21.08.20 science g6cbseacademic.nic.in/web_material/term/6science.pdf · science behind the...
TRANSCRIPT
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PrefaceInconsonancewiththemovetowardsoutcome-basededucationwherefocusis on developing competencies in students, the Central Board of SecondaryEducationisdelightedtosharetheTeacherEnergizedResourceManualthatwillaid teachers in aligning their classroom transaction to a competencyframework. EachchapteroftheResourceManualcorrespondstotherespectivechaptersinthe NCERT textbooks. The chapters have been chunked by concept; theseconceptshavebeenlinkedtotheNCERTLearningOutcomes;andanattempthasbeenmadetodelineateLearningObjectivesforeachconcept.Everychapterhasasetofassessmentitems,wheretwoitemshavebeenprovidedasexamplesforeachLearningObjective.Teacherscanusethesetoassessifthelearnerhasacquired the related concept. Needless to say, the items are illustrativeexamples to demonstrate how competency-based items can be prepared tomeasure Learning Objectives and Outcomes. The variety in item forms issuggestiveofthewaysinwhichaparticularconceptcanbeassessedtoidentifyif the learner has attained different competencies. We trust and hope thatteacherswouldbe able to generatemanymore similar test items foruse inpractice.Yourobservations,insightsandcommentsasyouusethisResourceManualarewelcome.Pleaseencourageyour students tovoice their suggestionsaswell.TheseinputswouldbehelpfultoimprovethisManualastheseareincorporatedin the subsequent editions. All possible efforts have been made to removetechnicalerrorsandpresenttheManualinaformthattheteacherswouldfinditeasyandcomfortabletouse.
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AcknowledgementsPatrons:AdvisoryandCreativeInputsGuidanceandSupport:WritingTeam
ShriRameshPokhriyal‘Nishank’,MinisterofEducation,GovernmentofIndiaShriSanjayDhotre,MinisterofStateforEducation,GovernmentofIndiaMs.AnitaKarwal,IAS,Secretary,DepartmentofSchoolEducationandLiteracy,MinistryofEducation,GovernmentofIndia
OurgratitudetoMs.AnitaKarwal,IAS,forheradvisoryandcreativeinputsforthisResourceManualduringhertenureasChairperson,CentralBoardofSecondaryEducation.
ShriSaurabhKarn,CSFNewDelhiShriHarshSingh,CSFNewDelhiMs.DeepshiTripathi,CSFNewDelhiMs.DilsheenKaur,CSFNewDelhi
ShriManojAhuja,IAS,Chairman,CentralBoardofSecondaryEducationDr.JosephEmmanuel,Director(Academics),CentralBoardofSecondaryEducationDr.BiswajitSaha,Director(SkillEducation&Training),CentralBoardofSecondaryEducation
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ReviewTeamEditorialSupportThis Resource Manual utilizes a lot of quality content available in publicdomain.Citationshavebeenprovidedatappropriateplaceswithinthetextofthis manual. The creators of these Manuals are appreciated for making itavailable to a wider audience through the internet. We would be happy toincorporatecitationsifanyofthecontentuseddoesnotalreadyhaveit.
Dr.IndraniBhaduri,ProfandHead,EducationalSurveyDivision,NCERTDr.SwetaSingh,Jt.Secretary,CentralBoardofSecondaryEducationShri.AlHilalAhmed,Jt.Secretary,CentralBoardofSecondaryEducationDr.GirishChoudhary,RetiredAssociateProfessor,LadyIrwinCollege,DelhiDr.SheelaRajeswari,DelhiDr.ArpanKrishnaDeb,Teacher,StepbyStepSchool,NoidaMs.VandanaGupta,DelhiMs.HemalathaSrinivasManchikanti,Teacher,ArmyPublicSchool,DelhiCantt
Ms.YuktaVarmaMs.DeahBapuliMs.KavyaSingh
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HOWTOUSETHISMANUAL
The goal of the Teacher Energized Resource Manual (TERM) is to provideteachers with competency-based education resources aligned to NCERTtextbooks that would support them in the attainment of desired LearningOutcomesanddevelopmentofrequisitecompetenciesofthelearner.TheTERMhasequalnumberofcorrespondingchaptersasNCERTTextbookswithlistingofconcepts,LearningOutcomesdevelopedbyNCERTandLearningObjectives.Competencybasedtest itemsforeachcorrespondingLearningObjectiveandsampleactivitiesforenrichmenthavebeenprovided.LearningObjectives:EachchapterbeginshasaLearningObjectivestable.Thetableliststheconceptcovered in the chapter. Learning Objectives are broken down competenciesthat a learner would have acquired by the end of the chapter. They are acombinationofskillsandwhatthelearnerwouldusethisskillfor.Forexample,thefirstLearningObjectiveinthetablebelowrelatestotheskillofanalysisandthestudentswillusethiscompetencytoidentifyingredientsindifferentfooditems. Teachers can use these specific Learning Objectives to identify if astudenthasacquiredtheassociatedskillsandunderstandshowthatskillcanbeused.
ContentArea/Concepts:Theimportantconceptsandsub-conceptscoveredinaparticularchapterarelistedinthefirstsection.Mostoften,theyfollowalogicalorderandpresentasequenceinwhichthesearelikelytobecoveredwhileteaching.Incase,yourteachingstrategyisdifferentandpresentstheminadifferentorder,youneednotworry.Teachtheway,youconsiderthebest.YouonlyneedtoensuretheirunderstandingandtheattainmentofdesiredLearningObjectives.
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LearningOutcomes(NCERT):NCERTLearningOutcomesareineachchapteralongwithdelineatedLearningObjectives. As shown below, each Learning Objective is mapped to NCERTLearningOutcomes andhelps teachers to easily identify the larger outcomethatachildmustbeabletodemonstrateattheendoftheclass/chapter.AstheNCERTLOsaregeneric,theymayrelatetomanycontentareas/conceptstogether. However in the mapped table, they have been reproduced adverbatimforeasyidentification.
Testitems:For eachLearningObjective, at least two competency-based test itemshavebeenprovided.Although,theitemsinthisresourcemanualaremultiplechoicequestions,which assess developed competencies of a child rather than onlyknowledge, itmustbekept inmind that there canbedifferentkindsof testitemsthatcaneasilyalignwithcompetency-basededucation.Teacherscanusetheseitemstoassessifachildhasachievedaparticularlearningobjectiveandcantakenecessarysupportiveactions.Teachersarealsoencouragedtoformsimilarquestionswhichassessskillsofstudents.
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SuggestedTeacherResources
Attheendofeachchapter,certainactivitieshavebeensuggestedwhichcanbecarriedoutbytheteacherswithlearnerstoexplainaconcept.Theseareonlysamplesandteacherscanuse,adapt,aswellas,createactivitiesthataligntoagivenconcept.
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TableofContents
1. Food:Wheredoesitcomefrom?.............................................................................................9
2. Componentsoffood..................................................................................................................17
3. FibretoFabric............................................................................................................................24
4.Sortingmaterialsintogroups...............................................................................................33
5.Separationofsubstances........................................................................................................42
6.Changesaroundus....................................................................................................................50
7. Gettingtoknowplants.............................................................................................................56
8. Bodymovements.......................................................................................................................73
9.Thelivingorganisms-CharacteristicsandHabitats......................................................83
10.Motionandmeasurementofdistances............................................................................110
11.Light,shadowsandreflections...........................................................................................122
12.ElectricityandCircuits..........................................................................................................132
13.FunwithMagnets....................................................................................................................143
14.Water...........................................................................................................................................142
15.Airaroundus............................................................................................................................152
16.Garbagein,Garbageout........................................................................................................163
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1. Food:Wheredoesitcomefrom?QRCode:LearningObjectives:Contentarea/Concepts
LearningObjectives
Foodvariety Analysecommonfooditemsinordertoidentifyvariousingredientsfortheirpreparation
Foodmaterialandsources
Identifythesourcesofingredientsusedtopreparefooditems
Plantpartsasfood
Observedifferentfoodingredientsinordertorecogniseiftheiroriginisfromthepartoftheplant
Animalproductsasfood
Listedibleanimalproductsinordertounderstandhowwedependonthemforourfood.
Animalsandtheirfood
Categorizeorganismsintoherbivores,carnivores&omnivoresbasedontheirfoodhabitsornutrition
LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomesAnalysecommonfooditemsinordertoidentifyvariousingredientsfortheirpreparation
identifiesmaterialsandorganisms,suchas,plantfibres,flowers,onthebasisofobservablefeatures,i.e.,appearance,texture,function,aroma,etc.Identifythesourcesofingredients
usedtopreparefooditemsObservedifferentfoodingredientsinordertorecogniseiftheiroriginisfromthepartoftheplant
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Listedibleanimalproductsinordertounderstandhowwedependonthemforourfood.
Usesobservableproperties,inordertoclassifymaterials,organismsandprocesses:(suchas,materialsassoluble,insoluble,transparent,translucentandopaque;changesascanbereversedandcannotbereversed;plantsasherbs,shrubs,trees,creeper,climbers;componentsofhabitatasbioticandabiotic;motionasrectilinear,circular,periodicetc.)
Categorizeorganismsintoherbivores,carnivores&omnivoresbasedontheirfoodhabitsornutrition
Usesobservableproperties,inordertoclassifymaterials,organismsandprocesses:(suchas,materialsassoluble,insoluble,transparent,translucentandopaque;changesascanbereversedandcannotbereversed;plantsasherbs,shrubs,trees,creeper,climbers;componentsofhabitatasbioticandabiotic;motionasrectilinear,circular,periodicetc.)
Analysecommonfooditemsinordertoidentifyvariousingredientsfortheirpreparation
Makeseffortstoapplytodailylifetheunderstandingofenvironmentandstepstoconserveit,inordertocontributetotheprotectionoftheenvironment:(suchas,minimisingwastageoffood,water,electricityandgenerationofwaste;spreadingawarenesstoadoptrainwaterharvesting;careforplants,etc.)
LOB:Analysecommonfooditemsinordertoidentifyvariousingredientsfortheirpreparation1)Sitawantstomakedal.Whatingredientsmustshehavetomakethisdish?(a)Atta,water,spices(b)Rice,waterandsalt(c)Mango,waterandsugar(d)Pulses,waterandsaltCorrectAnswer:Option(d)2)Aladypreparedsomefooditemsaslistedinthetable.
Test items
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Whichoftheseingredientsiscommoninallthesefooditems?(a)Flour(b)Rice(c)Spices(d)WaterCorrectAnswer:Option(d)LOB:Identifythesourcesofingredientsusedtopreparefooditems1)Thetableshowssomeingredientsgroupedintogroup1andgroup2,onthebasisoftheirsources.
Whichoptioncorrectlylistsotheringredientsthatcanbeincludedingroup1andgroup2?(a)Group1-Honey;Group2-Butter(b)Group1-Milk;Group2-Flour(c)Group1-Salt;Group2-Banana(d)Group1-Spices;Group2-FishCorrectAnswer:Option(b)2)GaneshwantstomakeDalforhisfriends,buthedoesnotknowtheingredientsthatareusedtomakeDal.HelpGaneshtoselectcorrectsetofingredientsandtheirsourcefromthefollowing.(a)
(b)
(c)
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(d)
CorrectAnswer:Option(a)LOB:Observedifferentfoodingredientsinordertorecogniseiftheiroriginisfromthepartoftheplant.1)Sunfloweroilisusedbymanypeopleacrosstheworldforcooking.Whatpartofthesunflowerplantisusedfortheextractionofoil?(a)Flower(b)Leaf(c)Root(d)SeedCorrectAnswer:Option(d)2)Whichofthefollowingisthefruitoftheplant?(a)Chilli(b)Mustardoil(c)Onion(d)PotatoCorrectAnswer:Option(a)LOB:Listedibleanimalproductsinordertounderstandhowwedependonthemforourfood.1)Thetablelistsomeingredientsusedbyabakertomakeacake.
Howmanyoftheseingredientsareanimal-basedproducts?(a)3
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(b)4(c)5(d)6CorrectAnswer:Option(b)2)Theimageshowsarefrigeratorinwhichsomeingredientsareplaced.
WhichofthefollowingcorrectlydescribesthesourceofingredientsthatarelabelledasA,B,C,DandE?(a)
(b)
(c)
(d)
CorrectAnswer:Optionc
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LOB:Categorizeorganismsintoherbivores,carnivores&omnivoresbasedontheirfoodhabitsornutrition1)ThetableshowssomeanimalsgroupedingroupAandgroupBbasedonthetypeoffoodthattheyeat.
WhichoptioncorrectlylistsotheranimalsthatcanbeincludedingroupAandgroupB?(a)GroupA-Cat;GroupB-Monkey(b)GroupA-Snake;GroupB-Pigs(c)GroupA-Deer;GroupB-Elephant(d)GroupA-Crocodile;GroupB-WolfCorrectAnswer:Option(b)2)Theimageshowsafoodweb.
WhichofthefollowingpaircorrectlyrepresentstheOmnivores?(a)BearandGrouse(b)GrouseandDeer(c)Marmotandinsects(d)BearandRed-tailedhawkCorrectAnswer:Option(a)
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Activity1 Seasonalveggiesandfruits
Procedure Dividetheclassintosixgroups:Twogroupsforresearchingseasonalvegetables,twogroupsforresearchingseasonalfruits,twogroupsforresearchingseasonalnuts.Studentsshouldlookforwhattypeofvegetables,fruitsandnutsareavailableduringtheseasonandinterestingrecipesonhowtopreparethem.Eachgroupframesaquestionwiththehelpofteacherregardingfood.Forexample:
1. Howcanwecategorizevegetablesbasedontheirshape,size,tasteandplantfamily?
2. Canwegrowcropswithoutsoil?(Hydroponicfarming)3. Canwedesigncropstohavecertainqualities?
Studentspresenttheirfindingsasastructuredwritingpiececlearlyestablishingtheresearchquestion,planforexplorationorfindinganswer,informationcollectedcategorizedandorganisedandconcludingremarksorintuitionsstudentsgatheredthroughtheprocess.
Let’sthink Studentscanreflectonthequestionsandsharetheirresponsewithclassmatesandteachers:
1. Whywasthequestiontheyconductedresearchonwasoftheirinterest?
2. Whatdidtheylearninthisprocessthatcanbeusedelsewhere?
3. Whatisthenextquestiontheywillresearchon?
Suggested Teacher Resources
Activity 1
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Activity2 Celebratingfamilyculturewithfood
Materialsrequired
Askyourrelativesorfriendslivingindifferentstatesabouttheirfoodhabitsandlistthefooditemstheyusetomakeinbreakfastlunchanddinner.
Procedure Askstudentstoputtheirdishesorlunchonthetables.Studentswillgoaroundtheroomandeveryonewillshare:
1) Whatdidtheybring?2) Howisitimportanttotheirfamilyand/orculture?
3)Studentswillsittogetherandenjoythefood.
Let’sthink 1.Whatarethesimilaritiesanddifferencesbetweeneatinghabitsandpreparingfoodindifferentculturesandfamilies?2...Whatcanbethepossiblereasonsforunavailabilityoffoodforhumans?3.Whatcanweaddressthewastageoffoodinourcountry?4.Howtheprocessingoffoodisdone?Studentscouldreflectonthefollowingquestions:
1. Whydoyoulikecertainfooditemsmorethanothers?Istherealinkbetweenwhereyoustayandyourculturewiththefoodthatyoueat?
2. Amongthemostcommonlyusedingredientsatyourhome,doyouthinktherearesomeingredientsmoreessentialthanothersinday-to-dayfoodpreparation?
Activity 2
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2. Componentsoffood
QRCode:LearningObjectives:Contentarea/Concepts
LearningObjectives
Nutrientsinourfood
Understandsimplefoodtesttoassessthenutrientpresentinthegivenfoodandexaminetheirimpact
Significanceofvariousnutrients
Explainthefunctionofeachnutrientsinordertodiscussimportanceofnutrientsforgoodhealth.
Balanceddiet Designabalanceddietplaninordertoprovidebodysufficientnutrientsitneedtofunctionproperly.
DeficiencyDisease
Hypothesizeconsequencesofeliminatinganyonemajornutrientsinordertomakeahealthyfoodchoice.
LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomes
Understandsimplefoodtesttoassessthenutrientpresentinthegivenfoodandexaminetheirimpact
Conductssimpleinvestigationsonhis/herowninordertoseekanswerstoqueries:(suchas,whatarethefoodnutrientspresentinanimalfodder?Canallphysicalchangesbereversed?Doesafreelysuspendedmagnetaligninaparticulardirection?)
Explainthefunctionofeachnutrientsinordertodiscusstheimportanceofnutrientsingoodhealth.
Differentiatesmaterialsandorganisms,suchas,fibreandyarn;tapandfibrousroots;electricalconductorsandinsulators;onthebasisoftheirproperties,structureandfunctions
Hypothesizeconsequencesofeliminatinganyonemajor
Applieslearningofscientificconceptsindailylife/reallifesituationsinordertosolve
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nutrientsinordertomakeahealthyfoodchoice.
problems/givesolutions/takepreventivemeasures/etc.:(suchas,selectingfooditemsforabalanceddiet;separatingmaterials;selectingseasonappropriatefabrics;usingcompassneedleforfindingdirections;suggestingwaystocopewithheavyrain/drought,etc.)
Designabalanceddietplaninordertoprovidebodysufficientnutrientsitneedtofunctionproperly.
Applieslearningofscientificconceptsindailylife/reallifesituationsinordertosolveproblems/givesolutions/takepreventivemeasures/etc.:(suchas,selectingfooditemsforabalanceddiet;separatingmaterials;selectingseasonappropriatefabrics;usingcompassneedleforfindingdirections;suggestingwaystocopewithheavyrain/drought,etc.)
Understandsimplefoodtesttoassessthenutrientpresentinthegivenfoodandexaminetheirimpact
Makeseffortstoapplytodailylifetheunderstandingofenvironmentandstepstoconserveit,inordertocontributetotheprotectionoftheenvironment:(suchas,minimisingwastageoffood,water,electricityandgenerationofwaste;spreadingawarenesstoadoptrainwaterharvesting;careforplants,etc.)
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LOB:Understandsimplefoodtesttoassessthenutrientpresentinthegivenfoodandexaminetheirimpact1)Astudentperformedatestforthepresenceofnutrientsinbanana.Heplacedapieceofbananainatesttubeandadded2-3dropsofdiluteiodinesolution.Heobservedtheappearanceofblue-blackcolour.Whatcanbeconcludedfromthisobservation?(a)Presenceoffat(b)Presenceofprotein(c)Presenceofvitamins(d)PresenceofcarbohydratesCorrectAnswer:(d)2)Agroupofstudentsconductanexperimenttostudytheamountofproteininfourdifferentfooditems.Theyplacedthepasteofeachitemindifferenttesttubeandaddedafewdropsofcoppersulphateandcausticsodasolutiontoeachofthetesttubes.Aftershaking,thetesttubeswereallowedtostandforafewminutes.Theappearanceofvioletcolourindicatesthepresenceofproteins.Theobservationfromtheexperimentisasshown.
Basedontheobservations,whichtesttubehasfooditemwithmaximumproteincontent?(a)Testtube1(b)Testtube2(c)Testtube3(d)Testtube4CorrectAnswer:(d)
Test items
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LOB:Explainthefunctionofeachnutrientinordertodiscusstheimportanceofnutrientsingoodhealth.1)Whyitisimportanttoconsumedietwithadequateamountofvitamins?(a)Theyprovideenergytothebody.(b)Theyprotectthebodyagainstdiseases.(c)Theypromotepropergrowthofthebody.(d)Theyhelpineliminatingwastefromthebody.CorrectAnswer:(b)2)Anindividualconsumesadietrichinfats,carbohydrates,andproteinsbutignorestoincorporateadequateamountoffluids.Whatwillbethelikelyeffecttothebodyiftheindividualcontinueswiththesamediet?(a)Thebodywillshowrapidgrowthanddevelopment.(b)Thebodywilleliminateallthenutrientsfrombody.(c)Thebodywillreducetheoutputofsweatandurine.(d)Thebodywillreadilydigesttheconsumedfood.CorrectAnswer:(c)LOB:Designabalanceddietplaninordertoprovidebodysufficientnutrientsitneedtofunctionproperly.1)Thetableshowsthelistofsomefooditems.
Whichofthesefooditemsisimportanttobeincludedinabalanceddiet?(a)Fruits,milk(b)Cake,fruits(c)Pizza,chocolate(d)Ice-cream,cakeCorrectAnswer:(a)2)Thetablelistssomefooditems.
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Whichoptioncorrectlyindicatesabalanceddiet?(a)Samosa,poori,sweets,sweets(b)Poori,jaggery,banana,colddrinks(c)Soyabean,sweets,spinach,colddrinks(d)Spinach,jaggery,banana,soyabeanCorrectAnswer:(d)LOB:Hypothesizeconsequencesofeliminatinganyonemajornutrientsinordertomakeahealthyfoodchoice.1)WhichofthefollowingconditionswilloccurifapersoneliminatesthefooditemsthatarerichinVitaminDfromhisdiet?(a)Beriberi(b)Goitre(c)Rickets(d)ScurvyCorrectAnswer:(c)2)Theimageshowsacommonsymptomofanutrientdeficiency.
Deficiencyofwhichnutrientisresponsibleforthisbodilycondition?(a)Iodine;itresultsingoitre(b)Iron;itresultsinanaemia(c)VitaminC;itresultsinscurvy(d)VitaminB1;itresultsinberiberiCorrectAnswer:(a)
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Activity Examiningfoodlabels
Materialsrequired
Foodlabelsofdifferentfooditems
Procedure Studentswillmakealistofhealthyandunhealthyfood.Writedownwhatmakesafoodhealthyorunhealthy.Distributedifferentpackedfooditemstodifferentgroups.AskStudentstoreadthenutitionalvaluesinthesefooditemsingroupsandrecordtheobservation.
Foodforthought Isthisfoodhealthy?Whatinformationonthelabelmakesyouthinkso?Ifit’sunhealthy,whatkindofdiseasecanitcause?Whyshouldwenotdependontoomanynutritionalsupplements?
Suggested Teacher Resources
Activity 1
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Activity Myfooddiary
Procedure Providethistrackertostudentstotracktheirdiet.Studentswilltracktheirmealfor2-3days.Studentswillwritewhattheyateandtickthecolumnsiftheirmealcontainsthefollowing.
Meal WhatIate(foodanddrink)
Grain Vegetables
Fruits Protein Dairy Highfat/sugaryfood
Breakfast
BreadMilk
✔ ✔
Lunch
Snack
Dinner
Let’sthink 1. Inyourfood,theintakeofwhichcomponentwasmore/less?2. Doyouhaveabalanceddiet?Ifnot,whatdoyouneedto
add/removefromyourdiet?
Activity 2
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3. FibretoFabricQRCode:LearningObjectives:Contentarea/Concepts
LearningObjectives
Varietyoffabrics Examinevariousfabricsinordertopredictwhattheyaremadeupof.
Fibre ClassifythegivenfabricsasNaturalorSynthetic,basedontheirsource.
Someplantfibresandspinning
Describetheprocessingofcottonandjutefibresintoyarninordertoconcludetherequiredconditionstogrowthem.
Yarntofabric Explainvariousprocessesofmakingyarnfromfibresinordertocreatethefabric.
Historyofclothingmaterial
Outlinethehistoryoftextileindustryinourcountry
LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomesExaminevariousfabricsinordertopredictwhattheyaremadeupof.
Differentiatesmaterialsandorganisms,suchas,fibreandyarn;tapandfibrousroots;electricalconductorsandinsulators;onthebasisoftheirproperties,structureandfunctions
ClassifythegivenfabricsasNaturalorSynthetic,basedontheirsource.
Usesobservableproperties,inordertoclassifymaterials,organismsandprocesses:(suchas,materialsassoluble,insoluble,transparent,translucentandopaque;changesascanbereversedandcannotbereversed;plantsasherbs,shrubs,trees,creeper,climbers;componentsofhabitatasbioticandabiotic;motionasrectilinear,circular,periodicetc.)
Describetheprocessingofcottonandjutefibresintoyarninordertoconcludetherequiredconditionstogrowthem.
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Explainvariousprocessesofmakingyarnfromfibresinordertocreatethefabric.
Explainsprocessesandphenomenon,e.g.,processingofplantfibres;movementsinplantsandanimals;formationofshadows;reflectionoflightfromplanemirror;variationsincompositionofair;preparationofvermicompost,etc.
Outlinethehistoryoftextileindustryinourcountry
Applieslearningofscientificconceptsindailylife/reallifesituationsinordertosolveproblems/givesolutions/takepreventivemeasures/etc.:(suchas,selectingfooditemsforabalanceddiet;separatingmaterials;selectingseasonappropriatefabrics;usingcompassneedleforfindingdirections;suggestingwaystocopewithheavyrain/drought,etc.)
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LOB:Examinevariousfabricsinordertopredictwhattheyaremadeupof1)Whichofthefollowingfabricsaremadefromchemicallymanufacturedfibres?(a)Juteandsilk(b)Cottonandwool(c)Nylonandacrylic(d)WoolandjuteCorrectAnswer:Option(c)2)Astudentnoteddownthefollowingtraitsoftwokindsoffabricthatheexamined.Fabric1:Takeslongertodry;thinandsoftbutcoarsetexture;wrinkleseasilyFabric2:Driesquickly;thick,softandsmoothtexture;doesnotcreaseBasedonthese,whichofthefollowingbestfitsthedescriptionoffabrics1and2?(a)Fabric1:Wool,Fabric2:Jute(b)Fabric1:Silk,Fabric2:Cotton(c)Fabric1:Cotton,Fabric2:Nylon(d)Fabric1:Acrylic,Fabric2:CottonCorrectAnswer:Option(c)LOB:ClassifythegivenfabricsasNaturalorSynthetic,basedontheirsource.1)Whichofthefollowingisafabricthatisobtainedfromapurelynaturalsource?(a)Silk(b)Nylon(c)Rayon(d)AcrylicCorrectAnswer:Optiona.2)Fibrescanbeeithernaturalorman-made.Basedonthesourceofthefibres,whichofthefollowingsetsoffibreshavedifferentorigin?(a)JuteandCotton(b)NylonandSilk(c)JuteandFlax(d)WoolandSilkCorrectAnswer:Option(b)
Test items
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LOB:Describetheprocessingofcottonandjutefibresintoyarninordertoconcludetherequiredconditionstogrowthem.1)Cottonisgrowninwidefieldsandhandpickedwhencottonpodsburstandexposecottonfibres.Itrequireshighmoistureandmineralcontentinsoil.Whichoftheseconditionsismostidealforgrowingcotton?(a)Humidclimate,alluvialsoil,receivingheavyrainfall(b)Warmclimate,blacksoil,receivingmediumrainfall(d)Coldclimate,sandysoil,receivingheavysnowfall(c)Aridclimate,sandysoil,receivinglowrainfallCorrectAnswer:Option(b)2)Jutefibresaretobehandpickedfromthestemoffloweringjuteplantsaftertheyhaverot.Thesestemsmustbeimmersedinwaterforafewdaystoobtainfibresandsuchplantsfloweronlyduringrainsandrequirehighsoilmoisture.Considerthefollowingdata:
Basedonthis,whichisaregionwherejuteismorelikelytobegrown?(a)Assam(b)Gujarat(c)NewDelhi(d)Rajasthan CorrectAnswer:Option(a)LOB:Explainvariousprocessesofmakingyarnfromfibresinordertocreatethefabric.1)Inwhichstepofcottonfibreprocessing,doestheseparationofseedstakeplace?(a)Hand-picking(b)Spinning(c)Weaving(d)GinningCorrectAnswer:Option(d)
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2)Duringtheprocessingofnaturalfabrics,twostepsofconversionoccur.1.Fromfibretoyarn2.Fromyarntofabric
Whichofthefollowingprocessesoccurinthefirstandwhichoccurinthesecondstepofconversion?(a)Firststage:Rotting,Secondstage:Spinning(b)Firststage:Ginning,Secondstage:Spinning(c)Firststage:Weaving,Secondstage:Knitting(d)Firststage:Spinning,Secondstage:WeavingCorrectAnswer:Option(d)LOB:Outlinethehistoryoftextileindustryinourcountry1)Whichofthefollowingmodern-dayclothes,areentirelydifferentfromthekindofclotheswornbyearlyIndianancestorsfromtheGangeticplains?(a)Shawls(b)Sarees(c)Kurtas(d)TurbansCorrectAnswer:Option(c)2)Whatisthesignificanceof“khadi”,inIndia’sfreedomstruggle?(a)ItwascottonspuninMahatmaGandhi’sashram,exportedtoBritain.(b)Itwaspromotedashand-spuncottonyarntoshunimportedtextile.(c)ItwastheimportedtextilefromBritainwhichbecameunpopular.(d)ItwasknittedwoolfromIndiathatwasexported,worldwide.CorrectAnswer:Option(b)
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Activity1 Comparefabricmaterials
Materialsrequired
Magnifyingglass,3differentpiecesoffabric(4¼"x11"each),suchasnylonstocking,light-weightcotton,denim,sandpaper,rubberband,smallheavyball.
Procedure Dividetheclassintogroupsoftwostudentseach.Giveeachgrouponepieceofeachtypeoffabric.studentsusemagnifyingglassestolookcloselyateachfabricsampleanddrawweavingpatternsintheirnotebook.Giveeachgroupaball.eachgroupwraponepieceoffabrictightlyaroundtheballandsecurewitharubberband.(Note:Thetighterthefabricis,thefastertheexperimentprogresses.)Withineachgroup,onepartnersecureapieceofsandpaper(roughsideup)onatabletop,whiletheotherpartnerdragstheballacrossit.DONOTPRESSDOWNontheball,justlettheweightoftheballdragonceacrossthesandpaper.
Aftereachsuccessivescrape,examinetheareawiththemagnifyingglass,countingeachscrapeuntilyounoticesomewearonthefabricandrecordthenumberofscrapesinthetable.studentscontinuescrapingthefabricandcountingeachscrapeuntiltheynoticeaholeorbreakthroughandrecordthenumberofscrapesinthetable.Repeatsteps5-8foreachoftheothertwofabrics.
Fabric Numberofscrapes(forfirsttear)
Numberofscrapes(foraholeorbreakthrough)
Suggested Teacher Resources
Activity 1
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Let’sthink 1. Whatmakesfabricsdifferent?2. Whichfabricsarethestrongest?3. Whydocertainpartsofyourclothes,suchasthekneesof
pantsortheelbowsofshirts,wearfasterthanotherparts?4. Whichfabriclastedthelongestbetweenthefirstsignsofwear
andthebreakthroughpoint?5. Whichfabricqualitiesdoyouthinkarethemostimportantfor
thedurabilityofthefabric?(Forexample,thetypeoffibreinthethread,strengthofthethread,typeortightnessoftheweave.)
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Activity2 Naturalvssyntheticfibres
Materialsrequired
Sampleofcotton,linen,silk,polyester,nylon,rayon,balance,watch,scissors,water,teaspoonandbeaker.
Procedure StrengthMakea1/2inchcutontheedgeofthefabric.Withfingersontheedgeofthefabric,pulluntilthefabrictears.Gradethestrengthofthefabricusingarubric(1fortearseasilyand5forwillnottearatall).Dothisforeachtypeoffabric.
PermeabilityLayoneofthefabricsectionsonapieceofpapertowelandput1/2teaspoonofwaterinthecentre.Timehowlongittakesforthewatertopermeatethroughthefabric.Timeuntilno‘bubble’ofwaterremainsontopofthefabric.·Ratethepermeabilityofthefabricusingarubric(1forveryfastpermeationand5fornopermeation).Dothisononefabricsectionforeachtypeoffabric.
AbsorbencyUsethedryfabricsamplesforthistest.Weighasectionfromeachoftheclothsamplesusedinthistestandrecordyourresults.Placethefabricinabeaker(~250ml)ofwaterfor30seconds.Takethefabricoutofthewaterandholdituntilitstopsdripping.Weighteachoftheclothsamplesagainandrecordyourresults.Determinehowmanytimesitsownweightafabriccanholdbydividingtheweightwhenwetbytheweightwhendry.Dothisforeachtypeoffabric.
Activity 2
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Let’sthink Whatcharacteristicsoffibreswouldyouevaluateifyouareshoppingforsummers?(Strength,permeability,absorbency)?Whenwouldyoupreferthecharacteristicstrengthoverabsorbencyofafabric?Whatelsewouldyouliketoknowabouttheclothyouwear?
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4.SortingmaterialsintogroupsQRCode:LearningObjectives:Contentarea/Concepts
LearningObjectives
Groupingtheobjects Listtheobjectsaroundusinordertoanalysethematerialstheyaremadeupof.
Planandconductaninvestigationinordertoclassifydifferentkindsofmaterialsbytheirobservableproperties.
Propertiesofmaterials
Observetheappearanceofmaterialsinordertodifferentiatethemonthebasisoflustre
Examinematerialsbycompressingorscratchingtheminordertocategorizethemashardandsoftmaterial
Observethechangeintheshapeofobjectaddedtowaterinordertocategorizethemassolubleandinsolublematerials.
Planandconductaninvestigationforvariousobjects/materialsiftheysinkorfloatinwater
Classifyobjectsintoopaque,transparentandtranslucent
LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomes
Listtheobjectsaroundusinordertoanalysethematerialstheyaremadeupof.
Identifiesmaterialsandorganisms,suchas,plantfibres,flowers,onthebasisofobservablefeatures,i.e.,appearance,texture,function,aroma,etc.
Observetheappearanceofmaterialsinordertodifferentiatethemonthebasisoflustre
Examinesandexplainsproperties,structureandfunctionsofmaterialsandorganisms,(suchas,fibreandyarn;tapand
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fibrousroots;electricalconductorsandinsulators),inordertodifferentiatethem
Planandconductaninvestigationinordertoclassifydifferentkindsofmaterialsbytheirobservableproperties.
Usesobservableproperties,inordertoclassifymaterials,organismsandprocesses:(suchas,materialsassoluble,insoluble,transparent,translucentandopaque;changesascanbereversedandcannotbereversed;plantsasherbs,shrubs,trees,creeper,climbers;componentsofhabitatasbioticandabiotic;motionasrectilinear,circular,periodicetc.)
Examinematerialsbycompressingorscratchingtheminordertocategorizethemashardandsoftmaterial
Observetheappearanceofmaterialsinordertodifferentiatethemonthebasisoflustre
Planandconductaninvestigationforvariousobjects/materialsiftheysinkorfloatinwaterClassifyobjectsintoopaque,transparentandtranslucentPlanandconductaninvestigationinordertoclassifydifferentkindsofmaterialsbytheirobservableproperties.
Conductssimpleinvestigationsonhis/herowninordertoseekanswerstoqueries:(suchas,whatarethefoodnutrientspresentinanimalfodder?Canallphysicalchangesbereversed?Doesafreelysuspendedmagnetaligninaparticulardirection?)
PlanandconductaninvestigationforvariousobjectstoclassifythembasedonwhethertheobjectsinkorfloatinwaterLOB: Listtheobjectsaroundusinordertoanalysethematerialstheyaremadeupof1)Fromthegivenlist,whichpairofobjectscouldbemadeofboth,plasticandmetalcomponents?A:ToothbrushB:SareeC:SpectaclesD:BucketsE:Fryingpan(a)AandE(b)BandC
Test items
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(c)DandE(d)AandDCorrectAnswer:Option(c)2)Anordinarychairrequiresastrongstructuretosupporttheweightofapersonsittingonit.Whichofthefollowingmaterialsshouldnotbeconsideredforbuildingachair?(a)Glass(b)Metal(c)Wood(d)PlasticCorrectAnswer:Option(a)LOB:Planandconductaninvestigationinordertoclassifydifferentkindsofmaterialsbytheirobservableproperties.1)Astudentcollectedspoonsmadeofplastic,metal,ceramicandwood.Shethennoteddownconditionsunderwhicheachofthesewouldbeineffective.Whichofthefollowingobservationsshouldbeinhernotes?(a)Woodenspoonwillletliquidspassthroughit(b)Metallicspooncaneasilybendonapplyingpressure(c)Plasticspooncoulddeforminhightemperatureliquids(d)CeramicspooncanwithstandbreakingifdroppedonthefloorCorrectAnswer:Option(c)2)Astudentcollectedasampleofsoilwithdriedtwigs,smallpebblesanddeadleaves.Hethenaddedafewscoopsofthesampleintoabeakerfilledwithwaterandstirredvigorously.Heleftthebeakerundisturbedandobserveditafter2hours.Whichofthefollowingwouldbeacorrectobservation?(a)Soildissolvesinwaterandmakesitmuddy(b)Driedtwigssinktothebottomofthebeaker(c)Soilandpebblessettleatthebottomofthebeaker(d)DeadleavesandpebblesremainafloatinthewaterCorrectAnswer:Option(c)LOB:Observetheappearanceofmaterialsinordertodifferentiatethemonthebasisoflustre.1)Whichofthefollowingobjectswouldshowlustre?(a)Earthenpot
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(b)Plasticbottle(c)Aluminiumfoil(d)WoodenplankCorrectAnswer:Option(c)2)Somematerialsarenaturallylustrouswhileothersarecoatedwithcompoundstomakethemappearlustrous.Overtime,allmaterialstendtoloselustreduetotheirenvironment.Whichofthefollowingobjectscannotregaintheirlustreuponbeingrubbedwithsandpaper?(a)Rustednails(b)Oldsilvercutlery(c)Dustyceramicmug(d)TarnishedcopperjugCorrectAnswer:Option(c)LOB:Examinematerialsbycompressingorscratchingtheminordertocategorizethemashardandsoftmaterial1)Fourbasketsfilledwithdifferentobjectswereplacedinfrontofaclassroom.Eachstudentwasaskedtocompresstheobjectstoexaminethehardnessorsoftnessandarrangetheminorderfromhardesttosoftest.Thecontentsofthefourbasketswere:1.Styrofoam2:Flourdough3.Woodenblocks4.AbunchofcottonWhatwouldbethecorrectorder?(a)3,1,2,4(b)3,1,4,2(c)2,3,4,1(d)2,3,1,4CorrectAnswer:Option(a)2)Apersonsaysthatakitchenspongeisharderthanalumpofcottonandaplasticbottleissofterthanaceramicbottle.Onexaminingthesematerials,whatcanbecorrectlysaid,aboutthem?(a)Itiseasiertobreakplasticbottlesthantobreakceramicbottles(b)Itiseasiertocompresscottonthantocompressakitchensponge(c)Itiseasiertostretchceramicbottlesthantostretchplasticbottles(d)Itiseasiertotearupakitchenspongethantotearupalumpofcotton
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CorrectAnswer:Option(b)LOB:Observethechangeintheshapeofobjectaddedtowaterinordertocategorizethemassolubleandinsolublematerials.1)Whenasmallamountofsoilandpebblesareaddedtoabeakercontainingwaterandstirredwell,itfirstformsalightbrownliquidinwhichpebblessettleatthebottom.Afterhalfanhour,thesoilisalsoobservedtobesettledatthebottomandthewateraboveitappearsclearerinthebeaker.Whatconclusioncanbemadefromthisobservation?(a)Both,soilandpebblesaresolubleinwater(b)Both,soilandpebblesareinsolubleinwater(c)Soilisinsolubleinwater,butpebblesaresoluble(d)PebblesaresolubleinwaterandsoilisinsolubleCorrectAnswer:Option(b)2)Aspoonfuleach,ofsawdust,powderedsugarandsaltwereaddedtoaglasscontainingwater.Whichofthefollowingcanbeobserved?(a)Saltandsawdustaresolubleinwater,butsugarisinsoluble(b)Saltandsugararesolubleinwater,butsawdustisinsoluble(c)Sugarandsawdustaresolubleinwater,butsaltisinsoluble(d)Sugar,sawdustandsaltareallsolubleinwaterCorrectAnswer:Option(b)LOB:Planandconductaninvestigationforvariousobjectstoclassifythembasedonwhethertheobjectsinkorfloatinwater1)Astone,asmallpieceofwoodandametalliccoinofthesameweightweredroppedinabucketofwater.Whichofthesewouldsinkorfloat?(a)Thestonewouldsink,whilethewoodandcoinwouldfloat(b)Thewoodandstonewouldsink,whilethecoinwouldfloat(c)Thestoneandcoinwouldsink,whilewoodwouldfloat(d)Thestone,coinandwood,wouldallsinkdownCorrectAnswer:Option(c)2)Anemptymetallicbottle,glassbottleandplasticbottle,eachofsamesizewereloweredbyapplyingsimilarforce,intoabucketfilledwithwater.Whatwillhappenwhentheforceisremoved?
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(a)Metalbottlewillfloatupwardsandtheotherswillstayatthebottom(b)Plasticbottlewillfloatupwardsandtheotherswillstayatthebottom(c)Glassbottlewillfloatupwardsandtheotherswillstayatthebottom(d)AllthreekindsofbottleswillslowlybegintofloatupwardsCorrectAnswer:Option(b)LOB:Classifyobjectsintoopaque,transparentandtranslucent1)Studentswereaskedtoexaminedifferentmaterialsandsubstances.Thesewere,butterpaper,aluminiumfoil,cardboard,whitecottoncloth,frostedglassandwater.Whichofthefollowingisacorrectobservation?(a)Onlycardboardisopaque(b)Onlywateristransparent(c)Butterpaperandwateraretranslucent(d)Aluminiumfoil,frostedglassandcottonclothareopaqueCorrectAnswer:Optionb.2)Asourceoflightwasobserved,throughthreesheetsofpaper.Thesewere,Sheet1:ButterpaperSheet2:WhitetissuepaperSheet3:Paperpaintedwithblackacrylicpaint.Whichofthefollowingisacorrectstatementregardingthesesheetsofpaper?(a)1istranslucent,2istransparentand3isopaque(b)1istransparentwhile2and3aretranslucent(c)1istranslucentwhile2and3areopaque(d)1and2aretranslucentwhile3isopaqueCorrectAnswer:Option(d)
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Activity MakeYourOwnThermometer
Materialsrequired
Clearplasticdrinkingstraw,ruler,permanentmarker,smallbottlewithlid,70%rubbingalcohol,liquidfoodcolouring,tissuepapers,modellingclay,dropper,water,smallbowl,icecubes
(Source:www.sciencebuddies.org)
Procedure Make½cmmarkingsonthestraw.Makeaflattenedballofclayandpushthestrawthroughit.Removeanyclaycloggingthestraw.Pouralcoholinthebottleuptohalfitscapacity.Addtwodropsoffoodcolourandmixwell.Filladropperwiththissolutionandsetaside.Placetheclayonthemouthofthebottleandsealairtightsuchthatthestrawdoesnottouchthebottomofthebottle.Dropliquidinthedropperintothestraw.Takesomeiceinasmallbowlandplacethebottleinthebowl.Whatdoyouthinkwillhappen?Why?Lettheassemblystayforsometimeandthenmarkthelevelofliquidinthestrawas0degreeCelsius.Holdthebottomofthebottletowarmitupandnoticetheliquidinthestrawrising.Nowplacethebottleinliquidsatdifferenttemperaturesandnotethelevelofliquidinsidethestrawchange.
Activity 1
Suggested Teacher Resources
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Let’sthink 1. Whatdoyounoticeaboutthethermometerforthedifferentwaterbowls?
2. Basedonyourobservations,canyourankthesebowlsfromcoldesttowarmestjustbylookingattheliquidlevelinthethermometer(s)?
3. Whydoestheliquidinsidethetubefallwhenweputthethermometerincoldwaterandrisewhenweputitinwarmwater?Doyouthinkwecanalsousethisthermometertomeasuretemperatureofairaroundus.?Whyorwhynot?
Activity2 InvestigatethePropertiesofWool
Objective:Investigatearawwoolfibreanddrawoutquestionsabouthowthephysical(observable)featuresofgreasy(raw)woolmakeitusefulforarangeofeverydayproducts.
Materialsrequired
Laptop(orpersonalcomputer),projector,rawwoolfibres,magnifyingglass
Procedure 1. Playthevideo,SamtheLamb-WhatisWool?andaskstudentsthefollowingguidingquestions:
2. Howdoeswoolprotectsheepfromcoldweather?3. Howdoeswoolprotectsheepfromwetweather?4. Getstudentsingroupsof3-4tomakealistofpropertiesthat
theythinkwoollenclothespossessfromwatchingthevideo.5. Giveeachgroupastrandofrawwoolfibreandamagnifying
glasstocloselyinvestigatehowthewoolfibrelookslikeandnotedowntheirobservationsanddrawwhattheyobserve.
6. Discusshowthefeaturesofwooltheyhavebeeninvestigatinginthisactivitymightrelatetothewoollenclothestheyhaveobservedandused(forexample,ifwoolhelpstokeepsheepwarmwhenitiscoldandcoolwhenitishot,woolclothingcandothesameforpeople).
Activity 2
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Let’sthink 1. Discussthepossibilitytomakeanobjectfromasinglematerialormanydifferenttypeofmaterials?
2. WatchTheInnovatorvideoandaskstudentstothinkaboutthetypesofweatherconditionsandactivitiesinwhichtheymightchoosetowearwool.
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5.SeparationofsubstancesQRCode:LearningObjectives:
Concept Learning Objectives
Methods of separation
Recalls the nature of substances seen around and various technical terms related to the concept- like mixtures, hand-picking, winnowing, sieving Outlines methods that can be adapted in everyday life situations such as separation of husk from grains, separation of fine sand from coarse sand Carries out some of the improvised procedures of separation of insoluble solids from liquids in a given situation Explains how multiple processes can be employed when the mixture has a soluble and insoluble component Arrives at logical conclusion that certain specific methods can be employed to separate solid mixtures based on the size, colour or weight of the components
Saturated and Unsaturated solution
Examine the solubility of salt in water in certain conditions in order differentiate the solution as saturated and unsaturated.
LearningObjectivesandLearningOutcomes:
Learning Objectives Learning Outcomes Recalls the nature of substances seen around and various technical terms related to the concept- like mixtures, hand-picking, winnowing, sieving
Uses observable properties, in order to classify materials, organisms and processes: (such as, materials as soluble, insoluble, transparent, translucent and opaque; changes as can be reversed and cannot be reversed; plants as herbs, shrubs, trees, creeper, climbers; components of habitat as biotic and abiotic; motion as rectilinear, circular, periodic etc.)
Arrives at logical conclusion that certain specific methods can be employed to separate solid mixtures based on the size, colour or weight of the components
Uses observable properties, in order to classify materials, organisms and processes: (such as, materials as soluble, insoluble, transparent, translucent and opaque; changes as can be reversed and cannot be reversed; plants as herbs, shrubs, trees, creeper, climbers; components of
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habitat as biotic and abiotic; motion as rectilinear, circular, periodic etc.)
Examine the solubility of salt in water in certain conditions in order differentiate the solution as saturated and unsaturated.
Conducts simple investigations on his/her own in order to seek answers to queries: (such as, what are the food nutrients present in animal fodder? Can all physical changes be reversed? Does a freely suspended magnet align in a particular direction?)
Outlines methods that can be adapted in everyday life situations such as separation of husk from grains, separation of fine sand from coarse sand
Explains processes and phenomena in order to relate to science behind the phenomena/processes and develop scientific thinking skills: (such as, processing of plant fibres; movements in plants and animals; formation of shadows; reflection of light from plane mirror; variations in composition of air; preparation of vermicompost, etc.)
Carries out some of the improvised procedures of separation of insoluble solids from liquids in a given situation
Explains how multiple processes can be employed when the mixture has a soluble and insoluble component
Outlines methods that can be adapted in everyday life situations such as separation of husk from grains, separation of fine sand from coarse sand
Applies learning of scientific concepts in daily life/real life situations in order to solve problems/give solutions/take preventive measures/etc.: (such as, selecting food items for a balanced diet; separating materials; selecting season appropriate fabrics; using compass needle for finding directions; suggesting ways to cope with heavy rain/ drought, etc.)
Arrives at logical conclusion that certain specific methods can be employed to separate solid mixtures based on the size, colour or weight of the components
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LOB:Identifypropertiesofgivenitemsandselectapropertythatwouldhelpthemeasilyseparatetheitemsfromeachother.1)Theimageshowstheprocessofwinnowing.
Onthebasisofwhatproperty,themixturegetsseparatedinwinnowing?(a)Size(b)Shape(c)Colour(d)WeightCorrectAnswer:Option(d)2)Theimageshowsthetwotypesofmarblesinthejar.
Basedonwhatproperty,themarblescanbeseparated?(a)Onthebasisofsize(b)Onthebasisofcolour(c)Onthebasisofshape
Test items
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(d)OnthebasisofweightCorrectAnswer:Option(b)LOB:Outlinesmethodsthatcanbeadaptedineverydaylifesituationssuchasseparationofhuskfromgrains,grainfromstalks,separationoffinesandfromcoarsesand.1)Asampleofflourhasungroundedwheatgrainsmixedinit.Whichmethodcanbeusedtoseparatethewheatgrainsfromtheflour?(a)Sieving(b)Filtration(c)Threshing(d)SedimentationCorrectAnswer:Option(a)2)Whilemakingthetea,whichmethodofseparationisusedtoseparatethetealeaves?(a)Filtration(b)Evaporation(c)Decantation(d)SedimentationCorrectAnswer:Option(a)LOB:Carriesoutsomeoftheimprovisedproceduresofseparationofinsolublesolidsfromliquidsinagivensituation1)Astudenthasasolutionofsandandwater.Whatmethodcanbeusedtoseparatesandfromthewatereasily?(a)Mixachemicalinthesolution(b)Placethesolutioninthesunlight(c)Stirthesolutionandleavethebeakerundisturbed(d)PourthesolutionintoanotherbeakerusingasieveCorrectanswer:Option(d)2)Thetableshowsthematerialsrequiredforafiltrationprocess.
Howshouldthesematerialsbearrangedinordertoseparatetheinsolublematerialfromwater?
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(a)
(b)
(c)
(d) CorrectAnswer:Option(c)LOB:Explainshowmultipleprocessescanbeemployedwhenthemixturehasasolubleandinsolublecomponent1)Astudenthasasolutionofsalt,sandandwater.Whichoptionexplainstheprocessesrequiredtoseparatethesaltandsandfromwater?(a)Evaporationtoremovesand,filtrationtoobtainsalt(b)Filtrationtoremovesand,evaporationtoobtainsalt(c)Filtrationtoremovesand,sedimentationtoobtainsalt(d)Sedimentationtoremovesand,filtrationtoobtainsaltCorrectAnswer:Option(b)2)Astudenthasasampleofrawriceinacontainer.Thestudentaddedwaterinthecontainertowashit.Aftersometime,thedustparticlescomeatthesurfacewhilethericegrainssettledownatthebottom.Whichprocesseswouldhelpremovethedustparticles?(a)Filtrationandevaporation(b)Condensationandevaporation(c)Evaporationandsedimentation(d)DecantationandsedimentationCorrectAnswer:Option(d)
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LOB:Arrivesatlogicalconclusionthatcertainspecificmethodscanbeemployedtoseparatedifferentsubstancespresentinamixturebasedonthesize,colour,weightorsolubilityofthecomponents.1)Abaghasthelimesandoranges.Astudentseparatesthembythemethodofhandpickingwithoutlookinginsidethebagdirectly.Whydoyouthinkthestudentusesthemethodofhandpickinginthiscase?(a)Becausebothfruitshavedifferentsize(b)Becausebothfruitshavedifferentcolour(c)Becausebothfruitshavedifferentshape(d)BecauseboththefruitshavedifferentweightCorrectAnswer:Option(a)2)Astudentheatedasaltwatersolutiontoobtainthesaltfromthesolution.Whythestudentheatedthesaltwatersolution?(a)Becausesaltevaporateseasily(b)Becausesaltissolubleinwater(c)Becausesaltislighterandcomesatthesurface(d)BecausesaltsettlesatbottominwaterCorrectAnswer:Option(b)LOB:Examinethesolubilityofsaltinwaterincertainconditionsinorderdifferentiatethesolutionassaturatedandunsaturated.1)Astudenttakessomecoldwaterinabeakeranddissolvestwotablespoonsofsaltinit.Whenthestudentaddsonemoretablespoonofsaltitgetssettledatthebottomofthebeaker.Thestudentwarmsthewaterandobservesthatthesaltdisappears.Whatcanbethereasonforthisobservation?(a)Heatincreasesthesolubilityofwater(b)Heatevaporatestheexcesssaltinsolution(c)Afterheatingthesolutionbecomesaturated(d)TwotablespoonofsaltmakesthesolutionunsaturatedCorrectAnswer:Option(a)2)Asaltsolutiongetssaturatedwhenastudentmixes5gofsaltin30mlofwaterinabeaker.Thestudentfurtheradded5gofsaltinthesolutionthatdoesnotdissolveinwater.Thestudentadds20mlofwaterinthebeakerandobservessomeofthesaltisdissolved.Howmuchwaterisneededtodissolvetheremainingsalt?(a)5ml(b)10ml(c)20ml(d)30mlCorrectAnswer:Option(b)
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Activity Wastewatertodrinkingwater
MaterialsrequiredWastewaterwithimpurities
Vediotoshowthempurificationofwastewater
Procedure 1) Askstudentsiftheywoulddrinkwastewater,whyorwhynot.2) Askstudentsmakealistofimpuritiesorsubstancespresentin
sewagewater.3) Askstudentsdrawaflowchartshowingthestepsfollowedto
separatethewaterfrommixture.4) Readitforthem:
HowWastewaterGetsCleaned
Inmostlargecitiesaroundtheglobe,sewageandwastewatergetsprocessedatatreatmentplant.
First,itpassesthroughafiltertoremovelargematerialsliketreelimbs,trashandleaves.Nextupistheprimarysedimentationtank,wheresludgesettlestothebottomandlighterliquidslikegrease,oilandsoaprisetothetop.!!Densitythesurfaceisskimmedoffwhilethesludgeispumpedawaytoaseparatetreatmentfacility.Thenit'sontoanothertank,whereoxygenisbubbledin,enablingbacteriatobreakdownanyorganicmatterinthewastewater.Afterthatcomesanotherfiltration—sometimesthroughsandorcarbon.
Duringthefinalstage,thewaterisdisinfected—bytheadditionofchlorine,hydrogenperoxideandotherchemicalsandbyrunningitpastultravioletlights.It'sthendrainedintoanearbywatersupply,likeariver,orpumpedintotheground,whereitisreintroducedintothebelow-groundwatersupply.Monthstoyearslater,waterutilitiesextractthewater,whichhasnowmixedwiththewidersupply,fromwells.Afterstandardtestingandtreatmentfordrinkingwater,thisreclaimedwaterendsupinhouses
Suggested Teacher Resources
Activity 1
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Let’sthink 1) Whataredifferentseparationmethodsusedwhiletreatingwastewater?Isitthesameasyoudrewinyourflowchart?
2) Wegetmostofthedrinkingwaterfromourriversandtheyaregettingpolluted.Howcanwesavetheseriversfromgettingpolluted.Wouldyoudrinktreatedwastewater?Isitsafetodrink?
3) Whataretheotherpurposesthiswatercanbeusedfor?
Activity Cookiemining
MaterialsrequiredChocolatechipcookie,toothpicks(flatandround),paperclips,paper
Procedure1) Providethematerialstothestudents.2) Askthemtochooseoneofthesetools(flattoothpick,roundtoothpick
orpaperclip).3) AskstudentstoseparateChocochipsfromcookies(Studentsarenot
allowedtotouchthecookingwithhandswhilemining)withthehelpofthechosentool.
4) Setthetimerfor5minutes.
Let’sthink1) Whatdidwelearnaboutminingfromourchocolatechipcookie
experience?2) Howdidweseparatethechocolatefromthecookie?3) Whatweresomeproblemswiththeseparation?4) Wouldtherebebetterwaysofseparatingthechocolatefromthe
cookie?
Activity 2
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6.ChangesaroundusQRCode:LearningObjectives:Contentarea/Concepts
LearningObjectives
Reversibleandirreversiblechanges
Classifieschangesintoreversibleandirreversiblechanges
Makegeneralizationsaboutvarioustypesofchanges
Illustrateexamplesofchangestohighlightthefactorsthatcanbringaboutspecificchanges
Waystobringthechanges
Checktheeffectofvariousfactorsonmaterialswiththehelpofsimpleactivities
LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomes
Classifieschangesintoreversibleandirreversiblechanges
Usesobservableproperties,inordertoclassifymaterials,organismsandprocesses:(suchas,materialsassoluble,insoluble,transparent,translucentandopaque;changesascanbereversedandcannotbereversed;plantsasherbs,shrubs,trees,creeper,climbers;componentsofhabitatasbioticandabiotic;motionasrectilinear,circular,periodicetc.)
Makegeneralizationsaboutvarioustypesofchanges
Conductssimpleinvestigationsonhis/herowninordertoseekanswerstoqueries:(suchas,whatarethefoodnutrientspresentinanimalfodder?Canallphysicalchangesbereversed?Doesafreelysuspendedmagnetaligninaparticulardirection?)
IllustrateexamplesofchangestohighlightthefactorsthatcanbringaboutspecificchangesChecktheeffectofvariousfactorsonmaterialswiththehelpofsimpleactivities
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LOB:Classifieschangesintoreversibleandirreversiblechanges1)Whichoptioncorrectlyclassifiesthechangesasreversibleandirreversible?(a)
(b)
(c)
(d)
CorrectAnswer:Option(b)2)Thetableshowssomeactivitiesusingthepaper.
Whichoptionclassifytheactivitiesasreversibleandirreversiblechange?(a)
(b)
Test items
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(c)
(d)
CorrectAnswer:Option(c)LOB:Makegeneralizationsaboutvarioustypesofchanges1)Astudentlearnsthatthebendingofmetallicwireisareversiblechange.Whyisitconsideredasareversiblechange?(a)Becauseitcanbechangedbackintoitspreviousshape(b)Becausethechangecausedtothemetallicwireispermanent(c)Becausethechangeinshapeisalwaysconsideredasareversiblechange(d)BecausemetallicwirechangesitshapemoreeasilythanothermaterialsCorrectAnswer:Option(a)2)Agirlismakingchapati.Shedidthefollowingsteps:Step1:Sheaddedwater,saltandflourtomakeadough.Step2:Sheusedarollingpintoshapethedough.Whichoftheseoptionscorrectlyexplainsthechanges?(a)Boththestepsrepresentareversiblechange(b)Boththestepsrepresentanirreversiblechange(c)Step1isareversiblechangeandstep2isanirreversiblechange(d)Step2isareversiblechangeandstep1isanirreversiblechangeCorrectAnswer:Option(d)LOB:lustrateexamplesofchangestohighlightthefactorsthatcanbringaboutspecificchanges1)Whichfactorisresponsiblefortheexpansionandcontractionofametallicrod?
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(a)Changeinshape(b)Changeinweight(c)Changeintypeofmaterial(d)ChangeintemperatureofrodCorrectAnswer:Option(d)2)Anicecubemeltsintothewaterandthechangeisconsideredasreversiblechange.Whichfactorwouldreversethechange?(a)Increaseinweightofthewater(b)Decreaseinweightofthewater(c)Increaseintemperatureofwater(d)DecreaseintemperatureofwaterCorrectAnswer:Option(d)LOB:Checktheeffectofvariousfactorsonmaterialswiththehelpofsimpleactivities1)Astudentplacedanironnailoutsideintherainandalloweditremainthereforafewdays.Whatwillhappentothenail?(a)Thenailgetsrusted(b)Thenailgetsshrink(c)Thenailremainsthesame(d)ThenailgetsbrokenintopiecesCorrectAnswer:Option(a)2)Astudentcutsasquarepieceofpaperinto4smallsquarepiecesasshown.
Whatmakesthischangeanirreversiblechange?(a)Additionofheat(b)Changeinshape(c)Reductionofsize(d)DifferenceincolourCorrectAnswer:Option(c)
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Activity1 Blowingupaballoon
Materialsrequired 1.5cupofvinegar,1spoonofbakingsoda,aplasticbottle,aballoon
Procedure1) Pourthevinegarintoabottle.2) Measureout1teaspoonofbakingsodaanddropitintoaballoon.3) Stretchtheballoonaroundtheneckofthebottle(alreadyfilledwith
vinegar)andholdthetopoftheballoonoverthesideofthebottlesothebakingsodaremainsintheballoon.
4) Standtheballoonuprightbeingsuretoholditaroundtheneckofthebottomandallowthebakingsodatodropintothebottle.
Let’sthink 1) Whatarethechangeshappeningduringthisexperiment?
2) Canyouthinkofareversibleandanirreversiblechangewhichtookplaceduringthisexperiment?
3) Thinkofsomereversibleandirreversiblechangeshappeninginourenvironmentanddiscussthereasonsbehindthem.
Suggested Teacher Resources
Activity 1
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Activity Testit!
Materialsrequired Pan,burner,water,materialstotestsuchasnoodles,crayons,oil,milk
Procedure1) Handeachstudentanuncookednoodleandaskthemtowritedown
thepropertiesofnoodles.2) Boilwaterinthepanandaddnoodlesintheboilingwater.3) Oncethenoodlecoolsdown,askstudentstoobserveit.4) Repeatthesamewithothermaterials.
Let’sthink 1) Whenheatwasaddedtothematerial,whatphasewasitliquid,solidorgas?
2) Whichmaterialcanchangebackandforthbetweenphases?Whatmadeyousaythat?
3) Canyougivesomemoreexamplesofreversible/irreversiblechangehappeningaroundyou?
Activity 2
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7. GettingtoknowplantsQRCode:LearningObjectives:Contentarea/Concepts LearningObjectives
Herbs,shrubsandtrees
Comparethefeaturesofherbs,shrubs&trees,consideringtheirphysicalfeatures/appearance.
Analysethepartsofaplantandtheirfunctioninordertoclassifythemintorootandshootsystem
Creepersandclimbers
Listthecharacteristicsofplantsinordertoclassifythemintocreepersandclimbers
Partsofplant Applyknowledgeofpartsofaplantstodecipherfeaturesofadifferentplant/specimens
Stem Examinestemsofdifferentplantsanddesignactivitiestodemonstratewaterconductionthroughstem(fromroots).
Leaf
IdentifydifferentpartsofleafRecognizepatternsonleavesofdifferentplantsinordertoclassifythemintoreticulateandparallelvenationsDemonstratetheprocessoftranspirationinordertodescribethefunctionsoftheleaf.Explaintheprocessofphotosynthesisinordertodescribethefunctionsoftheleaf.
Root
Outline/listthefunctionsofrootsinplantswiththehelpofactivitiesComparerootsofdifferentplantsinordertoclassifythemastaprootsandfibrousroots.
Deducetherelationbetweenleafvenationandthetypesofrootsinaplantinordertodeducethetypeofroot
Flower Illustratethestructureofa(typical)flowerwithlabellingatleast6keypartsandelaborateoneachone
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LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomes
Comparethefeaturesofherbs,shrubs&trees,consideringtheirphysicalfeatures/appearance.
Differentiatesmaterialsandorganisms,suchas,fibreandyarn;tapandfibrousroots;electricalconductorsandinsulators;onthebasisoftheirproperties,structureandfunctions
Comparethefeaturesofherbs,shrubs&trees,consideringtheirphysicalfeatures/appearance.
Usesobservableproperties,inordertoclassifymaterials,organismsandprocesses:(suchas,materialsassoluble,insoluble,transparent,translucentandopaque;changesascanbereversedandcannotbereversed;plantsasherbs,shrubs,trees,creeper,climbers;componentsofhabitatasbioticandabiotic;motionasrectilinear,circular,periodicetc.)
AnalysethepartsofaplantandtheirfunctioninordertoclassifythemintorootandshootsystemListthecharacteristicsofplantsinordertoclassifythemintocreepersandclimbersRecognizepatternsonleavesofdifferentplantsinordertoclassifythemintoreticulateandparallelvenationsComparerootsofdifferentplantsinordertoclassifythemastaprootsandfibrousroots.Examinestemsofdifferentplantsanddesignactivitiestodemonstratewaterconductionthroughstem(fromroots).
Conductssimpleinvestigationsonhis/herowninordertoseekanswerstoqueries:(suchas,whatarethefoodnutrientspresentinanimalfodder?Canallphysicalchangesbereversed?Doesafreelysuspendedmagnetaligninaparticulardirection?)
DeducetherelationbetweenleafvenationandthetypesofrootsinaplantinordertodeducethetypeofrootExaminestemsofdifferentplantsanddesignactivitiestodemonstratewaterconductionthroughstem(fromroots).
Conductssimpleinvestigationstoseekanswerstoqueries,e.g.,whatarethefoodnutrientspresentinanimalfodder?Canallphysicalchangesbereversed?Doesafreelysuspendedmagnetaligninaparticulardirection?Demonstratetheprocessof
transpirationinordertodescribethefunctionsoftheleaf.Explaintheprocessofphotosynthesisinordertodescribethefunctionsoftheleaf.Outline/listthefunctionsofrootsinplantswiththehelpofactivities
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Applyknowledgeofpartsofaplantstodecipherfeaturesofadifferentplant/specimens
Drawslabelleddiagrams/flowchartsoforganismsandprocessesinordertodemonstrateknowledgeofstructure/processes/relationships:(suchas,partsofflowers;joints;filtration;watercycle,etc.)Identifydifferentpartsofleaf
RecognizepatternsonleavesofdifferentplantsinordertoclassifythemintoreticulateandparallelvenationsComparerootsofdifferentplantsinordertoclassifythemastaprootsandfibrousroots.Illustratethestructureofa(typical)flowerwithlabellingatleast6keypartsandelaborateoneachone
Examinestemsofdifferentplantsanddesignactivitiestodemonstratewaterconductionthroughstem(fromroots).
Constructsmodelsusingmaterialsfromsurroundingsandexplainstheirworkinginordertodemonstratescientificknowledgeandunderstandingofhowitworks:(suchas,pinholecamera,periscope,electrictorch,etc
Applyknowledgeofpartsofaplantstodecipherfeaturesofadifferentplant/specimens
Applieslearningofscientificconceptsindailylife/reallifesituationsinordertosolveproblems/givesolutions/takepreventivemeasures/etc.:(suchas,selectingfooditemsforabalanceddiet;separatingmaterials;selectingseasonappropriatefabrics;usingcompassneedleforfindingdirections;suggestingwaystocopewithheavyrain/drought,etc.)
Outline/listthefunctionsofrootsinplantswiththehelpofactivities
LOB:Comparethefeaturesofherbs,shrubs&trees,consideringtheirphysicalfeatures/appearance.1)Astudentwantstoidentifyashrubinagarden,butheisgettingconfusedbetweenanherbandashrub.Whichcharacteristicsoftheplantwillhelpthestudentidentifytheshrub?(a)Greenstems(b)Hardandthickstems(c)Branchesdevelopedatthebaseofthestem(d)Branchesdevelopedintheupperpartofthestem
Test items
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CorrectAnswer:Option(c)2)Thetableshowsclassificationofplantsinvariouscategoriesdonebyastudentafterreadingtheircharacteristics.
Whichplanthasbeencorrectlyclassifiedbythestudent?(a)Plant1(b)Plant2(c)Plant3(d)Plant4CorrectAnswer:Option(c)LOB:Analysethepartsofaplantandtheirfunctioninordertoclassifythemintorootandshootsystem1)Therootsystemandtheshootsystemofaplantplaydifferentroles.WhichofthefollowingfunctionsdoesNOTrelatetotheshootsystem?(a)Transpiration(b)Flowerdevelopment(c)Providesiteforphotosynthesis(d)AbsorptionofnutrientsfromthesoilCorrectAnswer:Option(d)2)Thetablelistsomefunctionsofdifferentplantparts.Class.Howmanyofthesefunctionsareperformedbythepartsinvolvedintheshootsystem?
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(a)2(b)3(c)4(d)5CorrectAnswer:Option(b)2)Thetablelistsomefunctionsofdifferentplantparts.
Howmanyofthesefunctionsareperformedbythepartsinvolvedintheshootsystem?(a)2(b)3(c)4(d)5CorrectAnswer:Option(c)LOB:Listthecharacteristicsofplantsinordertoclassifythemintocreepersandclimbers1)Theimageshowsawatermelonplant.
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Astudentclaimedthatitanherb.Istheclaimmadebythestudentcorrect?(a)Yes.Theplanthasgreenstems,soitisanherb.(b)Yes.Theplanthasmanybranches,soitisanherb.(c)No.Theplanthasweakstemsandspreadsontheground,soitisacreeper.(d)No.Theplanthasweakstemswhicharesupportingthewatermelonontheground,soitisaclimber.CorrectAnswer:Option(c)2)Afarmerdesignedahomevineyardtoplantgrapevines,asshownintheimage.
Whatcouldbethereasonforthefarmertodesignitinthisway?(a)Tomaketheyardbeautifulasgrapesflowerswillcoverallthesepoles(b)Tomanagethespaceassomeotherplantscanbegrownontheground(c)Toprovideequalspacetoeachgrapevineastheserequirelotofgroundtogrow(d)TogetgoodproductivityofgrapesasgrapesvinesareclimberswhichneedsupportstoclimbupwardCorrectAnswer:Option(d)LOB:Applyknowledgeofpartsofaplantstodecipherfeaturesofadifferentplant/specimens
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1)Astudentpulledanherboutofthesoilandobservedthataplantpartcameoutwithit.Somehair-likestructureswerecomingoutfromthatpart.Whatcouldbetheplantpart?(a)Flower(b)Leaf(c)Stem(d)RootCorrectAnswer:Option(d)2)Rameshwantstocollectthatpartofaplantwhichcontainsitsreproductiveparts.Whatfeatureswouldbepossessedbythatplantpart?(a)PresenceofMidrib(b)Presenceofstomata(c)Presenceofroothairs(d)PresenceofpetalsandsepalsCorrectAnswer:Option(d)LOB:Examinestemsofdifferentplantsanddesignactivitiestodemonstratewaterconductionthroughstem(fromroots).1)Astudentcutsatwigofaplant.Aftermakingthecut,thestudentobservedadropofwatercollectedatitsend.Whatcouldbethereasonfortheappearanceofthisdropofwater?(a)Conductionofwaterthroughthestem(b)Transpirationofwaterthroughthestem(c)Formationofdewduetowatercondensation(d)AbsorptionofwaterbythestemfromthesurroundingsCorrectAnswer:Option(a)2)Raviconductedanexperimentinwhichhefilledaglasswithone-thirdofthewater.Headdedadropofredinkintothatglassandthenstirreditforfewminutes.Afterthathemadeanobliquecutatthebaseofthestemofatendertwigandthenputitintothewaterasshownintheimage.
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Thissetupwasleftbythestudentovernight.Whatcanbeobservedbythestudentonthenextday?(a)Sheddingofleavesfromthestem(b)Riseofthecolourintothestems(c)Developmentofredcolouredroots(d)DevelopmentofmorebranchesatthestemCorrectAnswer:Option(b)LOB:Identifydifferentpartsofleaf1)Astudentobservedsomeleavesthatwereattachedtoastem,asshownintheimage.
Whichpartoftheleafhelpsthemtobecomeattachedtothestem?(a)Lamina(b)Midrib(c)Petiole(d)VeinsCorrectAnswer:Option(c)2)Theimageshowsanunlabelleddiagramofleaf.
Whichofthefollowingoptionscorrectlynamesthelabelledparts?(a)
(b)
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(c)
(d)
CorrectAnswer:Option(d)LOB:Recognizepatternsonleavesofdifferentplantsinordertoclassifythemintoreticulateandparallelvenations1)Astudenttookaleaffromamangoplantandstartedtotakeitsimpressionwiththehelpofapencilandpaper.Theimageshowstheimpressionofthemangoleaf.
Whatlikelycanbeconcludedaboutthevenationoftheleaf?(a)Parallelvenation;astheobtaineddesignrepresentsnet-likeveins.(b)Parallelvenation;astheobtaineddesignrepresentsparallelveins.(c)Reticulatevenation;astheobtaineddesignrepresentsnet-likeveins.(d)Reticulatevenation;astheobtaineddesignrepresentsparallelveins.CorrectAnswer:Optionc.2)Astudentobservedtheleavesofdifferentplantslistedinthetable.
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Inwhichoftheseplants,thestudentmighthaveobservedparallelvenation?(a)BananaandPeepal(b)MangoandNeem(c)NeemandGrasses(d)BananaandGrassesCorrectAnswer:Option(d)LOB:Demonstratetheprocessoftranspirationinordertodescribethefunctionsoftheleaf.1)Astudenttookahealthy,well-wateredplantandenclosedaleafybranchofitinapolythenebag.Afterafewhours,thestudentobservedsomewaterdropsontheinnersideofthepolythenebag.Whatlikelycanbeconcludedfromthisactivity?(a)Leaveshelpinrespiration.(b)Leaveshelpintranspiration.(c)Leaveshelpinphotosynthesis.(d)Leaveshelpinthetransportationoffood.CorrectAnswer:Option(b)2)Theairthatsurroundsatreeremainscoolerincomparisonwiththeairaroundanemptyground.Howdotreeshelpinmakingthesurroundingaircooler?(a)Treesreleasesoxygenduringtheprocessofrespirationthatmakesthesurrounding
cool.(b)Treesreleasewateringaseousformintothesurroundingthroughaprocesscalled
transpiration.(c)Treesutilizestheheatfromthesurroundingtomaketheirfoodthroughaprocess
calledphotosynthesis.(d)Treesgainstheheatfromthesurroundingthathelpsinthetranslocationoffood
fromtheleavestotheroots.CorrectAnswer:Option(b)LOB:Explaintheprocessofphotosynthesisinordertodescribethefunctionsoftheleaf.1)Theleavesofplantshelpittomakefoodbytheprocessofphotosynthesis.Plantsperformphotosynthesisinthepresenceofsunlight.Whatothercomponentsareneededbytheplantstoundergophotosynthesis?(a)Oxygenandwater(b)Carbondioxideandwater(c)Carbondioxideandoxygen(d)OxygenandCarbonmonoxideCorrectAnswer:Option(b)
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2)Astudentwantstoperformaniodinetesttodeterminethepresenceofstarchinthatpartoftheplantatwhichphotosynthesistakesplace.Whatpartoftheplantshouldbechosenbythestudenttoperformthetest?(a)Roots(b)Leaves(c)Branches(d)PetalsofflowerCorrectAnswer:Option(b)LOB:Outline/listthefunctionsofrootsinplantswiththehelpofactivities1)Twoplantsofthesamekindweredugoutwiththerootsfromthesoilbyastudent.Thestudentplantedoneoftheseplantsasisinpot1,whilecutofftherootsofanotherplantandplanteditinpot2.Theimageshowsplantsinpot1andpot2.
Hewateredboththeplantsforaweekandthencomparedtheirgrowth.Whichofthepotwillhaveahealthyplant,andwhatcouldbethereasonforthis?(a)Pot1;becauserootsoftheplantwillhelpitbymakingfoodthroughphotosynthesis.(b)Pot1;becauserootsoftheplantwillhelpittoabsorbwaterandmineralsfromthesoil.(c)Pot2;becausetheremovaloftherootswilldecreasethenutrientdemandoftheplant.(d)Pot2;becauseremovaloftherootwillnotallowtheplanttotaketoxicchemicalsfromthesoil.CorrectAnswer:Option(b)2)Astudentperformedanexperimentwithtwopotstodeterminetheroleofrootsinholdingsoilparticlestogether.Heplantedgrassinpot1butthepot2hadonlysoil.Studentwateredboththesepotsforaweek.Afteraweek,thestudentplacedthesepotsinclinedunderthetapwater.Whatcanlikelytobeobservedbythestudent?(a)
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(b)
(c)
(d)
CorrectAnswer:Option(c)LOB:Comparerootsofdifferentplantsinordertoclassifythemastaprootsandfibrousroots.1)Theimageshowstwotypesoftheplantwiththeirrootsystem.
WhichofthefollowingcorrectlydescribesthenameofrootsthatarelabelledasA,B,andC?(a)A-lateralroot,B-taproot,C-fibrousroot
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(b)A-taproot,B-fibrousroot,C-lateralroot(c)A-fibrousroot,B-lateralroot,C-taproot(d)A-taproot,B-lateralroot,C-fibrousrootCorrectAnswer:Option(a)2)Astudentreadoutinhistextbookthatapeaplantpossessesataprootsystemandawheatplantpossessesafibrousrootsystem.Tovalidatethis,thestudentdugoutapeaplantandawheatplantfromthesoil.Whatfeaturesoftherootwouldbeobservedbythestudentinboththeplants?(a)
(b)
(c)
(d)
CorrectAnswer:Option(a)LOB:Deducetherelationbetweenleafvenationandthetypesofrootsinaplantinordertodeducethetypeofroot1)Rishihasasmallplantwithhim.Heobservedthattherootoftheplantwashavingamainrootwithsomesmallerroots.Whattypeoftherootispossessedbythisplantandwhattypeofvenationwilllikelybeobservedinitsleaves?(a)Taproot;Parallelvenation(b)Taproot;Reticulatevenation(c)Fibrousroot;Parallelvenation
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(d)Fibrousroot;ReticulatevenationCorrectAnswer:Option(b)2)Thetableshowssomeblankcellsthatneedtobefilledwiththetypeofrootandleafvenationoftherespectiveplants.
WhichofthefollowingcorrectlyrepresentsthelabelsA,B,CandD?(a)
(b)
(c)
(d)
CorrectAnswer:Option(c)
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LOB:Illustratethestructureofa(typical)flowerwithatleast6labelling&elaborateoneach1)Theimageshowssomeunlabelledpartsofaflower.
Identifythepartsthatformthepistilofaflower.(a)B,D,G(b)B,D,F(c)A,C,E(d)A,E,FCorrectAnswer:Option(c)2)TheimageshowssomepartsofaflowerlabelledasA,B,CandD.
Whichofthefollowingoptionscorrectlyidentifiestheparts?(a)
(b)
(c)
(d)
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CorrectAnswer:Option(a)
Activity Doplantsbreathe?
MaterialsrequiredLiveleaf(Freshone,donotpickitupofftheground),transparentglassorplasticbowl,water,smallrock,magnifyingglass(optional)
Procedure1) Fillthebowlwithroomtemperaturewater.2) Askyourstudentstoplacetheleafinthebowlofwater.3) Thenaskthemtoplacethesmallrockontopoftheleaveto
fullysubmergetheleafunderthewater.4) Placethebowlinasunnyspotinsideoroutside.5) Waitforafewhours,thenobserve.
Let’sthink 1) Whatdoyousee?2) Canyoutellanyinstancewhenyousawbubblesinwater?3) Whydobubblesforminthewater?4) Howcanpollutionintheairaffectplantgrowth?
Suggested Teacher Resources
Activity 1
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Activity Whydoleaveschangecolour?
Materialsrequired
3leavesofdifferenttypesandcolours,coffeefilterscutintostrips,rubbingalcohol,scissors,3glasses
Procedure1) Takethethreedifferenttypesofleavesandcutthematinybit
intoaglass.Ihavethreehelpersdothisforme.2) Pourrubbingalcoholintoeachglasstocoverthepiecesof
leaves.3) Cutcoffeefiltersintostripsandtoplaceonestripintoeach
glass.4) Lettheglassessitforaboutanhourandnotedownyour
observation.
Let’sthink 1) Howmanycolourscanyouseeonpaper?2) Whydoweseeonlythegreencolourofleaves?3) Whatcanbeconcludedfromtheaboveobservation?
Activity 2
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8. BodymovementsQRCode:LearningObjectives:Contentarea/Concepts LearningObjectives
Humanbodyanditsmovement
Identifythetypeofjointsinhumanbody&theextentoftheirmotion
CompareandcontrastbetweenbonesindifferentpartsofhumanbodyIdentifythestructureandfunctionofskeletalsystem.Demonstratehowmusclesworkinordertoexplainitsfunctions,
Gaitofanimals
Predicttheclassesthatdifferentorganismsbelongbasedontheirmovement
Comparethecharacteristicsfeaturesofbodymovementsofvariousorganisms
Predictthepossiblereasonsforanimalsshowingdifferentgaits
LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomes
Identifythetypeofjointsinhumanbody&theextentoftheirmotion
Identifiesmaterialsandorganisms,suchas,plantfibres,flowers,onthebasisofobservablefeatures,i.e.,appearance,texture,function,aroma,etc.
Predicttheclassesthatdifferentorganismsbelongbasedontheirmovement
Usesobservableproperties,inordertoclassifymaterials,organismsandprocesses:(suchas,materialsassoluble,
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insoluble,transparent,translucentandopaque;changesascanbereversedandcannotbereversed;plantsasherbs,shrubs,trees,creeper,climbers;componentsofhabitatasbioticandabiotic;motionasrectilinear,circular,periodicetc.)
Comparethecharacteristicsfeaturesofbodymovementsofvariousorganisms
Differentiatesmaterialsandorganisms,suchas,fibreandyarn;tapandfibrousroots;electricalconductorsandinsulators;onthebasisoftheirproperties,structureandfunctions
Predictthepossiblereasonsforanimalsshowingdifferentgaits
Compareandcontrastbetweenbonesindifferentpartsofhumanbody
Drawslabelleddiagrams/flowchartsoforganismsandprocessesinordertodemonstrateknowledgeofstructure/processes/relationships:(suchas,partsofflowers;joints;filtration;watercycle,etc.)Identifythestructureandfunctionof
skeletalsystem.
Demonstratehowmusclesworkinordertoexplainitsfunctions,
Constructsmodelsusingmaterialsfromsurroundingsandexplainstheirworkinginordertodemonstratescientificknowledgeandunderstandingofhowitworks:(suchas,pinholecamera,periscope,electrictorch,etc
LOB:Identifythetypeofjointsinhumanbody&theextentoftheirmotion1)Theimageshowsajointfoundattheelbow.
Test items
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Whatisthetypeofjointpresentbetweenthehumerusandulna?(a)Ballandsocket(b)Fixed(c)Hinge(d)PivotCorrectAnswer:(c)2)Astudentobservedajointintheheadofthebody.
Thestudentclaimedthatthejointisapivotaljoint.Istheclaimmadebythestudentcorrect?(a)No,ashingejointsarepresentintheheadarea.(b)No,aspivotaljointsarepresentinthejawportiononly.(c)Yes,asitallowstheindividualtomoveitsheadinalldirections.(d)Yes,asitallowsforwardandbackwardbendingandrightorleftturning.CorrectAnswer:(d)LOB:Compareandcontrastbetweenbonesindifferentpartsofhumanbody1)Backboneextendsthroughmostofthebody.Theimageshowsthehumanbackbone.
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Howdoesthebackbonedifferfromthethighbone,femur?(a)Backboneismadeofmanysmallbones,whilethefemurisalongbone.(b)Backboneisalongbone,whilethefemurismadeofmanysmallbones.(c)Backboneisthesmallestboneofthebody,whilethefemuristhelongestbone.(d)Backboneisthelongestboneofthebody,whilethefemuristhesmallestbone.CorrectAnswer:(a)2)Theimageshowsthebonesfromtheelbowandlegregion.
Whatisthesimilarityinthebonesoftheseregions?(a)Thebonesofbothregionshavethesamelength.(b)Thebonesofbothregionscanmoveinalldirections.(c)Thebonesofbothregionshavethesametypesofjoints.(d)Thebonesofbothregionsareattachedtothepelvicgirdle.CorrectAnswer:(c)LOB:Identifythestructureandfunctionofskeletalsystem.1)Howdoesthestructureoftheskeletonsystemsupportthebody?(a)Itprotectstheouterskinofthebodyfromanyinjury.(b)Itprovidesaframeworkthatgivesshapetothebody.
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(c)Itprovidesthesiteforstoringallthenutrientsinthebody.(d)Itallowsfreemovementofallthebonesduringlocomotion.CorrectAnswer:(b)2)Thetableliststheroleofdifferentsystemsofthebody.
Whichoftheserolesis/areservedbytheskeletonsystem?(a)Aonly(b)Bonly(c)AandC(d)BandCCorrectAnswer:(a)LOB:Demonstratehowmusclesworkinordertoexplainitsfunctions,1)Musclesworkinpairs.Theycontractandrelaxsimultaneously.Howdoesthishelpanindividual?(a)Itassistsintheformationofthebones.(b)Itpreventsanyinjurytotheinternalorgans.(c)Itallowsthemovementofbonesatthejoints.(d)Ithelpsintheabsorptionofnutrientsinthebody.CorrectAnswer:(c)2)Theimageshowshowthemuscleshelpinthemovementofthearm.
Basedontheimage,whatwillbethelengthofthemusclesduringbending?(a)Bothbicepandtricepsrelax(b)Bothbicepandtricepscontracts(c)Thebicepcontractswhiletricepsrelax
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(d)ThebiceprelaxeswhiletricepscontractsCorrectAnswer:(c)LOB:Predicttheclassesthatdifferentorganismsbelongbasedontheirmovement1)Astudentobservethemovementofanorganismthatlacksbones.
Basedonthemannerofmovement,whichorganismthiscanlikelybe?(a)Ant(b)Cockroach(c)Earthworm(d)SnakeCorrectAnswer:(c)2)Thetableliststhecharacteristicfeaturesofbodymovementsofvariousorganisms.
Whichorganismsshowthesemovements?(a)A=fish,B=snail(b)A=snail,B=snake(c)A=bird,B=cockroach(d)A=snake,B=earthwormCorrectAnswer:(b)LOB:Comparethecharacteristicsfeaturesofbodymovementsofvariousorganisms1)Theimageshowsthemovementofsnakeandsnail.
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Whatisthelikelyreasonthatthemovementinsnakeissidewindingwhilesnailmovesinawavymotion?(a)Insnakes,bonesarepresentthatareabsentinsnails.(b)Insnails,thethinmusclesaremorecomparedtosnakes.(c)Insnakes,thickmusclesarepresentthatareabsentinsnails.(d)Insnails,thenumberofbonesismorecomparedtosnakes.CorrectAnswer:(a)2)Bothcockroachesandbirdshavewingstoflyintheair.However,onlycockroachescanclimbonthewalls.Whatisthelikelyreasonforthis?(a)Theylackmuscles.(b)Theyhavehollowbones.(c)Theyhavestrongandbroadwings.(d)Theyhavethreepairsofmodifiedlegs.CorrectAnswer:(d)LOB:Predictthepossiblereasonsforanimalsshowingdifferentgaits1)Howcanfishesflowaroundeasilyinthewater?(a)Duetosmall-sizedbody(b)Duetostreamlinedbody(c)Duetothepresenceofthinskin(d)DuetothepresenceofscalesontheirbodyCorrectAnswer:(b)2)WhichoftheserepresentsoneofthereasonsthatenablebirdsandNOThumanstofly?(a)Theyhavelongbones.(b)Theyhaveextraforelimbs.(c)Theyhavestronghindbones.(d)Theyhavehollowandlightbones.CorrectAnswer:(d)
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Activity Buildanartificialhand
Materialsrequired
Plasticdrinkingstraws,needle,string,paperclips,clay,assortedsmallobjectstopickup,scissors
Procedure1) Usescissorstocarefullycutasmalltriangularnotchinthemiddleofa
drinkingstraw.Thisnotchisthe"joint"inyourfinger.2) Tieoneendofthestringthroughtheeyeoftheneedle.3) Carefullypuncturethestrawwiththeneedle,justabovethenotchyou
cutout.Makesureyoupuncturethestrawonthesamesidethatyoucutoutthenotch,notonthe"back"side.
Pushtheneedleallthewayintothestrawpastthenotchyoucutoutandthreaditoutthebottomofthestraw.
4) Keeppullingtheneedlethroughuntilabout10centimetresofstringcomesoutthebottomofthestraw.Thisstringwillactlikea"tendon"thathelpsthefingerbend.
Cuttheotherendofthestring,leavingenoughextrathatyoucantieoffaknot.Makesuretheknotislargeenoughthatitcannotbepulledthroughtheholeyoupuncturedwiththeneedle.
5) Untieorcutoffthestringfromtheeyeoftheneedle.6) Tiethebottomendofthestringtoapaperclip.Youhavejustcompleted
yourfirst"finger."7) Nowit'stimetobuildmorefingers!Repeattheabovestepstomakeat
leastonemorefinger.8) Usemodellingclaytoformthebaseor"palm"ofyourhandbyforming
itaroundthebaseofthestraws.Makesureyoudonotcoverthebottomopeningofthestraws,soyoucanstillpullonthestring.Adjustingthemodellingclayallowsyoutochangethepositionandorientationofthefingersrelativetooneanother.
9) Nowtryusingyourhandtopickupsomesmallobjects.Keepinmindthatyourhandismadeofstrawssoitisnotverystrong,soyoushouldonlyuseittopickuplightweightobjects(forexample,emptyplasticbottles,notonesfullofliquid).
Suggested Teacher Resources
Activity 1
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Let’sthink1) Findouthowprostheticlimbshelpspeoplewithdisability.2) Howcanyoustrengthenyourbones?
Whatchangesdoyouthinkyoucanmaketoimprovetheperformanceofyourhand?
3) Isyourhandbetteratpickingupcertainobjectsthanothers?4) Doyouthinkitwouldbehardtodesignsomethingasadaptiveasthe
humanhand,whichcaneasilypickupthingswithverydifferentshapes?
Activity BrokenBones!
Materialsrequired
Handoutsofthearticle
ProcedureBrokenBones!Abrokenbone,alsocalledafracture(say:FRAK-shur),iswhenabreakgoesthroughpartorallofabone.Mostbrokenbonesinkidshappenfromafall.Kidsalsocanbreakaboneinanaccidentorwhileplayingsports.Therearetypesofbonefracturesinclude:agreenstickfracture:abreakononesideoftheboneonlyAbuckleortorusfracture:anoutwardbendononesideofthebonewithoutbreakingtheothersideAnavulsionfracture:whenatendonorligamentpullsoffofatinypieceofbone
Activity 2
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Agrowthplatefracture:abreakintheareaofachildorteen'sgrowingboneAstressfracture:atinycrackintheboneAcomminutedfracture:abonebreaksintomorethantwopiecesAcompressionfracture:acollapsingoftheboneThesignsofbrokenboneisitalwayshurts.Therealsomightbeswellingandbruising.Theinjuredareamaybehardtomoveanduse.Sometimesthebodypartlookscrookedordifferentthanitdidbeforetheinjury.Whenyougotothedoctor,doctorsorderX-raysiftheythinkaboneisbroken.Mostbrokenbonesaretreatedwithacast,splint,orbrace.Thiskeepsthebrokenbonefrommovingwhileitheals.Evenbrokenbonesthatdon'tlineup(calleddisplaced)oftenwillhealstraightovertime.
Sometimesthedisplacedbonesneedtobeputbackinplacebeforethecast,splint,orbraceisputon.Thisisdonethroughaprocedurecalledareduction.Thisisalsocalled"settingthebone."
Tohelpyourbonehealwell,eatahealthydietthatincludesplentyofcalciumandvitaminD,takecareofthecastorsplintandrestand/ordoanyexercisesthatyourdoctorrecommended.Withtherighttreatment,abrokenboneusuallyhealswell.Afterafewmonths,youwillbebacktodoingallthethingsyoudidbeforetheinjury.
Let’sthink 1) CanyounamesomefoodswhicharerichinvitaminD?2) Whyshouldwetakecareofourbones?3) Doyouknowanydiseasecausedduetoweakbones?
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9.Thelivingorganisms-CharacteristicsandhabitatsQRCode:LearningObjectives:Contentarea/Concepts LearningObjectivesOrganismsandthesurroundingswheretheylive
Summarizethekeyfeaturesoflivingorganismsthatcontributetotheirsurvivalintheirhabitats
Habitantandadaptation
Differentiatebetweenterrestrial&aquatichabitatsbasedonabioticfactors.
Deviseanexperimenttoshowtheimportanceofabioticfactorsforthegrowth&sustenanceoflifeonearth
Identifythefunctionofdifferentphysicalfeaturethatassistinhabitantstosurviveinharshconditions
Ajourneythroughdifferenthabitats
Explorevariousadaptivefeaturesofdifferentorganismsintheirhabitats
Examinetheideathattheabsenceofanyonefeatureorcharacteristicofahabitatmightnotaffecttobalance
Characteristicsoforganisms
Applyknowledgeoflifeprocessesinstudyingaspecimenforsignsoflife
LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomes
Differentiatebetweenterrestrial&aquatichabitatsbasedonabioticfactors.
Differentiatesmaterialsandorganisms,suchas,fibreandyarn;tapandfibrousroots;electricalconductorsandinsulators;onthebasisoftheirproperties,structureandfunctions
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Summarizethekeyfeaturesoflivingorganismsthatcontributetotheirsurvivalintheirhabitats
Usesobservableproperties,inordertoclassifymaterials,organismsandprocesses:(suchas,materialsassoluble,insoluble,transparent,translucentandopaque;changesascanbereversedandcannotbereversed;plantsasherbs,shrubs,trees,creeper,climbers;componentsofhabitatasbioticandabiotic;motionasrectilinear,circular,periodicetc.)
Deviseanexperimenttoshowtheimportanceofabioticfactorsforthegrowth&sustenanceoflifeonearth
Conductssimpleinvestigationsonhis/herowninordertoseekanswerstoqueries:(suchas,whatarethefoodnutrientspresentinanimalfodder?Canallphysicalchangesbereversed?Doesafreelysuspendedmagnetaligninaparticulardirection?)
Summarizethekeyfeaturesoflivingorganismsthatcontributetotheirsurvivalintheirhabitats
Differentiatesmaterialsandorganisms,suchas,fibreandyarn;tapandfibrousroots;electricalconductorsandinsulators;onthebasisoftheirproperties,structureandfunctionsIdentifythefunctionof
differentphysicalfeaturethatassistinhabitantstosurviveinharshconditionsExaminetheideathattheabsenceofanyonefeatureorcharacteristicofahabitatmightnotaffecttobalance
Explorevariousadaptivefeaturesofdifferentorganismsintheirhabitats
Explainsprocessesandphenomenainordertorelatetosciencebehindthephenomena/processesanddevelopscientificthinkingskills:(suchas,processingofplantfibres;movementsinplantsandanimals;formationofshadows;reflectionoflightfromplanemirror;variationsincompositionofair;preparationofvermicompost,etc.)
Applyknowledgeoflifeprocessesinstudyingaspecimenforsignsoflife
Applieslearningofscientificconceptsindailylife/reallifesituationsinordertosolveproblems/givesolutions/takepreventivemeasures/etc.:(suchas,selectingfooditemsforabalanceddiet;separatingmaterials;selectingseasonappropriatefabrics;usingcompassneedleforfindingdirections;suggestingwaystocopewithheavyrain/drought,etc.)
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LOB:Summarizethekeyfeaturesoflivingorganismsthatcontributetotheirsurvivalintheirhabitats1)Animalslikeacamelcansurviveinadesert.Whichofthesefeaturesinthecamelhelpsthemtosurviveinthedesert?(a)Humpofthecamelproducesfood(b)Longneckhelptostoremorewater(c)Longlegsprotectthemfromheatofthesand(d)ThickerskinhelpinthetranspirationofmorewaterCorrectAnswer:Option(c)2)animalslikepolarbearslivingincoldregionshavelonghairsintheirbody.Howdothesehairshelpananimaltosurviveinacoldregion?(a)Itkeepstheirbodywarm(b)Ithelpsananimaltorunfaster(c)Ithelpstheanimaltoswiminwater (d)ItabsorbswaterfromtheatmosphereCorrectAnswer:Option(a)LOB:Differentiatebetweenterrestrial&aquatichabitatsbasedonabioticfactors.1)Alistoffewabioticcomponentsareprovidedinthetable.
Whichoftheseoptionscorrectlydifferentiatetheabundancecomponentineachtypeofhabitat?(a)
(b)
Test items
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(c)
(d)
CorrectAnswer:Option(c)2)Thetablelistafewabioticcomponentsanditsavailabilityindifferenthabitats.
Whichoftheseabioticcomponentsavailabilityiscorrectlyexplainedinthetable?(a)OnlyLight(b)OnlyGases(c)Bothlightandtemperature(d)BothgasesandtemperatureCorrectAnswer:Option(c)LOB:Deviseanexperimenttoshowtheimportanceofabioticfactorsforthegrowth&sustenanceoflifeonearth1)Theimageshowsaplantitwasleftnearasunnywindowun-attendedforfewweeks.
Whatcanbeconcludedbasedontheobservation?
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(a)Waterisessentialforplantstosurvive(b)Presenceofwatermakestheleafgreen(c)Plantsgrowstrongerintheabsenceofwater(d)PlantscanabsorbwaterfromtheatmosphereCorrectAnswer:Option(a)2)Astudentperformsanexperimentwhereheplantedtwosimilarplantsontwodifferentpots.Hecoveredoneofthemwithacartonandplacedtheotherplantclosetothewindow.Heprovideequalamountofwatertobothofthem.After10daystheresultinthegrowthoftheplantsisshownintheimage.
Whichofthesestatementscanbeconcludedbasedontheactivity?(a)Plantsproducesitsownfood(b)Plantsrequiresunlighttogrow(c)Plantscansurvivewithoutairandwater(d)GrowthofaplantdependsonlyonwatersupplyCorrectAnswer:Option(b)LOB:Identifythefunctionofdifferentphysicalfeaturethatassistinhabitantstosurviveinharshconditions1)Whenapersonfromtheplainsvisitsthemountainsforthefirsttime,theyexperienceshortnessofbreath.Thischangesoverthenextfewdaysasapersongetsadapted.Whathappensinthisprocessofadaptation?(a)Thebodyundergoesanallergicreactionwhichlatersubsides(b)Thebodyadjustsitsbreathingaccordingtotheairofthenewhabitat(d)Thepersongetsusedtothedifferentfloraandfaunaofmountainhabitats(c)ThepersonfeelshomesicknessbutlatergetsusedtobeingawayfromhomeCorrectAnswer:Option(b)2)Acactusinadesertlacksleaf.Insteadofleaves,it’sthickstemisresponsibleforphotosynthesis.Whyareleavesabsentintheseplants?(a)LeaveswouldhavewiltedeasilyinthestrongdesertSun(b)Leavesareabsentincactusplantstosavethemfrompredators(c)Leaveswouldhavecausedincreasedlossofwaterfromtheplant
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(d)LeavesarereducedtospinestoprotectfromcoldnightsinthedesertCorrectAnswer:Option(c)LOB:Explorevariousadaptivefeaturesofdifferentorganismsintheirhabitats1)SnakesdonothaveprotectivemodificationslikeCamelsandCoyotes,tosurviveunderthehotdesertSunforalongtime.Howaretheyconsideredapartofadesert’sbiodiversity?(a)Theyonlyresideinadesertwhereverthereisanoasis(b)Theyhaveaslimycoatingwhichmakesiteasierforthemtoslither(c)Theyarenocturnalandmostlystaydeepundergroundduringtheday(d)TheyarelessmobileinadesertandfeedoffwhateverisavailablenearbyCorrectAnswer:Option(c)2)Inanaquatichabitat,fishhavestreamlinedbodiesandrespireunderwaterthroughtheirgills.However,mammalssuchasdolphinsandwhalesalsoliveinsuchhabitats,buttheydonothavegills.Howcantheysurviveinaquatichabitatsalongsidefish?(a)Theyrespirethroughtheirskin(b)Theyabsorbthegasesdissolvedinthewatertheyconsume(c)Theyabsorbgasesthroughthemembranespresentintheirfins(d)TheyholdtheirbreathunderwaterandcomeuptobreatheairvianostrilsCorrectAnswer:Option(d)LOB:Examinetheideathattheabsenceofanyonefeatureorcharacteristicofahabitatmightnotaffecttobalance1)Asmalllakewaspresentatoneendofaforest.Overtheyears,thelakedriedup.Whateffectwouldthishavehadonthehabitatanddiversityoftheforest?(a)Theamphibiansfromthelakewouldstartlivingondryland(b)Absenceofthelakewouldslowlyturntheforesthabitatbarren(c)Terrestrialplantsandanimalswouldinhabitthelandwherethelakewas(d)OnlysmallterrestrialmammalswouldoccupythemarshlandleftbythelakeCorrectAnswer:Option(c)2)Inagrassland,ifonespeciesofherbivoresweretobeextinctovertheyears,whateffectwoulditlikelyhaveonthehabitat?(a)Otherherbivoreswouldalsoslowlygoextinctandonlypredatorswouldremain(b)Anotherherbivore’spopulationwouldgrowandbestabilizedbypredators(c)Grasseswouldgrowuncontrollablyandspreadintotheadjacenthabitat(d)ThepredatorpopulationwouldalsoslowlybecomeextinctCorrectAnswer:Option(b)LOB:Applyknowledgeoflifeprocessesinstudyingaspecimenforsignsoflife
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1)Achildhastroubleinunderstandingthatallplantsarelivingorganisms,justlikehumans.Sincetheycannotmovearoundlikehumans,otheranimals,birdsandfish,whatcanbetoldtothechild,thatwouldmakehimconsiderthatplantsarealsolivingthings,likehumans?(a)Plantscanabsorbwaterfromthesoil(b)Plantsarepresentinlargenumbersandvariety(c)Plantscanreproduceandcreateotheryoungplants(d)Plantsarefoundinboth,terrestrialandaquatichabitatsCorrectAnswer:Option(c)2)Agrainofwheatcannotmove,photosynthesiseitsfoodorgrowwithoutconditionslikesoil,sunlight,water,minerals,etc.Canaseedbeconsideredalivingthing?(a)Yes,becauseitaproductobtainedfromplants(b)No,becauseitcannotsurviveonitsown(c)Yes,becauseseedscanrespire(d)No,becauseaseedisdormantCorrectAnswer:Option(c)
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Activity Adaptationtoheatwaves
Materialsrequired
Handoutsofthecasestudy
Procedure HerearethreeexamplesofhowthemajorurbancentresofChicagoandNewYorkCity,aswellasWangaratta(acityinsouthwestAustraliawithfewerthan30,000people)areadaptingtoheatwaves.Pleasereadtheseexamples:
1. OneofthecomponentsofChicago'songoingClimateActionPlaninvolvesidentifyingwhichpartsofthecityare"urbanhotspots,"inotherwords,areasinthecitythatexperiencethegreatest(top10%)surfacetemperaturesduringthedayand/ornight.Citystudiesofurbanhotspotsrevealedthatmanyoftheurbanhotspotscorrespondedtoareasinthecitythathadtheleasttreecover.In1989,ChicagoMayorRichardDaleypilotedtheGreenStreetsInitiativetoincreasethecity'surbantreecover.Since1991,Chicagohasplantedover600,000trees,withanadditional1,000,000treestobeplantedby2020.
2. "Coolroofs"aredesignedtoreflectmoresunlightthantraditionalroofsandcanbemadeofavarietyofmaterialsincludingreflectivetilesetc,reflectiveshinglescalledcoolasphaltshingles,andspraypolyurethanefoam.Inaddition,existingroofscanbetransformedintocoolroofsbyapplyingcoatingsofreflectivepaint,reflectivemarblechips,oraprotectivesheet.NewYorkCity's"CoolRoofs"programencouragesbuildingownerstocoatthetopoftheirflatroofswithcoolroofcoating,awhitemembrane.Nearby,theLongIslandPowerAuthorityoffersrebatesforcertainbuildingsthatinstallnewcoolroofsorupgradeanexistingroofintoacoolroof.
Suggested Teacher Resources
Activity 1
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3. The"RuralCityofWangaratta"inAustraliadevelopedaHeatwaveResponsePlanin2009.Whiletheplanincludeslong-termresponsestoheatwavessimilartoprogramsinChicagoandNewYork,italsoincludesashort-termresponseplanthatisimplementedduringheatwaves.Thisplanincludesextendingthehoursofoperationofareasinwhichpeoplecanseekrelief,suchasair-conditionedcommunitycentresandswimmingpools;suspendingutilityshutoffsfornon-paymentduringheatwaves;andestablishingacommunityregister.Acommunityregisterisalistofresidents(names,contactinformation,nextofkin,andmedicalinformation)whoarevulnerabletoheat-relatedillnessesand/orsociallyisolated.Peopleonthecommunityregistermaychoosetoreceivephonecallsfromvolunteersorthepolicetocheckontheirwell-beingduringheatwaves.
Let’sthink1) Nameonebenefitofinstallingacoolroof.2) Uncertaintyrelatedtoclimatechangemeansthatmany
citiesmayneedtoadapttoincreasedclimatevariability.HowdoprojectsliketheGreenStreetsInitiativehavethepotentialtohelpcitiesadapttoheatwaves?
3) WhataresomeofthedifferencesbetweenadaptingtoheatwavesinamajormetropolitanarealikeNewYorkCityvs.asmallercitylikeWangaratta?Inwhichtypeofsettlementdoyouthinkthatadaptationtoheatwaveswouldbemorechallenging?Why?
4) Which,ifany,oftheseadaptationstoheatwaveswouldbefeasibleinyourcity?
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Activity Howwerespondtostimuli
Materialsrequired
7-8books
Procedure1) Tie5-6bookstogetherwithastring.2) Askastudenttoclosehereyes,handoverabunchofbooksin
onehandonlyandwaitfor5sec.3) Askotherstudentstoobservetheactionofthestudent
carefullywhileremovingthebooks.4) Nextletthestudentholdthebookinone’slefthand,waitfor5
secandremovethebooks.5) Askstudentstoobserveeachactioncarefully,nowincrease
thewaitofthebooksandholditwithboththehands.6) Handoverthebookstothestudentandobservetheaction.
Let’sthink 1) Whatkindofreactiondidyouobserveineachcase?2) Sharesuchinstanceswhenyoureactedtowardssudden
changes?3) Doyouseeplantsreactingtochangeshappeningaround
them?4) Whatcanyouconcludefromtheaboveactivityaboutliving
organisms?
Activity 2
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10.MotionandmeasurementofdistancesQRCode:LearningObjectives:Contentarea/Concepts LearningObjectives
StoryoftransportSequencedifferentmodesoftransportfromearliesttothemostrecentinordertosuggestpossiblemodificationoccurringovertheperiodoftime
Measurements
Constructadevicebychoosingappropriatematerialsin-ordertomeasurelengthofgivenobjects
Hypothesizereasonsforutilisation/usageofStandardunitsofmeasurement
Summarizetherulesassociatedwiththemeasurementoflength.
Identifytofindanyerrorsassociatedwithfindingmeasurementsusingstandardmeasurementdevices
Comparethemeasurementoflengthforanobjectusingascientificinstrumentandanascientificinstrumentinordertodifferentiatebetweenstandardandnon-standardunitsofmeasurement
Explainthedistortioninthesizeofcontinentswhenrepresentedonaworldmapinordertoexplaintheeffectofprojectionfroma3Dshapetoa2Dplane
Applyscientificinquirytomeasurethelengthofanobjectinordertoapproximatethelengthofacurvedline
Motion
Distinguishbetweenrestandmotioninordertoclassifyobjectsasinmotionoratrest.
Findoutthesimilaritiesanddifferencesbetweenthetwoobjectsbasedonthetypesofmotion
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LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomesComparethemeasurementoflengthforanobjectusingascientificinstrumentandanascientificinstrumentinordertodifferentiatebetweenstandardandnon-standardunitsofmeasurement
Differentiatesmaterialsandorganisms,suchas,fibreandyarn;tapandfibrousroots;electricalconductorsandinsulators;onthebasisoftheirproperties,structureandfunctions
Distinguishbetweenrestandmotioninordertoclassifyobjectsasinmotionoratrest.
Distinguishbetweenrestandmotioninordertoclassifyobjectsasinmotionoratrest.
Usesobservableproperties,inordertoclassifymaterials,organismsandprocesses:(suchas,materialsassoluble,insoluble,transparent,translucentandopaque;changesascanbereversedandcannotbereversed;plantsasherbs,shrubs,trees,creeper,climbers;componentsofhabitatasbioticandabiotic;motionasrectilinear,circular,periodicetc.)
Identifytofindanyerrorsassociatedwithfindingmeasurementsusingstandardmeasurementdevices
Conductssimpleinvestigationsonhis/herowninordertoseekanswerstoqueries:(suchas,whatarethefoodnutrientspresentinanimalfodder?Canallphysicalchangesbereversed?Doesafreelysuspendedmagnetaligninaparticulardirection?)
Hypothesizereasonsforutilisation/usageofStandardunitsofmeasurement
Examinesandexplainsprocessesandphenomenoninordertorelatethemwithcauses:(suchas,deficiencydiseaseswithdiet;adaptationsofanimalsandplantswiththeirhabitats;qualityofairwithpollutants,etc.)
Explainthedistortioninthesizeofcontinentswhenrepresentedonaworldmapinordertoexplaintheeffectofprojectionfroma3Dshapetoa2DplaneFindoutthesimilaritiesanddifferencesbetweenthetwoobjectsbasedonthetypesofmotionConstructadevicebychoosingappropriatematerialsin-ordertomeasurelengthofgivenobjects
MeasuresphysicalquantitiesinordertoexpressthemeasurementinSIunits,e.g.,length
Summarizetherulesassociatedwiththemeasurementoflength.Identifytofindanyerrorsassociatedwithfindingmeasurementsusingstandardmeasurementdevices
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Comparethemeasurementoflengthforanobjectusingascientificinstrumentandanascientificinstrumentinordertodifferentiatebetweenstandardandnon-standardunitsofmeasurementApplyscientificinquirytomeasurethelengthofanobjectinordertoapproximatethelengthofacurvedline
Sequencedifferentmodesoftransportfromearliesttothemostrecentinordertosuggestpossiblemodificationoccurringovertheperiodoftime
Applieslearningofscientificconceptsindailylife/reallifesituationsinordertosolveproblems/givesolutions/takepreventivemeasures/etc.:(suchas,selectingfooditemsforabalanceddiet;separatingmaterials;selectingseasonappropriatefabrics;usingcompassneedleforfindingdirections;suggestingwaystocopewithheavyrain/drought,etc.)
Sequencedifferentmodesoftransportfromearliesttothemostrecentinordertosuggestpossiblemodificationoccurringovertheperiodoftime
Makeseffortstoapplytodailylifetheunderstandingofenvironmentandstepstoconserveit,inordertocontributetotheprotectionoftheenvironment:(suchas,minimisingwastageoffood,water,electricityandgenerationofwaste;spreadingawarenesstoadoptrainwaterharvesting;careforplants,etc.)
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LOB:Sequencedifferentmodesoftransportfromearliesttothemostrecentinordertosuggestpossiblemodificationoccurringovertheperiodoftime1)Theimageshowsthebullockcartusedinvillagestotransportthematerialfromoneplacetoanother.
Whatchangeinthecartwouldbebesttoincreasetheefficiencyofthevehicle?(a)Useofengineinsteadofbulls(b)Useofagreaternumberofdrivers(c)Byincreasingthenumberofwheels(d)AttachingagreaternumberofwheelstothecartCorrectAnswer:Option(a)2)Theevolutionofmodesoftransportisshownintheimage.
Whatfactorislargelyresponsibleforevolutionoftransportation?(a)Thesizeofthevehicle(b)Useofanimalsforpulling(c)Useofwheelsinthevehicle(d)ThenumberofpeopledrivingthevehicleCorrectAnswer:Option(c)LOB:Constructadevicebychoosingappropriatematerialsin-ordertomeasurelengthofgivenobjects1)Astudentwantstomeasurethelengthoftheroom.Thestudenthasvariousmaterialsshowninthetable.
Test items
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Whatobjectcanbechosentomeasurethelengthoftheroom?(a)Apen(b)A15cmruler(c)Pieceofthread(d)LongwoodenrodCorrectAnswer:Option(a)2)Astudentwantstomeasurethelengthofthefencingofagarden.Thestudenthasalongwoodenrodanda30cmruler.Whatcanthestudentdotomeasurethelengthofthefencingeasily?(a)Measurethelengthofthefencingusingfootsteps(b)Findthenumberofrodlengthsrequiredforthelengthofthefencing(c)Measurethelengthofthefencingusingahandspanandthenmeasurethelengthofahandspanusingthe30cmruler(d)Measurethelengthoftherodusingthe30cmrulerthenfindthenumberofrodlengthsrequiredforthelengthofthefencingCorrectAnswer:Option(d)LOB:Hypothesizereasonsforutilisation/usageofStandardunitsofmeasurement1)Thestandardunitoflengthismeter.Whythedistancebetweentwocitiesortwodifferentlocationismeasuredinkilometres?(a)Becausemetergiveslargervaluethankilometre(b)Becausethekilometreismoreaccuratethanmeter(c)Becausemeasurementinkilometreiseasytomeasureforlargerdistances(d)BecausemeasurementinkilometredoesnotneedanydeviceCorrectAnswer:Option(c)2)InancientIndia,peopleusedtomeasurethelengthwithfistandhandspan.Whatistheadvantageofusingofthe‘Standardunitsofmeasurement’formeasurements?(a)Itiseasytomeasure(b)Itgivestheuniformresult(c)Itdoesnotrequireanydevice(d)ItdoesnotrequireanycalculationCorrectAnswer:Option(b)LOB:Summarizetherulesassociatedwiththemeasurementoflength.1)Astudentwantstomeasurethelengthofadeskusingaruler.Whatshouldbethefirststepofthestudenttomeasurethelength?(a)Measuretheapproximatelengthusinghandspan(b)Coincidesthe‘0’oftherulerwiththestartingpointofthedesk(c)Markthestartingpointandlastpointofthedeskwithapen(d)PlacetheendpointoftheruleronthestartingpointofthedeskCorrectAnswer:Option(b)
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2)Thetableshowsthevariousstepsforthemeasurementoflengthusingaruler.
Whichoptionshowsthecorrectorderofstepstomeasurethelength?(a)A,B,C(b)A,C,B(c)B,A,C(d)B,C,ACorrectAnswer:Option(c)LOB:Identifytofindanyerrorsassociatedwithfindingmeasurementsusingstandardmeasurementdevices1)Twostudentsmeasurethelengthofawindowusinghandspan.Thetableshowsthelengthofthewindowasreportedbyeachstudent.
Whyisthelengthreportedbythestudentsdifferent?(a)BecausethelengthofhandspanofAisgreaterthanB(b)BecausethelengthofhandspanofBisgreaterthanA(c)Becausemeasuringwithhandspanrequiresanexternaldevice(d)BecausethemeasurementwithhandspanneedsfurthercalculationCorrectAnswer:Option(b)2)Astudentmeasuresthelengthofthepencilusingabrokenruler.Theimageshowsthemeasurementbythebrokenruler.
Thestudentmadeanerrorandrecordsthelengthofthepencilas7cm.Howcanthiserrorberemoved?(a)Bymeasuringwiththehandspan(b)Byaddingtheinitialandfinalreading
(c)Bymeasuringthelengthfromtheendoftheruler(d)Bysubtractingtheinitialreadingfromfinalreading
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CorrectAnswer:Option(d)LOB:Comparethemeasurementoflengthforanobjectusingascientificinstrumentandanascientificinstrumentinordertodifferentiatebetweenstandardandnon-standardunitsofmeasurement1)Twostudentsmeasuredthelengthofadeskusinghandspanandametrescale.Thetableshowsthemeasurementsreportedbythestudents.
Whichoptioncorrectlycomparesthemeasurementbyhandspanandmetrescale?(a)Measurementbyhandspanalwaysgivesuniformresult(b)Measurementbyhandspandoesnotrequireanycalculation(c)Measurementbyscalegivesaccurateresultsthanthehandspan(d)MeasurementbyscalegivesthelessaccurateresultsthanthehandspanCorrectAnswer:Option(c)2)Twostudentsmeasurethelengthofacurvedsurfaceusingastring.Thestudentsthenmeasuredthelengthofthestringwithdifferentmethodsasshown.
Whichoptioncomparestheaccuracyoftheusedmethods?(a)Bothameterscaleandhandspangiveaccurateresult(b)Bothameterscaleandhandspangiveinaccurateresult(c)Themeterscalegivesmoreaccurateresultsthanhandspan(d)HandspangivesmoreaccurateresultsthanthemeterscaleCorrectAnswer:Option(c)LOB:Explainthedistortioninthesizeofcontinentswhenrepresentedonaworldmapinordertoexplaintheeffectofprojectionfroma3Dshapetoa2Dplane1)Whenatwo-dimensionalmapofdifferentcontinentsisdevelopedusingaglobe,whatpropertyofthecontinentsontheglobeismostlikelytogetaffected?(a)Thesizeofthecontinents(b)Theshapeofthecontinents(c)Thelocationofthecontinents(d)TheNorthandSouthPoleofEarthCorrectAnswer:Option(a)
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2)Astudentdevelopedatwo-dimensionalmapusingaglobe.Every10cmdistanceontheglobeisrepresentedby5cmdistanceonthemap.
IfthedistancebetweenthetwopointsAandBontheglobeis30cm,whatwouldbethedistancebetweenAandBonmap?(a)5cm(b)15cm(c)30cm(d)60cmCorrectAnswer:Option(b)LOB:Applyscientificinquirytomeasurethelengthofanobjectinordertoapproximatethelengthofacurvedline1)Astudentwantstomeasurethelengthofacurvedline.Whichofthegivenmethodsthestudentshouldusetomeasurethelengthcorrectly?(a)usingathread(b)withfootsteps(c)withhandspan(d)usingametrescaleCorrectAnswer:Option(a)2)Astudentmeasuresthecircumferenceofacirculartableusingathread.Howshouldthestudentgetthecircumferenceoftableinstandardunitsofmeasurement?(a)Measurethelengthofthethreadusinghandspan(b)Measurethelengthofthethreadusingametrescale(c)Measurethelengthofthethreadusingfootsteps(d)MeasurethelengthofthethreadbyplacingbetweenthechinandoutstretchingthearmCorrectAnswer:Option(b)
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LOB:Distinguishbetweenrestandmotioninordertoclassifyobjectsasinmotionoratrest.1)Thetablelistsfourdifferentobjects/observations.
Whichoptionrepresentsanobjectatrestandanobjectinmotion?(a)PandQ(b)QandR(c)RandS(d)QandSCorrectAnswer:Option(a)2)ThetableshowsthepositiontwoballsAandBatdifferenttimes.
Accordingtothegivenobservation,whichoptiondefinesthemotionofthetwoballs?(a)BothBallAandBwereinmotion(b)BothBallAandBremainatrest(c)BallAwasinmotionandBallBremainsatrest(d)BallBwasinmotionandBallAremainsatrestCorrectAnswer:Option(d)LOB:Findoutthesimilaritiesanddifferencesbetweenthetwoobjectsbasedonthetypesofmotion1)WhatisthesimilaritybetweenthemotionofthependulumandtherotationofEartharoundtheSun?(a)Bothmovesinastraightline(b)Bothshowperiodicmotion(c)Bothfollowcircularmotion(d)BothrotateontheirrespectiveaxisCorrectAnswer:Option(b)
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2)Theimageshowsasphereandcubicalblockonaramp.
Boththeobjectsslidedowntheramp.Whatisthedifferenceinthemotionofthesphereandtheblock?(a)Spherefollowslinearmotionbutblockfollowsrotation(b)Spherefollowsonlyrotationandblockfollowslinearmotion(c)Spherefollowsacombinationofmotionbutblockfollowslinearmotion(d)SpherefollowslinearmotionbutblockfollowscombinationofmotionCorrectAnswer:Option(c)
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Activity Designingourowntransport
Materialsrequired
Emptymilkcartons/usedplasticwaterbottles/Styrofoambowls,fortransportationsystemwheels,suchasCDs,straws,etc.,pencils/toothpicks/Popsiclesticks,etc,constructionpaper,rulers,tape,glue,string,scissors,smallrocksorweights
Procedure 1) Organizethestudentsintopairs.2) ReadtheIntroductionsectiontostudents,andexplainthat
theirgoalistodesignandbuildatransportationsystemtomoveheavymaterialsfromoneplacetoanother.Thecatchisthattheywillbetravelingbackintimeafewthousandyears!Theyhavebeenhiredasaleadengineerinancienttimestoarrangethetransportationofstoneforahugeproject—thebuildingofanamazingTajmahal!
3) Showstudentstheavailablematerials.Thengivethemsheetsofpaperandhavethembrainstormandsketchdesigns.
4) Informstudentsthattheymustchecktheirdesignswiththeinstructorbeforetheystartbuilding.
5) Oncesketchesareapproved,havethembeginbuilding.6) Attheend,studentscandemonstratetheirwork.
Let’sthink 1) Isyourdesigngoaltotransportmanysmallerstoneblocks,orfewerlargestoneblocks?
2) Isthespeedordistanceyoumusttransportthestoneblocksyourprimaryconcern?Why?
3) Whatmaterialsareyouusinginyourdesign?Whydidyouchoosethese?
4) Whydowheelsmakematerialtransportationeasier?
Suggested Teacher Resources
Activity 1
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Activity Measuretwice
Materialsrequired
Ruler,meterstick
Procedure1) Givealistofobjectsstudentstomeasure:height/widthof
yourdesk,widthoferaser,widthofthehallway,thicknessofbooketc.
2) Askstudentstomakeguessesofthemeasurementsofthegivenobjects.
3) Havestudentsusemetersticksorrulerstogivethecorrectmeasurementsoftheobjects.
Let’sthink 1) Formeasuringwidthoferase/bookwhichunitdidyouuse?2) Canyouestimatehowfarfromschoolyouliveinmeters?Does
thisseemlikealongwayaway?3) Whyisitimportantforengineerstotakeaccurate
measurements?
Activity 2
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11.Light,shadowsandreflectionsQRCode:LearningObjectives:Contentarea/Concepts LearningObjectives
Transparent,opaqueandtranslucentobjects
Distinguishesobjectsbasedontheemissionoflightbythemandvisibilitythroughthem.
Whatexactlyareshadows?
Concludesthatthereshouldbeasourceoflight,opaqueobjectandasurfaceforshadowstoform.
Evaluatescriteriaforformationofshadowsandmakesjudgmentaboutsituationslike,shadowofanairplaneflyingatahigheraltitudeandshadowofabirdflyingnearertotheground
ApinholecameraRepresentsworkingofapinholecameradiagrammatically
Summarizesthecharacteristicsofimageformedbyapinholecamera
MirrorsandreflectionsMakesconclusionaboutthenatureofreflectionshownbyaplanemirror.Distinguishbetweenshadows&reflections.
LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomesDistinguishesobjectsbasedontheemissionoflightbythemandvisibilitythroughthem.
Differentiatesmaterialsandorganisms,suchas,fibreandyarn;tapandfibrousroots;electricalconductorsandinsulators;onthebasisoftheirproperties,structureandfunctions
Distinguishbetweenshadows&reflections.
Concludesthatthereshouldbeasourceoflight,opaqueobjectandasurfaceforshadowstoform.
Explainsprocessesandphenomenainordertorelatetosciencebehindthephenomena/processesanddevelopscientificthinkingskills:(suchas,processingofplantfibres;movementsin
Summarizesthecharacteristicsofimageformedbyapinholecamera
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Makesconclusionaboutthenatureofreflectionshownbyaplanemirror.
plantsandanimals;formationofshadows;reflectionoflightfromplanemirror;variationsincompositionofair;preparationofvermicompost,etc.)
Representsworkingofapinholecameradiagrammatically
Constructsmodelsusingmaterialsfromsurroundingsandexplainstheirworkinginordertodemonstratescientificknowledgeandunderstandingofhowitworks:(suchas,pinholecamera,periscope,electrictorch,etc
Makesconclusionaboutthenatureofreflectionshownbyaplanemirror
Evaluatescriteriaforformationofshadowsandmakesjudgmentaboutsituationslike,shadowofanairplaneflyingatahigheraltitudeandshadowofabirdflyingnearertotheground
Applieslearningofscientificconceptsindailylife/reallifesituationsinordertosolveproblems/givesolutions/takepreventivemeasures/etc.:(suchas,selectingfooditemsforabalanceddiet;separatingmaterials;selectingseasonappropriatefabrics;usingcompassneedleforfindingdirections;suggestingwaystocopewithheavyrain/drought,etc.)
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LOB:Distinguishesobjectsbasedontheemissionoflightbythemandvisibilitythroughthem.1)Theimageshowsthreeobjectsmadeofglass.
Whichobjecthastheabilitytoemitlight?(a)OnlyP(b)OnlyQ(c)OnlyPandQ(d)OnlyPandRCorrectAnswer:Option(b)2)Astudentismakingamodelofagarden.Hewantstocoverthemodelwithasheetthatallowseveryonetoseethroughit.Whichsheetshouldthestudentuse?(a)paper(b)clearplasticwrap(c)aluminiumfoil(d)cottonclothCorrectAnswer:Option(b)LOB:Concludesthatthereshouldbeasourceoflight,opaqueobjectandasurfaceforshadowstoform.1)Astudentstandsinfrontofalamptoproducetheshadowofhisbody.Theshadowoftheboyisformedonthescreenasshown.
Whatcanbeconcludedfromtheobservationregardingformationoftheshadows?(a)thescreenmustbeplacedinfrontoftheopaqueobject(b)theopaqueobjectmustbeplacedbehindthesourceoflight(c)theopaqueobjectmustbeplacedbetweensourceoflightandthescreen (d)thesourceoflightmustbeplacedbetweentheopaqueobjectandthescreenCorrectAnswer:Option(c)
Test items
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2)Astudenthasthegivenobjectsforanexperiment.
Therearethreepositions(X,Y,andZ)markedonthetable.
Whatshouldbeplacedatthesepositionstoformanimageonthewhitecardboard?(a)X:candle,Y:ball,Z:mirror(b)X:mirror,Y:ball,Z:cardboard(c)X:candle,Y:ball,Z:cardboard(d)X:ball,Y:candle,Z:cardboardCorrectAnswer:Option(c)LOB:Evaluatescriteriaforformationofshadowsandmakesjudgmentaboutsituationslike,shadowofanairplaneflyingatahigheraltitudeandshadowofabirdflyingnearertotheground1)Theimageshowsahotairballoonflyingathigheraltitude.
WhatshouldbethepositionoftheSuntogettheshadowofthehotairballoonatO?(a)atP(b)atQ(c)atR(d)atSCorrectAnswer:Option(c)
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2)Astudentlearnsthattheclosertheobjecttothesourceoflight,largertheshadowwillbeformedonthesurface.Theimageshowsthebirdflyingunderthesunandfourdifferentposition.
Atwhichpositiontheshadowofthebirdwillbelarger?(a)atW(b)atX(c)atY(d)atZCorrectAnswer:Option(a)LOB:Representsworkingofapinholecameradiagrammatically1)Theimageshowsapinholecamera.
Wheredoestheimageoftheobjectinthepinholecameraform?(a)atthepinhole(b)atthetranslucentscreen(c)ontheinnersurfaceoftheinnerbox(d)ontheuppersurfaceoftheouterboxCorrectAnswer:Option(b)2)Astudentdevelopsamodelofapinholecamerausingtwoboxesasshown.
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Thestudentputthesmallboxinthebigbox.Hestartsobservingtheobjectthroughthepinholecamerabutdoesnotgettheclearimage.Whatshouldthestudentdotogetaclearimage?(a)turnthesidesoftheinnerbox(b)makeapinholeintheinnerbox(c)pasteatracingpaperontheouterbox(d)movetheinnerboxforwardorbackCorrectAnswer:Option(d)LOB:Summarizesthecharacteristicsofimageformedbyapinholecamera1)Astudentobservesthelightedbulbthroughthepinholecameraasshown.
Whichoptionshowstheimageformationofthebulbinthecamera?(a)erectimageatpinhole(b)upsidedownimageatpinhole(c)erectimageattranslucentscreen(d)upsidedownimageattranslucentscreenCorrectAnswer:Option(d)2)Astudentobservesatreeusingapinholecamera.Shedecreasesthedistancebetweenthetreeandthecameraandlooksatthetreethroughthecameraagain.Theimageformedisasshown.
Whatcanbeconcludedfromtheimage?(a)farthertheobject,largertheerectimage(b)farthertheobject,smallertheerectimage(c)closertheobject,largertheinvertedimage(d)closertheobject,smallertheinvertedimage
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CorrectAnswer:Option(c)LOB:Makesconclusionaboutthenatureofreflectionshownbyaplanemirror1)Theimageshowsthereflectionofacandle.
Whichstatementiscorrectbasedontheobservation?(a)planemirrorproducesanuprightimageofthesamesize(b)planemirrorproducesanuprightimageofasmallersize(c)planemirrorproducesanupside-downimageofthesamesize(d)planemirrorproducesanupside-downimageofasmallersizeCorrectAnswer:Option(a)2)Astudentflashedalightfromsourceonamirror,asshown
Inwhichdirectionisthelightlikelytobereflectedfromthemirror?(a)towardsP(b)towardsQ(c)towardsR(d)towardsSCorrectAnswer:Option(c)
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LOB:Distinguishbetweenshadows&reflections.1)Astudentmakestwosetupsusingatorchandaballtostudy(i)formationofshadowsand(ii)Reflectionoflight.Thetablebelowshowssomematerialthatwasusedincreatingtwosetups.
Whichpairofthegivenmaterialcouldbeusedinadditiontothetorchandtheballtodemonstrateformationofshadowandreflectionoflight?(a)Shadow:glasssheet,Reflection:mirror(b)Shadow:cardboardsheet,Reflection:mirror(c)Shadow:tracingpaper,Reflection:glasssheet(d)Shadow:cardboardsheet,Reflection:tracingpaperCorrectAnswer:Option(a)2)Theimageshowsthesetupofthereflectionandshadowformation.
Whatcanbeconcludedbytheobservation?(a)shadowformswhenlightisblockedbyanobject,whereasreflectionisbouncingoflight(b)shadowformswhenlightpassesthroughanobject,whereasreflectionisabsorptionoflight(c)ashadowformswhenthelightisblockedbyanobject,whereasreflectionisabsorptionoflight(d)ashadowformswhenthelightpassesthroughanobject,whereasreflectionisbouncingoflightCorrectAnswer:Option(a)
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Activity Sunlightyourhome
Materialsrequired
Transparentbottlefilledwithwater,cardboardbox,tape,blackplasticbottle(forcover).
Procedure 1) Takeacardboardboxandstickpicturesinsidethebox.2) Sealallthejointswithtape.Makeapeepholeononeside.
Makeanotherholeontoptosuspendawaterbottle.3) Suspendatransparentbottlefilledwithwaterinthebox.Half
bottlewillbeoutandhalfwillbeinsidethebox.4) GooutintheSun.Viewthroughthepeephole.Youwillseethe
Doll’sHousebrightlylit.5) Cutabottleinhalfandcoveritwithblackpaper.6) Camouflagethewaterbottlewiththecoveredbottle.Itwillbe
pitchdarkinside.Liftthecovertoseebrightlightinsidethebox.
Let’sthink 1) Canweuseanyotherbottleinplaceofatransparentone?Whyorwhynot?
2) Discussabouttheplaceswherepeopleusethistechniquetolighttheirhouses?
Suggested Teacher Resources
Activity 1
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Activity Planemirrorreflection
Materialsrequired
Protractor,Twoidentical,smallplanemirrors,Modellingclay,Smallobject(coin,smallfigure,etc.),Stripofpaper,Pen,tape
Procedure1) Tapeyourmirrorstogethersothattheycanbeopenedand
closedlikeahingeasshowninpicture.2) Markanglesof30,36,45,60,90,120and180degreesona
pieceofpaperusingyourprotractor.3) Placethehingeofyourmirrorsatthevertexofyourmarked
angles.4) Embedthemirrorsinclaytomakeitstand.5) Openthemirrorsattheangleof180degrees.6) Placeyourobjectinthemiddleofthemirrorsandlookatthe
reflection.Notedownyourobservation.7) Keepingtheobjectequallybetweenthetwomirrors,movethe
mirrorstogetherintotheotheranglesyoumarkedoutwithyourprotractorandnotedownyourobservations.
Let’sthink 1) Howmanyobjectsdoyouseeateachangle?2) Istheresomethingabouttheanglethatcanhelpyoupredict
howmanyobjectsyouwillsee?3) Iseveryreflectedimagehasthesamebrightness?
Activity 2
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12.Electricityandcircuits
QRCode:LearningObjectives:Contentarea/Concepts LearningObjectives
Electriccell Describethestructureandfunctionoftheelectriccell
Abulbconnectedtoanelectriccell
Analysetheflowofcurrentinasimpleelectriccircuitwithbattery,bulbandwirestoidentifynecessaryconditiontoensureflowofcurrent.
Anelectriccircuit Distinguishbetweencompleteandincompletecircuitwithawelllabelledfigure
Electricswitch Makeasimpleworkingmodelofanelectricswitchwitheasilyavailablematerials
Electricconductorsandinsulators
Testitemstoclassifythemasconductorandinsulatorinordertoexaminetheroleofconductorsandinsulatorsinday-to-daylife.
Inferwhymetalslikecopperandaluminiumareusedformakingwiresfordomestic&industrialpurposes
LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomes
Distinguishbetweencompleteandincompletecircuitwithawelllabelledfigure
Differentiatesmaterialsandorganisms,suchas,fibreandyarn;tapandfibrousroots;electricalconductorsandinsulators;onthebasisoftheirproperties,structureandfunctions
Testitemstoclassifythemasconductorandinsulatorinordertoexaminetheroleofconductorsandinsulatorsinday-to-daylife.
Usesobservableproperties,inordertoclassifymaterials,organismsandprocesses:(suchas,materialsassoluble,insoluble,transparent,translucentandopaque;changesascanbereversedandcannotbereversed;plantsasherbs,shrubs,trees,creeper,climbers;componentsofhabitatasbioticandabiotic;motionasrectilinear,circular,periodicetc.)
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Analysetheflowofcurrentinasimpleelectriccircuitwithbattery,bulbandwirestoidentifynecessaryconditiontoensureflowofcurrent.
Conductssimpleinvestigationsonhis/herowninordertoseekanswerstoqueries:(suchas,whatarethefoodnutrientspresentinanimalfodder?Canallphysicalchangesbereversed?Doesafreelysuspendedmagnetaligninaparticulardirection?)
Describethestructureandfunctionoftheelectriccell
Explainsprocessesandphenomenainordertorelatetosciencebehindthephenomena/processesanddevelopscientificthinkingskills:(suchas,processingofplantfibres;movementsinplantsandanimals;formationofshadows;reflectionoflightfromplanemirror;variationsincompositionofair;preparationofvermicompost,etc.)
Distinguishbetweencompleteandincompletecircuitwithawelllabelledfigure
Drawslabelleddiagrams/flowchartsoforganismsandprocessesinordertodemonstrateknowledgeofstructure/processes/relationships:(suchas,partsofflowers;joints;filtration;watercycle,etc.)
Analysetheflowofcurrentinasimpleelectriccircuitwithbattery,bulbandwirestoidentifynecessaryconditiontoensureflowofcurrent.
Constructsmodelsusingmaterialsfromsurroundingsandexplainstheirworkinginordertodemonstratescientificknowledgeandunderstandingofhowitworks:(suchas,pinholecamera,periscope,electrictorch,etc
Makeasimpleworkingmodelofanelectricswitchwitheasilyavailablematerials
Inferwhymetalslikecopperandaluminiumareusedformakingwiresfordomestic&industrialpurposes
Applieslearningofscientificconceptsindailylife/reallifesituationsinordertosolveproblems/givesolutions/takepreventivemeasures/etc.:(suchas,selectingfooditemsforabalanceddiet;separatingmaterials;selectingseasonappropriatefabrics;usingcompassneedleforfindingdirections;suggestingwaystocopewithheavyrain/drought,etc.)
Inferwhymetalslikecopperandaluminiumareusedformakingwiresfordomestic&industrialpurposes
Makeseffortstoapplytodailylifetheunderstandingofenvironmentandstepstoconserveit,inordertocontributetotheprotectionoftheenvironment:(suchas,minimisingwastageoffood,water,electricityandgenerationofwaste;spreadingawarenesstoadoptrainwaterharvesting;careforplants,etc.)
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LOB:Describethestructureandfunctionoftheelectriccell1)Theimagerepresentsanelectriccell.
Whichofthesedescribesthestructureofanelectriccell?(a)Metalcapwithanegativesignonbothsides(b)Metalcapontop,metaldisconbottomandapositivesignonbothends(c)Metaldisconbothendswithapositiveontopandnegativesignatbottom
(d)Metalcapwithapositivesignontopandametaldiscwithnegativesignatthebottom
CorrectAnswer:Option(d)2)Theimagerepresentsthepartsofatorchlight.
Whichoftheserepresentsthefunctionoftheelectriccellinthetorch?(a)Spreadthelighttoalargerarea(b)Supplyelectricitytolightthebulb(c)Protectinternalpartsfromdamage(d)MakeiteasytoopenorclosethecircuitCorrectAnswer:Option(b)
Test items
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LOB:Analysetheflowofcurrentinasimpleelectriccircuitwithbattery,bulbandwirestoidentifynecessaryconditiontoensureflowofcurrent.1):Theimageshowsaclosedelectriccircuit.
Whichofthesedescribesthecorrectflowofelectricityinanelectriccircuit?(a)Negativeterminalofthebulbthroughthebatteryandbacktothepositiveterminalofthebulb(b)Positiveterminalofthebulbthroughthebatteryandbacktothenegativeterminalofthebulb(c)Negativeterminalofthebatterythroughthebulbandbacktothepositiveterminalofthebattery(d)PositiveterminalofthebatterythroughthebulbandbacktothenegativeterminalofthebatteryCorrectAnswer:Option(d)
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2)Theimageshowstwostatesofanelectriccircuit.
Whichoftheseexplainsthenecessaryconditiontocontinuetheflowofcurrent?(a)Presenceofakey(b)Completionofthecircuit(c)Wiresofdifferentlength(d)PositiveandnegativesignonthecellCorrectAnswer:Option(b)LOB:Distinguishbetweencompleteandincompletecircuitwithawelllabelledfigure1)TheimagerepresentstwocircuitsmarkedasXandY.
Whichofthesematchesthecorrecttypeofcircuit?(a)XàComplete,YàComplete(b)XàComplete,YàIncomplete(c)XàIncomplete,YàComplete(d)XàIncomplete,YàIncompleteCorrectAnswer:Option(b)
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2)Astudentobservesthecircuitshownintheimageandconcludesthatitisacompletecircuit.
Whichoftheseevidencessupportstheargumentofthestudent?(a)Presenceofswitch(b)Glowingofthebulb(c)Presenceoflightbulb(d)UnequallengthoftwowiresCorrectAnswer:Option(b)LOB:Makeasimpleworkingmodelofanelectricswitchwitheasilyavailablematerials1)Whichofthesematerialscanbeusedtomakeaswitchforanelectriccircuit?(a)Eraser(b)Straw(c)Paperclip(d)PencilCorrectAnswer:Option(c)2)Astudentwantstomakeaswitchforanelectriccircuitusingafewmaterialsshownintheimage.
Whichofthesearrangementsrepresentsaswitchthatcanconnectandbreaktheflowofelectricityinthecircuit?
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(a)
(b)
(c)
(d) CorrectAnswer:Option(c)LOB:Testitemstoclassifythemasconductorandinsulatorinordertoexaminetheroleofconductorsandinsulatorsinday-to-daylife.1)Astudentconnectstheopenendsofanelectriccircuittotheoppositeendofanailasshownintheimage.Heobservesthatthelightbulbglows.
Whichothermaterialifreplacedwiththenailwouldhelpthebulbglow?(a)Paperclip(b)Plasticpipe(c)Cottonstring(d)PieceofcardboardCorrectAnswer:Option(a)2)Astudentstudiesthatelectricwiresgenerallyhaveaplasticorrubbercoatingaroundthem.Whichofthesedescribestheroleofthecoatinginawire?(a)Itensuressafetransferofelectricity(b)Itreducesthewastageofelectricityinthewires(c)Itenablestransferofelectricitytolongdistances(d)IthelpselectricitytomovefasterthroughthewiresCorrectAnswer:Option(a)
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LOB:Inferwhymetalslikecopperandaluminiumareusedformakingwiresfordomestic&industrialpurposes1)Thetablelistsafewconductingmaterials.Thematerialsarearrangedindescendingorderoftheirconductivity.
Whichofthesematerialswouldmakethebestwireforthetransferofelectricity?(a)Aluminium(b)Bronze(c)Copper(d)TinCorrectAnswer:Option(c)2)Astudentmadeanincompletecircuitwithasmallgapasshownintheimage.
Heplacedafewdifferentmaterialsinthegapandnotedtheintensityofthelightproducedbythebulb.
Whatcanbeconcludedbasedontheactivity?(a)Steelshouldbeusedtomakeinsulatingcoverforelectricwires(b)Copperisthebestmaterialstoconductelectricity(c)Leadisthebestmaterialformakingwires(d)GlasscanbeusedtostoreelectricityCorrectAnswer:Option2
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Activity Nichromewire,clay,batteryholder,D-cellbattery,threewires
Materialsrequired
Nichromewire,clay,batteryholder,D-cellbattery,threewires
Procedure 1) Putyourballofclayontothedesk.2) Puttwowiresintotheclaysothatthemiddlepartofeach
wireisintheclayandbothmetalendsofthewirearestickingout.
3) Carefullywrapthenichromewirearoundthemetalparteachofthewiresstickingoutoftheclay.Leaveabout½inchofnichromewirebetweenthemetalwires.
4) Connecttheotherendofeachwiretoabatteryinabatteryholder.
5) Connectthebatterieswithanothersegmentofthewire.
“Becareful,whenyouconnectthebatteriesthenichromewirewillgethotenoughtoburnyourfingers.Donottouchit.”
Suggested Teacher Resources
Activity 1
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Let’sthink 1) Whatkindofchallengesoccurredwhilemakingabulbmodel?2) Drawthediagramtorepresentthedirectionofcurrentinan
electriccircuitwhichyoucanobserveinyourhome
Activity Casestudy:Lifebeforeandafterelectricity
Materialsrequired
Copiesofthisarticle
Procedure Canweimaginelifewithoutelectricity?Intoday’sdayandageoftelevision,mobilephonesandothergadgets,itseemsimpossible.ButmanypeopleinruralIndiahavenevereverseenanelectricbulb,leavealonebenefitedfromitsmanyotherusesthatweinthecitiesareluckytoenjoyeveryday.InmanyIndianvillages,lifecomestoastandstillassoonasthesunsets–foodhastobecookedbeforeitgetsdarkandchildrenhavetofinishtheirstudies.Thealternativeisthedimlightofkerosenelamps,andtheoilfortheselampsisnotaffordableforthepoor.Farmswithoutelectricitycannotusetubewellsandborewellstoirrigatetheirfields,peoplecannotchargetheirphonestocallfamilyandfriends,therearenofanstocoolhomesinthesummerheat,andthereis,ofcourse,notelevisionthatbringsinnewsoftheoutsideworld.HerearesomestoriesfromvillagesaroundthecountrythatwererecentlyelectrifiedundertheDeenDayalUpadhyayaGramJyotiYojana.Theimpact,expectedly,hasbeenamazing.Udmarivillage,Nagaondistrict,AssamTheresidentsofUdmarivillagehaveseenelectricityforthefirsttimein30-40years.AccordingtovillagersAminaBegamandAtaurRahman,earliertheyusedkerosenelampsforlightingatnighttime.However,sincemostfamiliesdependedoncultivationandfisheriesforsubsistence,buyingkerosenedailywasnotaffordableforthem.Foragriculturalpurposes,theyuseddieselpumps,whichwereverycostlytooperate.Withtheprovisionofelectricityaftersomanyyears,lifehasdrasticallychangedforthebetter.DamdamaVillage,Jamuidistrict,Bihar“Ourchildrenalsousedtostudyunderkerosenelamplight,whichadverselyaffectedtheireyesight,”saysSikandarKumar,oneoftheresidentsofDamdamavillage,addingthatbeforeaccesstoelectricity,theresidentsofthe
Activity 2
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villagehadalwaysbeenusingkeroseneforcookingandlightingpurposes.Adaparaigondihabitation(9households),Visakhapatnamdistrict,AndhraPradesh“Welivedinthedarkforyears.Wedidn’thavemobilephonesforcontactingourrelativeslivinginotherpartsofthestate,”saysVanthalaSrinu.Now,heisusingafanandisalsoplanningtopurchaseatelevision.Healsohasamobilephonethatcanbechargedathishome.
Let’sthink 1) Whatwillhappenifwedon’thaveelectricityforaday?2) Doyouexperiencepowercutsinthesummer?Whatcouldbe
thereasonforthepowercut?3) Whydoweneedtouseelectricitysensibly?Ifyes,suggest
waystosaveelectricity.
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13.Funwithmagnets QRCode:LearningObjectives:Contentarea/Concepts LearningObjectives
Magneticandnon-magneticmaterials
Outlinetheeventsresponsibleforthediscoveryofnaturalmagnets.
Classifygivensubstancesasmagnetic&non-magneticbasedontheirabilitytobeattractedbymagnets
Polesofmagnet SuggestanactivitytodeterminethepolesofamagnetFindingdirections Createasetupusingmagnetinordertofindthedirection.
Makeyourownmagnet Makeamagnetinordertodemonstratehowartificialmagnetscanbecreated.
Attractionandrepulsionbetweenmagnets
Analysewhathappenswhentwomagnetsareplacedtogetherinordertoconcludethepropertyofmagnet.
LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomes
Classifygivensubstancesasmagnetic&nonmagneticbasedontheirabilitytobeattractedbymagnets
Usesobservableproperties,inordertoclassifymaterials,organismsandprocesses:(suchas,materialsassoluble,insoluble,transparent,translucentandopaque;changesascanbereversedandcannotbereversed;plantsasherbs,shrubs,trees,creeper,climbers;componentsofhabitatasbioticandabiotic;motionasrectilinear,circular,periodicetc.)
Outlinetheeventsresponsibleforthediscoveryofnaturalmagnets.
Conductssimpleinvestigationsonhis/herowninordertoseekanswerstoqueries:(suchas,whatarethefoodnutrientspresentinanimalfodder?Canallphysicalchangesbe
Suggestanactivitytodeterminethepolesofamagnet
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Analysewhathappenswhentwomagnetsareplacedtogetherinordertoconcludethepropertyofmagnet.
reversed?Doesafreelysuspendedmagnetaligninaparticulardirection?)
Createadirectionfinderinordertofindthedirection.
Constructsmodelsusingmaterialsfromsurroundingsandexplainstheirworkinginordertodemonstratescientificknowledgeandunderstandingofhowitworks:(suchas,pinholecamera,periscope,electrictorch,etc
Makeamagnetinordertodemonstratehowartificialmagnetscanbecreated.
Createasetupusingmagnetinordertofindthedirection.
Applieslearningofscientificconceptsindailylife/reallifesituationsinordertosolveproblems/givesolutions/takepreventivemeasures/etc.:(suchas,selectingfooditemsforabalanceddiet;separatingmaterials;selectingseasonappropriatefabrics;usingcompassneedleforfindingdirections;suggestingwaystocopewithheavyrain/drought,etc.)
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LOB:Outlinetheeventsresponsibleforthediscoveryofnaturalmagnets1)Whichoftheseeventsisresponsibleforthediscoveryofnaturalmagnets?(a)Alightningstrikeonland(b)ShakingoftheEarthsurface(c)Rocksattractingpiecesofiron(d)BiggerrocksbreakingintosmallerpiecesCorrectAnswer:Option(c)2)Ashepherdtakeshisherdofsheepforgrazinginaregionwithrocks,treesandlongstretchesofgrassland.Heusedastickthathadasmallironpieceattachedatoneendtocontroltheherd.Onedayhenoticedthattheironinthestickwasattractedtoapartoftherock.Whichoftheseeventsexplainthepresenceofanaturalmagnet?(a)Theherdofasheepgrazingongrass(b)Usingasticktocontroltheherdofsheep(c)Thestickbeingattractedtoapartofarock(d)AttachingapieceofirontooneendofastickCorrectAnswer:Option(c)LOB:Classifygivensubstancesasmagnetic&non-magneticbasedontheirabilitytobeattractedbymagnets1)Thetablelistafewsubstances.
Whichofthesesubstancesarelikelytobeattractedtoamagnet?(a)NailandPencil(b)EraserandPencil(c)NailandSafetypin(d)PlasticRulerandPencilCorrectAnswer:Option(c)
Test items
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2)Astudentperformsanactivitytoseparatesomeobjectswithouthandpickingthem.Themixturecontainsafewsubstanceslistedinthetable.
Hebroughtalargepieceofmagnetclosetothemixture.Henoticedthatdrawingpinsandcoinsstucktoitthemagnet.Whichoptioncorrectlyclassifiestheobjectsbasedontheirproperty?(a)
(b)
(c)
(d)
CorrectAnswer:Option(c)LOB:Suggestanactivitytodeterminethepolesofamagnet1)Astudenthasabarmagnetwherethepolesarenotlabelled.Hewantstodeterminethepolesofthemagnet.Whichoptionwouldhelpinidentifyingthepolesofthemagnet?(a)Heatingthepieceofmagnet(b)Rubbingitagainstapieceofiron(c)Takingitclosetoamagneticcompass(d)PlacingithorizontallyaboveapieceofpaperCorrectAnswer:Option(c)
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2)Astudentperformsanactivitywherealabelledbarmagnetissuspendedusingathread.Hebroughtanotherbarmagnetwherethepolesarenotmarked.Ashetookitnearthenorthpoleofthesuspendedbarmagnet,henoticedthatitmovedaway.
Whichpoleofthemagnetwasheldclosertothesuspendedmagnet?(a)Northpoleaslikepolealwaysrepels(b)Southpoleasunlikepolealwaysrepel(c)Northpoleaslikepolealwaysattracteachother(d)SouthpoleasunlikepolesalwaysattracteachotherCorrectAnswer:Option(a)LOB:Createasetupusingmagnetinordertofindthedirection.1)Theimageshowsamagneticcompasswithitsneedlepointinginacertaindirection.
Whichdirectionisgenerallyindicatedbythecompassofamagneticneedle?(a)East-West(b)North-South(c)Northwest-Southeast(d)Southwest-NortheastCorrectAnswer:Option(b)
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2)Agroupofstudentsonatrekkingtripunderstandsthattheymustcontinuetravellingeasttoreachthedestination.Tounderstandthedirection,theyusedamagneticneedleinsertedincorkandplacedinonabowlofwater.Aftersometime,theneedlesettledinacertaindirectionasshownintheimage.
Whichdirectionshouldthegroupofstudentstraveltoreachtheirdestination?(a)Towardsthepointeddirection(b)Oppositetothepointeddirection(c)Totheleftofthepointeddirection(d)TotherightofthepointeddirectionCorrectAnswer:Option(d)LOB:Makeamagnetinordertodemonstratehowartificialmagnetscanbecreated.1)Whichofthesematerialscanbeusedtocreateanartificialmagnet?(a)Eraser(b)Needle(c)Paper(d)PencilCorrectAnswer:Option(b)2)Astudentrequirestwomagneticsubstancesforascienceproject.Hecouldfindonlyonemagnetandthushedecidedtomakeanothermagnetfromit.Whichoftheseprocessescouldbefollowedtocreateanadditionalmagnet?(a)Placingapieceofcardboardabovethemagnet(b)Placingthenailclosetoamagnetwithouttouchingit(c)Takeapieceofironnailandrubitrepeatedlyonthemagnet(d)WrappingapieceofplasticaroundthemagnetforafewhoursCorrectAnswer:Option(c)
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LOB:Analysewhathappenswhentwomagnetsareplacedtogetherinordertoconcludethepropertyofmagnet1)Astudentconductsanexperimentwhereheplacessomemagnetsinadifferentorderasshownintheimage.
Whichofthesecanbeconcludedbasedontheobservation?(a)Allpolesrepeal(b)Allpolesattract(c)Oppositepolesattract(d)OppositepolesrepealCorrectAnswer:Option32)Astudentperformsanactivitywhereabarmagnetissuspended.Anotherbarmagnetisheldandmovedclosetoitasshownintheimage.
Whichofthesestatementscanbeconcludedbasedontheactivity?(a)Amagnetalwaysrepelsothermagnets(b)Likepolesofmagnetalwaysrepeleachother(c)Abarmagnetrepelsallothersubstancesexceptiron(d)NorthpolesofamagnetalwaysrepelsthesouthpoleCorrectAnswer:Option(b)
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Activity Magneticneedle
Materialsrequired
Magnet,Styrofoamball,longneedle,abowlfilledwithwater
Procedure 1) Rubmagnetontheneedleseveraltimesfromlefttoright,liftingeverytimewhenyoureachthetip.
2) InsertneedleinStyrofoamballs.3) Placetheneedleinabowlofwater.4) Observethedirectioninwhichthemagnetisedneedlewill
point.
Let’sthink 1) Inwhichdirection,doestheneedlepoint?2) Usingit,findthedirectioninwhichwindowsandentranceto
yourclassroomopen.
Suggested Teacher Resources
Activity 1
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Activity Doesthemagnetloseitsmagneticpropertywhenitisheated?
Materialsrequired
Magnet,ironfillingsorpins,ironnail,candle,matchstickbox,tongs
Procedure1) Taketheironnail.2) Rubmagnetonironnailseveraltimesfromlefttoright,lifting
everytimewhenyoureachthetip.3) Case1:Bringitnearironfilingsandwriteyourobservation.4) Lightthecandle,holdtheironnailwithapairoftongsand
heatitovertheflameforsometime.5) Case2:Now,bringthisheatedironnailnearironfillingand
writeyourobservation.
Let’sthink 1) Comparethemagneticpropertyoftheironnailinboththecases.
2) Whatcanyouconcludefromyourobservation?
Activity 2
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14.Water
QRCode:LearningObjectives:Contentarea/Concepts LearningObjectives
Howmuchwaterdoweuse?
Computetheannuallyamountofwaterrequiredperpersonoftheirfamily
Wheredowegetwaterfrom?
Listvarioussourcesofwaterinordertoconcludetheimportanceofoceansasamajorsourceofwater.
Watercycle
Createaconceptmapofthewatercycleinordertoexplaintheprocessesthattakeplaceduringwatercycle.
Establishtheimportantroleplayedbytrees/plantsinwatercycle
Attributenaturalcalamitieslikedrought&floodstothedisturbanceinwatercycle
Significanceofrain
Infertheproblemsthatmayariseduetoheavyrainfallinordertosuggestpossiblemeasuresthatcanbetaken.
Predictwhatwillhappenifraindoesn'thappeninordertoexplainthesignificanceofrain.
Conservationofwater Evaluatetheconsequencesofmismanagementofwaterorexcessiveusageofgroundwater.
Rainwaterharvesting Devisethepossiblestrategiesforindividual/communitylevelRainwaterharvestingtechniques.
LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomesListvarioussourcesofwaterinordertoconcludetheimportanceofoceansasamajorsourceofwater.
Identifiesmaterialsandorganisms,suchas,plantfibres,flowers,onthebasisof
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observablefeatures,i.e.,appearance,texture,function,aroma,etc.
Attributethenaturalcalamitieslikedrought&floodstodisturbanceinwatercycle
Examinesandexplainsprocessesandphenomenoninordertorelatethemwithcauses:(suchas,deficiencydiseaseswithdiet;adaptationsofanimalsandplantswiththeirhabitats;qualityofairwithpollutants,etc.)
Predictwhatwillhappenifraindoesn'thappeninordertoexplainthesignificanceofrain.
Establishtheimportantroleplayedbytrees/plantsinwatercycle
Explainsprocessesandphenomenon,e.g.,processingofplantfibres;movementsinplantsandanimals;formationofshadows;reflectionoflightfromplanemirror;variationsincompositionofair;preparationofvermicompost,etc.
Createaconceptmapofthewatercycleinordertoexplaintheprocessesthattakeplaceduringwatercycle.
Drawslabelleddiagrams/flowchartsoforganismsandprocessesinordertodemonstrateknowledgeofstructure/processes/relationships:(suchas,partsofflowers;joints;filtration;watercycle,etc.)
Createaconceptmapofthewatercycleinordertoexplaintheprocessesthattakeplaceduringwatercycle.
Constructsmodelsusingmaterialsfromsurroundingsandexplainstheirworkinginordertodemonstratescientificknowledgeandunderstandingofhowitworks:(suchas,pinholecamera,periscope,electrictorch,etc
Computetheannuallyamountofwaterrequiredperpersonoftheirfamily
Applieslearningofscientificconceptsindailylife/reallifesituationsinordertosolveproblems/givesolutions/takepreventivemeasures/etc.:(suchas,selectingfooditemsforabalanceddiet;separatingmaterials;selectingseasonappropriatefabrics;usingcompassneedleforfindingdirections;suggestingwaystocopewithheavyrain/drought,etc.)
Attributenaturalcalamitieslikedrought&floodstothedisturbanceinwatercycleInfertheproblemsthatmayariseduetoheavyrainfallinordertosuggestpossiblemeasuresthatcanbetaken.Predictwhatwillhappenifraindoesn'thappeninordertoexplainthesignificanceofrain.Evaluatetheconsequencesofmismanagementofwaterorexcessiveusageofgroundwater.Infertheproblemsthatmayariseduetoheavyrainfallinordertosuggestpossiblemeasuresthatcanbetaken.
Makeseffortstoapplytodailylifetheunderstandingofenvironmentandstepstoconserveit,inordertocontributetotheprotectionoftheenvironment:(suchas,minimisingwastageoffood,water,electricityandgenerationofwaste;
Evaluatetheconsequencesofmismanagementofwaterorexcessiveusageofgroundwater.
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Devisethepossiblestrategiesforindividual/communitylevelRainwaterharvestingtechniques
spreadingawarenesstoadoptrainwaterharvesting;careforplants,etc.)
LOB:Computetheannuallyamountofwaterrequiredperpersonoftheirfamily1)WhichactivitiesshouldNOTbeconsidered,ifconsumptionofwaterbyapersonfordailyactivitiesneedstobecalculated?(a)cookinganddrinking(b)bathingandintoilets(c)washingofutensilsandclothes(d)growingoffruitsandvegetablesCorrectAnswer:Option(d)2)Achildmakesalistoftheamountofwaterusedindailyactivitiesbyhisfamilyoffour,asshown.
Whatshouldthechilddotocalculatetheamountofwaterusedbyonememberofhisfamilyinayear?(a)Dividethetotalwaterusedinadayby4(b)Multiplythetotalwaterusedinadayby365(c)Dividethetotalamountofwaterusedinadayby4andthenmultiplyby30(d)Multiplythetotalamountofwaterusedinadayby365andthendivideby4CorrectAnswer:Option(d)
Test items
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LOB:Listvarioussourcesofwaterinordertoconcludetheimportanceofoceansasamajorsourceofwater1)Whichoftheseisamajorsourceofwater?(a)Lake(b)Pond(c)River(d)SpringCorrectAnswer:Option(c)2)ThediagramshowstheamountofwaterheldbydifferentsourcesofwateronEarth.
Basedonthediagram,whichwaterbodyhasthemaximumamountofwateronEarth?(a)Oceans(b)Glaciers(c)Groundwater(d)RiversandlakesCorrectAnswer:Option(a)
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LOB:Createaconceptmapofthewatercycleinordertoexplaintheprocessesthattakeplaceduringwatercycle.1)AstudentmakesamodeltoshowwatercycleandlabelstwoprocessesasAandB,asshown.Class.WhichoptioncorrectlyidentifiestheprocessesAandB?
WhichoptioncorrectlyidentifiestheprocessesAandB?(a)A:Evaporation;B:Precipitation(b)A:Evaporation;B:Condensation(c)A:Precipitation;B:Evaporation(d)A:Condensation;B:PrecipitationCorrectAnswer:Option(c)2)Astudentmakesamodeltoshowtheprocessesofwatercycle,asshown.Class.Inwhatwaywouldthelampaffecttheprocessesofwatercycleshowninthemodel?
Inwhatwaywouldthelampaffecttheprocessesofwatercycleshowninthemodel?(a)Bylightingthelidofthebox
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(b)Byevaporatingthewaterinthebox(c)Byformingdropletsofwateronthelid(d)ByprecipitatingthewaterdropletsontotheclaymountainCorrectAnswer:Option(b)LOB:Establishtheimportantroleplayedbytrees/plantsinwatercycle1)ThelandscapeofregionXwasmostlycoveredwithconcrete,whichwaslatermodifiedtohavemoretreesandplants.WhatwouldbetheeffectofmodificationofthelandscapeonthegroundwaterlevelofregionX?(a)Thegroundwaterlevelwouldincrease.(b)Thegroundwaterlevelwoulddecrease.(c)Thegroundwaterlevelwouldremainthesame.(d)Thegroundwaterlevelwouldfirstincreaseandthendecrease.CorrectAnswer:Option(a)2)Treesuseapartofthewaterabsorbedbytheirrootstopreparetheirfood,therestofitisevaporatedbytheprocesscalledtranspiration.Whichargumentcorrectlydescribestheroleoftreesinwatercycle?(a)Theyaddwatertotheatmosphere.(b)Theyspeeduptheprocessofcondensation.(c)Theyincreasetheheatrequiredforevaporation.(d)Theyreducetheseepageofrainwaterintotheground.CorrectAnswer:Option(a)LOB:Attributenaturalcalamitieslikedrought&floodstothedisturbanceinwatercycle1)Astudentstudiesthatafewfactorsaffecttheprocessesofwatercycle.ThewatercycleinregionAandBisdisturbedsuchthattheamountofprecipitationincreasedsharplyinregionB,whereasitdecreasedconsiderablyinregionA.Whichoptioncorrectlyidentifiesthelikelycalamitytostrikeinboththeregions?(a)
(b)
(c)
(d)
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CorrectAnswer:Option(b)2)Differentprocessestogethercirculatewaterinwatercycle.Adisturbanceinanyofthemcouldbringnaturalcalamities.Whichdisturbanceinwatercyclewouldcauseadrought?(a)Decreasedprecipitation(b)Increasedheatforevaporation(c)Increasedrateofcondensation(d)DecreasedrateoftranspirationCorrectAnswer:OptionaLOB:Infertheproblemsthatmayariseduetoheavyrainfallinordertosuggestpossiblemeasuresthatcanbetaken.1)Whichofthesewouldmostlikelyhappenifitrainsheavilyforalongperiod?(a)Cropswouldgetdamaged(b)Fisheswouldincreaseinnumber(c)Waterlevelinriverswouldgodown(d)OrganismspresentinsoilwouldgrowfasterCorrectAnswer:Option(a)2)RegionQreceivesrainfallcontinuouslyforaweek.TheweatherdepartmentissuesanalerttothepeopleinregionQthatproblemsmayariseduetooverflowofexcessivewaterfromriversandlakes.WhatmeasureshouldthepeopleofregionQtaketoensuresafety?(a)Movetoopengroundswithouttrees(b)Opendrainholessothatwaterseepsdown(c)Shiftthecattletosheltersnearawatersource(d)EvacuateareasatorbelowthegroundlevelCorrectAnswer:Option(d)LOB:Predictwhatwillhappenifraindoesn'thappeninordertoexplainthesignificanceofrain1)WhichofthesewouldmostlikelyhappenifitdoesNOTrainforalongperiod?(a)Thedrynessofsoilwoulddecrease.(b)Theavailabilityoffodderwouldincrease.(c)Thelevelofwaterundergroundwoulddecrease.(d)Thewaterwouldoverflowfromriversandlakes.CorrectAnswer:Option(c)2)RegionPdidnotgetanyrainfor1.5years.Thetableliststhepossibleconsequences,regionPwouldmostlikelyexperiencebecauseofnorain.
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Whichoftheconsequencesarecorrectlylistedinthetable?(a)1and2(b)2and3(c)3,2,and1(d)4,3,and1CorrectAnswer:Option(d)LOB:Evaluatetheconsequencesofmismanagementofwaterorexcessiveusageofgroundwater1)Whichofthesewouldmostlikelyhappenifgroundwaterisoverused?(a)Sealevelwouldrise(b)Onlysaltwaterwouldbeavailableforuse(c)Onlywellswouldbeabletosupplywater(d)SupplyofwatertoriversconnectedtogroundwaterwoulddecreaseCorrectAnswer:Option(d)2)Abuckettakes20Litresofwatertowashthecarascomparedtoahose,whichuses350litresin10minutes.Whatwouldbetheconsequencesifahoseisusedtowashthecarinplaceofabucket?(a)Itwouldseep-downandpurifythegroundwater.(b)Itwouldleadtoshortageofwaterforotheractivities.(c)Itwouldrechargethegroundwaterwithfreshwater.(d)Itwouldallowwatertobereusedforotherhouseholdchores.CorrectAnswer:Option(b)LOB:Devisethepossiblestrategiesforindividual/communitylevelRainwaterharvestingtechniques1)Whichisthemostappropriatemethodofrainwaterharvestingathouseholdlevel?(a)Covertheroofwithgrass(b)Digopenpitsinlawnarea(c)Constructdrainsdirectedtorivers(d)ConnectrooftopwithpipestoapitinthegroundCorrectAnswer:Option(d)2)Whichofthesewouldhelptorechargethegroundwaterthroughrainwaterharvesting?(a)Directingrainwatertorivers(b)Collectingrainwaterinstoragetanks(c)Allowingrainwatertomoveasrunoffonconcreteroads(d)AllowingrainwatertomoveinroadsidedrainsthatgointothegroundCorrectAnswer:Option(d)
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Activity RainGauge
Materialsrequired
1LPlasticbottle,scissors,ruler
Procedure 1) Takea1-litreplasticwaterbottle.Withasharpknifecutitsneckonthecylindricalpart.
2) Thetopendwillactlikeafunnel.3) Invertthetoptomakeafunnel.4) Thisfunnelwillpreventevaporationofwater.5) Anemptyplasticbottle,beinglight,willfalldownorflyaway
intheslightestbreeze.So,digaholeandburythelowerendofthebottleintheground.Thisfoundationwillanchorthebottleinplace.
6) Youcanalsoplacethebottlebetweenfourbricksasshown.Thiswillkeepthebottleinplaceandpreventitfromtoppling.
7) Youcanperiodicallymeasuretherainfallwiththehelpofaruler.
Let’sthink 1) Whatkindofproblemarisesduetoheavyrainfall?2) Whathappensifitdoesn'trainforalongtime?3) WhatareasinIndiafacedroughteveryyear?Whatmeasures
aretakentodealwithit?4) Canyoulistdownvarioushumanactivitiesresponsiblefor
disturbedrainfallsindifferentpartofcountry?
Suggested Teacher Resources
Activity 1
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5)Didyoueverthinkhowmuchdrinkingwaterisleftforusintheplanet?
Activity Howarecloudsformed?
Materialsrequired
Tub,water,icecubes,glass,plasticwrap,vinegar,salt,anddirt
Procedure1) Pourhotwaterinatubandmixsalt,dirtandvinegartocreate
dirtywater.2) Placeacleanemptyglassatthecentreofthetub.3) Coverthetubwithdirtywaterusingaplasticwrap.4) Placetheicecubesrightabovetheemptyglasstorepresent
thecloudsasshowninthefigurebelow
Let’sthink1) Whydoessteamcomingincontactwithiceformwater
droplets?2) Areraindropsalwayscleanwaterdroplets?Ifnot,why?
Activity 2
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15.AiraroundusQRCode:LearningObjectives:Contentarea/Concepts LearningObjectives
Air
Conductactivitiesinordertoexaminethepresenceofairaroundus.
ExecuteanimprovisedplantotestthepresenceofCO2,oxygen,watervapour,nitrogen,dustandsmokeinair.DepictthecompositionofairusingpiechartOutlinethecauses&effectsofAirpollution
Availabilityofoxygentoanimalsandplants
Designandinquirytoprovethepresenceofairinwaterandsoilinordertoexplainhowoxygenbecomesavailabletoanimalsandplants.
Howistheoxygenintheatmospherereplaced?
IllustratetheOxygencycleusingwelllabelledfigure
Useofair Evaluatetheimportanceofairforthesustenanceoflifeonearth
LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomesConductactivitiesinordertoexaminethepresenceofairaroundus
Conductssimpleinvestigationsonhis/herowninordertoseekanswerstoqueries:(suchas,whatarethefoodnutrientspresentinanimalfodder?Canallphysicalchangesbereversed?Doesafreelysuspendedmagnetaligninaparticulardirection?)
ExecuteanimprovisedplantotestthepresenceofCO2,oxygen,watervapour,nitrogen,dustandsmokeinairDesignandinquirytoprovethepresenceofairinwaterandsoilinordertoexplainhowoxygenbecomesavailabletoanimalsandplants
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Outlinethecauses&effectsofAirpollution
Relatesprocessesandphenomenonwithcauses,e.g.,deficiencydiseaseswithdiet;adaptationsofanimalsandplantswiththeirhabitats;qualityofairwithpollutants,etc.
Designandinquirytoprovethepresenceofairinwaterandsoilinordertoexplainhowoxygenbecomesavailabletoanimalsandplants
Explainsprocessesandphenomenon,e.g.,processingofplantfibres;movementsinplantsandanimals;formationofshadows;reflectionoflightfromplanemirror;variationsincompositionofair;preparationofvermicompost,etc.
DepictthecompositionofairusingpiechartDrawslabelleddiagrams/flowchartsoforganismsandprocessesinordertodemonstrateknowledgeofstructure/processes/relationships:(suchas,partsofflowers;joints;filtration;watercycle,etc.)
IllustratetheOxygencycleusingwelllabelledfigure
Evaluatetheimportanceofairforthesustenanceoflifeonearth
Applieslearningofscientificconceptsindailylife/reallifesituationsinordertosolveproblems/givesolutions/takepreventivemeasures/etc.:(suchas,selectingfooditemsforabalanceddiet;separatingmaterials;selectingseasonappropriatefabrics;usingcompassneedleforfindingdirections;suggestingwaystocopewithheavyrain/drought,etc.)
Evaluatetheimportanceofairforthesustenanceoflifeonearth
Makeseffortstoapplytodailylifetheunderstandingofenvironmentandstepstoconserveit,inordertocontributetotheprotectionoftheenvironment:(suchas,minimisingwastageoffood,water,electricityandgenerationofwaste;spreadingawarenesstoadoptrainwaterharvesting;careforplants,etc.)
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LOB:Conductactivitiesinordertoexaminethepresenceofairaroundus.1)Whichofthesewouldbestexperimenttoshowthepresenceofairaroundus?(a)Keepingabowlofwaterinsunlightforonehour(b)Keepingaglassofwaterinfreezerforhalfanhour(c)Placingaweathercockonanopenroofawayfromanyobstacle(d)PlacingbricksoneuponanothertomakeasmallstackinanopenlawnCorrectAnswer:Option(c)2)Astudentperformsanexperimenttoshowthepresenceofair.Hetakesanemptybottleanddipsinabucketofwaterintwodifferentpositions,onebyone,asshown.
Basedontheexperiment,whatcanbeconcluded?(a)Anemptybottledoesnotholdair.(b)Bottlescanonlybefilledwithwateriftheyoccupyair.(c)Airescapesfrombottlesiftheyareturnedupsidedown.(d)Airescapesinformofbubbleswhenthebottleistiltedinwater.CorrectAnswer:Option(d)LOB:ExecuteanimprovisedplantotestthepresenceofCO2,oxygen,watervapour,nitrogen,dustandsmokeinair.1)Raheemperformsanexperimentinadarkroom,whereallcurtainsarepulleddown.Hethenopenasmallslitfromthewindowsuchthatabeamofsunlightcouldentertheroom.Heobservestinyshiningparticlesmovinginthebeamofsunlight.Whatdoesthepresenceoftheseshiningparticlesshow?(a)Airhasoxygen.(b)Airhasnitrogen.(c)Airhaswatervapour.(d)Airhasdustparticles.CorrectAnswer:Option(d)
Test items
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2)Thetableliststhestepsofanexperimenttotestthepresenceofoxygeninair.
Whatshouldbethenextsteptoshowthepresenceofoxygeninair?(a)Blowonecandlebyyourmouth(b)Putsomesandoveronecandle(c)Coveronecandlewithaglasstumbler(d)PutwateroveronecandlewithapitcherCorrectAnswer:Option(c)LOB:Depictthecompositionofairusingpiechart1)Thepiechartshowsthecompositionofair.
Whichisthemostabundantcomponentofair?(a)Oxygen(b)Nitrogen(c)Watervapour(d)CarbondioxideCorrectAnswer:Option(b)
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2)Thegraphshowsthecompositionofair.
Howmuchapproximatelydonitrogenandoxygentogethermakeupair?(a)20%oftheair(b)50%oftheair(c)65%oftheair(d)99%oftheairCorrectAnswer:Option(d)LOB:Outlinethecauses&effectsofAirpollution1)Whichofthesegasesisassociatedwithhumanactivitiesthatinvolvetheburningoffuelsandbecomesamajorsourceofairpollution?(a)Oxygen(b)Nitrogen(c)Watervapour(d)CarbondioxideCorrectAnswer:Option(d)2)Thetablelistsafewactivities.
Whichoftheseactivitieswouldcauseairpollution?(a)1and4(b)2and4
(c)3,2,and1(d)4,1,and3
CorrectAnswer:Option(c)
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LOB:Designandinquirytoprovethepresenceofairinwaterandsoilinordertoexplainhowoxygenbecomesavailabletoanimalsandplants1)Astudentwantstoprovethatairispresentinwater,whichiswhyanimalslivingunderwatercanbreathe.Whichofthesewouldhelphimprovethepresenceofairinwater?(a)Byboilingwater(b)Byfreezingwater(c)Bymixingwaterwithoil(d)BypouringwaterinanemptyjarCorrectAnswer:Option(a)2)Alumpofsoilistakeninajarandwaterispouredonit.Itisobservedthatwhenthewaterwaspoured,bubblescameoutfromthesoil,thewatermoveddeeperintothelump,andthesoilbecamelooseandwet.Whichobservationfromtheexperimentprovesthepresenceofairinsoil?(a)Thesoilgotwet(b)Thesoilbecameloose(c)Bubblescameout(d)WaterseepedintothelumpCorrectAnswer:Option(c)LOB:IllustratetheOxygencycleusingwelllabelledfigure1)Whichdiagramcorrectlyillustratestheoxygencycle?
(a)
(b)
(c)
(d)
CorrectAnswer:Option(d)2)Thediagramshowstheoxygencycle.
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Whichoptioncorrectlylabelsthediagram?
(a)
(b)
(c)
(d) CorrectAnswer:Option(c)
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LOB:Evaluatetheimportanceofairforthesustenanceoflifeonearth1)WhatwouldmostlikelyhappenifthereisnoaironEarth?(a)Birdsandbatswouldflyfaster(b)Theearthwouldbecomelifeless(c)Onlyaquaticanimalswouldsurvive(d)OnlyanimalslivinginsoilwouldsurviveCorrectAnswer:Option(b)2)Thetablelistssomeactivities.
Whichofthesewouldnotbepossiblewithoutthehelpofair?(a)Only1(b)Only2(c)3,2,and1(d)4,3,and2CorrectAnswer:Option(d)
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CorrectAnswer:(b)
Activity IncompleteCombustionDemonstration
Materialsrequired
1candle,1tincan,matchstick,1straw,papertowelorrag.
Procedure1) Lightthecandle.2) Case1:Placethebottomofthecandirectlyovertheflamefor
afewseconds(seeFigure2).Thetopoftheflameshouldbealmosttouchingthecan.
3) Lookatthebottomofthecan.Havethestudentsrecordtheirobservationsintheirjournals?
4) Cleanoffthebottomofthecanwithapaperasshown.Havestudentsalsoobservethepollutiononthem.
5) Case2:Repeattheprocedure,butusethestrawtogentlyblowaironthebottomofthecan(seeFigure3).Becarefulnottoblowtheflameout.
6) Lookatthebottomofthecanandrecordtheobservation.
Suggested Teacher Resources
Activity 1
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Let’sthink 1) Whatdoyouseeatthebottomofthecanincase1?Doyouthinkthisisevidenceofpollution?
2) Whatdoyouseeincase2?Doyouseeanypollutants?(Answer:Nothingorperhapssomewatervaporcondensingonthebottomofthecan.No.)
3) Howtheadditionalairaffectedthecombustionofthecandle.(Answer:Completecombustiontakesplace,producingonlycarbondioxideandwatervapor.Othertypesofpollutantsareavoided.)
4) Whatcanbedonetoreduceairpollutioninyourcity?.
Activity Pollutiondetector
Materialsrequired
One5"x5"card,transparenttape,onepairofscissors,pieceofstring(30cm),magnifyingglass,apieceofgraphpaper
Procedure1) Makeasquareholeinthecardof4”x4”asshownbelow.2) Punchaholeintheindexcardnearoneend.3) Tiethestringthroughthehole.4) Puttapeoverthelargeroftheholescutinthecard.(The
stickysideofthetapewillcollectairborneparticles,sostudentsshouldbecarefulnottotouchthestickysideortostickthetapetotheirdesk,paper,oranythingelse.)
5) Hangthepollutiondetectoratalocationthatyouwouldliketoinvestigate.
6) Leavethepollutiondetectorshangingforatleast24hours,preferablylonger.
7) Cutasquarepieceofgraphpaper5squaresby5squaresandplacethepollutiondetectorontopofthegraphpaper.
8) Chooseasquareatatime,counttheparticlesusingmagnifyingglassandrecordthenumber.
Activity 2
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Let’sthink 1) Writeadescriptionofeachparticle,includingtheapproximatesize,colourandtexture.
2) Wherearetheseparticlescomingfrom?3) Whichparticlesaretheresultofhumanactivity?4) Howcanwepreventandcleanairpollution?
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16.Garbagein,Garbageout
QRCode:LearningObjectives: LearningObjective
Dealingwithgarbage
Discussthewastemanagementsysteminthecommunityinordertoexplaintheprocessofgarbagedisposal.by'SafaiKaramcharis.
Evaluatethereasonsforlayeringthecompostingpitwithdifferenttypesofmaterials
Comparedistinguishingfeaturesbetweencompostablewasteandnon-compostablewaste,inconnectionwithpropertiesoftheendproduct
Vermicomposting Inferreasonsforsuccessorfailureofvermicomposting,consideringstepsinvolvedandresultantproducts,etc.
Thinkandthrow Investigatetheirtrashconsumptioninordertoformulatealternativestooffsettrashproductionintheirhousehold.
Recyclingofpaper Designamethodtoensureeffectivedisposalofgarbage,inthecontextofdifferenttypesofwastes,theirproperties,etc.
Plastics-boonoracurseOutlinepossiblemeansofdealingwithaspecifictypeofwaste(Plastics),inconnectionwithcomposting,reuse,recycle,reduceetc
LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomes
Comparedistinguishingfeaturesbetweencompostablewasteandnon-compostablewaste,inconnectionwithpropertiesoftheendproduct
Examinesandexplainsproperties,structureandfunctionsofmaterialsandorganisms,(suchas,fibreandyarn;tapandfibrousroots;electricalconductorsandinsulators),inordertodifferentiatethem
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Evaluatethereasonsforlayeringthecompostingpitwithdifferenttypesofmaterials
Relatesprocessesandphenomenonwithcauses,e.g.,deficiencydiseaseswithdiet;adaptationsofanimalsandplantswiththeirhabitats;qualityofairwithpollutants,etc.
Inferreasonsforsuccessorfailureofvermicomposting,consideringstepsinvolvedandresultantproducts,etc.
Inferreasonsforsuccessorfailureofvermicomposting,consideringstepsinvolvedandresultantproducts,etc.
Explainsprocessesandphenomenon,e.g.,processingofplantfibres;movementsinplantsandanimals;formationofshadows;reflectionoflightfromplanemirror;variationsincompositionofair;preparationofvermicompost,etc.
Discussthewastemanagementsysteminthecommunityinordertoexplaintheprocessofgarbagedisposal.by'SafaiKaramcharis.
Applieslearningofscientificconceptsindailylife/reallifesituationsinordertosolveproblems/givesolutions/takepreventivemeasures/etc.:(suchas,selectingfooditemsforabalanceddiet;separatingmaterials;selectingseasonappropriatefabrics;usingcompassneedleforfindingdirections;suggestingwaystocopewithheavyrain/drought,etc.)
Investigatetheirtrashconsumptioninordertoformulatealternativestooffsettrashproductionintheirhousehold.
Makeseffortstoapplytodailylifetheunderstandingofenvironmentandstepstoconserveit,inordertocontributetotheprotectionoftheenvironment:(suchas,minimisingwastageoffood,water,electricityandgenerationofwaste;spreadingawarenesstoadoptrainwaterharvesting;careforplants,etc.)
Designamethodtoensureeffectivedisposalofgarbage,inthecontextofdifferenttypesofwastes,theirproperties,etc.Outlinepossiblemeansofdealingwithaspecifictypeofwaste(Plastics),inconnectionwithcomposting,reuse,recycle,reduceetc
Designs,plans,makesuseofavailableresources,etc.inordertoexhibitcreativity.
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LOB:Discussthewastemanagementsysteminthecommunityinordertoexplaintheprocessofgarbagedisposal.by'SafaiKaramcharis.1)Whattypeofgarbageaftersegregationisspreadinthelandfill?(a)Theonethatcanonlybereused.(b)Theonethatcanonlybecomposted.(c)Theonethatcaneitherbereusedorcomposted.(d)Theonethatcanneitherbereusednorcomposted.CorrectAnswer:Option(d)2)Thetablelistsvariousstepsinvolvedingarbagedisposal
Whichoptioncorrectlyarrangesthestepssuchthattheprocessofwastedisposalisexplainedfrombeginningtoend?(a)2,3,1,4(b)3,1,4,2(c)1,3,2,4(d)3,4,1,2CorrectAnswer:Option(b)LOB:Evaluatethereasonsforlayeringthecompostingpitwithdifferenttypesofmaterials1)WhyplasticbottlesareNOTusedforlayeringthecompostingpit?(a)Theydonotrot.(b)Theyoccupyspace.(c)Theyrotveryquickly.(d)Theyproducefoulsmell.CorrectAnswer:Option(a)
Test items
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2)Thetableliststwogroupsofgarbage.
Whichgrouphasappropriatematerialsforlayeringacompostingpit?(a)Group1,becausetheycannotbereused.(b)Group1,becausetheyareheavybyweight.(c)Group2,becausetheyareavailableinlargerquantities.(d)Group2,becausetheycanbeconvertedintousefulmanure.CorrectAnswer:Option(d)LOB:Comparedistinguishingfeaturesbetweencompostablewasteandnon-compostablewaste,inconnectionwithpropertiesoftheendproduct1)Whichoftheseifputinacompostingpitwouldrotcompletely?(a)Batteries(b)Glassbottles(c)Newspapers(d)PolythenebagsCorrectAnswer:Option32)Twoheapsofgarbage,heapAwithkitchenwasteandheapBwithplasticwastewerekeptintwodifferentpitsandcoveredbysoil.Thepitswereleftforaweek,andafterthatsoilwasremovedtocheckthechangesinthegarbage.ItwasobservedthatgarbageinheapAturnedblackanddidnotsmell,whereasgarbageinheapBremainedasis.Basedontheactivity,whichstatementcorrectlydescribesthefeatureofcompostableandnon-compostablewaste?(a)Compostablewasteremainsthesameasitdoesnotrot.(b)Noncompostablewasteturnsblackonceitrotscompletely.(c)Noncompostablewastedoesnotsmellafteritrotscompletely.(d)Compostablewasteturnsblackanddoesnotsmellafteritrotscompletely.CorrectAnswer:Option(d)LOB:Inferreasonsforsuccessorfailureofvermicomposting,consideringstepsinvolvedandresultantproducts,etc.1)Whichofthesestepswouldmostlikelyleadtofailureofvermicomposting?(a)Coveringthesandwithdriedanimaldung(b)Coveringthesandwithplasticcoatedpaper(c)Coveringthesandwithdriedstalksofplants(d)CoveringthesandwithpiecesofnewspaperCorrectAnswer:Option(b)
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2)Awoodenboxistakenandalayerofsandofthickness2cmisspreadatitsbaseoverwhichsomevegetablewastewaskept.Afterthatsomewaterissprinkledonitandthelayerofwastewaspressedandredwormswereputinthebox.Itisclaimedthatpressingthelayerwouldnotmakethevermicompostingasuccess.Thetableliststhepossiblereasonsforthefailure.
Whichreasonsarecorrectlylisted?(a)1and2(b)2and3(c)3,2,and1(d)4,2,and1CorrectAnswer:Option(a)LOB:Investigatetheirtrashconsumptioninordertoformulatealternativestooffsettrashproductionintheirhousehold1)Question:AhouseholdXfindsthatitproducesalotoftrash.WhichofthesepracticesshouldtheyadoptsuchthattheamountoftrashfromhouseholdXcanbereduced?(a)Usenonrechargeablebatteries(b)Switchovertosingleuseplastic(c)Preferfreshjuicesovercannedjuices(d)PreferdisposablecrockeryoversteelutensilsCorrectAnswer:Option(c)2)Thetablelistssomeactivitiesthatcanhelptominimisewastage.
Whichoftheactivitieswouldhelptoreducetheloadofwastage?(a)Only1(b)Only2(c)1,2,and3(d)4,1and3CorrectAnswer:Option(d)
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LOB:Designamethodtoensureeffectivedisposalofgarbage,inthecontextofdifferenttypesofwastes,theirproperties,etc.1)Whichpropertyofpaperensuresitseffectivedisposal?(a)Paperiscompostable.(b)Paperislightinweight.(c)Paperhasgotavarietyofcolours.(d)Papercanbemouldedindifferentshapes.CorrectAnswer:Option(a)2)Achildnoticesthatlotofnewspapersarecollectedastrashanddecidestousethemeffectively.Severalpiecesofnewspapersweretakenandsubmergedinwaterforaday.Athickpasteofpaperwascreatedbypoundingit.Thewetpastewasspreadonwiremeshfixedtoanoldframe.Oncethewaterdrainedout,thelayerofpastefromtheframewasremovedandkeptintheSununtilitdriedlikeapaper.Inwhatwaysdidtheprocessensureeffectivedisposalofgarbage?(a)Theprocessdidrecycletomakeanewobject.(b)Theprocessdidrecycletomakethesameobject.(c)Theprocessdecreasedthewastageofitemsthatdonotrot.(d)Theprocessconvertednoncompostablewasteintocompostablewaste.CorrectAnswer:Option(b)LOB:Outlinepossiblemeansofdealingwithaspecifictypeofwaste(Plastics),inconnectionwithcomposting,reuse,recycle,reduceetc1)Whichoftheseisthebestwaytodealwiththewasteofplasticbags?(a)Theycanbeburned.(b)Theycanberecycled.(c)Theycanbedisposedintodrains.(d)Theycanbeburiedintothesoil.CorrectAnswer:Option(b)2)Thetablelistssomepossiblewaystominimisetheoveruseofplastics.
Whichoftheseways,iffollowedwillhelpreducetheoveruseofplastics?(a)1and4(b)2and4(c)3,2,and1(d)4,1,and2CorrectAnswer:Option(a)
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Activity Design,buildandtestyourownlandfill
Materialsrequired
Clearplastictubwithabout1inchofsandinthebottom,clayorsiltysoilfromyourbackyard,sand,gravel,15cottonballs,watercolour,onebowl,stripsofplasticgarbagebags(tosimulategeosyntheticsusedinlandfills),toothpicks,straws,popsiclesticks,waterbottle.
Procedure1) Prepareatubwithabottomsandlayertoserveasalandscape
uponwhichtobuildalandfill(seeFigure1).Setupatownusingsmallhouses(orothermaterials)torepresentapopulationusingthegroundwater(fordrinking,cooking,cleaning,gardening,recreation,etc.).
2) Preparethe"garbage"bymixingcottonballs,watercolourandwater.(seeFigure1).
3) Createamodelofalandfillthatcanholdmoregarbage.
4) Preparelandfillwithabottomgravellayertoserveasastrongbasestructure.
5) Addaplasticlinertopreventcontamination.6) Fillthelandfillwithgarbage(whichyouprepared).
Suggested Teacher Resources
Activity 1
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7) Buildatopcapforthelandfillwithclaytocoverit.8) Now,create"rainstorms"bypouringwateronthemodel
landfills,shaketheboxtotestlandfillagainstearthquakeerosionetcandcheckforanyseepageorleakageofgarbage.
Let’sthink 1) Didyourlandfillkeepthetownsafe?Whyorwhynot?2) Howmightwedecreasetheamountoftrashthatgetsputin
landfills?3) Whatkindofchallengesarefacedbypeoplewholivenear
landfills?
Activity Bestoutofwaste:CoolBottle
Materialsrequired
2Plasticbottles(1Land1.5L),oldnewspaper,tape,aluminiumfoil,scissors,flatstringorribbon
Procedure1) Wrapfoilona1-literbottle.2) Wrapitinsixlayersofnewspaperforinsulation.3) Cuta1.5-literbottleasshown4) Placethe1-literbottleinthebigbottle.5) Jointhetwohalvesofthebigbottlewithtape.attachastring
tocompletethethermos.
Activity 2
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Let’sthink 1) Whatareotherwaystoreuseplasticbottles?2) Whatcanwedotominimiseoveruseofplasticstodealwith
garbage?
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