral substances.
2. Conducts experiments to test the nature of substances by using red and blue litmus
papers.
Generally red and blue litmus papers are used to identify acidic, basic and neutral
nature of substances.
Preparation of Lime water :-
Take lime which is applied to betel leaves and add it to the water in a beaker. Stir the
solution well. Let it stand for some time, filter this solution. Use this transparent filtrate
in experiments you perform.
Take the two glass beakers. Take lemon juice in first beaker and lime water or baking
soda solution in second beaker. Dip the blue litmus paper in lemon juice and red litmus
paper in lime water / baking soda solution.
● What are the changes you observe in the litmus papers?
Blue litmus turns into red colour in lemon juice.
Red litmus turns into blue colour in lime water (or) baking soda solution.
15
● Take various solutions which are available at your home and test them with blue
and red litmus papers. If colour is changed with litmus paper put (✓) mark and if
colour is not changed with litmus paper put (✕) mark in the given table.
SubstancesRed litmus Blue litmus No colour
turns to blue turns to Red change in litmus
Baking soda
Mineral water
Detergent soap
Tamarind
Milk
● Which of the above substances changed blue litmus to red?
● Which of the above substances changed red litmus to blue?
● Which of the above substances did not change in both litmus papers?
Acidic substances : The substances which change the blue litmus paper into red
colour are called as Acids.
Basic substances :- The substances which change the red litmus paper into blue
colour are called as bases.
Neutral substances : These substances do not change colour with both blue and red
litmus papers.
SELF EVALUATION :
1. Milk does not change the red litmus into blue colour. What is the nature of the milk?
2. When red litmus paper is dipped in a solution, it remains red. What is nature of
the solution?
3. Acidic, basic and neutral solutions are given in three test tubes and you are given
a strip of blue litmus ? How will you identify the nature of three solutions?
4. Ammonia Hydroxide which is present in glass cleaner converts the red litmus
into blue colour. What is it’s nature? ( )
(A) Acidic Nature (B) Basic Nature (C) Neutral. (D) None of the above
16
LEVEL - 2
Name of the topic / concept : ACIDS - BASES
CONCEPT :
1. Acids
2. Bases
LEARNING OUTCOMES :
1.Classifies acids and bases.
2.Conducts experiment to prepare magnesium hydroxide.
3.Applies the knowledge of acids and bases in their daily life.
We know the acidic and basic nature of substances, by using natural indicators and litmus
papers.
Now take sour food items like lemon juice, tamarind, tomato and test them with blue and
litmus papers. And also test with turmeric indicator.
● What is the change in color with litmus papers and turmeric indicator?
● What is the taste of the food items?
These food items change blue litmus into red colour and they do not show any effect on
red litmus and turmeric indicator. These are acidic in nature.
Acids : Sour in taste
Changes blue litmus into red colour.
Does not change colour of red litmus.
Does not change colour of turmeric indicator.
● Have you ever experienced a burning sensation when bitten by an ant or a honey bee.
The sensation is due to the presence of formic acid that the they release. The acids which
are present in plants and animals are called Natural Acids. The substances which contain
acids which we use in our daily life.
SUBSTANCE ACID
Vinegar Acetic acid
Orange and lemon Citric acid
Tamarind, Grapes Tartaric acid
Curd and butter milk Lactic acid
17
Apart from natural acids, there are certain acids like Hydrochloric acid, Sulphuric
acid, Nitric acid etc. that are prepared from minerals.
● How do you feel when you touch the soap?
Soaps, surf, detergents, lime water, tooth paste, baking soda solution are soapy to touch.
They are somewhat sour / bitter in taste.
● Now test some of the above items with blue litmus, red litmus and turmeric indicators.
What do you observe?
These substances change red litmus into blue colour, turmeric indicator into red and they
do not show any effect on blue litmus. These are basic in nature.
Bases : Sour / bitter in taste and soapy to touch.
Changes red litmus into blue colour.
Does not change colour of blue litmus.
Changes colour of turmeric indicator into red.
When wasp bites we get pain and burning sensation because it releases the alkaline liquid
into body.
The substances which contain bases which we use in our daily life.
Substance Base
Lime Water Calcium Hydroxide
Soap Sodium Hydroxide /
Potassium Hydroxide
Glass Cleaners Ammonium Hydroxide
Milk of Magnesium Magnesium Hydroxide
● Preparation of Magnesium hydroxide?
Burn a small piece of magnesium ribbon by holding it with tongs. Collect the white ash and
dissolve it in a little water.
● Touch the solution. How is it?
Magnesium reacts with Oxygen which is present in air on burning to give Magnesium oxide.
When Magnesium oxide dissolves in water, it gives Magnesium hydroxide. It is slippery in
nature.
● Test the solution with red litmus paper. What do you observe?
It changes red litmus in to blue colour. So it is basic in nature.
● What are formed when Oxides of Sodium, Potassium, Calcium are dissolved in water?
Sodium hydroxide, Potassium hydroxide, Calcium hydroxides are formed. All these are
basic in nature.
SELF EVALUATION :
1. Write the differences between Acids and Bases?
2. What are formed when Copper oxide, Aluminum oxide are dissolved in water? Are
they acidic or basic in nature?
3. What are the materials used for preparation of Magnesium hydroxide?
4. What is the common name for Magnesium Hydroxide? ( )
(A) Milk of magnesia (B) Baking soda
(C) Lime (D) Magnesium Salt
5. Match the following
(i) Lactic acid ( ) (A) Tomato
(ii) Acetic acid ( ) (B) Lemon
(iii) Citric acid ( ) (C) Vinegar
(iv) Oxalic acid ( ) (D) Curd
18
LEVEL - 2
Name of the topic / concept : CHEMICAL INDICATORS
CONCEPT :
Chemical indicators
LEARNING OUTCOMES :
The learner …
1. Identifies the use of chemical indicators in testing of acidic, basic substances.
2. Conducts the experiments to test acidic, basic nature of substances using chemica
indicators.
It is very harmful to test the unknown things (substances) by tasting or touching, as some
of them may be poisonous or highly corrosive. Hence to identify acids, bases we use
indicators. Indicators are of two types
(1) Natural Indicators which are extracted from plants. Ex: Hibiscus, Turmeric indicator,
Papers dipped in extract of beetroot, red cabbage etc.
(2) Chemical Indicators : These are prepared in Laboratories. ex : Phenolphthalein,
Methyl orange.
● Do you believe that blood comes out of a lemon ?
When a magician or a juggler cuts a lemon with a knife, blood flows out of it.
● Is it blood or not ? Why do you think so ?
When a knife dipped in Methyl orange or Hibiscus solution to cut the lemon, Methyl orange
turns red with citric acid (lemon juice). But it is not blood. It is a science principle.
“Methyl orange shows red colour in Acids”
Invisible words:
Rani sprinkled water droplets on white paper in science exhibition in her school. Then
“Welcome to Science Exhibition” words appeared on white paper in pink colour.
19
● What magic is done by Rani ?
Rani first wrote the words with colourless Phenolphthalein on paper. When she
sprayed Sodium Hydroxide solution on the paper then Sodium hydroxide converts the
Phenolphthalein solution into pink colour.
“Phenolphthalein shows pink colour in Bases”
● Take the below substances and test them with Phenolphthalein and Methyl orange
solutions.
Sl. No. Substances Change observed
Phenolphthalein solution Methyl orange
1. Vinegar
2. Baking soda
3. Butter milk
4. Mineral water
5. Soap water
● What substances changed color with Phenolphthalein ?

● What substances changed color with Methyl orange ?
Methyl orange shows red colour in acidic substances like vinegar, curd, cooldrinks, tomato
etc. Methyl orange shows yellow colour in basic substances like baking soda, lime water,
soap water etc.
Phenolphthalein shows pink colour in basic substances and no colour change in acidic
substances.
● Compare the above results with results of litmus papers.
SELF EVALUATION :
1. Teacher asked Ramu to rub his hands with soap. Then she added a drop of
Phenolphthalein on his hands and asked him to rub again. Now what is the colour of
his hands? What is the reason ?
2. How many types of indicators are there? Give some examples for each?
3. What happens when a lemon is cut with a knife dipped in hibiscus juice?
4. Which of the following solution shows pink colour when Phenolphthalein indicator is
added ? ( )
(A) Baking soda (B) Lemon juice (C) Sugar solution (D) Salt water
5. There is no change in colour when Phenolphthalein is added to a solution. Then
that solution is ( )
(A) Base (B) Acid or Neutral (C) Acid or Base (D) Base or Neutral
20
LEVEL - 2
Name of the topic / concept : REACTION OF ACIDS WITH METALS
CONCEPT :
Reaction of Acids with metals
LEARNING OUTCOMES :
The learner…
1. Conducts experiment showing Hydrogen gas is released, when acids react with metals.
2. Applies the knowledge of reaction of acids with metals in their daily life.
Pickles, jams, jellies are preserved in glass and porcelain containers.
● What happens if pickles are stored in copper or brass containers ?
Pickles if stored in metal containers, get spoiled because acids which are present
in pickles react with metal container.
● Why is the green layer formed when the food substances are stored in copper
containers ?
● Why are the inner sides of brass and copper containers coated with tin?
Copper reacts with the acids present in the food substances and forms a blue green
compound. To avoid this reaction the inner walls of these vessels are coated with
tin.
Reaction of Acids with metals
Take a natural acid like lemon juice in six test tubes and add Copper, Zinc,
Magnesium, Iron, Brass, Aluminum pieces to each one of the test tubes separately.
● What do you observe ?
Metals reacts with citric acid which is present in lemon juice to release colourless
gas.
21
Bring a burning match stick near the test tubes.
It burns with a pop sound. It is due to hydrogen gas. Hydrogen gas has a nature
of burning with pop sound. Henry Cavendish discovered Hydrogen gas.
“Acids on reaction with metals release hydrogen gas.”
SELF EVALUATION :
1. Why pickles and jellies are not stored in the metal containers ? Give reason.
.............................................................................................................................
2. Which gas is evolved when metals reacts with acids ? How can you confirm ?
.............................................................................................................................
3. Why do we clean copper, brass containers with tamarind ?
.............................................................................................................................
4. Why are the inner sides of vessels made up of brass and copper coated with tin?
.............................................................................................................................
5. Who discovered Hydrogen gas ( )
(A) Niels Bohr (B) Hendry Cavendish (C) Priestley (D) J.J. Thompson
22
LEVEL - 2
Name of the topic / concept : ACID RAINS
CONCEPT :
Acid Rains
LEARNING OUTCOMES :
The learner …
1. Identifies the gases which causes acid rains.
2. Explains how acid rains are showing effect on environment.
3. Conducts experiment of Carbon dioxide preparation.
Collect the rain water samples and test them with blue litmus and Methyl orange
indicators.
● What changes did you observe in the indicators ?
The rain water converts Bule litmus into Red, methyl orange turns into Red colour. Rain
water has mild acidic nature during the normal rain. Because Carbon dioxide which is
present in atmosphere reacts with moisture to form carbonic acid. This acid comes along
with rain to the earth.
● Have you ever heard about the acids rains ?

● What could be the cause for acid rains ?
More percentage acids containing in rain is called as acid rain. Industrial waste gases
contain Sulphur dioxide, Nitrogen dioxide, Carbon dioxide. When they get mixed with
moisture they change into Sulphuric acid, Nitric acid, and Carbonic acid. These acids
comes along with rain to the earth.
23
● Which places have more probability of acid rains ? Why?
Probability of acid rain is more in the places where more vehicles, factories, thermal
power stations and activities of human beings causes release of pollutant gases like
Carbon dioxide, Sulphur dioxide and Nitrogen dioxide gases. In Recent days acid rain is
observed in Vishakapatnam. Because of greater number of oil refinery industries located
around.
Take lemon juice in two test tubes add some pieces of marble to one test tube and egg
shells to another. Bring a burning match stick near the test tube.
The flame extinguishes due to released gas from test
tube.
● What is that gas released?
Pass this colourless gas into lime water, lime water
turns into milky white. Carbon dioxide is the only gas
Lemon juice
which converts the lime water into milky white.
Calcium carbonate present in marble and egg shells
reacts with lemon juice to release Carbon dioxide .
Effects of acid rains on environment :
Acid rains cause damage to buildings and monuments like Taj Mahal etc. Acid rains
increase acidic nature of soil hence yield of crops is decreased. Acid rains damage the
chlorophyll present in leaves of plants and trees, this effects the photo synthesis process.
Acid rains causes damage to metals.
SELF EVALUATION
1. Take vinegar, lemon juice, tap water in three separate glass beakers. Put chalk piece,
pin, egg shell, leaves in three beakers. Note your observations in the interval of 3 days
for 9 days and make a report.
2. Explain the causes for acid rains ?
3. What is the effect of acid rains on environment ?
4. Which gas converts the lime water into milky white ( )

(A) Sulphur dioxide (B) Nitrogen dioxide
(C) Caron dioxide (D) Hydrogen
24
LEVEL - 2
Name of the topic / concept : NEUTRALISATION
CONCEPT :
Neutralisation
LEARNING OUTCOMES :
The learner
1. Conducts experiments on neutralisation reaction.
2. Explains neutralisation reaction.
3. Applies the knowledge of neutralisation reactions in daily life.
Methyl orange gives red colour with acids and yellow colour with bases.
• What is the color of Phenolphthalein indicator in acids ?
Phenolphthalein remains colourless in acidic solution.
• What is the color of Phenolphthalein indicator in bases ?
Phenolphthalein turns pink in basic solution.
Experiment:
Take a clean test tube, using a colour dropper put 10 drops of dilute Hydrochloric acid
carefully in it and add 2 drops of Phenolphthalein indicator.
● What is the colour of the resulting solution ?
There is no change in the colour of Hydrochloric acid. Now
add caustic soda solution drop by drop to the test tube until
the colour turns pink.
● Now what kind of solution does the test tube have?
Phenolphthalein changed into pink colour hence the solution
has basic nature.
25
Now add Hydrochloric acid drops until the solution in the
test tube becomes colourless again.
● Now can you say what kind of solution test tube has ? Check your claim with litmus
paper.
In the above experiment you might have noticed that if we add excess base (Caustic
soda) to acidic solution (Hydrochloric acid) it got converted into base. Similarly by
adding excess acid (Hydrochloric acid) to basic solution it got converted into acid.
• What happens if an acid and a base are mixed in equal concentrations?
When acids and bases are mixed in equal concentrations, they give a neutral solution.
This process is called Neutralisation.
Hydrochloric acid + Caustic Soda (Sodium Hydroxide) ——> Sodium chloride + Water
Uses of neutralisation in our daily life :
● Why we use tooth paste to clean the teeth ?
The food particles which are stuck between teeth release acids. The base which is present
in the tooth paste neutralise acids and decrease the tooth decay.
● What will you do if you get gas trouble and acidity ?
Antacids ( Basic nature medicines ) are used to decrease the effect of excess acids which
are released in our stomach.
● Baking soda is applied on bite of Honey bees and ants. Why ?
Honey bees and ants release formic acid when they bite us. To neutralise that baking soda
( basic nature ) is applied.
● Why do farmers use Calcium hydroxide in their fields ?
To decrease the acidic nature of soil, Calcium hydroxide is used in the field. It has basic
nature.
● What farmers do if basic nature of soil is increased due to over usage of fertilizers?
Farmers use natural organic manure which is acidic in nature.
SELF EVALUATION :
1. What is meant by neutralisation reaction ? Explain with an example ?
2. A farmer was unhappy because of his low crop yield. He discussed the problem with
an agricultural scientist and realised that the soil of his field was too acidic. What
remedy did scientist suggest the farmer?
3. Give three examples of neutralisation in daily life ?
4. Explain the neutralisation reaction experiment.
26
LEVEL - 2
Name of the topic / concept : SALTS
CONCEPT :
Salts
LEARNING OUTCOMES :
1. Identifies the different types of salts.
2. Classifies salts into acidic, basic and neutral salts.
When acids and bases are mixed in equal concentrations, they give a neutral
solution. This process is called neutralisation.
In the process of neutralisation, when an acid and a base are mixed, a chemical
reaction takes place and a salt is produced. Formation of a salt depends on the type
of an acid and a base and ratio of their mixture.
Ex: Hydrochloric acid + Sodium Hydroxide ———> Sodium Chloride + Water.
By adding Hydrochloric acid to Caustic soda (sodium Hydroxide), common salt
(Sodium chloride) is formed.
● Test the sodium chloride with Blue and Red litmus and note down your observations.
No change in colour of litmus papers because sodium chloride is a neutral substance.
Note : All neutral solutions are not salt solutions. Ex : Sugar and starches are neutral
solutions but they are not salts.
● Test common salt (Sodium chloride), Baking Soda (Sodium bicarbonate), Caustic soda
(sodium carbonate), Copper sulphates with Blue and Red litmus papers.
Note down your observations.
27
Salt substances Effect on Blue Effect on Red
litmus paper litmus paper
Copper Sulphate
Common salt
Sodium Carbonate
Baking Soda
● Which of the above salt substances changed blue litmus to red colour ?
● Which of the salt substances changed red litmus to blue colour ?
● Which of the salt substances shown no change with both litmus papers?
Acidic salts : Salts which change blue litmus to red are acidic salts. Eg: Copper
Sulphate
Basic salts : Salts which change red litmus to blue are basic salts. Eg: Sodium
carbonate, Sodium bi carbonate (Baking soda)
Neutral Salts : Some salts effect neither blue nor red litmus papers are called neutral
salts.Eg: Common salt.
Collect the following salts from laboratory and test them with Blue and Red litmus
papers, classify them as acidic, basic and neutral salts.
(1) Ammonium chloride (2) Magnesium chloride (3) Potassium Nitrate (4) Sodium
sulphate (5) Copper chloride (6) Sodium Acetate (7)Calcium carbonate
(8) Aluminum sulphate
Acidic salts Basic salts Neutral salts
● Why is our sweat salty?
Our body needs many types of salts. We lose some salts through sweat. So sweat
is salty.
SELF EVALUATION :
1. What is formed when an acid and a base are mixed together. Explain with one
example?
2. What are the different types of salts? Give examples.
3. If you are a given a salt. How do you identify its nature?
4. Copper sulphate salt converts blue litmus into red. The nature of salt is ( )
(A) Acidic salt (B) Basic salt (C) Neutral salt (D) None of the above
28
LEVEL - 2
Name of the topic / concept : USES OF ACIDS, BASES AND SALTS
CONCEPT :
1. Uses of acids, bases and salts
LEARNING OUTCOMES :
1. Identifies the use of acids, bases and salts.
2. Applies the uses of acids, bases and salts in their daily life.
Unknowingly we use different acids, bases and salts in cooking, cleaning and other
activities.
● Have you ever used baking soda in the kitchen ?
Baking soda is used in preparation of bajji, pakoda etc.
● May be you have eaten salad dressed with vinegar in it. What is vinegar ?
Vinegar is a weak form of acetic acid.
● What is the chemical compound of washing soda?
Washing soda is a chemical compound of sodium carbonate.
You also have acids and bases in your body. Human stomach contains Hydrochloric
acid.
We need many acids, bases and salts in our daily activities.
Uses of some acids, bases and salts.

Acids uses :
Preparation of pickles - Acetic Acid
Preparation of pulihora - Citric Acid
29
Coldrinks - Carbonic Acid
Removal of Ink stains - Oxalic Acid
Manures, Batteries - Sulphuric acid
Medicine, Dyes - Hydrochloric Acid
Explosives and Fertilizers - Nitric acid
Uses of Bases :-
Removing of grease stain, Glass cleaner - Ammonium Hydroxide
Soaps - Sodium Hydroxide, Potassium Hydroxide
Bleaching powder - Calcium Hydroxide.
Fire extinguisher - Aluminum Hydroxide
Antacid tablets - Magnesium Hydroxide
Uses of salts :
Food preservation - Common salts
Wash clothes - Washing soda
Coldrinks, Cake preparation - Baking soda.
SELF EVALUATION :
1. Describe two uses of acids ?
2. Write two uses of Sodium hydroxide ?
3. Which acid is used in preservation of pickles ?
4. This is used in bleaching powder preparation ( )

(A) Baking soda (B) Acetic acid
(C) Calcium Hydroxide (D) Magnesium Hydroxide
5. Match the following
(i) Fire extinguisher ( ) (A) Citric acid
(ii) Explosives ( ) (B) Aluminum Hydroxide
(iii) Removal of Ink stains ( ) (C) Nitric Acid
(iv) Preparation of Pulihora ( ) (D) Oxalic acid
30

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GENERAL SCIENCE WORKSHEETS

CHAPTER – II : ACIDS AND BASES

STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING,

Sri D. Nagaraju, SA (Bio-Science), GHS, Gajwel, Siddipet.

Smt. Surabhi Chaitanya, TGT-Science, Telangana Model School, Mandal: Dhanwada,

Sl.No. Name of the chapter Name of the topic / concept Page

1 OUR FOOD OUR FOOD 1‐4

2 WHAT DO ANIMALS EAT? WHAT DO ANIMALS EAT? 5‐8

3 HABITAT TERRESTRIAL AND AQUATIC 9‐10

4 HABITAT DIFFERENT HABITATS AND 11‐12

5 FIBRE TO FABRIC NATURAL AND ARTIFICIAL FIBRES 13‐15

6 FIBRE TO FABRIC PROCESS OF MAKING COTTON 16‐18

7 PLANTS PARTS AND PLANTS PARTS AND FUNCTIONS 19‐22

8 CHANGES AROUND US TYPES OF CHANGESS 23‐25

9 WATER IN OUR LIFE WATER ITS USES IN OUR DIALY LIFE 26‐29

10 SIMPLE ELECTRIC CIRCUITS SIMPLE ELECTRIC CIRCUITS 30‐33

11 LEARNING HOW TO CONVENTIONAL, STANDARD 34‐37

12 MOVEMENTS IN ANIMALS MOVEMENTS IN HUMANS AND 38‐42

13 LIGHT SHADOWS AND LIGHT SHADOWS AND IMAGES 43‐46

14 LIVING AND NON‐LIVING LIVING AND NON‐LIVING 47‐50

Academic Year 2020-21 (Level – 2)

Sl.No. Name of the chapter Name of the topic / concept Page number

I FOOD COMPONENTS 4. FATS 5‐6

10. ACIDS – BASES 17‐18

11. CHEMICAL INDICATORS 19‐20

14. NEUTRALISATION 25‐26

15. SALTS 27‐28

16. USES OF ACIDS, BASES AND SALTS 29‐30

BREAKFAST LUNCH DINNER

A) Root B) Stem C) Leaf D) Fruit

2. Root of this plant is eaten by us ( )

A) Carrot B) Sugar cane C) Spinach D) Potato

3. Identify the condiment in the following. ( )

A) Peanuts B) Cashew Nuts C) Ilaichi D) Kismis

4. The staple food of our region is ( )

A) Roti B) Rice C) Bread D) Pizza

Animaal/Bird Whaat they eat How they find food

Classify thhe animals from

That eat onnly plants

Body partt used to coollect food anim

Observve the beakss of the birdds and writee the type of

_____________ ___________ _______

wo food chhains using the above pictures.

Eg. Leeaves ---->

Is usagge of tongu ve shown animals. W

VII. Write exam

Paart Terreestrial plan

II. Draaw any hab

III. We must not destroy

Characteristics Natural fabric Artificial fabric

Water absorbing nature

Time taken to dry

Smell when burnt

Result after burning

Stretching capacity of yarn

I. Complete the table

Things Type of fabric Natural or artificial fibre Season we wear

Cotton kurta natural

II. Complete the table

Obtained from plants Obtained from animals Made from chemicals

1. Taake atleast 10 strips of

I. Coomplete thee flow charrt.

II. Filll in the bla

_______ _ ___