6 General Science SEM-1 Textbook

6
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GENERAL SCIENCE
Free distribution by Samagra Shiksha, Government of Andhra Pradesh
Science is a beautiful gift to humanity;

We should not distort it.
Dr. A.P.J. Abdul Kalam
Semester ( ™d$TdŸ¼sY) - 1
State Council of Educational Research & Training
Andhra Pradesh
https://amaravathiteacher.com/
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SCIENCE
TEXTBOOK FOR CLASS VI
Semester - 1
State Council of Educational Research & Training

Andhra Pradesh
© Government of Andhra Pradesh, Amaravati
First Published 2023
All rights reserved
No part of this publication may be

reproduced, stored in a retrieval system, or
transmitted, in any form or by any means
without the prior permission in writing of the
publisher, nor be otherwise circulated in any
form of binding or cover other than that in
which it is published and without a similar
condition including this condition being
imposed on the subsequent purchaser.
The copyright holder of this book is the
Commissioner of School Education,
Amaravati, Andhra Pradesh.
This book has been printed on 70 G.S.M. SS Maplitho

Title Page 200 G.S.M. White Art Card
Free distribution by Samagra Shiksha, Government of Andhra Pradesh
Printed in India
at the A.P. Govt. Text Book Press
Amaravati
Andhra Pradesh
SCIENCE
Class - VI Semester - 1
Text Book Development Committee
Sri Praveen Prakash I.A.S
Principal Secretary to Government
Department of School Education, AP
Sri S. Suresh Kumar I.A.S

Commissioner of School Education &
State Project Director, Samagra Shiksha, AP
Ms. Nidhi Meena I.A.S

Special Officer English Medium Project
O/o the Commissioner of School Education, AP
Dr. B. Pratap Reddy

MA., B.Ed., Ph.D.
Director, SCERT, AP
Sri K. Ravindranadh Reddy

M.A., B.Ed.
Director, Govt. Text book Press, AP
Programme Co-ordinator
Dr. G. Kesava Reddy
Prof. C&T, SCERT, AP
Subject Co-ordinators
Smt. T. L. Sailaja Smt. G. K. Padmaja
Faculty, SCERT, AP Faculty, SCERT, AP
Smt. S. Bhanumathi Smt. G. Sudha Lakshmi
Faculty, SCERT, AP Faculty, SCERT, AP
Technical Co-ordinator
Dr. Ch.V.S. Ramesh Kumar
Faculty, SCERT-AP
Published by Samagra Shiksha, Government of Andhra Pradesh, Amaravati.
Editors for Translation
Smt. N. Kusuma
GDET MCPS, Patamata,
Vijayawada, NTR Dist
Smt. Ch. B.V. Padmavaji Sri B. Nagendra Rao

ZPHS. Gollanapalli, Gannavaram (M), ZPHS. Telaprolu, Unguturu (M),
Krishna Dist. Krishna Dist
Translators
Smt. S. Uma Maheswari Sri A. Ravikumar

ZPHS, IPPILI, Srikakulam Dist. ZPHS, Pusuluru, Guntur Dist.
Sri K. Srinivasa Rao Sri V. Ramamohana Rao

ZPHS, Brahmanatarla, Srikakulam Dist. ZPHS, Viyyam Peta, Vizianagaram Dist.
Smt. P. Swapna Dr. Sd. Zulfiqar Ali Ahmed

ZPHS, S. Kota, Vizianagaram Dist ZPHS, Paturu, SPSR Nellore Dist
Sri. M. Naga Anil Kumar Sri P. Appalaraju

ZPHS, Kesapuram, Sri Satya Sai Dist ZPHS, Vommangi, Kakinada Dist
Sri. Y. Hemasundar Rao Smt. SVL Poornima

GHS, Seethampeta, Manyam Dist ZPHS, Murapaka, Srikakulam Dist
Sri. G. Chenna Reddy Sri. K. Venkata Rao

ZPHS, Venkatapuram, YSR Kadapa Dist SDRSD, ZPHS, Tatiparthi, Kakinada Dist
Sri.P. Satya Prakash Designing & Page Layout

ZPHS, Kondagumpam, Vizianagaram Dist
Stock Assortment, Bapatla.
FOREWORD
The National Curriculum Framework (NCF), 2005, recommends that children’s life
at school must be linked to their life outside the school. This principle marks a
departure from the legacy of bookish learning which continues to shape our system
and causes a gap between the school, home and community. The syllabi and
textbooks developed on the basis of NCF signify an attempt to implement this basic
idea. They also attempt to discourage rote learning and the maintenance of sharp
boundaries between different subject areas. We hope these measures will take us
significantly further in the direction of a child-centred system of education outlined
in the National Policy on Education (1986).
The success of this effort depends on the steps that school principals and
teachers will take to encourage children to reflect on their own learning and to
pursue imaginative activities and questions. We must recognise that, given space,
time and freedom, children generate new knowledge by engaging with the
information passed on to them by adults. Treating the prescribed textbook as the
sole basis of examination is one of the key reasons why other resources and sites
of learning are ignored. Inculcating creativity and initiative is possible if we
perceive and treat children as participants in learning, not as receivers of a fixed
body of knowledge.
These aims imply considerable change in school routines and mode of
functioning. Flexibility in the daily time-table is as necessary as rigour in
implementing the annual calendar so that the required number of teaching days
are actually devoted to teaching. The methods used for teaching and evaluation
will also determine how effective this textbook proves for making children’s life at
school a happy experience, rather than a source of stress or boredom. Syllabus
designers have tried to address the problem of curricular burden by restructuring
and reorienting knowledge at different stages with greater consideration for child
psychology and the time available for teaching. The textbook attempts to enhance
this endeavour by giving higher priority and space to opportunities for
contemplation and wondering, discussion in small groups, and activities requiring
hands-on experience.
National Council of Educational Research and Training (NCERT) appreciates
the hard work done by the Textbook Development Committee responsible for this
book. We wish to thank the Chairperson of the advisory group in Science and
Mathematics, Professor J.V. Narlikar and the Chief Advisor for this book,
Dr. N. Rathnasree for guiding the work of this committee. Several teachers
contributed to the development of this textbook; we are grateful to their principals
for making this possible. We are indebted to the institutions and organisations
which have generously permitted us to draw upon their resources, material and
personnel. We are especially grateful to the members of the National Monitoring
Committee, appointed by the Department of Secondary and Higher Education,
Ministry of Human Resource Development under the Chairpersonship of Professor
Mrinal Miri and Professor G.P. Deshpande, for their valuable time and contribution.
As an organisation committed to systemic reform and continuous improvement in
the quality of its products, NCERT welcomes comments and suggestions which will
enable us to undertake further revision and refinement.
Director
New Delhi National Council of Educational
December 2005 Research and Training
Foreword
The Government of Andhra Pradesh has unleashed a new era in school education by
introducing extensive curricular reforms from the academic year 2020-21. The Government has
taken up curricular reforms intending to enhance the learning outcomes of the children with focus on
building solid foundational learning and to build up an environment conducive for an effective teaching-
learning process. To achieve this objective, Government of Andhra Pradesh has decided to implement
the NCERT curriculum for Class 6th from the academic year 2023-24 to reach the global standards.
As a part of the curriculum reform, SCERT, Andhra Pradesh has translated the NCERT
content of Science into Telugu language with the consent of NCERT and developed it into Bilingual
textbook. QR codes are incorporated in the beginning of each lesson to enrich the content of the
subject and to enable learning outside the classroom. In this textbook, lessons on the themes like
Food, Living world, Physical World, Chemistry are incorporated under Sciences. In order to reinforce
the concepts, several projects and activities are given to inculcate scientific temperament. Each
lesson is provided with eye catching illustrations to engage the children. The salient features of the
lessons are given under the title “What you have learnt for the review of the important concepts.
Questions are framed for each lesson to recapitulate the conceptual understanding and to achieve
competencies required for project works, drawings and model making under “Exercises” An effort
has been made to relate the scientific concepts with the real-life events thereby developing and
promoting scientific temperament in “Extended Learning Activities and Projects”.
We are grateful to our Honourable Chief Minister Sri Y.S. Jagan Mohan Reddy for being
our source of inspiration to carry out this extensive reform in the Education Department. We extend
our gratitude to our Honourable Minister of Education Sri Botcha Satyanarayana for striving towards
qualitative education. Our special thanks to Sri Praveen Prakash, IAS, Principal Secretary, School
Education Sri S. Suresh Kumar IAS, Commissioner of School Education & State Project Director,
Samagra Shiksha A.P, and Ms. Nidhi Meena IAS, Special Officer English Medium Project - AP
for their constant motivation and guidance.
We convey our special thanks to the NCERT for their cooperation and assistance in adopting
their curriculum. We also thank to our translaters, editors and layout designers for their contribution
in the development of this textbook.
We invite constructive feedback from the teachers and the parents in further refinement of
the textbook.
Dr. B. Pratap Reddy

Director
SCERT-Andhra Pradesh
RATIONALISATION OF CONTENT IN
THE TEXTBOOKS
In view of the COVID-19 pandemic, it is imperative to reduce content load

on students. The National Education Policy 2020, also emphasises reducing
the content load and providing opportunities for experiential learning with
creative mindset. In this background, the NCERT has undertaken the
exercise to rationalise the textbooks across all classes. Learning Outcomes
already developed by the NCERT across classes have been taken into
consideration in this exercise.
Contents of the textbooks have been rationalised in view of the
following:
• Overlapping with similar content included in other subject areas in the
same class
• Similar content included in the lower or higher class in the same subject
• Difficulty level
• Content, which is easily accessible to students without much
interventions from teachers and can be learned by children through
self-learning or peer-learning
• Content, which is irrelevant in the present context
This present edition, is a reformatted version after carrying out the

changes given above.
TEXTBOOK DEVELOPMENT COMMITTEE (NCER T)
C HAIRPERSON , A DVISORY G ROUP IN S CIENCE AND M ATHEMATICS

J.V. Narlikar, Emeritus Professor, Chairman, Advisory Committee Inter University Centre
for Astronomy and Astrophysics (IUCCA), Ganeshkhind, Pune University, Pune
CHIEF ADVISOR
N. Rathnasree, Director, Nehru Planetarium, Teen Murti House, New Delhi
MEMBERS
C. V. Shimray, Lecturer, Department of Education in Science and Mathematics, NCERT,
Sri Aurobindo Marg, New Delhi
D. Lahiry, Professor (Retd.), DESM, NCERT, BL-89, Sector 2, Salt Lake, Kolkata
G. P. Pande, Uttarakhand Seva Nidhi, Paryavaran Shiksha Sansthan, Jakhan Devi, Almora,
Uttranchal
Harsh Kumari, Headmistress, CIE Experimental Basic School, Department of Education,
Delhi University, Delhi
J. S. Gill, Professor, Department of Education in Science and Mathematics, NCERT,
Jaishree Sikka, Assistant Professor, Department of Botany, P.M.B. Gujarati Science College,
Indore
Kalyani Krishna, Reader, Department of Botany, Sri Venkateswara College, University of Delhi,
Dhaula Kuan, New Delhi
Lalita C. Kumar, Reader (Chemistry), School of Science, Indira Gandhi National Open
University (IGNOU), Maidan Garhi, New Delhi
Neeraja Raghavan, Writer, Girl’s Education Plus, 302, East Mansion, 2 Hutchins Road,
Cooke Town, Bangalore
P.S. Yadava, Professor, Department of Life Sciences, Manipur University, Imphal
R. K. Parashar, Lecturer, Department of Education in Science and Mathematics, NCERT,
Rachna Garg, Lecturer, Central Institute of Educational Technology, NCER T,
Ranjana Agrawal, Principal Scientist and Head, Division of Forcasting Techniques,
Indian Agricultural Statistics Research Institute, IARI Campus, Pusa, New Delhi
Sunila Masih, Teacher, Mitra GHS School, Suhagpur, P.O. Hoshangabad, Madhya Pradesh
Sunita Malhotra, Professor of Chemistry, School of Science, Indira Gandhi National Open
University (IGNOU), Maidan Garhi, New Delhi
V. P. Srivastava, Reader, Department of Education in Science and Mathematics, NCERT,
MEMBER-COORDINATOR
R. Joshi, Lecturer (Selection Grade), DESM, NCERT, New Delhi
ACKNOWLEDGEMENTS
The National Council of Educational Research and Training (NCER T)

acknowledges the valuable contribution of the individuals and organisations
involved in the development of Science Textbook for Class VI. The Council
acknowledges the valuable contribution of the following academics for reviewing
and refining the manuscripts of this book: Sushma Kiran Setia, Principal,
Sarvodaya Kanya Vidyalaya, Hari Nagar (Clock Tower), New Delhi; Mohini Bindra,
Principal, Ramjas School, Pusa Road, New Delhi; D. K. Bedi, Principal, Apeejay
Senior Secondary School, Pitampura, Road No. 42, Sainik Vihar, New Delhi;
Chand Vir Singh, Lecturer (Biology), GBSS School, Rajouri Garden (Main),
New Delhi; Neelam Monga, TGT (Science), Kendriya Vidyalaya, Janakpuri,
New Delhi; Renuka Madan, TGT (Physics), Air Force Golden Jubilee Institute,
Subroto Park, Delhi Cantt; P.K. Bhattacharya, Professor (Retd) Consultant, DESM,
NCERT, New Delhi and Shukhvir Singh, Reader, DESM, NCERT, New Delhi.
The Council gratefully acknowledges the valuable contribution of the following
academics for the editing and finalisation of this book: Vinod Raina, Member
National Monitoring Committee, Bharat Gyan Vigyan Samiti, Basement of YWA
Building, Hostel No. 2, G. Block, Saket, New Delhi; Professor Amitabha Mukherjee,
Director, Centre for Science Education and Communication (CSEC), 10 Cavalry
Lane, University of Delhi, Delhi; Savithri Singh, Principal, AND College, University
of Delhi, Govindpuri, New Delhi; M. M. Kapoor, Professor, CSEC, 10 Cavalry
Lane, University of Delhi, Delhi; R. M. Hallen, CSEC, 10 Cavalry Lane, University
of Delhi, Delhi; D. A. Misra, Principal (Retd), (As Nominee of CSEC) Directorate of
Education, B 203, Saraswati Vihar, New Delhi; Charu Varma, Lecturer ,
(As Nominee of CSEC), DIET, FU Block, Pitampura, Delhi. The contributions of
Ruchi Verma, Associate Professor, Pushplata Verma, Pramila Tanwar and Ashish
K. Srivastava, Assistant Professors, are acknowledged for being a part of the
review of this textbook.
The Council gratefully acknowledges the valuable feedback and suggestions
received from Professor Arvind Kumar, Director, Homi Bhabha Centre for Science
Education (HBCSE), TIFR, V. N. Purve Marg, Mankhurd, Mumbai and the
academics at HBCSE and CSEC at various stages of development of the
manuscript of this textbook.
The dynamic leadership of Professor M. Chandra, Head, DESM, for providing
guidance in final editing of the manuscript and extending infrastructure facilities
is highly acknowledged. Special thanks are due to Shveta Uppal, Chief Editor;
and Vandana Singh, Consultant Editor for going through the manuscript and
suggesting relevant changes.
The Council also acknowledges the efforts of Deepak Kapoor, Computer Station
Incharge, Muhammad Aiyub Raza Misbahi, DTP Operator; Rajesh Kumar
‘Manjhi’, Copy Editor; Satish Kumar Mishra and Seema Yadav, Proofreaders.
The contribution of APC-office, administration of DESM, Publication
Department and Secretariat of NCERT is also acknowledged.
A NOTE FOR STUDENTS
The team of Paheli and Boojho will be

with you as you journey through this
textbook. They love to ask questions.
All kinds of questions come to their
minds and they collect them in their
sacks. Sometimes, they may share
some of these questions with you, as
you read through the chapters.
Paheli and Boojho are also on the
lookout for answers to many
questions — sometimes the questions
seem answered after they discuss
them with each other, sometimes
through discussions with other
classmates, teachers or their parents.
Answers to some questions do not
seem available even after all these. They might need to experiment on their own,
read books in the library, send questions to scientists. Just dig and dig and dig
into all possibilities and see if the questions can be answered. Perhaps, they
would carry some of the unanswered questions in their sacks to higher classes.
What will really thrill them, would be your adding questions to their sacks
or answer to their questions. Sometimes activities are suggested in the textbook,
results or findings of these by different groups of students would be of interest to
other students and teachers. You can complete the suggested activities and send
your results or findings to Paheli and Boojho. Do keep in mind that activities
that involve using blades, scissors or fire need to be done strictly under the care
of your teachers. Stick to the precautions given and then enjoy doing all the
suggested activities. Mind, the book will not be able to help you much, if the
activities are not completed!
You can send your feedback for Paheli and Boojho at.
To
The Head
Department of Education in
Science and Mathematics,
NCERT, Sri Aurobindo Marg,
New Delhi 110016
CONSTITUTION OF INDIA
Part IV A (Article 51 A)
Fundamental Duties
Fundamental Duties – It shall be the duty of every citizen of India —
(a) to abide by the Constitution and respect its ideals and institutions, the National
Flag and the National Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for
freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people
of India transcending religious, linguistic and regional or sectional diversities; to
renounce practices derogatory to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers,
wildlife and to have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective activity so
that the nation constantly rises to higher levels of endeavour and achievement;
(k) who is a parent or guardian, to provide opportunities for education to his child or,
as the case may be, ward between the age of six and fourteen years.
NATIONAL ANTHEM C≤rj·T ^‘·+

Jana gana mana adhinayaka jaya he »q>∑DeTq n~ÛHêj·Tø£ »j·TùV≤!
Bharata bhagya vidhata uÛ≤s¡‘· uÛ≤>∑´$<Ûë‘ê!
Panjaba Sindhu Gujarata Maratha |ü+C≤ã, dæ+<ÛäT, >∑T»sê‘·, eTsêsƒê,
Dravida Utkala Banga Á<ë$&É, ñ‘·ÿfi¯, e+>±!
Vindhya Himachala Yamuna Ganga $+<Ûä´, Væ≤e÷#·\, j·TeTTHê, >∑+>±!
uchchala jaladhi taranga ñ#·Ã\ »\~Û ‘·s¡+>±!
Tava Subha name jage, tave subha ‘·e X¯óuÛÑHêy˚T C≤π>!
asisa mage,
‘·e X¯óuÛÑ Ä•wü e÷"π>
gahe tava jaya gatha.
>±ùV≤ ‘·e »j·T>±<∏ë!
Jana gana mangala dayaka jaya he
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Bharata bhagya vidhata.
uÛ≤s¡‘· uÛ≤>∑´ $<Ûë‘ê!
Jaya he, Jaya he, Jaya he,
»j·TùV≤! »j·TùV≤! »j·TùV≤!
jaya jaya jaya jaya he.
»j·T »j·T »j·T »j·TùV≤!!
- Rabindranath Tagore ` s¡M+Á<Hä ê<∏é sƒê>∑÷sY
PLEDGE Á|ü|‹ü »„
India is my country. All Indians are my brothers and sisters.
I love my country and I am proud of its rich and varied heritage.
I shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.
- Pydimarri Venkata Subba Rao
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CONTENTS
C H AP T E R 1
COMPONENTS OF FOOD 2
ÄVü‰s¡+˝Àì n+XÊ\T
C H AP T E R 2
SORTING MATERIALS INTO GROUPS 22
|ü<ësêú\qT düeT÷Vü‰\T>± eØZø]£ +#·T≥
C H AP T E R 3
SEPARATION OF SUBSTANCES 40
|ü<ësêú\qT y˚sT¡ #˚jT· T≥
C H AP T E R 4
GETTING TO KNOW PLANTS 62
yÓTTø£ÿ\ >∑T]+∫ ‘Ó\TdüTø√e&É+
C H AP T E R 5
BODY MOVEMENTS 90
X¯Øs¡ ø£<*ä ø£\T
C H AP T E R 6
THE LIVING ORGANISMS — CHARACTERISTICS AND HABITATS 116
düJe⁄\T ` \ø£Då ≤\T eT]j·TT nyêkÕ\T
Teacher Corner Student Corner
1 Components of Food
I
n lower classes, we made lists of the curd, butter milk and pickles. Some
food items that we eat. We also examples of meals from different regions
identified food items eaten in are given in Table 1.1. Select food items
different parts of India and marked and enter these in Table 1.1.
these on its map. Sometimes, we may not really have
A meal could consist of chapati, dal all this variety in our meals. If we are
and brinjal curry. Another may be rice, travelling, we may eat whatever is
sambar and a vegetable preparation of available on the way. It may not be
lady’s finger (bhindi). Yet another meal possible for some of us, to eat such a
could be appam , fish curry and variety of items, most of the time.
vegetables. There must be some reason though,
why meals usually consist of such a
distribution. Do you think that our body
needs different kinds of food for some
special purpose?
1 . 1 W HAT D O DIFFERENT F OOD
I TEMS C ONTAIN ?
Activity 1 We know that each dish is usually made
Our meals usually have at least one item up of one or more ingredients, which
made of some kind of grain. Other items we get from plants or animals. These
could be a dal or a dish of meat and ingredients contain some components
vegetables. It may also include items like that are needed by our body. These
Table 1.1 Some common meals of different regions/states
Region/
Item of grain Item of Vegetables Others
State dal/meat
Rajma Sarson saag Curd, ghee
Punjab Makki (cor n) roti (Kidney beans) (Mustard leaf curry)
Andhra Tuar dal and Butter milk, ghee,

Rice rasam (charu) Kunduru (dondakai)
Pradesh pickle (aavakai)
2 C OMPONENTS OF F OOD
1
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components are called nutrients
nutrients. The A dilute solution of iodine can be
major nutrients in our food are named
prepared by adding a few drops of
carbohydrates, proteins, fats, vitamins
and minerals. In addition, food contains tincture iodine to a test tube half filled
dietary fibres and water which are also with water.
needed by our body. Copper sulphate solution can be
Do all foods contain all these
pr epar ed by dissolving 2 gram (g) of
nutrients? With some simple methods
copper sulphate in 100 millilitre (mL)
we can test whether cooked food or a
raw ingredient contains one or more of of water.
these nutrients. The tests for presence 10 g of caustic soda dissolved in
of carbohydrates, proteins and fats 100 mL of water makes the required
are simpler to do as compared to the
solution of caustic soda.
tests for other nutrients. Let us do these
tests and record all our observations Activity 2
in Table 1.2.
For carrying out these tests, you will Test for Starch
need solutions of iodine, copper Take a small quantity of a food item or
sulphate and caustic soda. You will also a raw ingredient. Put 2-3 drops of dilute
need a few test tubes and a dropper. iodine solution on it (Fig. 1.1). Observe
Try these tests on cooked food items if there is any change in the colour of
as well as raw materials. Table 1.2 shows the food item. Did it turn blue-black?
you a way to record the observations A blue-black colour indicates that it
from these tests. Some food items are contains starch.
given in this table. You can conduct the
tests either with these or any other
available food items. Do these tests
carefully and do not try to eat or taste
any chemicals.
If the required solutions are not
available in readymade form, your
teacher can prepare them as given in
the box.
Let us begin by testing different
food items to see if they contain
carbohydrates
carbohydrates. There are many
types of carbohydrates. The main
carbohydrates found in our food are in
the form of starch and sugars. We can
easily test if a food item contains starch. Fig. 1.1 Testing for starch
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Repeat this test with other food items and let the test tube stand for a few
to find out which of these contain starch. minutes. What do you see? Did the
Enter all your observations in Table 1.2. contents of the test tube turn violet? A
violet colour indicates presence of
Test for Protein
proteins in the food item.
Take a small quantity of a food item for
Now, you can repeat this test on other
testing. If the food you want to test is a
food items.
solid, you first need to make a paste of
it or powder it. Grind or mash a Table 1.2 Nutrients present in some
small quantity of the food item. food items
Put some of this in a clean test
tube, add 10 drops of water to it Food item Starch Protein Fat
(present) (present) (present)
and shake the test tube.
Now, using a dropper, add Raw potato Yes
two drops of solution of copper Milk Yes
sulphate and ten drops of
solution of caustic soda to the Groundnut Yes
test tube (Fig. 1.2). Shake well Uncooked
powdered
rice
Cooked rice
Dry coconut
Uncooked
tuar dal
(powdered)
Cooked dal
A slice of any
vegetable
A slice of any
fruit
Boiled egg
(white
portion)
Fig. 1.2 Testing for protein
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.
Test for Fats https://bit.ly/all-classes-new-text-books
and carbohydrates are
also called
Take a small quantity of a food item. ‘energy giving foods’ (Fig. 1.3 and
Wrap it in a piece of paper and crush it. Fig. 1.4).
Take care that the paper does not tear. Proteins are needed for the growth
Now, straighten the paper and observe and repair of our body. Foods proteins
it carefully. Does it have an oily patch?
Sweet potato Potato Sugarcane
Hold the paper against light. Are you
able to see the light faintly, through Papaya
this patch?
An oily patch on paper shows that Wheat
the food item contains fat fat. The food Melon
items may sometimes contain a little
Mango
water. Therefore, after you have rubbed Rice
an item on paper, let the paper dry for a
while. If there were any water that may Bajra Maize
have come from food, it would dry up
Fig. 1.3 Some sources of carbohydrates
after some time. If no oily patch shows
up after this, the food item does not
contain any fat.
What do these tests show? Are fats,
proteins and starch present in all the
food items that you tested? Does a food
item contain more than one nutrient?
Nuts
Do you find any food item that does not
contain any of these nutrients?
We tested food items for three
Groundnuts Til
nutrients — carbohydrates, proteins
(a)
and fats. There are also other nutrients
like vitamins and minerals that are
present in different food items. Why do Meat
we need all these nutrients?
1 . 2 W HAT DO V ARIOUS N UTRIENTS
DO FOR OUR BODY?
Carbohydrates mainly provide energy Eggs
to our body. Fats also give us energy.
Fish
In fact, fats give much more energy (b)
as compared to the same amount of Fig. 1.4 Some sources of fats: (a) plant
carbohydrates. Foods containing fats sources and (b) animal sources
ø=e⁄«\ ø√dü+ |üØø£å https://bit.ly/all-classes-new-text-books
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b˛wüø±\˙ï eTq≈£î m+<äT≈£î nedüs¡+?
e÷+dü+
1.2 y˚πs«s¡T b˛wüø±\T eTq X¯ØsêìøÏ @+
#˚kÕÔsTT?
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( )
|ü≥+ 1.4: ø=e⁄«\T \_Û+#˚ eqs¡T\T :
(n) yÓTTø£ÿ\ qT+∫ \_Û+#˚$ (Ä) »+‘·Te⁄\ qT+∫ \_Û+#˚$
Gram Moong https://bit.ly/all-classes-new-text-books
Tuar dal small quantities. Vitamin A keeps our
skin and eyes healthy. Vitamin C helps
Beans
body to fight against many diseases.
Vitamin D helps our body to use
calcium for bones and teeth. Foods that
are rich in different vitamins are shown
in Fig. 1.6 to Fig. 1.9.
Minerals are needed by our body in
small amounts. Each one is essential
Papaya
Peas Soyabeans
(a) Carrot
Meat
Mango
Fig. 1.6 Some sources of Vitamin A

Wheat Rice
Fish
Liver
Fig. 1.7 Some sources of Vitamin B

Paneer Eggs
Orange Guava
(b)
Fig. 1.5 Some sources of proteins: (a) plant Tomato
sources and (b) animal sources Green
Chilli
are often called ‘body building foods’
(Fig 1.5). Lemon
Vitamins help in protecting our body Amla
against diseases. Vitamins also help in Fig. 1.8 Some sources of Vitamin C
keeping our eyes, bones, teeth and gums
healthy. Fish
Vitamins are of different kinds
known by different names. Some of these
are Vitamin A, Vitamin C, Vitamin D,
Vitamin E and K. There is also a group
of vitamins called Vitamin B-complex. Liver Egg
Our body needs all types of vitamins in Fig. 1.9 Some sources of Vitamin D
X¯q>∑\T ô|dü\T ø£+~|ü|ü
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$≥$THé D eTq X¯Øs¡+˝Àì meTTø£\T, <ä+‘ê\T
ø±*¸j·T+qT ñ|üjÓ÷–+#·Tø√e&É+˝À düVü‰j·T+ #˚düTÔ+~.
$≥$TqT¢ düeT~∆>± ñqï ÄVü‰s¡|<ü ësêú\T |ü≥+ 1.6 qT+∫
|ü≥+ 1.9 es¡≈£î #·÷|üã&Ü¶sTT.
Kì»\eD≤\T eTq X¯ØsêìøÏ ‘·≈£îÿe yÓ÷‘ê<äT˝À
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u§bÕŒsTT
ãsƒêì k˛j·÷∫≈£îÿ&ÉT
(m )
ø±´¬s{Ÿ
e÷+dü+
e÷$T&ç
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>√<ÛTä eT _j·T´+
#˚|\ü T
ø±˝Òj·T+
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(n) yÓTTø£ÿ\ qT+∫ \_Û+#˚$
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ã&É‘êsTT. M{Ï˝À ø=ìï $≥$THé A, $≥$THé C, $≥$THé
D, $≥$THé E, $≥$THé K. $≥$THé- B ø±+ô|¢ø˘‡ nH˚
$≥$Tq¢ düeT÷Vü≤+ ≈£L&Ü ñ+~. eTq X¯ØsêìøÏ nìï
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|ü≥+ 1.9 $≥$THé D eqs¡T\T
Some sources of
Our body also
iodine
prepares Vitamin D in the
presence of sunlight. Nowadays,
insufficient exposure to sunlight is
causing Vitamin D deficiency in
many people.
Ginger
Some sources of
phosphorous
for proper growth of body and to

maintain good health. Some sources of
different minerals are shown in Fig. 1.10.
Most food items, usually, have more
than one nutrient. You may have noticed
this, while recording your observations
Some
in Table 1.2. However, in a given raw sources of
material, one particular nutrient may iron
be present in much larger quantity than
in others. For example, rice has more
carbohydrates than other nutrients.
Thus, we say that rice is a “carbohydrate
rich” source of food.
Besides these nutrients, our body
Some sources
needs dietary fibr es and water. Dietary
fibres of calcium
fibres are also known as roughage.
Roughage is mainly provided by plant
products in our foods. Whole grains and
pulses, potatoes, fresh fruits and
vegetables are main sources of roughage.
Roughage does not provide any nutrient
to our body, but is an essential
component of our food and adds to its
bulk. This helps our body get rid of
undigested food. Fig. 1.10 Sources of some minerals
njÓ÷&çHé \_Û+#˚
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n\¢+
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\_Û+#˚ ø=ìï eqs¡T\T
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Water helps our body https://bit.ly/all-classes-new-text-books
to absorb think that, what we need for a balanced
nutrients from food. It also helps in diet would depend on the amount of
throwing out some wastes from body as physical work that we do?
urine and sweat. Normally, we get most Prepare a chart of whatever you eat
of the water that our body needs from over a period of a week. Check whether
the liquids we drink — such as water, all the nutrients mentioned are present
milk and tea. In addition, we add water in one or the other food items being
to most cooked foods. Let’s see if there eaten within a day or so.
is any other source which provides water Pulses, groundnut, soyabean,
to our body. sprouted seeds ( moong and Bengal
gram), fermented foods (South Indian
Activity 3
foods such as idlis), a combination of
Take a tomato or a fruit like lemon. Cut flours (missi roti, thepla made from
it into small pieces. Do your hands get cereals and pulses), banana, spinach,
wet while doing so? sattu, jaggery, available vegetables and
Carefully observe whenever other such foods provide many
vegetables and fruits are being cut, nutrients. Therefore, one can eat a
peeled, grated or mashed at your balanced diet without expensive food
home. Do you find any fresh vegetables materials.
or fruits that do not contain some Eating the right kind of food is not
amount of water? enough. It should also be cooked
We see that many food materials
themselves contain water. To some
extent, our body needs are met by this Paheli wonders whether animal
water. Apart from this, we also add water food also consists of these
while cooking many food items. different components and do
1.3 B ALANCED D IET they also need a balanced diet?
The food we normally eat in a day is our
diet. For growth and maintenance of
good health, our diet should have all
the nutrients that our body needs, in
right quantities. Not too much of one
and not too little of the other. The diet properly so that its nutrients are not
should also contain a good amount of lost. Are you aware that some nutrients
roughage and water. Such a diet is called get lost in the process of cooking and
a balanced diet
diet. preparations?
Do you think that people of all ages If the vegetables and fruits are
need the same type of diet? Do you also washed after cutting or peeling them, it
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e⁄+{≤sTT. ÄVü‰sêìï e+&˚≥|ü⁄Œ&ÉT, ‘·j÷· s¡T #˚ùd Áø£eT+˝À
düs¬ q’ |ü]e÷D+˝À ñ+&Ü*. n≥Te+{Ï ÄVü‰sêìï düeT‘·T\
ø=ìï b˛wüø±\T ø√˝ÀŒe&É+ »s¡T>∑T‘·T+<äì MT≈£î ‘Ó\TkÕ?
ÄVü‰s¡+ n+{≤s¡T.
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nìï ej·TdüT\ yê]øÏ ˇπø s¡øy£ TÓ qÆ ÄVü‰s¡+ nedüse¡ Tì
rdæq ‘·sê«‘· ø£&ç–q≥¢sTT‘˚ <ëì |òü*‘·+>± n$ ø=ìï
MTs¡T nqT≈£î+≥THêïsê? eTq+ #ù̊d XÊØs¡ø£ ÁX¯eT Ä<Ûës¡+>±
may result in the loss of somehttps://bit.ly/all-classes-new-text-books
vitamins. in fats — fried food like samosa and poori
The skins of many vegetables and fruits (snacks), malai, rabdi and peda (sweets).
contain vitamins and minerals. Do you think he was right? No, of
Similarly, repeated washing of rice and course not! It can be very harmful for
pulses may remove some vitamins and us to eat too much of fat rich foods and
minerals present in them. we may end up suffering from a
We all know that cooking improves condition called obesity
obesity.
the taste of food and makes it easier to
1.4 D EFICIENCY D ISEASES
digest. At the same time, cooking also
A person may be getting enough food to
results in the loss of certain nutrients.
eat, but sometimes the food may not
Many useful proteins and considerable
contain a particular nutrient. If this
amounts of minerals are lost if excess
continues over a long period of time, the
water is used during cooking and is
person may suffer from its deficiency
deficiency.
then thrown away.
Deficiency of one or more nutrients can
Vitamin C gets easily destroyed by
cause diseases or disorders in our body.
heat during cooking. Would it not be
Diseases that occur due to lack of
sensible to include some fruits and raw
nutrients over a long period are called
vegetables in our diet?
deficiency diseases
diseases.
Boojho thought that fats would be
If a person does not get enough
the best foods to eat, all the time. A katori
proteins in his/her food for a long time,
(bowl) of fat will give much more energy
he/she is likely to have stunted growth,
than a katori of carbohydrate rich food,
swelling of face, discolouration of hair,
isn’t it? So, he ate nothing but food rich
skin diseases and diarrhoea..
If the diet is deficient in both
carbohydrates and proteins for a long
period of time, the growth may stop
completely. Such a person becomes very
lean and thin and so weak that he/she
may not even be able to move.
Deficiency of different vitamins and
minerals may also result in certain
diseases or disorders. Some of these are
mentioned in Table 1.3.
All deficiency diseases can be
prevented by taking a balanced diet.
In this chapter, we asked ourselves
the reason why widely varying food from
different regions had a common
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ø£<ä\˝Òq+‘· ã\V”≤q+>± ñ+{≤s¡T.
$$<Ûä $≥$TqT¢ eT]j·TT Kì» \eD≤\ ˝À|ü+ ø=ìï
yê´<ÛäT\T ˝Ò<ë s¡T>∑à‘·\≈£î ≈£L&Ü <ë]rj·Te#·TÃ. M{Ï˝À
ø=ìï |ü{Ïºø£ 1.3 ˝À ù|s=ÿqã&Ü¶sTT.
düeT‘·T\ÄVü‰s¡+ rdüTø√e&É+ <ë«sê nìï b˛wüø±Vü‰s¡
˝À|ü yê´<ÛäT\qT ìyê]+#·e#·TÃ.
á n<Ûë´j·T+˝À, $$<Ûä ÁbÕ+‘ê\˝Àì $_Ûqï ÄVü‰s¡+
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Table https://bit.ly/all-classes-new-text-books
1.3 – Some diseases/disorders
Table1.3 caused by
deficiency of vitamins and minerals
Vitamin/ Deficiency
Symptoms
Mineral disease/disorder
Poor vision, loss of This is a logo for fortified
vision in darkness foods as per standards by
Vitamin A Loss of vision (night), sometimes FSSAI. Fortification of
complete loss of vision food is the addition of key
vitamins and minerals to
Vitamin Weak muscles and staple foods such as rice,
B1 Beriberi very little energy to wheat, oil, milk and salt to
work improve their nutritional
content.
Bleeding gums,
Vitamin C Scurvy wounds take longer
time to heal
Balanced diet
Vitamin D Rickets Bones become soft
and bent Beriberi
Calcium Bone and tooth Weak bones, tooth Carbohydrates

decay decay
Energy
Glands in the neck
Iodine Goiter appear swollen, Fats
mental disability in
children Minerals
Iron Anaemia Weakness Nutrients
distribution. This distribution, we find, ensures that Proteins
our meals have a balance of the different nutrients
needed by the body. Roughage
Scurvy
 The major nutrients in our food are carbohydrates, pro- Starch
teins, fats, vitamins and minerals. In addition, food also
contains dietary fibres and water. Vitamins
 Carbohydrates and fats mainly provide energy to our
body.
 Proteins and minerals are needed for the growth and
the maintenance of our body.
 Vitamins help in protecting our body against diseases.
 Balanced diet provides all the nutrients that our body
needs, in right quantities, along with adequate amount
of roughage and water.
 Deficiency of one or more nutrients in our food for a long
time may cause certain diseases or disorders.
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yê´<ÛTä \T /s¡T>∑à‘·\T
$≥$THé / ˝À|ü+ e\q ø£*π> yê´~Û / \ø£åD≤\T
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nedüs+¡ .
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1. Name the major nutrients in our food.

2. Name the following:
(a) The nutrients which mainly give energy to our body.
(b) The nutrients that are needed for the growth and maintenance of our body.
(c) A vitamin required for maintaining good eyesight.
(d) A mineral that is required for keeping our bones healthy.
3. Name two foods each rich in:
(a) Fats
(b) Starch
(c) Dietary fibre
(d) Protein
4. Tick () the statements that are correct.
(a) By eating rice alone, we can fulfill nutritional requirement of our body. ( )
(b) Deficiency diseases can be prevented by eating a balanced diet. ( )
(c) Balanced diet for the body should contain a variety of food items. ( )
(d) Meat alone is sufficient to provide all nutrients to the body. ( )
5. Fill in the blanks.
(a) ______________ is caused by deficiency of Vitamin D.
(b) Deficiency of ______________ causes a disease known as beri-beri.
(c) Deficiency of Vitamin C causes a disease known as ______________.
(d) Night blindness is caused due to deficiency of ____________ in our food.
SUGGESTED PROJECTS AND ACTIVITIES

1. Prepare a diet chart to provide balance diet to a twelve year old child. The
diet chart should include food items which are not expensive and are com-
monly available in your area.
2. We have learnt that excess intake of fats is harmful for the body. What about
other nutrients? Would it be harmful for the body to take too much of pro-
teins or vitamins in the diet? Read about diet related problems to find an-
swers to these questions and have a class discussion on this topic.
3. Test the food usually eaten by cattle or a pet to find out which nutrients are
present in animal food. Compare results obtained from the whole class to
conclude about balanced diet requirements for different animals.
nuÛ≤´kÕ\T :
1. eTq ÄVü‰s¡+˝Àì Á|ü<Ûëq b˛wüø±\qT ù|s=ÿq+&ç.
2. øÏ+~ yêø±´\≈£î dü¬s’q ù|s¡TqT dü÷∫+#·+&ç
(m) eTq X¯ØsêìøÏ Á|ü<Ûëq+>± X¯øÏÔì#˚Ã b˛wüø±\T
(_) eTq X¯Øs¡+ jÓTTø£ÿ ô|s¡T>∑T<ä\≈£î, ìs¡«Vü≤D≈£î nedüs¡yÓTÆq b˛wüø±\T
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(&ç) eTq meTTø£\qT Äs√>∑´+>± ñ+#·Tø√e&ÜìøÏ nedüs¡yÓTÆq Kì» \eD+.
3. á b˛wüø£+ n~Ûø£+>± ñ+&˚ ¬s+&˚dæ ÄVü‰s¡ |ü<ësêú\qT ù|s=ÿq+&ç
(m)ø=e⁄«\T
(_) kÕºsYÃ
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(&ç) e÷+düø£‘·TÔ\T
4. øÏ+~ dü¬s’q yêø£éTTqT ( 4)‘√ >∑T]Ô+#·+&ç.
(m)nqï+ e÷Á‘·y˚T ‹q&É+ <ë«sê eTq X¯ØsêìøÏ ø±e\dæq b˛wüø±\ìï{Ïì düeT≈£Ls¡Ãe#·TÃ. ( )
(_) düeT‘·T\ ÄVü‰sêìï rdüTø√e&É+ <ë«sê b˛wüø±Vü‰s¡˝À|ü yê´<ÛäT\qT ìyê]+#·e#·TÃ. ( )
(dæ) X¯ØsêìøÏ nedüs¡yÓTÆq düeT‘·T\ ÄVü‰s¡+˝À $_Ûqï s¡ø±\ ÄVü‰s¡ |ü<ësêú\T ñ+&Ü*. ( )
(&ç) X¯ØsêìøÏ nìï b˛wüø±\T n+~+#·&ÜìøÏ e÷+dü+ ˇø£fÒ dü]b˛‘·T+~. ( )
5. U≤∞\qT |üP]+#·+&ç.
(@) ______________ $≥$THé &ç ˝À|ü+ e\¢ edüTÔ+~.
(_)u…] u…] nH˚ yê´~Û ______________ ˝À|ü+ e\q edüTÔ+~.
(dæ) $≥$THé dæ ˝À|ü+ e\q ø£*π> yê´~Û ______________
(&ç) eTq ÄVü‰s¡+˝À ______________ ˝À|ü+ e\¢ πsNø£{Ï edüTÔ+~.
dü÷∫+|üã&çq ÁbÕC…ø˘º\T eT]j·TT ø£‘ê´\T :

1. 12 @fi¯¢ _&É¶≈£î düeT‘·T\ ÄVü‰s¡+ n+~+#·&ÜìøÏ nedüs¡yÓTÆq ÄVü‰s¡ |ü<ësêú\ C≤_‘ê #êsYºqT dæ<ä∆+
#˚jT· +&ç. á #êsYº ˝À KØ<Óq’ $ ø±≈£î+&Ü, MT ÁbÕ+‘·+˝À kÕ<Ûës¡D+>± \_Û+#˚ ÄVü‰s¡ |ü<ësêú\T ñ+&Ü*.
2. ø=e⁄« |ü<ësêú\T n~Ûø£+>± rdüTø√e&É+ X¯ØsêìøÏ Vü‰ìø£s¡eTì ‘Ó\TdüT≈£îHêï+. M{Ï˝≤π> Ç‘·s¡ b˛wüø±\T
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X¯ØsêìøÏ Vü‰ì ø£\T>∑T‘·T+<ë? á Á|üX¯ï\≈£î düe÷<Ûëq+ ø£qT>=q&ÜìøÏ ÄVü‰s¡ dü+ã+<Ûä düeTdü´\ô|’
Ä<Ûä´j·Tq+ #˚dæ á n+X¯+ô|’ ‘·s¡>∑‹ >∑~˝À #·]Ã+#·+&ç.
3. »+‘·Te⁄\ ÄVü‰s¡+˝À @ @ b˛wüø±\T ñHêïjÓ÷ ‘Ó\TdüTø√e&ÜìøÏ |üX¯óe⁄\T ˝Ò<ë ô|+|ü⁄&ÉT »+‘·Te⁄\T
‹H˚ ÄVü‰sêìï |üØøÏå+#·+&ç. ‘·s¡>∑‹˝À ñqï $<ë´s¡T∆\T qT+∫ e∫Ãq |òü*‘ê\qT dü]b˛*Ã, $$<Ûä
»+‘·Te⁄\≈£î düeT‘·T\ ÄVü‰s¡+ m+<äT≈£î nedüs¡yÓ÷ $e]+#·+&ç.
2
2.1 O BJECTS A ROUND
Sorting Materials into Groups
US
We have seen that our food and clothes Let us say, we wish to make a group
have so much variety in them. Not just of objects that are made of plastics.
food and clothes, there is such a vast Buckets, lunch boxes, toys, water
variety of objects everywhere. We see containers, pipes and many such
around us, a chair, a bullock cart, a objects, may find a place in this group.
cycle, cooking utensils, books, clothes, There are so many ways to group objects!
toys, water, stones and many other In the above examples we have grouped
objects. All these objects have different objects on the basis of their shape or the
shapes, colours and uses (Fig. 2.1). materials they are made from.
Look around and identify objects All objects around us are made of one
that are round in shape. Our list may or more materials. These materials may
include a rubber ball, a football and a be glass, metal, plastics, wood, cotton,
glass marble. If we include objects that paper, mud or soil. Can you think of
are nearly round, our list could also more examples of materials?
include objects like apples, oranges, and Activity 1
an earthen pitcher (gharha).
Let us collect as many objects as
possible, from around us. Each of us
could get some everyday objects from
home and we could also collect some
objects from the classroom or from
outside the school. What will we have
in our collection? Chalk, pencil,
notebook, rubber, duster, a hammer,
nail, soap, spoke of a wheel, bat,
matchbox, salt, potato. We can also list
objects that we can think of, but, cannot
bring to the classroom. For example,
wall, trees, doors, tractor, road.
Separate all objects from this
collection that are made from paper or
Fig. 2.1 Objects around us wood. This way we have divided all objects
22 S OR TING M A TERIALS INTO GROUPS
2
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into two groups. One group https://bit.ly/all-classes-new-text-books
has the
objects that are made from paper or wood
Boojho wants to know, whether
while the other group has the objects
we found some materials that
that are not made of these materials.
were used for making more than
Similarly, we could separate the things
one type of an object.
that are used for preparing food.
Let us be a little more systematic. List
all objects collected, in Table 2.1. Try to
identify the materials that each one is
made of. It would be fun to make this a Table 2.2 Different types of objects
large table – collecting information that are made from the same
about as many objects as possible. It material
may seem difficult to find out the
materials out of which some of these Objects made of
Material these materials
objects are made. In such cases, discuss
with your friends, teacher and parents Chair, table,
Wood plough, bullock cart
to identify the materials. and its wheels, ...
Table 2.1 Objects and the Books, notebooks,

Paper newspaper, toys,
materials they are made of calendars,...
Leather
Materials they are
Objects made of Plastics
Plate (thali) (Satneyelo

, glass, plastics Cotton
ther)
Pen Plastics, metal

What do we find from these tables?
First, we grouped objects in many
different ways. We then found that
objects around us are made of different
Activity 2 materials. At times, an object is made of
Table 2.2 lists some common materials. a single material. An object could also
You can also add more materials in be made of many materials. And then
Column 1 that are known to you. Now, again, one material could be used for
try and think of everyday objects you making many different objects. What
know, that are made mainly of these decides which material should be used
materials, and list them in Column 2. for making any given object? It seems
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that we need to know more https://bit.ly/all-classes-new-text-books
about Appearance
different materials. Materials usually look different from
2.2 P ROPER TIES OF M ATERIALS each other. Wood looks very different
from iron. Iron appears different from
Have you ever wondered why a tumbler
copper or aluminium. At the same time,
is not made with a piece of cloth? Keep
in mind that we generally use a tumbler there may be some similarities between
iron, copper and aluminium that are not
to keep a liquid. Therefore, would it not
there in wood.
be silly, if we were to make a tumbler
out of cloth (Fig 2.2)! What we need for Activity 3
a tumbler is glass, plastics, metal or
Collect small pieces of different materials –
other such material that will hold water.
paper, cardboard, wood, copper wire,
Similarly, it would not be wise to use
aluminium sheet, chalk. Do any of these
paper-like materials for cooking vessels.
appear shiny? Separate the shiny
We see then, that we choose a
materials into a group.
material to make an object depending
Now, observe as the teacher cuts each
material into two pieces and look at the
freshly cut surface (Fig. 2.3). What do
you notice? Does the freshly cut surface
of some of these materials appear shiny?
Include these objects also in the group
of shiny materials.
Do you notice such a shine or lustre
in the other materials, cut them anyway
as you can? Repeat this in the class with
as many materials as possible and make
a list of those with and without lustre.
Instead of cutting, you can rub the
surface of material with sand paper to
see if it has lustre.
Fig. 2.2 Using a cloth tumbler
on its properties, and the purpose for

which the object is to be used.
So, what are all the properties of
materials that would be important for
their usage? Some properties are
discussed here. Fig. 2.3 Cutting pieces of materials to see if
they have lustre
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Materials that have suchhttps://bit.ly/all-classes-new-text-books
lustre are beakers. Fill each one of them about two-
usually metals. Iron, copper, aluminium thirds with water. Add a small amount
and gold are examples of metals. Some (spoonful) of sugar to the first glass,
metals often lose their shine and salt to the second and similarly, add
appear dull, because of the action of air small amounts of the other substances
and moisture on them. We therefore, into the other glasses. Stir the contents
notice the lustre, only on their freshly of each of them with a spoon. Wait for a
cut sur face. When you visit an few minutes. Observe what happens to
ironsmith or a workshop, look out for the substances added to water (Fig. 2.4).
freshly cut surfaces of metal rods to see Note your observations as shown
if they have lustre. in Table 2.3.
Hardness
When you press different materials with
your hands, some of them may be hard
to compress while others can be easily
compressed. Take a metal key and try
to scratch with it, the surface of a piece
of wood, aluminium, a piece of stone, a
nail, candle, chalk, any other material Fig. 2.4 What disappears, what doesn’t?
or object. You can easily scratch some
Table 2.3 Mixing different solid
materials, while some cannot be
materials in water
scratched so easily. Materials which can
be compressed or scratched easily are Substance
Disappears in water/
called soft while some other materials does not disappear
which are difficult to compress are called Disappears completely in
Salt water
hard
hard. For example, cotton or sponge is
soft while iron is hard. Sugar
In appearance, materials can have
Sand
different properties, like lustre,
hardness, be rough or smooth. Can you Chalk
powder
think of other properties that describe
the appearance of a material? Sawdust
Soluble or Insoluble? You will notice that some substances

have completely disappeared or
Activity 4 dissolved in water. We say that these
Collect samples of some solid substances substances are soluble in water. Other
such as sugar, salt, chalk powder, sand substances do not mix with water and
and sawdust. Take five glasses or do not disappear even after we stir for a
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long time. These substances https://bit.ly/all-classes-new-text-books
are We notice that some liquids get
insoluble in water. completely mixed with water. Some
Water plays an important role in the others do not mix with water and form
functioning of our body because it can a separate layer when kept aside for
dissolve a large number of substances. some time.
Do liquids also dissolve in water?
Activity 5
Collect samples of vinegar, lemon juice, Boojho suggests that we
mustard oil or coconut oil, kerosene or also check if the liquids that we
any other liquid. Take a glass tumbler. used in Activity 5, mix well with
Fill it up to half with water. Add a few some liquid other than water.
spoonfuls of one liquid to this and stir Paheli is curious to know
it well. Let it stand for five minutes. whether gases also dissolve
Observe whether the liquid mixes with in water.
water (Fig. 2.5). Repeat the same with
other liquids, as many different liquids
as are available to you. Write your Some gases are soluble in water
observations in Table 2.4. whereas others are not. Water, usually,
Table 2.4 Solubility of some has small quantities of some gases
common liquids in water dissolved in it. For example, oxygen gas
dissolved in water is very important for
Liquid Mixes well/
Does not mix the survival of animals and plants that
live in water.
Vinegar Mixes well
Objects may float or sink in
Lemon juice
water
Mustard oil While doing Activity 4, you might have
Coconut oil noticed that the insoluble solids
separated out from water. You may have
Kerosene
also noticed this with some liquids in
Activity 5. Some of these materials that
did not mix with water, floated to the
surface of water. Others may have sunk
to the bottom of the tumbler, right? We
notice many examples of objects that
(a) (b) float in water or sink (Fig. 2.6). Dried
Fig. 2.5 (a) Some liquids mix well with leaves fallen on the surface of a pond, a
water while (b) some others do not stone that you throw into this pond, few
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ustard oil
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oconut oil
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hide behind a glass window?
Obviously
not, as your friends can see through that
and spot you. Can you see through all
the materials? Those substances or
materials, through which things can be
seen, are called transparent (Fig. 2.7).
Glass, water, air and some plastics are
Fig. 2.6 Some objects float in water while
examples of transparent materials.
others sink in it
Shopkeepers usually prefer to keep
drops of honey that you let fall into a biscuits, sweets and other eatables in
glass of water. What happens to all transparent containers of glass or
of these?
Boojho would like you to give him
five examples each, of objects that float
and those that sink in water. What
about testing these same materials to
see if they float or sink in other liquids
like oil?
T ranspar ency
ransparency
Fig. 2.8 Transparent bottles in a shop
You might have played the game of hide
plastic, so that buyers can easily see
and seek. Think of some places where
these items (Fig. 2.8).
you would like to hide so that you are
On the other hand, there are some
not seen by others. Why did you choose
materials through which you are not
those places? Would you have tried to
able to see. These materials are called
opaque. You cannot tell what is kept
in a closed wooden box, a cardboard
carton or a metal container. Wood,
cardboard and metals, are examples of
opaque materials.
Do we find that we can group all
materials and objects, without any
confusion, as either opaque or
transparent?
Activity 6
Take a sheet of paper and look through
Fig. 2.7 Looking through opaque, transparent it towards a lighted bulb. Make a note
or translucent material of your observation. Now, put 2-3 drops
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of some oil and spread it onhttps://bit.ly/all-classes-new-text-books
the sheet of whether palm of your hand is opaque,
paper. Look again towards the lighted transparent or translucent?
bulb through that portion of the paper We learnt that materials differ in their
on which the oil has been spread. Do appearance and the way they mix in
you find that the bulb is more clearly water or other liquids. They may float
visible than before? But, can you see or sink in water or may be transparent,
clearly through the oiled paper? Is opaque or translucent. Materials can be
everything on the other side of it visible? grouped on the basis of similarities or
Perhaps not. The materials through differences in their properties.
which objects can be seen, but not Why do we need to group materials?
clearly, are known as translucent
translucent. In everyday life, we often group materials
Remember the oily patch on paper when for our convenience. At home, we
we tested food items for presence of fats? usually store things in such a manner
That was translucent too. Can you that similar objects are placed together.
think of some more examples of Such an arrangement helps us to locate
translucent materials? them easily. Similarly, a grocer usually
We can therefore group materials as keeps all type of biscuits at one corner
opaque, transparent and translucent. of his shop, all soaps at another while
Paheli suggests grains and pulses are stored at some
covering the glass other place.
of a torch with your There is another reason why we find
palm at a dark such grouping useful. Dividing
place. Switch on materials in groups makes it convenient
the torch and to study their properties and also
observe the other observe any patterns in these properties.
Fig. 2.9 Does torch
light pass through side of the palm. We will study more about this in
your palm? She wants to know higher classes.
Hard Opaque
Insoluble Rough
Lustre Soluble
Material T ranslucent
Metals T ransparent
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˝ÀVü‰\T bÕs¡<äs¡Ùø£+
 Objects around us are made up of a large variety of materials.

 A given material could be used to make a large number of objects. It is
also possible that an object could be made of a single material or of
many different types of materials.
 Different types of materials have different properties.
 Some materials are shiny in appearance while others are not. Some
are rough, some smooth. Similarly, some materials are hard, whereas
some others are soft.
 Some materials are soluble in water whereas some others are insoluble.
 Some materials such as glass, are transparent and some others such
as wood and metals are opaque. Some materials are translucent.
 Materials are grouped together on the basis of similarities and
differences in their properties.
 Things are grouped together for convenience and to study their
properties.
1. Name five objects which can be made from wood.
2. Select those objects from the following which shine:

Glass bowl, plastic toy, steel spoon, cotton shirt
3. Match the objects given below with the materials from which they could be
made. Remember, an object could be made from more than one material and a
given material could be used for making many objects.
Objects Materials
Book Glass
Tumbler Wood
Chair Paper
Toy Leather
Shoes Plastics
4. State whether the statements given below are True or False.

(i) Stone is transparent, while glass is opaque.
(ii) A notebook has lustre while eraser does not.
(iii) Chalk dissolves in water.
(iv) A piece of wood floats on water.
kÕsê+X¯+
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(iii) düT<ä›eTTø£ÿ ˙{Ï˝À ø£s¡T>∑T‘·T+~
(iv) ˇø£ #Óø£ÿ eTTø£ÿ ˙{Ïô|’ ‘˚\T‘·T+~
(v) Sugar does nothttps://bit.ly/all-classes-new-text-books
dissolve in water.
(vi) Oil mixes with water.
(vii) Sand settles down in water.
(viii) Vinegar dissolves in water.
5. Given below are the names of some objects and materials:
Water, basket ball, orange, sugar, globe, apple and earthen pitcher
Group them as:
(a) Round shaped and other shapes
(b) Eatables and non eatables
6. List all items known to you that float on water. Check and see if they will float on
an oil or kerosene.
7. Find the odd one out from the following:
a) Chair, Bed, Table, Baby, Cupboard
b) Rose, Jasmine, Boat, Marigold, Lotus
c) Aluminium, Iron, Copper, Silver, Sand
d) Sugar, Salt, Sand, Copper sulphate
SUGGESTED ACTIVITY
1. You may have played a memory game with your friends. Several objects are
placed on a table, you are asked to observe them for a few minutes, go into
another room and write down the names of all objects that you can remem-
ber. Play this game, with a difference! Ask all the participants in the game to
remember objects with some particular property while playing this memory
game — remember and write down the names of objects that were made of
wood or objects that are edible and so on. Have fun!
2. From a large collection of materials, make groups of objects having different
properties like transparency, solubility in water and other properties. In later
chapters you will also learn about properties of materials related to electric-
ity and magnetism. After making different groups from the collected materi-
als, try and find out if there are any patterns in these groups. For instance,
do all materials which have lustre conduct electricity?
(v) https://bit.ly/all-classes-new-text-books
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(viii) yÓì>∑sY ˙{Ï˝À ø£s¡T>∑T‘·T+~
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(m) ≈£îØÃ, eT+#·+, ã\¢, bÕ|ü, ø£uÀsY¶
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Á|üeVæ≤+|ü #˚kÕÔj·÷?
3 Separation of Substances
I
n our daily life, there are many
instances when we notice a substance
being separated from a mixture
of materials.
Tea leaves are separated from the
liquid with a strainer, while preparing
tea (Fig. 3.1).
Fig. 3.2 Butter is taken out by churning milk

or curd
than mango or guava? Imagine you are
given a glass of sand with salt mixed in
Fig. 3.1 Separating tea leaves with a strainer
it. Impossible, even to think of
Grain is separated from stalks, while
separating salt from this mixture by
harvesting. Milk or curd is churned to
picking out grains of sand by hand!
separate the butter (Fig. 3.2). We gin
cotton to separate its seeds from
the fibre. But, why would we need to
Perhaps you might separate substances like this
have eaten salted at all, is what Paheli wants
daliya or poha. If you to know.
found that it had
chillies in it, you may
have carefully taken
them out before eating.
Activity 1
Suppose you are given a basket In Column 1 of Table 3.1, are given a
containing mangoes and guavas and few processes of separation. The purpose
asked to separate them. What would you of separation and the way separated
do? Pick out one kind and place them components are used is mentioned in
in a separate container, right? Column 2 and 3 respectively. However,
Seems easy, but what if the materials the information given in Columns 2 and
we want to separate are much smaller 3 is jumbled up. Can you match each
40 S EPARATION OF S UBSTANCES
3 |ü<ësê∆\qT y˚s¡T #˚j·TT≥

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ñ+{≤+.
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#˚kÕÔ+ (|ü≥+. 3.1)
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|ü<ësê∆\qT y˚sT¡ #˚jT· T≥ 41
Table 3.1 https://bit.ly/all-classes-new-text-books
Why do we separate substances?
Separation Purpose for which we do What do we do with the

process the separation separated components?
1) Separate a) To separate two different, i) We throw away the soild

stones from rice but useful components. component.
2) Chur ning milk b) To remove non-useful ii) We throw away the

to obtain butter components. impurities.
3) Separate tea c) To remove impurities or iii) We use both the

leaves har mful components. components.
process with its purpose and the way the sheet of paper? Are there pieces of
separated components are used? stone, husks, broken grain and particles
We see that, before we use a of any other grain in it? Now, remove
substance, we need to separate harmful with your hand the pieces of stone,
or non-useful substances that may be husks and other grains from it.
mixed with it. Sometimes, we separate This method of handpicking can
even useful components if we need to be used for separating slightly larger
use them separately. sized impurities like the pieces of dirt,
The substances to be separated may stone, and husk from wheat, rice or
be particles of different sizes or pulses (Fig. 3.3). The quantity of such
materials. These may be in any three
impurities is usually not very large.
states of matter i.e., solid, liquid or gas.
In such situations, we find that
So, how do we separate substances
handpicking is a convenient method of
mixed together if they have so many
separating substances.
different properties?
3.1 M ETHODS OF SEPARATION
We will discuss some simple methods of
separating substances that are mixed
together. You may come across some of
these methods being used in day to day
activities.
Handpicking
Activity 2
Fig. 3.3 Handpicking stones from grain
Bring a packet of food grain purchased
from a shop to the classroom. Now, Threshing
spread the grains on a sheet of paper. You must have seen bundles of wheat
Do you find only one kind of grain on or paddy stalks lying in fields after
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harvesting the crop. Stalks https://bit.ly/all-classes-new-text-books
are dried in this mixture on a plate or a newspaper.
the sun before the grain is separated Look at this mixture carefully. Can the
from them. Each stalk has many grain two different components be made out
seeds attached to it. Imagine the easily? Are the sizes of particles of the
number of grain seeds in hundreds of two components similar? Would it be
bundles of stalk lying in the field! How possible to separate the components by
does the farmer separate grain seeds handpicking?
from those bundles of stalks? Now, take your mixture to an open
One may pluck mangoes or guavas ground and stand on a raised platform.
from the trees. But, grain seeds are Put the mixture in a plate or sheet of
much smaller than mangoes or guavas. paper. Hold the plate or the sheet of
So, plucking them from their stalks paper containing the mixture, at your
would be impossible. How does one shoulder height. Tilt it slightly, so that
separate grain seeds from their stalks? the mixture slides out slowly.
The process that is used to separate What happens? Do both the
grain from stalks etc. is threshing
threshing. In components — sand and sawdust (or
this process, the stalks are beaten to free powdered leaves) fall at the same place?
the grain seeds (Fig. 3.4). Sometimes, Is there a component that blows away?
Did the wind manage to separate the
two components?
This method of separating
components of a mixture is called
winnowing
winnowing. Winnowing is used to
separate heavier and lighter components
of a mixture by wind or by blowing air.
direction of the air
soop
Fig. 3.4 Threshing

husk
threshing is done with the help of
bullocks. Machines are also used to
thresh large quantities of grain.
Winnowing
grain
Activity 3
Make a mixture of dry sand with
sawdust or powdered dry leaves. Keep Fig. 3.5 Winnowing
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This method is commonly used by
farmers to separate lighter husk particles
from heavier seeds of grain (Fig. 3.5).
The husk particles are carried away
by the wind. The seeds of grain get
separated and form a heap near the
platform for winnowing. The separated
husk is used for many purposes such
as fodder for cattles.
Sieving
Fig. 3.7 Pebbles and stones are removed from
Sometimes, we may wish to prepare a sand by sieving
dish with flour. We need to remove
to separate pebbles and stones from
impurities and bran that may be present
sand (Fig. 3.7).
in it. What do we do? We use a sieve
and pour the flour into it (Fig. 3.6). Activity 4
Sieving allows the fine flour particles
Bring a sieve and a small quantity of
to pass through the holes of the sieve
flour from home, to the class. Sieve the
while the bigger impurities remain on
flour to separate any impurities in it.
the sieve.
Now, make a fine powder of chalk pieces
In a flour mill, impurities like husk
and mix it with the flour. Can we
and stones are removed from wheat
separate the flour and the powdered
before grinding it. Usually, a bagful of
chalk by sieving?
wheat is poured on a slanting sieve. The
Sieving is used when components of
sieving removes pieces of stones, stalk
a mixture have different sizes.
and husk that may still remain with
wheat after threshing and winnowing. Sedimentation, Decantation
and Filtration
Sometimes, it may not be possible to
separate components of a mixture by
winnowing and handpicking. For
example, there may be lighter impurities
like dust or soil particles in rice or
pulses. How are such impurities
separated from rice or pulses before
cooking?
Fig. 3.6 Sieving
Rice or pulses are usually washed
You may have also noticed similar before cooking. When you add water to
sieves being used at construction sites these, the impurities like dust particles
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get separated. These impurities https://bit.ly/all-classes-new-text-books
go into strainer. Did all the tea leaves remain
water. Now, what will sink to the bottom in the strainer? This process is called
of the vessel — rice or dust? Why? Have filtration (Fig. 3.1). Which method of
you seen that the vessel is tilted to pour separating tea leaves from prepared tea
out the dirty water? is better, decantation or filtration?
When the heavier component in a Let us now consider the example
mixture settles after water is added to of water that we use. Do all of us, at
it, the process is called sedimentation
sedimentation. all times, get safe water to drink?
When the water (along with the dust) is Sometimes, water supplied through taps
removed, the process is called may be muddy. The water collected from
decantation (Fig. 3.8). Let us find a ponds or rivers may also be muddy,
few other mixtures that can be separated especially after rains. Let us see if we
through sedimentation and can use some method of separation to
decantation. remove insoluble impurities like soil
The same principle is used for from the water.
separating a mixture of two liquids that
Activity 5
do not mix with each other. For example,
oil and water from their mixture can be Collect some muddy water from a pond
separated by this process. If a mixture of or a river. If it is not available, mix some
such liquids is allowed to stand for some soil to water in a glass. Let it stand for
time, they form two separate layers. The half an hour. Observe the water
component that forms the top layer can carefully and note your observations.
then be separated by decantation. Does some soil settle at the bottom
Let us again consider a mixure of a of water? Why? What will you call this
solid and liquid. After preparing tea, process?
what do you do to remove the tea leaves? Now, slightly tilt the glass without
Usually, we use stainer to remove tea disturbing the water. Let the water from
leaves. Try decantation. It helps a little. the top flow into another glass (Fig. 3.8).
But, do you still get a few leaves in your What will you call this process?
tea? Now, pour the tea through a Is the water in the second glass still
muddy or brown in colour? Now filter
mixture
(soil + water) it. Did the tea strainer work? Let us try
filtering the water through a piece of
cloth. In a piece of cloth, small holes or
pores remain in between the woven
undissolved
material threads. These pores in a cloth can be
(soil) used as a filter.
Fig. 3.8 Separating two components of a mix- If the water is still muddy, impurities
ture by sedimentation and decantation can be separated by a filter that has even
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>√<ÛäTeT s¡+>∑T˝À ñ+<ë? Ç|ü⁄Œ&ÉT <ëìï e&Éb˛j·T+&ç.
$TÁX¯eT+
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e&Éb˛‘· kÕ<Ûäq+>± ñ|üjÓ÷–+#·e#·TÃ.
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˝Àì ¬s+&ÉT n+XÊ\qT y˚s¡T #˚j·TT≥
smaller pores. A filter paper is one such

filter that has very fine pores in it.
Fig. 3.9 shows the steps involved in
using a filter paper. A filter paper folded
in the form of a cone is fixed onto a
funnel (Fig. 3.10). The mixture is then
poured on the filter paper. Solid
particles in the mixture do not pass
through it and remain on the filter.
Fig. 3.11 Heating a beaker containing salt wa-

ter
see any change in the colour of water?
Can you see any salt in the beaker, after
stirring? Heat the beaker containing the
salt water (Fig. 3.11). Let the water boil
Fig. 3.9 Folding a filter Fig. 3.10 Filtration
away. What is left in the beaker?
paper to make a cone using a filter paper In this activity, we used the process
of evaporation, to separate a mixture of
Fruit and vegetable juices are usually water and salt.
filtered before drinking to separate the The process of conversion of water
seeds and solid particles of pulp. The into its vapour is called evaporation
evaporation.
method of filtration is also used in the
The process of evaporation takes place
process of preparing cottage cheese continuously wherever water is present.
(paneer) in our homes. You might have
Where do you think, salt comes
seen that for making paneer, a few drops
from? Sea water contains many salts
of lemon juice are added to milk as it mixed in it. One of these salts is the
boils. This gives a mixture of particles
common salt. When sea water is allowed
of solid paneer and a liquid. The paneer
to stand in shallow pits, water gets
is then separated by filtering the mixture heated by sunlight and slowly turns into
through a fine cloth or a strainer. water vapour, through evaporation. In
Evaporation a few days, the water evaporates
completely leaving behind the solid salts
Activity 6 (Fig. 3.12). Common salt is then
Add two spoons of salt to water in obtained from this mixture of salts by
another beaker and stir it well. Do you further purification.
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e&Éb˛‘· ø±–‘êìï ñ|üj÷Ó –+#˚ k˛bÕHê\qT #·÷|ü⁄‘·T+~.
ˇø£ e&Éb˛‘· ø±–‘êìï X¯+KTe⁄ Äø±s¡+˝À eT&ç∫ ˇø£
>∑sê≥T MT<ä neTsêÃ* (|ü≥+. 3.10). Ç|ü⁄Œ&ÉT á
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<ëì MT<ä ì*∫ ñ+{≤sTT.
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ø£\|ü&+É MTs¡T #·÷dæ ñ+&Ée#·TÃ. Ç~ |òTü q s¡÷|ü+˝À e⁄+&˚ ñ|ü⁄Œ mø£ÿ&É qT+&ç edüT+Ô <äì MTs¡T nqT≈£î+≥THêïs¡T?
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notice steam coming out from the spout
of the kettle?
Take a metal plate with some ice on
it. Hold the plate just above the spout
of the kettle as shown in Fig. 3.13. What
do you observe? Let all the water in the
kettle boil off.
When the steam comes in contact
with the metal plate cooled with ice, it
Fig. 3.12 Obtaining salt from sea water condenses and forms liquid water. The
water drops that you observed falling
Use of more than one
from the plate, were due to condensation
method of separation of steam. The process of conversion of
We have studied some methods for water vapour into its liquid form is
separation of substances from their called condensation
condensation.
mixtures. Often, one method is not Did you ever see water drops
sufficient to separate the different condensed under a plate that has been
substances present in a mixture. In such used to cover a vessel containing milk
a situation, we need to use more than that has just been boiled?
one of these methods. After all the water has evaporated,
Activity 7 what is left behind in the kettle?
We have thus, separated salt, sand
Take a mixture of sand and salt. How and water using processes of
will we separate these? We already saw decantation, filtration, evaporation and
that handpicking would not be a
condensation.
practical method for separating these. Paheli faced a problem while
Keep this mixture in a beaker and recovering salt mixed with sand. She
add some water to it. Leave the beaker
has mixed a packet of salt in a small
aside for some time. Do you see the sand
settling down at the bottom? The sand
can be separated by decantation or
filtration. What does the decanted liquid
contain? Do you think this water
contains the salt which was there in the
mixture at the beginning?
Now, we need to separate salt and
water from the decanted liquid. Transfer
this liquid to a kettle and close its lid.
Heat the kettle for some time. Do you Fig. 3.13 Evaporation and condensation
¬ø{Ï˝Ÿ jÓTTø£ÿ >=≥º+ qT+&ç Ä$] ãj·T≥≈£î sêe&Üìï
MTs¡T |ü]o*+#êsê?
ø=ìï eT+#·T eTTø£ÿ\T ñ+∫q ˝ÀVü≤|ü⁄ |üfi≤flìï
rdüTø√+&ç. |ü≥+ 3.13˝À #·÷|æq $<Û+ä >± ø¬ {Ï˝Ÿ jÓTTø£ÿ
>=≥º+ m>∑Teq á |üfiËfl+qT |ü≥Tºø√+&ç. MTs¡T @$T
>∑eTìkÕÔs¡T? ˙fi¯óflø±#˚ bÕÁ‘· ˝Àì ˙fi¯¢˙ï eTs¡>∑ìe«+&ç.
eT+#·T eTTø£ÿ\ ø±s¡D+>± #·\¢ã&çq ˝ÀVü≤|ü⁄ |üfiËfl+qT
Ä$] ‘êøÏq|ü⁄Œ&ÉT, n~ kÕ+ÁBø£s¡D+ #Ó+~ Á<äe ˙{Ïì
@s¡Œs¡TdüTÔ+~. Ä$] kÕ+ÁBø£s¡D #Ó+~ @s¡Œ&çq ˙{Ï
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n+{≤s¡T.
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ø=ìï |ü<‘∆ä T· \qT n<Û´ä j·Tq+ #˚XÊ+. ‘·s#¡ T· >±, $TÁX¯eT+˝À #·÷XÊsê?
ñ+&˚ $$<Ûä |ü<ësê∆\qT y˚s¡T #˚j·T&ÜìøÏ ˇø£ |ü<ä∆‹ ˙s¡+‘ê Ä$¬sq’ ‘·sê«‘·, ˙fi¯óflø±#˚ bÕÁ‘·˝À @$T $T–*
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ñ+≥T+~?
ˇø£{Ï ø£+fÒ m≈£îÿe |ü<‘∆ä T· \qT ñ|üj÷Ó –+#·e\dæq nedüs+¡
eTq+ á $<Ûä+>± ‘˚s¡TÃ≥, e&Éb˛‘·, uÛ≤w”ŒuÛÑeq+,
ñ+≥T+~.
kÕ+ÁBø£sD¡ + Á|üÁøÏjT· \qT ñ|üj÷Ó –+∫ ñ|ü⁄Œ, ÇdüTø£, ˙{Ïì
ø£‘·´+ 7 y˚s¡T #˚XÊ+.
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Ä#·s¡D≤‘·àø£ |ü<ä∆‹ ø±<äì eTq+ Ç|üŒ{Ïπø #·÷XÊ+.
á $TÁX¯e÷ìï ˇø£ ;ø£s˝Y À ñ+∫, <ëìøÏ ø=+#Ó+ ˙s¡T
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<ë«sê y˚s¡T #˚j·Te#·TÃ. ‘˚]Ãq Á<äe+˝À @$T ñ+≥T+~?
eTT+<äT ñqï $TÁX¯eT+˝Àì ñ|ü⁄Œ á ˙{Ï˝À ñ+<äì MTs¡T
nqT≈£î+≥THêïsê?
Ç|ü⁄Œ&ÉT, eTq+ ‘˚]Ãq Á<äe+ qT+&ç ñ|ü⁄ŒqT, ˙{Ïì y˚sT¡
#˚j·÷*. á Á<äyêìï ¬ø{Ï˝Ÿ˝À b˛j·T+&ç. ¬ø{Ï˝Ÿ˝À ô|’
eT÷‘·qT ñ+#·+&ç. ¬ø{Ï˝ŸqT ø=+‘·ùd|ü⁄ y˚&ç #˚j·T+&ç.
|ü≥+ 3.13 uÛ≤w”ŒuÛÑeq+ eT]j·TT kÕ+ÁBø£s¡D+
amount of sand. She then https://bit.ly/all-classes-new-text-books
tried the
method suggested in Activity 7, to
recover the salt. She found, however,
that she could recover only a small part
of the salt that she had taken. What
could have gone wrong?
Can water dissolve any
amount of a substance?
In chapter 2, we found that many Fig 3.14 Dissolving salt in water
substances dissolve in water and form would have remained mixed with the
a solution. We say that these substances sand and could not be recovered. She
are soluble in water. What will happen could solve her problem by using a
if we go on adding more and more of larger quantity of water.
these substances to a fixed quantity of Suppose, she did not have sufficient
water? quantity of water to dissolve all the salt
Activity 8 in the mixture. Is there some way that
water could be made to dissolve more
You will need a beaker or a small pan, a salt before the solution gets saturated?
spoon, salt and water. Pour half a cup Let us try and help Paheli out.
of water in the beaker. Add one
teaspoonful of salt and stir it well, until
Activity 9
the salt dissolves completely (Fig 3.14). Take some water in a beaker and mix
Again add a teaspoonful of salt and stir salt in it until it cannot dissolve any
well. Go on adding salt, one teaspoonful more salt. This will give you a saturated
at a time, and stir. solution of salt in water.
After adding a few spoons of salt, do Now, add a small quantity of salt to
you find that some salt remains this saturated solution and heat it. What
undissolved and settles at the bottom do you find? What happens to the
of the beaker? If yes, this means that undissolved salt in the bottom of the
no more salt can be dissolved in the beaker? Does it dissolve, now? If yes,
amount of water we have taken. The can some more salt be dissolved in this
solution is now said to be saturated
saturated. solution by heating it?
Here is a hint as to what might have Let this hot solution cool. Does the
gone wrong when Paheli tried to recover salt appear to settle at the bottom of the
large quantity of salt mixed with sand. beaker again?
Perhaps the quantity of salt was much The activity suggests that larger
more than that required to form a quantity of salt can be dissolved in water
saturated solution. The undissolved salt on heating.
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Does water dissolve equal amounts Table 3.2
of different soluble substances? Let us
Number of spoons of
find out. Substance substance that
Activity 10 dissolved in water
Take two glasses and pour half a cup Salt

of water in each of them. Add a teaspoon Sugar
of salt to one glass and stir till the salt
dissolves. Go on adding salt, one
teaspoon at a time, till the solution We have discussed a few methods of
saturates. Record the number of spoons separating substances. Some of the
of salt that dissolved in the water, in methods of separation presented in this
Table 3.2. Now, repeat the same chapter are also used in a science
activity with sugar. Repeat this with laboratory.
some other substances that are soluble We also learnt that a solution is
in water. prepared by dissolving a substance in a
What do you notice from Table 3.2? liquid. A solution is said to be saturated
Do you find that water dissolves different if it cannot dissolve more of the
substances in different amounts? substance in it.
Chur ning Saturated solution

Condensation Sedimentation
Decantation Sieving
Evaporation Solution
Filtration Threshing
Handpicking Winnowing
 Handpicking, winnowing, sieving, sedimentation, decantation and

filtration are some of the methods of separating substances from their
mixtures.
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 Husk and stoneshttps://bit.ly/all-classes-new-text-books
could be separated from grains by handpicking.
 Husk is separated from heavier seeds of grain by winnowing.
 Difference in the size of particles in a mixture is utilised to separate
them by the process of sieving and filtration.
 In a mixture of sand and water, the heavier sand particles settle down
at the bottom and the water can be separated by decantation.
 Filtration can be used to separate components of a mixture of an
insoluble solid and a liquid.
 Evaporation is the process in which a liquid gets converted into its
vapour. Evaporation can be used to separate a solid dissolved in a liquid.
 A saturated solution is one in which no more of that substance can be
dissolved.
 More of a substance can be dissolved in a solution by heating it.
 Water dissolves different amount of soluble substances in it.
1. Why do we need to separate different components of a mixture? Give two ex-

amples.
2. What is winnowing? Where is it used?
3. How will you separate husk or dirt particles from a given sample of pulses be-
fore cooking.
4. What is sieving? Where is it used?
5. How will you separate sand and water from their mixture?
6. Is it possible to separate sugar mixed with wheat flour? If yes, how will you do it?
7. How would you obtain clear water from a sample of muddy water?
8. Fill up the blanks
(a) The method of separating seeds of paddy from its stalks is called ___________.
(b) When milk, cooled after boiling, is poured onto a piece of cloth the cream
(malai) is left behind on it. This process of separating cream from milk is an
example of ___________.
(c) Salt is obtained from seawater by the process of ___________.
(d) Impurities settled at the bottom when muddy water was kept overnight in a
bucket. The clear water was then poured off from the top. The process of
separation used in this example is called ___________.
9. True or false?
(a) A mixture of milk and water can be separated by filtration.
(b) A mixture of powdered salt and sugar can be separated by the process of
winnowing.
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(c) Separation of sugar from tea can be done with filtration.
(d) Grain and husk can be separated with the process of decantation.
10. Lemonade is prepared by mixing lemon juice and sugar in water. You wish to
add ice to cool it. Should you add ice to the lemonade before or after dissolving
sugar? In which case would it be possible to dissolve more sugar?
1. Visit a nearby dairy and report about the processes used to separate cream
from milk.
2. You have tried a number of methods to separate impurities like mud from
water. Sometimes, the water obtained after employing all these processes could
still be a little muddy. Let us see if we can remove even this impurity com-
pletely. Take this filtered water in a glass. Tie a thread to a small piece of
alum. Suspend the piece of alum in the water and swirl. Did the water become
clear? What happened to the mud? This process is called loading. Talk to
some elders in your family to find out whether they have seen or used this
process.
THINGS TO SEE
“The winnowers”, painted by Gustav Courbet in 1853

Reproduced with permission from Museè de Beaus Arts, Nantes, France
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4 Getting to Know Plants
G
o outside and observe all the the school, in the parks and gardens,
plants around you (Fig. 4.1). isn’t it?
Do you see that some plants Let us get to know the different
are small, some very big, while some parts of any plant. This will help us
are just patches of green on
the soil? Some have green
leaves, while some others have
reddish ones. Some have huge
red flowers, some have tiny
blue ones, while some have
none. We do see a variety of
plants existing all around us
— near our homes, in the
school ground, on the way to
Flower
Fig. 4.1 A Nature walk!
understand the differences between

Fruit plants of different kinds. Can you label
the stem, branch, root, leaf, flower and
Stem
Leaf Shoot fruit of the plant shown in Fig.4.2?
system Colour the parts of the plant.
4.1 H ERBS, S HRUBS AND T REES
Node
Activity 1
Internode { Bud Look closely at the stem and branches
of:
1. Plants much smaller than you.
Primary 2. Plants that are about your size, and
root Root 3. Plants which are much taller than
Secondary system
root you.
Feel their stem and try to bend them
Fig. 4.2 Parts of a plant gently to see if they are tender or hard.
62 G ETTING TO K NOW P LANTS
4 yÓTTø£ÿ\ >∑T]+∫ ‘Ó\TdüTø√e&É+

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yÓTTø£ÿ\ >∑T]+∫ ‘Ó\TdüTø√e&É+ 63
Table 4.1 Categories of plants
Take care that the stem does not break. 2 and 3 for many more plants.
Hug the tall plants to see how thick their Fill Column 4 later after studying
stems are! the section.
We also need to notice from where the Based on these characters most
branches grow in some plants — close to plants can be classified into three
the ground or higher up on the stem. categories: herbs, shrubs and trees
trees.
We will now group all the plants we An example of each is shown in Fig.4.3.
observed, in Table 4.1. Some examples
are shown. You can fill the Columns 1,
Suggestion: Student can work in

groups of 4–5 so that a minimum
number of plants are harmed/
damaged.
You may also use weeds with soft (a)
stems for the activities. Do you know
what weeds are? In crop fields, lawns,
or in pots, often some unwanted
plants or weeds start growing. Have
you seen farmers removing these (b) (c)
weeds from their fields?
Fig.4.3 (a) Herb, (b) shrub and (c) tree
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Plants with green and https://bit.ly/all-classes-new-text-books
tender stems
are called herbs. They are usually short
and may not have many branches
[Fig.4.3 (a)].
Some plants develop branches near
the base of stem. The stem is hard but
not very thick. Such plants are called
shrubs [Fig.4.3(b)].
Some plants are very tall and have
hard and thick stem. The stems have
branches in the upper part, much above
the ground. Such plants are called trees
Fig. 4.4 Creepers Fig. 4.5 Climbers
[Fig.4.3(c)].
Based on the above characteristics two trees, shrubs, herbs or creepers
can you now classify the plants listed growing in your house or school.
by you and complete column 4 in
4.2 S TEM
Table 4.1?
Observe closely the stems of different
plants around you. Note down different
structures/parts borne by
Paheli wonders what kind of stem — the the stem. Compare you
money plant, beanstalk, gourd plants and observations with the that of
grape vines have. Do observe some of these
your friends. What do you
plants. How are these different from a herb,
a shrub or a tree? Why do you find? Stems bear leaves,
think some of them need support branches, buds, flowers
to climb upwards? and fruits.
Activity 2
We would require a glass, water, red/
Plants with weak stems that cannot blue ink and a soft stem. Pour water to
stand upright but spread on the ground fill one-third of the glass. Add a few
are called creepers (Fig.4.4),, while those drops of red/blue ink to the water. Cut
that take support and climb up are called the base of the stem and put it in the
climbers (Fig.4.5). These are different glass as shown in Fig.4.6.
from the herbs, shrubs and trees. Observe the set-up. Does the colour
Perhaps there are some plants in appear in the stem? You will find that
your school or at home that you take the colour rises in the stem. If this is
care of. Write down the names of any kept for a longer period, the colour
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Lamina Stem
Petiole
Fig. 4.8 A leaf
Let us get to know the leaf better by

taking its impression! If you thought
Fig. 4.6 Stem in a glass with coloured water
that leaves cannot sign, here is an
appears in the veins of leaves also. How activity which will make you think again.
do you think the colour reached there?
Activity 3
From this activity, we see that the
stem helps in upward movement of Put a leaf under a white sheet of paper
water. The water and minerals go to or a sheet in your notebook. Hold it in
leaves and other plant parts attached to place as shown in Fig. 4.9. Hold your
the stem. pencil tip sideways and rub it on the
portion of the paper having the leaf below
it. Did you get an impression with some
lines in it? Are they similar to those on
the leaf?
These lines on
the leaf are called
(a) (b) veins
veins. Do you see
Fig. 4.7 (a) Water moves up the stem and a prominent line
reaches leaves in the middle of the
(b) Enlarged view of open end of stem
leaf? This is called
4.3 L EAF the midrib. The
design made by Fig. 4.9 Taking an
Observe the leaves of some plants
impression of a leaf
around you and draw them in your veins in a leaf is
notebook. Are all the leaves of same size, called the leaf venation
venation. If this design
shape and colour? is net-like on both sides of midrib, the
How are leaves attached to the stem? venation is reticulate [Fig. 4.10 (a)]. In
The part of leaf by which it is attached the leaves of grass you might have seen
to the stem is called petiole
petiole. The broad, that the veins are parallel to one another.
green part of the leaf is called lamina This is parallel venation [(Fig. 4.10 (b)].
(Fig. 4.8). Can you identify these parts Observe the venation in as many leaves
of the leaves in plants around you? Do as you can without removing them from
all the leaves have petioles? the plant. Draw the pattern and write
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Midrib Veins https://bit.ly/all-classes-new-text-books Transparent
polythene
cover/bag
(a) (b)
Fig. 4.10 Leaf venation (a) reticulate and
(b) parallel Fig. 4.11 What does the leaf do?
names of some plants having reticulate cover? What makes the water appear on
and parallel venation. the polythene bag? In Chapter 5, we
Shall we now find out some of the noticed water changing into different
functions of a leaf? forms in some of our activities. Can you
Activity 4 think of these and name the process that
makes water drops appear on the
We will require a herb, two transparent polythene cover?
polythene bags and thread. Leaves also have another function.
Do this activity during day time on a Let us study this.
sunny day. Use a healthy, well watered
plant that has been growing in the sun. Activity 5
Enclose a leafy branch of the plant in a We would require a leaf, spirit, a beaker,
polythene cover and tie up its mouth as test tube, burner, water, a watch glass
shown in Fig. 4.11. Tie up the mouth of and iodine solution for this activity.
another empty polythene cover and keep Take a leaf in a test tube and pour
it also in the sun. spirit to completely immerse the leaf.
After a few hours, observe the inner
surface of the covers. What do you see?
Are there any droplets of water? How do Green
leaf Iodine
you think they got there? [Don’t forget
solution
to remove the polythene bag after the Blue
activity!] Black
Water comes out of leaves in the form coloured
leaf
of vapour by a process called
transpiration
transpiration. Plants release a lot of
water into the air through this process.
Why did we tie a cover around the
leaves? Would we have seen the water
evaporate if we had not tied a polythene Fig. 4.12 What does the leaf contain?
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Note: Since the activity involves the
use of spirit and heating, it is advised
that it is demonstrated by the teacher
in the class.
Now, place the test tube in a beaker half

filled with water. Heat the beaker till all
the green colour from the leaf comes out
into the spirit in the test tube. Take out
the leaf carefully and wash it in water.
Fig. 4.13 Watering the plants
Place it on a watch glass and pour some
iodine solution over it (Fig. 4.12). Which part of the plant is in the soil?
What do you observe? Compare your Let us learn more about this part from
observations with those done in the following activities.
Chapter 1, when you tested food for
presence of different nutrients. Does this Activity 6
mean that the leaf has starch in it? You would require two pots, some soil,
In Chapter 1, we saw that a slice of khurpi (for digging), blade or a pair of
raw potato also shows the presence of scissors and water. This activity is to be
starch. Potatoes get this starch from done in groups of 4-5 students.
their leaves and store it. Leaves prepare Select two plants of the same kind
their food in the presence of sunlight from an open ground and dig them out
and a green coloured substance present with roots. Take care that their roots do
in them. For this, they also use water
not break. Plant one of them in pot A
and carbon dioxide. This process is
[Fig. 4.14 (a)]. Cut off the roots from the
called photosynthesis
photosynthesis. Oxygen is given
out in this process. The food prepared
by leaves ultimately gets stored in
different parts of plant.
We have seen that the stem supplies
leaf with water. The leaf uses the water
to make food. The leaves also lose water
through transpiration. How do the stem
and leaves get water? That is where the
roots come in!
4.4 R OOT A B
Look at Fig. 4.13. Who do you think is (a) (b)

watering their plant correctly, Paheli or
Fig. 4.14 (a) Plant with roots, and
Boojho? Why? (b) without roots
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other plant and plant it in https://bit.ly/all-classes-new-text-books
pot B [Fig. holding the plant firmly to the soil. They
4.14 (b)]. Water them regularly. Observe anchor the plant to the soil.
the plants after a week. Are both plants You have seen that there are different
healthy? kinds of stems and leaves. Do the roots
Both the plants are watered also show a variety? Let us find out.
regularly, but, one is without roots, isn’t
Activity 8
it? Does this activity help you
understand an important function of the Study Fig. 4.16 (a) and (b) carefully.
root? Now, look at the roots of the gram plants
Let us do an activity to study another you have pulled out from the cotton in
function of root. the previous activity. Do they look like
the roots shown in Fig. 4.16 (a) or those
Activity 7 in Fig. 4.16 (b)? How about the roots of
We would require seeds of gram and
maize, cotton wool, katori (bowl) and
some water.
Take two katoris (bowl). Place some
wet cotton in them. Put 3 or 4 seeds of
gram in one and maize in the other.
Keep the cotton wet by sprinkling (a) (b)
water every day, until the sprouts have
Fig 4.16 (a) Roots of_______________
grown into young plants. After a week
(b) Roots of_______________
try to separate the young plants from
the cotton (Fig. 4.15). maize plant? Write ‘gram’ or ‘maize’ in
the blank spaces in the figure after
matching the roots with the figures.
In what way are the roots of gram
and maize similar? In what way are they
different? There seem to be two different
types of roots, isn’t it? Are there also
other types of roots? Let us find out.
Activity 9
Fig. 4.15 Young plants grown on cotton
Go to an open ground where many wild
Was it easy to separate the cotton plants are growing. Dig out a few, wash
from the roots? Why? the soil off the roots and observe them.
In Activity 6, we could not pull out Do you find that all of them have either
the plants from the soil, right? We dug the kind of roots shown in Fig. 4.17 (a)
them out. This is because roots help in or as in Fig. 4.17 (b)?
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a very interesting way? In Table 4.2, can
you match the type of leaf venation and
the type of roots for some plants you have
studied in all the activities so far?
Table 4.2 Types of roots and types
of leaf venation
Name of Type of leaf Type of

plant venation roots
(a) (b)
Fig. 4.17 (a) Taproot and (b) fibrous roots We have learnt that roots absorb
water and minerals from the soil and
For roots of the kind shown in
the stem conducts these to leaves and
Fig.4.17 (a), the main root is called tap
other parts of the plant. The leaves
root and the smaller roots are called
lateral roots
roots. Plants with roots as prepare food. This food travels through
shown in Fig. 4.17 (b) do not have a the stem and is stored in different parts
main root. All roots seem similar and of plant. We eat some of these as roots—
these are called fibrous roots
roots. like carrot, radish, sweet potato, turnip
Separate the plants you have and tapioca. We also eat many other
collected into two groups. In group (a) parts of a plant where food is stored.
put those that have tap roots and in Do you agree that stem is like a street
group (b) those that have fibrous roots. with two way traffic (Fig. 4.18)? Write
Look at the leaves of the plants in Group the name of material that goes up in
(a). What kind of venation do they have? the stem and that which comes down.
What kind of venation do you see for
plants of Group (b)?
Do you notice that leaf venation and
the type of roots in a plant are related in
Boojho has a brilliant idea! If he

wants to know what kind of roots a
plant has, he need not pull it out.
He just has to look at its leaves! 4.18. Stem as two-way traffic street
Fig. 4.18
In the next section, we will study

about the structure of a flower.
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4.5 F LOWER https://bit.ly/all-classes-new-text-books
These are the petals
petals. Different flowers
You are shown three branches of a rose have petals of different colours.
in Fig 4.19 (a), (b) and (c). Which one Where do you think the petals are in a
will help you best to recognise the plant? closed bud? Which is the most prominent
part in a bud? Did you see that this part
is made of small leaf-like structures? They
Petals
Sepals
(a) (b) (c)
Fig 4.19 Rose: (a) A leafless branch Fig. 4.20 Bud and flower
(b) A branch with leaves
(c) A branch with leaves and flowers are called sepals
sepals. Take a flower and
observe its petals and sepals. Now,
Which colour did you use for the answer the following questions:
flower in Fig. 4.19 (c)? Are all flowers How many sepals does it have?
colourful? Have you ever seen flowers Are they joined together?
on grass, wheat, maize, mango or What are the colours of the petals
guava? Are those brightly coloured? and the sepals?
Let us study a few flowers. How many petals does the flower have?
When choosing flowers to study, avoid Are they joined to one another or are
using marigold, chrysanthemum or they separate?
sunflower. You will learn in higher Do the flowers with joint sepals have
classes that they are not single flowers, petals that are separate or are they also
but groups of flowers. joined together?
Fill the table based on the
observations of the whole class
Activity 10
(Table 4.3). Add observations to this
We would require one bud and two fresh table, from a field trip to a locality where
flowers each, of any of the following– there are plants with flowers. Fill the
datura, china rose, mustard, brinjal, last two columns later.
lady’s finger, gulmohur. Also a blade, a To see the inner parts of the flower
glass slide or a sheet of paper, a clearly, you have to cut it open, if its
magnifying glass and water. petals are joined. For example, in datura
Observe Fig. 4.20 carefully. Look at and other bell-shaped flowers, the petals
the prominent parts of the open flower. have to be cut lengthwise and spread
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Table 4.3 Observations on flowers
out so that the inner parts can be seen

clearly (Fig. 4.21).
Remove the sepals and petals to see
the other parts. Study the Fig. 4.22
carefully, compare your flower with the Anther
illustration and identify the stamens
and pistil in your flower.
Filament
Look at Fig 4.23 carefully. It shows
different kinds of stamens present in
different flowers. Can you recognise the Fig. 4.23 Parts of a stamen
two parts of the stamens in your flower?
How many stamens are there in your The innermost part
flower? Draw one stamen and label of flower is called the
Stigma
its parts. pistil
pistil. If you cannot see Style
it completely, remove
the remaining stamens.
Identify the parts of the
pistil with the help of Ovary
Fig. 4.24.
Draw a neat,
labelled diagram of the
Fig. 4.21 A bell-shaped flower Fig. 4.24
pistil of your flower. Parts of a pistil
Anthers Activity 11
Let us now study the structure of ovary
(Fig. 4.24). It is the lowermost and
swollen part of the pistil. We will cut
Stamens Pistil
this part to study what is inside! Look
at Fig. 4.25 (a) and (b) carefully to
Fig. 4.22 Parts of a flower
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each of the two pieces of the ovary, you
have cut.
Observe the inner parts of the ovary
using a lens (Fig. 4.26). Do you see some
small bead like structures inside the
ovary? They are called ovules
ovules. Draw and
label the inner parts of the ovary in your
notebook.
Try to find out the names of as many
flowers as you can by asking the
gardener or any other person.
Remember, not to pluck more flowers
(a) (b) than you need. Based on what you have
filled in Table 4.3, answer the following
Fig. 4.25 Cutting an ovary (a) longitudinal
cut and (b) transverse cut questions.
Do all flowers have sepals, petals,
understand how to cut the ovary of a stamens and pistils? Are there flowers that
flower. do not have one or more of these? Are
Cut the ovary in two different ways there flowers which have parts other than
as shown in Fig. 4.25. To prevent them these?
from drying, put a drop of water on Did you find any flower which has
no difference between sepals and petals?
Ovules
Did you find any flower in which the
number of stamens is different from the
number of petals?
Do you now agree that the structure
of the flower is not always the same?
The number of sepals, petals, stamens
and pistils may also be different in
different flowers. Some of these parts
may even be absent at times!
We have studied some features and
(a) (b)
functions of leaves, stems and roots.
Fig. 4.26 Inner structure of an ovary We studied the structure of different
(a) longitudinal cut, (b) transverse cut flowers. We will learn about the function
of flowers in higher classes. We will also
learn about fruits in higher classes.
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Climbers Petiole
Conduct Photosynthesis
Creepers Pistil
Fibrous roots Reticulate venation
Herbs Sepal
Lamina Shrubs
Lateral roots Stamen
Midrib Taproot
Ovule T ranspiration
Parallel Venation T rees
Petal Veins
 Plants are usually grouped into herbs, shrubs and trees based on their
height, nature of stem and branches.
 The stem bears leaves, flowers and fruits.
 Leaf usually has a petiole and lamina.
 The pattern of veins on the leaf is called venation. It can be reticulate or
parallel.
 Leaves give out water vapour through the process of transpiration.
 Green leaves make their food by the process of photosynthesis using
carbon dioxide and water in the presence of sunlight.
 Roots absorb water and minerals from the soil. They also anchor the
plant firmly in the soil.
 Roots are mainly of two types: tap root and fibrous root.
 Plants having leaves with reticulate venation have tap roots while plants
having leaves with parallel venation have fibrous roots.
 The stem conducts water from roots to the leaves (and other parts) and
food from leaves to other parts of the plant.
 The parts of a flower are sepals, petals, stamens and pistil.
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1. Correct the following statements and rewrite them in your notebook.

(a) Stem absorbs water and minerals from the soil.
(b) Leaves hold the plant upright.
(c) Roots conduct water to the leaves.
(d) The number of petals and stamens in a flower is always equal.
(e) If the sepals of a flower are joined together, its petals are also joined
together.
(f) If the petals of a flower are joined together, then the pistil is joined to the
petal.
2. Draw (a) a leaf, (b) a taproot and (c) a flower, you have studied for Table 4.3.
3. Can you find a plant in your house or in your neighborhood, which has a long
but weak stem? Write its name. In which category will you place it?
4. What is the function of a stem?
5. Which of the following leaves have reticulate venation?
Wheat, tulsi, maize, grass, coriander (dhania), China rose
6. If a plant has fibrous root, what type of venation do its leaves have?
7. If a plant has leaves with reticulate venation, what kind of roots will it have?
8. Is it possible for you to find out whether a plant has taproot or fibrous roots by
looking at the impression of its leaf on a sheet of paper?
9. What are the parts of a flower.
10. From the following plants, which of them have flowers?
Grass, maize, wheat, chilli, tomato, tulsi, peepal, shisham, banyan, mango,
jamun, guava, pomegranate, papaya, banana, lemon, sugarcane, potato, ground-
nut
11. Name the part of plant which produces food. Name the process.
12. In which part of a flower, you will find the ovary?
13. Name two plants in which one has joined sepals and the other has separate
sepals.
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SUGGESTED PROJECT AND ACTIVITIES
1. BECOME A LEAF EXPER T

Do this activity with a number of leaves over a period of few weeks. For every
leaf that you wish to study, pluck it and wrap it in a wet cloth and take it
home. Now, place the leaf between the folds of a newspaper and place a
heavy book on it. You can also put it under your mattress or a trunk! Take
out the leaf after a week. Paste it on a paper and write a poem or story about
it. With your leaf collection pasted in a book, you can become an expert about
leaves!
2. Names of plant parts are hidden in this grid. Search them by going up, down,
diagonally, forward or backward. Have fun!
O V U L E L Y T S T E M
V E I N W Q H E R B P I
A N I M A L Z E X R N D
R F I L A M E N T M U R
Y A R A B L C O D B E I
L E E U O F O L G H I B
A L H I I R J A L K U R
T M T N O T P P Q R R A
E E N S T U F E H V W N
P Y A M G I T S Z Z N C
F L O W E R E H T N A H
S T A M E N N S E P A L
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5 Body Movements
S
it absolutely still. Observe the Table 5.1 How do animals move
movements taking place in your from place to place?
body. You must be blinking your
Body part used How does
eyes, time to time. Observe the for moving
Animal the animal
movements in your body as you from place to move?
place
breathe. There are so many movements
that happen in our bodies. Cow Legs Walk
When you are writing in your Humans
notebook which part of the body are you
Snake Whole body Slither
moving? Or, when you turn and look at
your friend? Different parts of your body Bird
move while you remain at the same Insect
place, in these examples. You also move
from one place to another — you get up Fish
and go to your teacher or to the school
compound, or go home after school. You
walk, run, skip, jump and move from Walk, run, fly, jump, creep, crawl,
place to place. slither and swim – these are only a few
Let us see how animals move from of the ways in which animals move from
place to place by filling up Table 5.1, one place to another. Why are there so
after discussing with our friends, many differences in the way that
teachers and parents. animals move from place to place? Why
is it that many animals walk while a
snake slithers or crawls and a fish
swims?
Boojho wonders about movements
in plants. He knows they do not
5.1 HUMAN BODY AND ITS MOVEMENTS
move from place to place, but, do Let us look closely at some of our own
they show any other kind of movements to begin with, before looking
movements? at all these varieties of movements in
animals.
Do you enjoy doing physical exercise
at school? How do you move your hands
and legs while doing different exercises?
90 B ODY M OVEMENTS
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X¯Øs¡ ø£<*ä ø£\T 91
Let us try some of the many movements, Why is it that we are able to move a
our body is capable of. few parts of our body easily in various
Bowl an imaginary ball at an directions and some only in one
imaginary wicket. How did you move direction? Why are we unable to move
your arm? Did you rotate it at the some parts at all?
shoulder in a circular movement? Did
Activity 1
your shoulder also move? Lie down and
rotate your leg at the hip. Bend your Place a scale length-wise on your arm
arm at the elbow and the leg at the knee. so that your elbow is in the centre
Stretch your arm sideways. Bend your (Fig. 5.1).
arm to touch your shoulder with your Ask your friend to tie the scale and
fingers. Which part of your arm did you your arm together. Now,
bend? Straighten your arm and try to try to bend your elbow.
bend it downwards. Are you able to Are you able to do it?
do it?
Try to move the various parts of your
body and record their movements in
Fig. 5.1 Can you bend
Table 5.2. your arm now?
Table 5.2 Movements in our body

Movement
Body Part
Rotates Rotates Does not
completely partly/turns Bends Lifts move at all
Neck Yes
Wrist
Finger
Knee
Ankle
Toe
Back
Head
Elbow
Ar m Yes
92 B ODY M OVEMENTS
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X¯Øs¡ ø£<*ä ø£\T 93
Did you notice that we are able to bend Bowl
or rotate our body in places where two
parts of our body seem to be joined Ball
together — like elbow, shoulder or neck?
These places are called joints
joints. Can you
name more such joints? If our body has Paper Cylinder
no joints, do you think it would be
possible for us to move in any way at all?
What exactly is joined together at Fig. 5.2 Making a ball and socket joint
these joints?
Does the ball rotate freely inside the bowl?
Press your fingers against the top of
Does the paper cylinder also rotate?
your head, face, neck, nose, ear, back of
Now, imagine that the paper cylinder
the shoulder, hands and legs including
is your arm and the ball is its end. The
the fingers and toes.
bowl is like the part of the shoulder to
Do you get a feel of something hard
which your arm is joined. The rounded
pressing against your fingers? The hard
end of one bone fits into the cavity
structures are the bones. Repeat this
activity on other parts of your body. So (hollow space) of the other bone
many bones! (Fig.5.3). Such a joint allows movements
Bones cannot be bent. So, how do in all directions. Can you name another
we bend our elbow? It is not one long such joint you can think of, recollecting
bone from the upper arm to our wrist. It the body movements we tried at the
is different bones joined together at the beginning of this section?
elbow. Similarly, there are many bones
present in each part of the body. We Ball and
Socket Joint
can bend or move our body only at those
points where bones meet.
There are different types of joints in Thigh Bone
our body to help us carry out different Hip Bone
movements and activities. Let us learn
about some of them.
Fig. 5.3 A ball and socket joint
Ball and socket joints
Pivotal Joint
Activity 2
The joint where our neck joins the head
Roll a strip of paper into a cylinder. Make is a pivotal joint (Fig. 5.4). It allows us
a small hole in an old rubber or plastic to bend our head forward and backward
ball (under supervision) and push the and turn the head to our right or left.
paper cylinder into it as shown in Try these movements. How are these
Fig. 5.2. You can also stick the cylinder movements different from those of our
on the ball. Put the ball in a small bowl. arm that can rotate a complete circle in
94 B ODY M OVEMENTS
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X¯Øs¡ ø£<*ä ø£\T 95
Pivotal joint
Fig. 5.4 A pivotal joint

its ball and socket joint? In a pivotal
Fig. 5.6 Hinge joints of the knee
joint a cylindrical bone rotates in a ring.
movement at the elbow in Activity 1.
Hinge joints What we have constructed in Fig. 5.5 is
Open and close a door a few times. different from a hinge, of course. But, it
Observe the hinges of the door carefully. illustrates the direction in which a hinge
They allow the door to move back allows movement. The elbow has a hinge
and forth. joint that allows only a back and forth
Activity 3 movement (Fig. 5.6). Can you think of
more examples of such joints?
Let us look at the kind of movement
allowed by a hinge. Make a cylinder with Fixed joints
cardboard or thick chart paper, as Some joints between bones in our head
shown in Fig. 5.5. Attach a small pencil are different from those we have
to the cylinder by piercing the cylinder discussed so far. The bones cannot move
at the centre, as shown. Make a hollow at these joints. Such joints are called
half cylinder from cardboard such that fixed joints. When you open your
the rolled up cylinder can fit inside it mouth wide, you can move your lower
easily. The hollow half cylinder with the jaw away from your head, isn’t it? Try
rolled up cylinder sitting inside it, allows to move your upper jaw, now. Are you
movement like a hinge. Try to move the able to move it? There is a joint between
rolled up cylinder. How does it move? the upper jaw and the rest of the head
How is this movement different from which is a fixed joint.
what we saw with our constructed ball We discussed only some of the joints
and socket joint? We saw this kind of that connect parts of our body.
What gives the different parts of the
body their different shapes?
If you wanted to make a doll, what
will you make first? Perhaps a
framework to give the doll shape before
making its outer structure, isn’t it? All
Fig. 5.5 Directions of movement allowed by a the bones in our body also form a
hinge like joint framework to give a shape to our body.
96 B ODY M OVEMENTS
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X¯Øs¡ ø£<*ä ø£\T 97
Similarly, feel the bones
of your ankle
The human skeleton is composed of
and knee joints and compare these with
around 305 bones at birth. The
the X-ray images (Fig. 5.8).
number of bones in the skeleton
changes with age. It decreases to 206
bones by adulthood after some bones
have fused together.
This framework is
called the skeleton
(Fig. 5.7.)
How do we know
that this is the shape
of a human skeleton? Fig. 5.8 X-ray images of ankle and knee joints
How do we know the Bend your fingers. Are you able to
shapes of the different bend them at every joint? How many
bones in our body? We bones does your middle finger have?
can have some idea Feel the back of your palm. It seems to
about the shape and have many bones, isn’t it (Fig. 5.9)? Is
number of bones in your wrist flexible? It is made up of
some parts of our body several small bones called carples
carples. What
by feeling them. One will happen if it has only one bone?
way we could know
this shape better
would be to look at
Fig. 5.7 The X-ray images of the
Human skeleton human body.
Did you or anyone in your family
ever have an X-ray of any part of your
body taken? Sometimes when we are
hurt, or have an accident, doctors use
these X-ray images to find out about Fig. 5.9 Bones of the hand
any possible injuries that might
Activity 4
have happened to the bones. The
X-rays show the shapes of the bones Take a deep breath and hold it for a
in our bodies. little while. Feel your chest bones and the
Feel the bones in your forearm, back bone by gently pressing the middle
upper arm, lower leg and upper leg. Try of the chest and back at the same time.
to find the number of bones in each part. Count as many ribs (bones of the chest)
98 B ODY M OVEMENTS
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Fig. 5.12 Shoulder bones
Fig. 5.10 The rib cage bones on the back are prominent where
the shoulders are? They are called
as possible. Observe Fig. 5.10 carefully
shoulder bones (Fig. 5.12).
and compare with what you feel of the
Observe Fig. 5.13 carefully. This
chest bones. We see that the ribs are
structure is made of pelvic bones
bones. They
curiously bent. They join the chest bone
enclose the portion of your body
and the backbone together to form a
below the stomach. This is the part
box. This is called the rib cage
cage. There
you sit on.
are 12 ribs on each side of chest. Some
important internal parts of our body lie
protected inside this cage.
Ask some friends to touch their toes
without bending their knees. Starting
from the neck, move your
fingers downwards on the
back of your friend. What Fig. 5.13 Pelvic bones
you feel is the backbone
backbone. It The skull is made up of many bones
is made up of many small joined together (Fig. 5.14). It encloses
bones called vertebrae. The and protects a very important part of
backbone consists of 33 the body, the brain.
vertebrae (Fig. 5.11). The rib We discussed many bones and
cage is joined to these bones. the joints of our skeleton. There are
If backbone was made
up of only one long bone,
will your friend be able to
bend?
Make your friend stand
Fig. 5.11 with both hands pressed to
The backbone the wall and ask her to push
the wall. Do you notice two Fig. 5.14 The skull
100 B ODY M OVEMENTS
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some additional parts of https://bit.ly/all-classes-new-text-books
the skeleton
that are not as hard as the bones and
which can be bent. These are called
cartilage
cartilage.
Feel your ear. Do you find any hard
bony parts that can be bent (a)
(Fig. 5.15)? There do not seem to be any
bones here, isn’t it? Do you notice
anything different between the ear lobe (b)
and the portions above it (Fig. 5.16), as
you press them between your fingers?
Fig. 5.17 Two muscles work together to move
a bone
observe a swollen region in the upper

arm? This is a muscle
muscle. The muscle
bulged due to contraction (it became
smaller in length). Now bring your arm
back to its normal position. What
happened to the muscle? Is it still
Fig. 5.15 Upper part Fig. 5.16
of ear has cartilage The ear lobe contracted? You can observe similar
contraction of muscles in your leg when
You do feel something in the upper parts you walk or run.
of the ear that is not as soft as the ear
When contracted, the muscle
lobe but, not as hard as a bone, isn’t it?
becomes shorter, stiffer and thicker. It
This is cartilage.. Cartilage is also found
pulls the bone.
in the joints of the body.
Muscles work in pairs. When one of
We have seen that our skeleton is
them contracts, the bone is pulled in
made up of many bones, joints and
cartilage. You could feel, bend and move that direction. The other muscle of the
many of them. Draw a neat figure of the pair relaxes. To move the bone in the
skeleton in your notebook. opposite direction, the relaxed musle
We have learnt about the bones in our contracts to pull the bone towards its
body and about joints that help us move original position, while the first relaxes.
in different ways. What makes the bones A muscle can only pull. It cannot push.
move the way they do? Let us find out. Thus, two muscles have to work together
Make a fist with one hand, bend your to move a bone (Fig. 5.17).
arm at the elbow and touch your Are muscles and bones always
shoulder with the thumb (Fig. 5.17). Do required for movement? How do other
you see any change in your upper arm? animals move? Do all animals have
Touch it with the other hand. Do you bones? What about an earthworm or a
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snail? Let us study thehttps://bit.ly/all-classes-new-text-books
manner of contractions, the earthworm can move
movement, that is, the gait of some through soil. Its body secretes a slimy
animals. substance to help the movement.
How does it fix parts of its body to
5.2 “GAIT OF ANIMALS”
the ground? Under its body, it has a
Earthworm large number of tiny bristles (hair like
structures) projecting out. The bristles
Activity 5 are connected with muscles. The bristles
Observe an earthworm moving on soil help to get a good grip on the ground.
in a garden. Gently lift it and place it The earthworm, actually, eats its way
on a piece of blotting or filter paper. through the soil! Its body then throws
Observe its movement (Fig. 5.18). Then away the undigested part of the material
place it on a smooth glass plate or any that it eats. This activity of an earthworm
slippery surface. Observe its movement makes the soil more useful for plants.
now. Is it different from that on paper?
Snail
In which of the above two surfaces do
you find that the earthworm is able to Activity 6
move easily?
Observe a snail in your garden or in field.
The body of an earthworm is made
Have you seen the rounded structure it
up of many rings joined end to end. An
carries on its back (Fig. 5.19)?
Fig. 5.19 A snail

Fig. 5.18 Movement of earthworm This is called the shell and it is the
earthworm does not have bones. It has outer skeleton of the snail, but is not
muscles which help to extend and made of bones. The shell is a single unit
shorten the body. During movement, and does not help in moving from place
the earthworm first extends the front to place. It has to be dragged along.
part of the body, keeping the rear Place the snail on a glass plate and
portion fixed to the ground. Then it fixes watch it. When it starts moving,
the front end and releases the rear end. carefully lift the glass plate along with
It then shortens the body and pulls the the snail over your head. Observe its
rear end forward. This makes it move movements from beneath.
forward by a small distance. Repeating A thick structure and the head of the
such muscle expansions and snail may come out of an opening in
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X¯Øs¡ ø£<*ä ø£\T 105
the shell. The thick structure is its foot,
made of strong muscles. Now, carefully
tilt the glass plate. The wavy motion of
the foot can be seen. Is the movement of
a snail slow or fast as compared to an
earthworm?
Cockroach
Activity 7
Observe a cockroach (Fig. 5.20). Fig. 5.21 Skeleton of a bird
Cockroaches walk and climb as well
bony parts of the forelimbs are modified
as fly in the air. They have three pairs
as wings. The shoulder bones are strong.
of legs. These help in walking. The body
The breastbones are modified to hold
is covered with a hard outer skeleton.
muscles of flight which are used to move
This outer skeleton is made of number
the wings up and down (Fig. 5.21).
Fish
Activity 8
Make a paper boat. Put it in water and
Fig. 5.20 A cockroach push it with one narrow end pointing
forward [Fig. 5.22 (a)]. Did it go into the
of plates joined together and that water easily? Now hold the boat
permits movement. sideways and push it into the water
There are two pairs of wings attached from the broad side [Fig. 5.22 (b)]. Are
to the body behind head. The you able to make the boat move in water
cockroaches have distinct muscles — when you push it from this side?
those near the legs move the legs for
walking. The body muscles move the
wings when the cockroach flies.
Birds
Birds fly in the air and walk on the (a)
ground. Some birds like ducks and
swans also swim in water. The birds can
fly because their bodies are well suited
for flying. Their bones are hollow and
light. The bones of the hind limbs are (b)
typical for walking and perching. The Fig. 5.22 Playing with boats
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X¯Øs¡ ø£<*ä ø£\T 107
Fish also have other
fins on their
body which mainly help to keep the
balance of the body and to keep
direction, while swimming. Did you ever
notice that under water divers wear fin
like flippers on their feet, to help them
move easily in water?
Fig. 5.23 Fish

How do snakes move?
Have you noticed that the shape of a Have you seen a snake slither? Does it
boat is somewhat like a fish (Fig 5.23)? move straight (Fig. 5.25)?
The head and tail of the fish are smaller Snakes have a long backbone. They
than the middle portion of the body – have many thin muscles. They are
the body tapers at both ends. This body connected to each other even though they
shape is called streamlined
streamlined. are far from one another. Muscles also
The shape is such that water can flow interconnect the backbone, ribs and skin.
around it easily and allow the fish to The snake’s body curves into many
move in water.The skeleton of the fish loops. Each loop of the snake gives it a
is covered with strong muscles. During forward push by pressing against the
swimming, muscles make the front part ground. Since its long body makes
of the body curve to one side and the many loops and each loop gives it this
tail part swings towards the opposite push, the snake moves forward very fast
side. The fish forms a curve as shown and not in a straightline.
in Fig. 5.24. Then, quickly, the body and We have learned about the use of
tail curve to the other side. This makes bones and muscles for the movements
a jerk and pushes the body forward. A of different animals. Paheli and Boojho
series of such jerks make the fish swim have many questions in their sacks
ahead. This is helped by the fins of about the different movements in
the tail. animals. So must you be having many
unanswered questions buzzing in your
Fig. 5.24 Movement in Fish Fig. 5.25 Movement in a snake
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X¯Øs¡ ø£<*ä ø£\T 109
minds? The ancient Greek https://bit.ly/all-classes-new-text-books
philosopher place? Why two legs for humans and
Aristotle, in his book Gait of Animals, four for cows and buffaloes? Many
asked himself these questions. Why do animals seem to be having an even
different animals have the body parts number of legs, why? Why is the
that they do have and how do these bending of our legs different from that
body parts help animals to move the of our arms?
way they do? What are the similarities So many questions and perhaps
and differences in these body parts we have looked for some answers
between different animals? How many through our activities in this chapter
body parts are needed by different and we need to look for many
animals for moving from place to more answers.
Yoga — For Better Health

Yoga is an invaluable gift of the ancient Indian tradition. The United Nations
declared 21 June as International Day of Yoga. Yoga keeps a person healthy. It
helps in keeping the backbone erect, enabling you to sit straight and not
slouch. Many postures in yoga require you to lift your own weight, which help
in making the bones strong and help ward off osteoporosis. It also helps in
relieving joint pain, which is mostly observed in elderly people. It tunes all
muscles in the body and keeps them active. It keeps the heart healthy and
makes it work more efficiently. Certain yoga postures should be performed
under the supervision of a trained person.
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Backbone Muscle
Ball and socket joint Outer skeleton
Bristles Pelvic bones
Cartilage Pivotal joint
Cavity Rib cage
Fixed joint Shoulder bones
Gait of animals Skeleton
Hinge joint Streamlined
 Bones and cartilage form the skeleton of the human body. It gives the
frame and shape to the body and helps in movement. It protects the
inner organs.
 The human skeleton comprises the skull, the back bone, ribs and the
breast bone, shoulder and hipbones, and the bones of hands and legs.
 The bones are moved by alternate contractions and relaxations of two
sets of muscles.
 The bone joints are of various kinds depending on the nature of joints
and direction of movement they allow.
 Strong muscles and light bones work together to help the birds fly. They
fly by flapping their wings.
 Fish swim by forming loops alternately on two sides of the body.
 Snakes slither on the ground by looping sideways. A large number of
bones and associated muscles push the body forward.
 The body and legs of cockroaches have hard coverings forming an outer
skeleton. The muscles of the breast connected with three pairs of legs
and two pairs of wings help the cockroach to walk and fly.
 Earthworms move by alternate extension and contraction of the body
using muscles. Tiny bristles on the underside of the body help in gripping
the ground.
 Snails move with the help of a muscular foot.
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X¯Øs¡ ø£<*ä ø£\T 113
1. Fill in the blanks:

(a) Joints of the bones help in the ——————— of the body.
(b) A combination of bones and cartilages forms the _______ of the body.
(c) The bones at the elbow are joined by a ______________________ joint.
(d) The contraction of the _____________ pulls the bones during movement.
2. Indicate true (T) and false (F) among the following sentences.
(a) The movement and locomotion of all animals is exactly the same. ( )
(b) The cartilages are harder than bones. ( )
(c) The finger bones do not have joints. ( )
(d) The fore arm has two bones. ( )
(e) Cockroaches have an outer skeleton. ( )
3. Match the items in Column I with one or more items of Column II.
Column I Column II
Upper jaw have fins on the body
Fish has an outer skeleton
Ribs can fly in the air
Snail is an immovable joint
Cockroach protect the heart
shows very slow movement
have a streamlined body
4. Answer the following:

(a) What is a ball and socket joint?
(b) Which of the skull bones are movable?
(c) Why can our elbow not move backwards?
THINGS TO THINK ABOUT

We discussed the many movements our bodies are capable of. Healthy bones,
muscles, joints and cartilages are needed by the body for all these movements.
Some of us suffer from conditions that could make these movements not so easy. In
a whole class activity, try to find ways that one would manage everyday activities, if
any one of our body movements was not possible. In Activity 1, for instance, you
tied a scale on your arm and disabled the elbow movement. Think of other ways of
restricting normal body movements and find ways that everyday activities could
then be managed.
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X¯Øs¡ ø£<*ä ø£\T 115
6 The Living Organisms —

Characteristics and Habitats
P
aheli and Boojho went on of some kind or the other (Fig. 6.1). Paheli
vacation to many places of started thinking and reading about far
interest. One such trip took away places. She read that people have
them to the river Ganga in Rishikesh. even found tiny living organisms in the
They climbed the mountains of the openings of volcanoes!
Himalayas, where it was very cold. They
saw many kinds of trees on these
mountains — oaks, pines and deodars,
very different from the ones near their
home on the plains! In yet another trip,
they travelled to Rajasthan and moved
on camels through the hot desert. They
collected different kinds of cactus plants
from this trip. Finally, they went on a
trip to Puri and visited the sea beach,
dotted with casuarina trees. While Fig. 6.1 Search for living organisms
recollecting all the fun that they had on 6.1 ORGANISMS AND THE
these trips, a thought struck them. All SURROUNDINGS WHERE THEY LIVE
these places were so different from one Another thought that occurred to Paheli
another, some were cold, some very hot and Boojho was about the kinds of living
and dry, and some places so humid. And organisms that were present in different
yet all of them had many organisms locations that they had visited. The
(living creatures) of various kinds. deserts had camels, the mountains had
They tried to think of a place on Earth goats and yak. Puri had some other
where there may not be any living creatures — crabs on the beach and
creatures. Boojho thought of places near such a variety of fish being caught by
his home. Inside the house, he tried the the fishermen at the sea! And then,
cupboards. He had thought that there there did seem to be some creatures like
may not be any living organisms here, ants that were present in all these
but he found one tiny spider in the different locations. The kinds of plants
cupboard. Outside the home too, there found in each of these regions were so
did not seem to be any place, he could different from the plants of the other
think of, that did not have living creatures regions. What about the surroundings
116 T HE L IVING ORGANISMS — C HARACTERISTICS AND H ABITATS
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düJe⁄\T \ø£Då ≤\T eT]j·TT ÄyêkÕ\T 117
in these different regions? Were they will discuss the table as we travel
the same? through many more interesting places.
Activity 1 6.2 HABITAT AND ADAPTATION
Let us start with a forest. Think of all What do you find from the plants and
the plants, animals and objects that can animals listed in Activity 1? Did you find
be found there. List them in Column 1 a large variety in them? Look at what you
of Table 6.1. List things, animals and have entered in the column for the desert
plants, found in the other regions that and the column for the sea in Table 6.1.
are also shown in the table. You can Did you list very different kind of
collect the examples scattered through organisms in these two columns?
this chapter to fill Table 6.1. Discuss What are the surroundings like, in
also with your friends, parents and these two regions?
teachers, to find more examples to fill In the sea, plants and animals are
the tables. You can also consult many surrounded by saline (salty) water. Most
interesting books in libraries that talk of them use the air dissolved in water.
of animals, plants and minerals of There is very little water available in
different regions. the desert. It is very hot in the day time
T ry and include many plants, and very cold at night in the desert. The
animals and objects, big and small, in animals and plants of the desert live on
each of the columns in this table. What the desert soil and breathe air from the
kind of objects will we find that may not surroundings.
be animals or plants? Perhaps parts of The sea and the desert are very
plants like dried leaves, or parts of different surroundings and we find very
animals, like bones. We may also find different kind of plants and animals in
different kinds of soils and pebbles. these two regions, isn’t it? Let us look
Water in the oceans may have salts at two very different kind of organisms
dissolved in it as discussed in Chapter from the desert and the sea – a camel
3. There could be many more objects. and a fish. The body structure of a camel
As we go through the chapter, keep helps it to survive in desert conditions.
adding more examples to Table 6.1. We Camels have long legs which help to
Table 6.1 Animals, plants and other objects found in different
surroundings
In the forest On mountains In the desert In the sea Any other?
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keep their bodies away from https://bit.ly/all-classes-new-text-books
the heat of We have taken only two examples
the sand (Fig. 6.2). They excrete small from a very wide variety of animals and
amount of urine, their dung is dry and plants that live on the Earth. In all this
they do not sweat. Since camels lose variety of organisms, we will find that
very little water from their bodies, they they have certain features that help
can live for many days without water. them live in the surroundings in which
Let us look at different kinds of fish. they are normally found. The presence
Some of these are shown in Fig. 6.3. of specific features or certain habits,
There are so many kinds of fish, but, do which enable an organism to live
you see that they all have something naturally in a place is called adaptation.
common about their shape? All the ones Adaptation of organisms differ
shown here have the streamlined shape depending on their place of dwelling.
that was discussed in Chapter 5. This That is why a fish cannot live out of
shape helps them move inside water. water and a camel cannot live in sea.
Fish have slippery scales on their bodies. The place where organisms live is
These scales protect the fish and also called habitat. Habitat means a dwelling
help in easy movement through water. place (a home). The habitat provides
We discussed in Chapter 5, that fish food, water, air, shelter and other needs
have flat fins and tails that help them to organisms. Several kinds of plants
to change directions and keep their body and animals live in the same habitat.
balance in water. Gills present in the The plants and animals that live on
fish help them to use oxygen dissolved land are said to live in terrestrial
in water. habitats
habitats. Some examples of terrestrial
We see that the features of a fish help habitats are forests, grasslands, deserts,
it to live inside water and the features of coastal and mountain regions. On the
a camel help it to survive in a desert. other hand, the habitats of plants and
Fig. 6.2 Camels in their surroundings Fig. 6.3 Different kinds of fish
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There are some changes that can happen in an organism over a short period of
time to help them adjust to some changes in their surroundings. For instance,
if we live in the plains and suddenly go to high mountain regions, we may
experience difficulty in breathing and doing physical exercise for some days.
We need to breathe faster when we are on high mountains. After some days,
our body adjusts to the changed conditions on the high mountain. Such small
changes that take place in the body of a single organism over short periods, to
overcome small problems due to changes in the surroundings, are called
acclimatisation. These changes are different from the adaptations that take
place over thousands of years.
animals that live in water are called water for a day. Divide the soaked seeds
aquatic habitats.
habitats Lakes, rivers and into four parts. Keep one part
oceans are some examples of aquatic completely submerged in water for 3-4
habitats. There are large variations days. Do not disturb the dry seeds and
among terrestrial habitats like forests, those submerged in water. Keep one part
grasslands, deserts, coastal and of soaked seeds in a sunny room and
mountain regions located in different another in a completely dark
parts of the world. region like a cupboard that does not
The organisms, both plants and allow any light to come in. Keep the last
animals, living in a habitat are its biotic part in very cold surroundings, say, in
components. The non-living things such a refrigerator or with ice around them.
as rocks, soil, air and water in Rinse them and replace the water every
the habitat constitute its abiotic day. What do you notice, after a few
components
components. Are sunlight and heat days? Do the seeds in all the five
biotic or abiotic components? conditions germinate uniformly? Do you
We know that some plants grow from find slower or no germination in any of
seeds. Let us look at some abiotic factors these?
and their effect on seeds as they grow Do you realise that abiotic factors like
into young plants. air, water, light and heat are important
Activity 2 for the growth of plants. In fact, abiotic
factors are important for all living
Recall Activity 7 in Chapter 4 — we made organisms.
sprouts from gram and maize seeds. We find that organisms exist in very
When the seed turned into a sprout, it cold as well as very hot climates, isn’t
is said to have germinated
germinated. This is the it? How do they manage to survive?
beginning of life of a new plant. Adaptation is the method by which
Collect some dry moong seeds. Keep organisms get well adjusted to the
20-30 seeds aside and soak the rest in climate.
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Adaptation does not takehttps://bit.ly/all-classes-new-text-books
place in a
short time because the abiotic factors of
a region also change very slowly. Those
organisms which cannot adapt to these
changes die, and only the adapted ones
survive. Organisms adapt to different
abiotic factors in different ways. This
results in a wide variety of organisms in
different habitats.
Let us look at some habitats,
understood the abiotic factors and the
adaptations of animals in these habitats. Fig. 6.4 Desert animals in burrows
6.3 A JOURNEY THROUGH DIFFERENT

HABIT
ABITAATS
Some Terrestrial Habitats

Deserts
We discussed the abiotic factors of a
desert and the adaptations in camels.
What about other animals and plants
that are found in deserts? Do they
have the same kind of adaptations?
There are desert animals like rats Fig. 6.5 Some typical plants that grow in desert
and snakes, which do not have long legs
that a camel has. To stay away from the Leave the potted plants in the sun and
intense heat during the day, they stay observe after a few hours. What do you
in burrows deep in the sand (Fig 6.4). see? Do you notice any difference in the
These animals come out only during the amount of water collected in the two
night, when it is cooler. polythene bags?
Fig. 6.5 shows some typical plants Desert plants lose very little water
that grow in a desert. How are these through transpiration. The leaves in
adapted to the desert? desert plants are either absent, very
small, or they are in the form of spines.
Activity 3 This helps in reducing loss of water from
Bring a potted cactus and a leafy plant the leaves through transpiration. The
to the classroom. Tie polythene bags to leaf-like structure you see in a cactus
some parts of the two plants, as was is, in fact, its stem (Fig. 6.5).
done for Activity 4 in Chapter 4, where Photosynthesis in these plants is
we studied transpiration in plants. usually carried out by the stems. The
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stem is also covered withhttps://bit.ly/all-classes-new-text-books
a thick waxy also present on mountains. They may
layer, which helps to retain water in the have different kind of adaptations to
tissues of cacti. Most desert plants have survive on the mountains.
roots that go very deep into the soil for Animals living in the mountain regions
absorbing water. are also adapted to the conditions there
(Fig. 6.7). They have thick skin or fur to
Mountain regions
protect them from cold. For example, yaks
These habitats are normally very cold
have long hair to keep them warm. Snow
and windy. In some areas, snowfall may
leopard has thick fur on its body
take place in winters.
There is a large variety of plants and
animals living in the mountain regions.
Have you seen the kind of trees shown
in Fig. 6.6?
(a)
Fig. 6.6 Trees of a mountain habitat

If you live in a mountain region or
have visited one, you may have seen a (b)
large number of such trees. But, have
you ever noticed such trees naturally
growing in other regions?
How are these trees adapted to the
conditions prevailing in their habitat?
These trees are normally cone shaped
and have sloping branches. The leaves Fig. 6.7 (a) Snow
of some of these trees are needle-like. leopard, (b) yak
and (c) mountain
This helps the rainwater and snow to goat are adapted to
slide off easily. There could be trees with mountain habitats
shapes very different from these that are (c)
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including feet and toes. This protects its survive? It’s light brown colour helps it
feet from the cold when it walks on the to hide in dry grasslands when it hunts
snow. The mountain goat has strong for prey (animals to eat). The eyes in
hooves for running up the rocky slopes front of the face allow it to have a correct
of the mountains. idea about the location of its prey.
As we go up in the mountainous A deer is another animal that lives in
regions, the surroundings change and forests and grasslands. It has strong teeth
we see different kinds of adaptations at for chewing hard plant stems of the
different heights. forest. A deer needs to know about the
presence of predators ( animals like lion
Grasslands
that make it their prey ) in order to run
A lion lives in a forest or a grassland
away from them and not become their
and is a strong animal that can hunt
prey. It has long ears to hear movements
and kill animals like deer. It is light
of predators.. The eyes on the side of its
brown in colour. Look at the picture of
head allow it to look in all directions for
a lion and that of a deer (Fig. 6.8). How
danger. The speed of the deer helps them
are the eyes placed in the face for these
to run away from the predators.
two animals? Are they in the front or
There are many other features of a
on the side of the face? Lions have long
lion, a deer or other animals and plants
claws in their front legs that can be
that help them to survive in their
withdrawn inside the toes. Do the
habitat.
features of a lion help it in any way to
Some Aquatic Habitats
Oceans
We already discussed how fish are
adapted to live in the sea. Many other
sea animals have streamlined bodies to
help them move easily in water. There
are some sea animals like squids and
(a) octopus, which do not have this
streamlined shape. They stay deeper in
the ocean, near the seabed and catch
any prey that moves towards them.
However, when they move in water they
make their body shapes streamlined.
These animals have gills to help them
use oxygen dissolved in water.
(b) There are some sea animals like
Fig. 6.8 (a) Lion and (b) deer dolphins and whales that do not have
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gills. They breathe in https://bit.ly/all-classes-new-text-books
air through (Fig. 6.9). In terrestrial plants, roots
nostrils or blowholes that are located normally play a very important role in the
on the upper parts of their heads. This absorption of nutrients and water from
allows them to breathe in air when they the soil. However, in aquatic plants, roots
swim near the surface of water. They can are much reduced in size and their main
stay inside the water for a long time function is to hold the plant in place.
without breathing. They come out to the The stems of these plants are long,
surface from time to time, to breathe in hollow and light. The stems grow up to
air. Did you ever see this interesting the surface of water while the leaves and
activity of dolphins in television flowers, float on the surface of water.
programme or films on ocean life? Some aquatic plants are submerged
in water. All parts of such plants are
Ponds and lakes
under water. Some of these plants have
Have you seen plants growing in ponds,
narrow and thin ribbon-like leaves.
lakes, rivers and even some drains? Go
These can bend in the flowing water. In
on a field trip to a nearby pond, if possible,
some submerged plants, leaves are often
and try to observe the kinds of plants that
highly divided, through which the water
are seen there. Observe the leaves, stems
can easily flow without damaging them.
and roots of these plants.
Frogs usually live in ponds. Frogs
Some of these plants have their roots
can stay both inside the water as well
fixed in the soil below the water
as move on land. They have strong back
legs that help them in leaping and
catching their prey. They have webbed
feet which help them swim in water.
We have discussed only a few common
animals and plants compared to the wide
variety that live in different habitats. You
may have also noticed the very wide
variety in plants around you, when you
prepared a herbarium as part of the
suggested activities in Chapter 4.
Imagine the kind of variety that you
could see in a herbarium of leaves of
plants from all regions of the Earth!
Fig. 6.9 Some aquatic plants float on water. 6.4 CHARACTERISTICS OF ORGANISMS
Some have their roots fixed in the soil at the
bottom. Some aquatic plants are We went on a journey through different
submerged in water. habitats and discussed many plants and
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animals. In Activity 1, we listed https://bit.ly/all-classes-new-text-books
objects, Paheli and Boojho found the poem
plants and animals found in different very funny, because they knew that a
surroundings. Suppose we stop a while chair or a table is not alive and it cannot
and think which examples in our list talk or walk.
are living? Let us think of examples from Chair, table, stone or a coin are not
a forest. Trees, creepers, small and big alive. Similarly, we do know that we are
animals, birds, snakes, insects, rocks, alive and so are all the people of the
soil, water, air, dry leaves, dead animals, world. We also see animals around us
mushrooms and moss may be only some that are so full of life — dogs, cats,
of the objects that are present in the monkeys, squirrels, insects and many
forest. Which of these are living? others.
Think of objects that you can see How do we know that something is
around you at this moment and group living? Often, it is not so easy to decide.
them as living and non-living. In some We are told that plants are living, but
cases, it is easy for us to know. For they do not move like a dog or a pigeon.
example, we know that objects like chair On the other hand, a car or a bus can
or table are not alive. Paheli was reading move, still we consider them as non-
this rhyme from Complete Nonsense living. Plants and animals appear to
written by Edward Lear: grow in size with time. But then, at
times, clouds in the sky also seem to
grow in size. Does it mean that clouds
are living? No! So, how does one
distinguish between living and non-
th e Ta bl e to the Chair,
Said living things? Do living things have
be aware,
’You can hardly
m the heat, some common characteristics that
’How I suffer fro y fe et !
la in s on m
’And from chilb make them very different from the
to ok a lit tle walk,
’If we non-living?
a little talk!
’We might have
the air!’ You are a wonderful example of a living
’Pray let us take
Ta bl e to the Chair.
Said th e being. What characteristics do you have
to the table,
Said the Chair le ! which make you different from a non-
we are not ab
’Now you know
yo u ta lk , living thing? List a few of these
’How foolishly !’
n yo u kn ow we cannot walk
’Whe characteristics in your notebook. Look at
with a sigh,
Said the Table
rm to try, your list and mark those characteristics
’It can do no ha
gs as yo u,
’I’ve as many le that you have listed, which may also be
ca n’ t we wa lk on two?’
’W hy found in animals or plants.
Some of these characteristics are
perhaps common to all living things.
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Do all organisms need https://bit.ly/all-classes-new-text-books
food? noticed pups grow
Earlier, we learnt that all living things into adults. A chick
need food and how essential it is to hatched from an
animals and to us. We have also learnt egg, grows into
that plants make their own food by the a hen or a cock.
process of photosynthesis. Animals (Fig. 6.11).
depend on plants or other animals for Plants also grow.
their food. Look around you
Food gives organisms the energy and see a few plants
needed for them to grow. Organisms also of a particular type.
need energy for other life processes that Some are very small
Fig. 6.11 A chicken
go on inside them. and young, some grows into an adult
Do all organisms show are bigger. They
growth? may all be in different stages of growth.
Look at the plants after a few days and
Does the kurta you had four years back,
weeks. You may find that some of them
still fit you? You cannot wear it any
more, isn’t it? You must have grown have grown in size. Growth seems to be
taller during these years. You may not common to all living things.
realise it, but you are growing all the Do you think, non-living things show
time and in few more years you will growth?
become an adult. (Fig. 6.10). Do all organisms respire?
Young ones of animals also grow Can we live without breathing? When
into adults. You would surely have
we inhale, the air moves from outside to
the inside of our body. When we breathe
out, the air moves from inside our body
to outside. Breathing is part of a process
called respiration
respiration. In respiration, some
of the oxygen of the air we breathe in, is
used by the body. We breathe out carbon
dioxide produced in this process.
The process of breathing in animals
like cows, buffaloes, dogs or cats is
similar to humans. Observe any one of
these animals while they are taking rest,
and notice the movement of their
abdomen. This slow movement indicates
Fig. 6.10 A baby grows into an adult that they are breathing.
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Respiration is necessary https://bit.ly/all-classes-new-text-books
for all living surroundings. Your favourite food,
organisms. It is through respiration that bright light and a thorn, in the above
the body finally obtains energy from the situations are some examples of changes
food it takes. in your surroundings. All of us respond
Some animals may have different immediately to such changes. Changes
mechanisms for the exchange of gases, in our surroundings that makes us
which is a part of the respiration process. respond to them, are called stimuli
stimuli.
For example, earthworms breathe Do other animals also respond to
through their skin. Fish, we have learnt, stimuli? Observe the behaviour of
have gills for using oxygen dissolved in animals, when food is served to them.
water. The gills absorb oxygen from the Do you find them suddenly becoming
air dissolved in water. active on seeing the food? When you
Do plants also respire? Exchange of move towards a bird, what does it do?
gases in plants mainly takes place Wild animals run away when bright
through leaves. The leaves take in air light is flashed towards them. Similarly,
through tiny pores in them and use the cockroaches begin to move to their
oxygen. They give out carbon dioxide to hiding places if the light in the kitchen
the air. is switched on at night. Can you give
We learnt that in sunlight, plants some more examples of responses of
use carbon dioxide to produce food and animals to stimuli?
give out oxygen. The amount of oxygen Do plants also respond to stimuli?
released in the process of food Flowers of some plants bloom only at
preparation by plants is much more night. In some plants flowers close after
than the oxygen they use in respiration. sunset. In some plants like Mimosa,
Respiration in plants takes place day commonly known as ‘touch-me-not’,
and night. leaves close or fold when someone
touches them. These are some examples
Do all organisms respond to
of responses of plants towards changes
stimuli?
in their surroundings.
How do you respond, if you suddenly
step on a sharp object like a thorn, while
Activity 4
walking barefoot? How do you feel when Place a potted plant in a room a little
you see or think about your favourite away from a window through which
food? You suddenly move from a dark sunlight enters some time during the
place into bright sunlight. What day (Fig. 6.12). Continue watering the
happens? Your eyes shut themselves plant for a few days. Does the plant grow
automatically for a moment till upright, like plants out in the open?
they adjust to the changed bright Note the direction in which it bends, if
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Do all organisms
reproduce their own
kind?
Have you ever seen nests of
some birds like pigeons?
Many birds lay their eggs in
the nest. Some of the eggs hatch and
young birds come out of them
(Fig. 6.13).
Fig. 6.12 Plant respond to light
it is not growing upright. Do you think,

this may be in response to some
(a) (b)
stimulus?
Fig. 6.13 (a) Birds lay eggs which after hatch-
All living things respond to changes ing produce (b) young ones
around them.
Animals reproduce their own kind.
Living organisms and excretion The mode of reproduction may be
All organisms need food. Not all the different, in different animals. Some
food that is eaten is completely used, animals produce their young ones
only a part of it is utilised by the body. through eggs. Some animals give birth
What happens to the rest? This has to to the young ones (Fig. 6.14).
be removed from the body as wastes. Our Plants also reproduce. Like animals,
body produces some wastes in other life plants also differ in their mode of
processes also. The process of getting reproduction. Many plants reproduce
rid of wastes by organisms is known as through seeds. Plants produce seeds,
excretion
excretion.
Do plants also excrete? They do, but
not as seen in animals. The mechanisms
in plants are a little different. Some plants
find it possible to store the waste products
within their parts in a way that they do
not harm the plant as a whole. Some
plants remove waste products as
secretions.
Excretion is another characteristic Fig. 6.14 Some animals which give birth to
common to all organisms. their young ones
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Living things produce
more of their
own kind through reproduction
reproduction. It
takes place in many different ways, for
different organisms.
Do all organisms move?
In Chapter 6, we discussed the various
ways in which animals move. They move
Fig. 6.15 A seed from a plant germinates into a
new plant from one place to another and also show
other body movements.
which can germinate and grow into new What about plants? Do they also
plants (Fig.6.15). move? Plants are generally anchored in
Some plants also reproduce through soil so they do not move from one place
parts other than seeds. For example, a to another. However, various substances
part of a potato with a bud, grows into a like water, minerals and the food
new plant (Fig. 6.16). synthesised by them move from one part
of the plant to other. Have you noticed
any other kind of movement in plants?
Opening or closing of flowers? Do you
recall how some plants show movement
in response to certain stimuli?
We also have some non-living
things moving, of course. A bus, car, a
small piece of paper, clouds and so on.
Fig. 6.16 A new plant grows from a bud of potato Is there something different in these
Plants also reproduce through movements from the movements of
cuttings. Would you like to grow a plant living beings?
in this way yourself? There is such a variety of living
organisms, but, all of them show some
Activity 5 common characteristics, as we have
Take a cutting from a rose or a menhdi discussed. Yet another common
plant. Fix it in the soil and water it characteristic is that living beings die.
regularly. What do you observe, after a Because organisms die, particular types
few days? of organisms can survive over thousands
It may not be easy to grow plants from of years only if they reproduce their own
cuttings. Do not be disappointed if your kind. One single organism may
cutting does not grow. Talk to a gardener, die without ever reproducing, but, the
if possible, on the care to be given to type of organism can exist only if there
cuttings to make them grow into plants. is reproduction.
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We see that, all living things seem to stay in a shop for months and not show
have some common characteristics. any growth or some of the other
They all need food, respire, respond to characteristics of life. However, we bring
stimuli, reproduce, show movement, the same seed and plant it in soil, water
grow and die. it and it turns into a whole plant. Did
Do we find some non-living things that the seed — need food, did it excrete,
also show some of these characteristics? grow or reproduce when it was in the
Cars, bicycle, clocks and the water in shop for many months?
the river move. The moon moves in the We see that there can be cases when
sky. A cloud grows in size right in front we cannot easily say that a thing has all
of our eyes. Can such things be called the characteristics that we have discussed,
living? We ask ourselves, do these objects for it to be called living.
also show all the other characteristics
“What then is life?”
of living things?
Push your hand deep inside a sack of
In general, something that is living
wheat. Do you find it is warm inside?
may have all the characteristics that we
There is some heat being produced
have discussed, while non-living things
inside the sack of wheat. The seeds
may not show all these characteristics
respire and in that process give out
at the same time.
some heat.
Is this always true? Do we always find
We see that respiration is a process
that living things definitely show all the
that takes place in seeds even when
characteristics of the living that we have
some of the other life processes may not
discussed? Do we always find that non- be very active.
living things may show only some of these It may not be very easy to answer
characteristics and never all of them? our question — “what then is life”?
To understand this a little better, let However, looking at all the diversity of
us look at a specific example. Consider living beings around us, we can
any seed, say, moong. Is it living? It can conclude that “life is beautiful”
beautiful”!
Adaptation Habitat
Aquatic habitat Living
Biotic component Reproduction
Excretion Respiration
Growth Stimulus
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eTq+ #·÷XÊ+. yê≥ìï{Ïø° ÄVü‰s¡+ ø±yê*, XÊ«düÁøÏj·T sTT‘·s¡ düJe \ø£åD≤\qT #·÷|ü≈£î+&Ü HÓ\\ ‘·s¡ã&ç
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eTs¡DkÏ ÕÔsTT. HÓ\\T <äTø±D+˝À ñqï|ü⁄Œ&ÉT Ä $‘·ÔHêìøÏ ÄVü‰s¡+
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ô|s¡T>∑T‘·T+~. Ç≥Te+{Ï \ø£Då ≤\qT düJe‘·«+ nqe#êÃ? eTq+ #·÷kÕÔ+.
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Ç~ düJeyÓTÆq<˚Hê? ªªJe+ n+<äyÓTÆq~μμ nì eTT–+#·>∑\T>∑T‘ê+!
ø°\ø£ |ü<ë\T
nqT≈£L\q+ Äyêdü+
»˝≤yêdü+ düJe⁄\T
düJe n+X¯+ Á|ü‘T· ´‘·Œ‹Ô
$düsq®¡ XÊ«düÁøÏjT·
ô|s¡T>∑T<ä\ Á|ü#√<äq+
 The surroundings where plants and animals live, is called their habitat.
 Several kinds of plants and animals may share the same habitat.
 The presence of specific features and habits, which enable a plant or an
animal to live in a particular habitat, is called adaptation.
 There are many types of habitats, however, these may be broadly grouped
as terrestrial (on the land) and aquatic (in water).
 There is a wide variety of organisms present in different habitats.
 Plants, animals and microorganisms together constitute biotic
components.
 Rocks, soil, air, water, light and temperature are some of the abiotic
components of our surroundings.
 Living things have certain common characteristics — they need food,
they respire and, excrete, respond to their environment, reproduce, grow
and show movement.
1. What is a habitat?
2. How are cactus adapted to survive in a desert?
3. Fill up the blanks
(a) The presence of specific features, which enable a plant or an animal to live
in a particular habitat, is called .
(b) The habitats of the plants and animals that live on land are called
habitat.
(c) The habitats of plants and animals that live in water are called
habitat.
(d) Soil, water and air are the ———— factors of a habitat.
(e) Changes in our surroundings that make us respond to them, are
called .
4. Which of the things in the following list are nonliving?
Plough, Mushroom, Sewing machine, Radio, Boat, Water hyacinth, Earthworm
5. Give an example of a non-living thing, which shows any two characteristics of
living things.
6. Which of the non-living things listed below, were once part of a living thing?
Butter, Leather, Soil, Wool, Electric bulb, Cooking oil, Salt, Apple, Rubber
7. List the common characteristics of the living things.
8. Explain, why speed is important for survival in the grasslands for animals
that live there. (Hint: There are few trees or places for animals to hide in
grasslands habitats.)
kÕsê+X¯+
 yÓTTø£ÿ\T eT]j·TT »+‘·Te⁄\T ìedæ+#·T |ü]düsê\qT yê{Ï Äyêdü+ n+{≤s¡T.
 mH√ï s¡ø±\ yÓTTø£ÿ\T eT]j·TT »+‘·Te⁄\T ˇπø nyêdüeTTqT |ü+#·Tø√e#·TÃ.
 ˇø£ yÓTTø£ÿ ˝Ò<ë »+‘·Te⁄≈£î ˇø£ ì]›wüº ÄyêdüeTT˝À J$+#·>∑\ Á|ü‘˚´ø£ \ø£åD≤\T eT]j·TT
n\yê≥¢qT nqT≈£L\q+ n+{≤s¡T.
 #ê˝≤ s¡ø±\ nyêkÕ\Tqï|üŒ{Ïø,° M{Ïì dü÷\ú +>± uÛÖeT´ (H˚\ô|)’ eT]j·TT »˝≤(˙{Ï) yêkÕ\T>±
$uÛõÑ kÕÔsT¡ .
 $_Ûqï ÄyêkÕ\˝À $$<Ûä s¡ø±\≈£î #Ó+~q Je⁄\T e⁄+{≤sTT.
 ªª yÓTTø£ÿ\T, »+‘·Te⁄\T eT]j·TT dü÷ø£åà Je⁄\T ø£\dæ düJe n+XÊ\T>± @s¡Œ&ÉT‘êsTT.
 sêfi¯ófl, eT{Ïº, >±*, ˙s¡T, ø±+‹ eT]j·TT ñc˛íÁ>∑‘· nqTq$ eTq |ü]düsê\≈£î #Ó+~q ø=ìï
ìØ®e n+XÊ\T.
 qJe⁄\T ø=ìï ì]›wüº \ø£åD≤\qT ø£*– e⁄+{≤sTT - yê{ÏøÏ ÄVü‰s¡+ ø±yê*, n$ XÊ«dækÕÔsTT
eT]j·TT $dü]k® ÕÔsTT, yê{Ï |ü]düsê\≈£î düŒ+~kÕÔsTT, |ü⁄qs¡T‘·Œ‹Ô #˚kÕÔsTT, ô|s¡T>∑T‘êsTT eT]j·TT
#·\Hê\qT #·÷|ü⁄‘êsTT.
nuÛ≤´kÕ\T
1. Äyêdü+ n+fÒ @$T{Ï?
2. eTTfi¯fl yÓTTø£ÿ\T m&Ü]˝À eTqT>∑&É kÕ–+#·&ÜìøÏ m˝≤ nqT≈£L\q+ #Ó+<ësTT?
3. U≤∞\qT |üP]+#·+&ç
(n) ˇø£ yÓTTø£ÿ ˝Ò<ë »+‘·Te⁄≈£î, ˇø£ ì]›wºü Äyêdü+˝À J$+#·T kÕeTsêú´ìï#·TÃ $•wüº (Á|ü‘´˚ ø£)
\ø£åD≤\T ø£*– e⁄+&ÉT≥qT ---------- n+{≤s¡T.
(Ä) H˚\ô|’ J$+#·T yÓTTø£ÿ\T eT]j·TT »+‘·Te⁄\ ÄyêkÕ\qT---------- n+{≤s¡T.
(Ç) ˙{Ï˝À J$+#·T yÓTTø£ÿ\T eT]j·TT »+‘·Te⁄\ ÄyêkÕ\qT---------- n+{≤s¡T.
(á) eT‹Ôø£, ˙s¡T eT]j·TT >±* nqTq$ ˇø£ ÄyêdüeTT jÓTTø£ÿ ---------- ø±s¡ø±\T.
(ñ) eTq*ï düŒ+~+#˚˝≤ #˚ùd, eTq |ü]düsê˝À¢ e#˚Ã e÷s¡TŒ\qT ---------- n+{≤s¡T.
4. á ÁøÏ+<äqTqï C≤_‘ê˝Àì edüTÔe⁄\˝À ìØ®eyÓTÆq$ @$?
Hê>∑*, |ü⁄≥º>=&ÉT>∑T, ≈£î≥Tº j·T+Á‘·+, πs&çjÓ÷, |ü&Ée, >∑TÁs¡|⁄ü &Óø£ÿ, yêqbÕeTT
5. düJe⁄\≈£î #Ó+~q @yÓ’Hê ¬s+&ÉT \ø£åD≤\qT #·÷ù| ìØ®$øÏ ˇø£ ñ<ëVü≤s¡D sTTe«+&ç.
6. ÁøÏ+<ä sTTe«ã&çq ìØ®e⁄\ C≤_‘ê˝À, düJ$˝À ˇø£|ü⁄Œ&ÉT uÛ≤>∑eTT>± e⁄qï$ @$?
yÓÓqï, ‘√\T, eT‹Ôø£, ñìï, $<äT´‘Y ã\T“, e+≥ q÷HÓ, ñ|ü⁄Œ, j·÷|æ˝Ÿ, s¡ã“s¡T
7. düJe⁄\ jÓTTø£ÿ kÕe÷q´ \ø£åD≤\ C≤_‘ê sêj·T+&ç.
8. >∑&¶ç uÛ÷Ñ eTT\˝À eTqT>∑&É kÕ–+#·T≥≈£î nø£ÿ&É J$+#·T »+‘·Te⁄\≈£î y˚>+∑ m+<äT≈£î nedüsy¡ ÷Ó
$e]+|ü⁄eTT (dü÷#·q: »+‘·Te⁄\≈£î >∑&ç¶ uÛÑ÷eTT\˝À <ëø√ÿe&ÜìøÏ #ê˝≤ ø=~›>± #Ó≥T¢ ˝Ò<ë
Á|ü<˚XÊ\T e⁄+{≤sTT.)
1. Many magazines and newspapers talk about possibility of life outside the
Earth. Read these articles and have a discussion in the class about what
could be defined as life outside Earth.
2. Visit a local zoo and find out what special arrangements are made for the
animals that have been brought there from different habitats.
3. Find out where are the habitats of the polar bear and the penguin. For each
animal, explain two ways in which it is well adapted to its habitat.
4. Find out which animals live in the foot-hills of the Himalayas. Find out if the
types and varieties of animals and plants changes as one goes higher into
the mountain regions of the Himalayas.
5. Make a habitat album. Try to obtain pictures of animals and plants that you
have listed in Activity 1 and paste these under different habitat sections in
the album. Draw the leaf shapes and structures for trees found in these
different regions and include these in the album. In addition, draw the
patterns of branching found in trees of these different regions and include
these also in the album.
W h at
is it s
n am e
and
h ab it at
dü÷∫+|üã&çq ÁbÕC…≈£îº¢ eT]j·TT ø£‘ê´\T
1. #ê˝≤ |üÁ‹ø£\T eT]j·TT yêsêÔ |üÁ‹ø£\T, uÛÑ÷$TøÏ Äe\ Je+ e⁄+&É&ÜìøÏ >∑\ neø±XÊ\qT >∑÷]Ã
#ÓãT‘êsTT. á ø£<∏äHê\qT #·~$, <˚ìì uÛÑ÷$TøÏ Äe\ Je+ nì ìs¡«∫düTÔHêïs√ MT ‘·s¡>∑‹˝À #·]Ã+#·+&ç.
2. kÕúìø£ »+‘·T Á|ü<äs¡ÙqXÊ\qT dü+<ä]Ù+∫, nø£ÿ&É $_Ûqï ÄyêkÕ\ qT+&ç ‘˚ã&çq »+‘·Te⁄\≈£î #˚dæq
Á|ü‘˚´ø£ @sêŒ≥T¢ @$T≥qï$ ø£qT>=q+&ç.
3. <Ûäe|ü⁄ m\T>∑Tã+{Ï eT]j·TT ô|+–«q¢ ÄyêkÕ˝…ø£ÿ&É e⁄+{≤jÓ÷ ø£qT>=q+&ç. Äj·÷ ÄyêkÕ\≈£î n$
m˝≤ nqT≈£L\q+ #Ó+~ e⁄HêïjÓ÷, Çø£ÿ&ç∫Ãq ¬s+&ÉT Je⁄\ >∑÷]Ã ¬s+&˚dæ |ü<ä∆‘·T\qT $e]+#·+&ç.
4. Væ≤e÷\j·T |üs¡«‘·+ jÓTTø£ÿ ~>∑Te uÛ≤>∑+˝À @j˚T »+‘·Te⁄\T ìedædüTÔHêïjÓ÷ ø£qT>=q+&ç. ˇø£ e´øÏÔ
Væ≤e÷\j·T |üs¡«‘ê\ ñqï‘· ÁbÕ+‘ê\≈£î yÓfi¯óÔqï|ü⁄Œ&ÉT, nø£ÿ&É e⁄qï »+‘·Te⁄\T eT]j·TT eèøå±\ s¡ø±\T
eT]j·TT $_Ûqï‘·\T m˝≤ e÷s¡T‘·THêïjÓ÷ ø£qT>=q+&ç.
5. ÄyêkÕ\ >∑T]+∫ ˇø£ Ä\“yéT ‘·j·÷s¡T #˚j·T+&ç. ø£‘·´+ 1˝À s¡÷bı+~+∫q C≤_‘ê˝À¢ >∑\ »+‘·Te⁄\T
eT]j·TT yÓTTø£ÿ\ ∫Á‘ê\qT ùdø£]+#˚ Á|üj·T‘·ï+ #˚dæ, M{Ïì Ä\“yéT˝À y˚πs«s¡T ÄyêkÕ\ ÁøÏ+<ä
n‹øÏ+#·+&ç. á $_Ûqï ÁbÕ+‘ê\˝À ø£ì|æ+#˚ #Ó≥¢ jÓTTø£ÿ Ä≈£î\ Äø±sê\qT eT]j·TT ìsêàD≤\qT ^dæ,
Ä\“yéT˝À #˚s¡Ã+&ç. Bì‘√ bÕ≥T, sT÷ $_Ûqï ÁbÕ+‘ê\˝À ø£ì|æ+#˚ #Ó≥T¢ XÊK $Hê´kÕ\ qT ^∫, M{Ïì
≈£L&Ü Ä\“yéT˝À #˚s¡Ã+&ç.
á J$
ù|s¡T
ÄyêdüeTT
@+{Ï?
FUNDAMENTAL DUTIES
Fundamental duties: It shall be the duty of every citizen of India-

(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National
Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people of India
transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory
to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers and wild life, and to
have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence.
(j) to strive towards excellence in all spheres of individual and collective activity so that the nation
constantly rises to higher levels of endeavour and achievement;
(k) who is a parent or guardian, to provide opportunities for education to his child or, as the case may
be ward between the age of six and fourteen years;
Right of Children to Free and Compulsory Education (RTE) Act, 2009

The RTE Act provides for the right of children to free and Compulsory Education to every child in the
age group of 6 – 14 years which came into force from 1st April 2010 in Andhra Pradesh.
Important provisions of RTE Act
• Ensure availability of schools within the reach of the children. •Improve School infrastructure facilities.
• Enroll children in the class appropriate to his / her age.
• Children have a right to receive special training in order to be at par with other children.
• Providing appropriate facilities for the education of children with special needs on par with other chil-
dren.
• No child shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from
pursuing and completing the elementary education. No test for admitting the children in schools.
• No removal of name and repetition of the child in the same class.
• No child admitted in a school shall be held back in any class or expel from school till the completion of
elementary education. • No child shall be subjected to physical punishment or mental harassment.
• Admission shall not be denied or delayed on the ground that the transfer and other certificates have not
been provided on time. • Eligible candidates alone shall be appointed as teachers.
• The teaching learning process and evaluation procedures shall promote achievement of appropriate
competencies.
• No board examinations shall be conducted to the children till the completion of elementary education.
• Children can continue in the schools even after 14 years until completion of elementary education.
• No discrimination and related practices towards children belonging to backward and marginalized com-
munities.
• The curriculum and evaluation procedures must be in conformity with the values enshrined in the consti-
tution and make the child free of fear and anxiety and help the child to express views freely.

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Science is a beautiful gift to humanity;

State Council of Educational Research & Training

© Government of Andhra Pradesh, Amaravati

First Published 2023

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Sri S. Suresh Kumar I.A.S

Ms. Nidhi Meena I.A.S

Dr. B. Pratap Reddy

Sri K. Ravindranadh Reddy

Editors for Translation

Smt. Ch. B.V. Padmavaji Sri B. Nagendra Rao

Smt. S. Uma Maheswari Sri A. Ravikumar

Sri K. Srinivasa Rao Sri V. Ramamohana Rao

Smt. P. Swapna Dr. Sd. Zulfiqar Ali Ahmed

Sri. M. Naga Anil Kumar Sri P. Appalaraju

Sri. Y. Hemasundar Rao Smt. SVL Poornima

Sri. G. Chenna Reddy Sri. K. Venkata Rao

Sri.P. Satya Prakash Designing & Page Layout

Dr. B. Pratap Reddy

In view of the COVID-19 pandemic, it is imperative to reduce content load

This present edition, is a reformatted version after carrying out the

TEXTBOOK DEVELOPMENT COMMITTEE (NCER T)

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