21.08.20 science g6cbseacademic.nic.in/web_material/term/6science.pdf · science behind the...

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.

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

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

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.

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.

SuggestedTeacherResources

Attheendofeachchapter,certainactivitieshavebeensuggestedwhichcanbecarriedoutbytheteacherswithlearnerstoexplainaconcept.Theseareonlysamplesandteacherscanuse,adapt,aswellas,createactivitiesthataligntoagivenconcept.

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

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

Listedibleanimalproductsinordertounderstandhowwedependonthemforourfood.

Usesobservableproperties,inordertoclassifymaterials,organismsandprocesses:(suchas,materialsassoluble,insoluble,transparent,translucentandopaque;changesascanbereversedandcannotbereversed;plantsasherbs,shrubs,trees,creeper,climbers;componentsofhabitatasbioticandabiotic;motionasrectilinear,circular,periodicetc.)

Categorizeorganismsintoherbivores,carnivores&omnivoresbasedontheirfoodhabitsornutrition

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

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)

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

(b)4(c)5(d)6CorrectAnswer:Option(b)2)Theimageshowsarefrigeratorinwhichsomeingredientsareplaced.

WhichofthefollowingcorrectlydescribesthesourceofingredientsthatarelabelledasA,B,C,DandE?(a)

CorrectAnswer:Optionc

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)

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

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

2. Componentsoffood

QRCode:LearningObjectives:Contentarea/Concepts

LearningObjectives

Nutrientsinourfood

Understandsimplefoodtesttoassessthenutrientpresentinthegivenfoodandexaminetheirimpact

Significanceofvariousnutrients

Explainthefunctionofeachnutrientsinordertodiscussimportanceofnutrientsforgoodhealth.

Balanceddiet Designabalanceddietplaninordertoprovidebodysufficientnutrientsitneedtofunctionproperly.

DeficiencyDisease

Hypothesizeconsequencesofeliminatinganyonemajornutrientsinordertomakeahealthyfoodchoice.

LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomes

Conductssimpleinvestigationsonhis/herowninordertoseekanswerstoqueries:(suchas,whatarethefoodnutrientspresentinanimalfodder?Canallphysicalchangesbereversed?Doesafreelysuspendedmagnetaligninaparticulardirection?)

Explainthefunctionofeachnutrientsinordertodiscusstheimportanceofnutrientsingoodhealth.

Differentiatesmaterialsandorganisms,suchas,fibreandyarn;tapandfibrousroots;electricalconductorsandinsulators;onthebasisoftheirproperties,structureandfunctions

Hypothesizeconsequencesofeliminatinganyonemajor

Applieslearningofscientificconceptsindailylife/reallifesituationsinordertosolve

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.)

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

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.

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)

Activity Examiningfoodlabels

Materialsrequired

Foodlabelsofdifferentfooditems

Procedure Studentswillmakealistofhealthyandunhealthyfood.Writedownwhatmakesafoodhealthyorunhealthy.Distributedifferentpackedfooditemstodifferentgroups.AskStudentstoreadthenutitionalvaluesinthesefooditemsingroupsandrecordtheobservation.

Foodforthought Isthisfoodhealthy?Whatinformationonthelabelmakesyouthinkso?Ifit’sunhealthy,whatkindofdiseasecanitcause?Whyshouldwenotdependontoomanynutritionalsupplements?

Activity 1

Activity Myfooddiary

Procedure Providethistrackertostudentstotracktheirdiet.Studentswilltracktheirmealfor2-3days.Studentswillwritewhattheyateandtickthecolumnsiftheirmealcontainsthefollowing.

Meal WhatIate(foodanddrink)

Grain Vegetables

Fruits Protein Dairy Highfat/sugaryfood

Breakfast

BreadMilk

✔ ✔

Dinner

Let’sthink 1. Inyourfood,theintakeofwhichcomponentwasmore/less?2. Doyouhaveabalanceddiet?Ifnot,whatdoyouneedto

add/removefromyourdiet?

Activity 2

3. FibretoFabricQRCode:LearningObjectives:Contentarea/Concepts

LearningObjectives

Varietyoffabrics Examinevariousfabricsinordertopredictwhattheyaremadeupof.

Fibre ClassifythegivenfabricsasNaturalorSynthetic,basedontheirsource.

Someplantfibresandspinning

Describetheprocessingofcottonandjutefibresintoyarninordertoconcludetherequiredconditionstogrowthem.

Yarntofabric Explainvariousprocessesofmakingyarnfromfibresinordertocreatethefabric.

Historyofclothingmaterial

Outlinethehistoryoftextileindustryinourcountry

LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomesExaminevariousfabricsinordertopredictwhattheyaremadeupof.

ClassifythegivenfabricsasNaturalorSynthetic,basedontheirsource.

Describetheprocessingofcottonandjutefibresintoyarninordertoconcludetherequiredconditionstogrowthem.

Explainvariousprocessesofmakingyarnfromfibresinordertocreatethefabric.

Explainsprocessesandphenomenon,e.g.,processingofplantfibres;movementsinplantsandanimals;formationofshadows;reflectionoflightfromplanemirror;variationsincompositionofair;preparationofvermicompost,etc.

Outlinethehistoryoftextileindustryinourcountry

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

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)

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)

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)

Activity 1

Let’sthink 1. Whatmakesfabricsdifferent?2. Whichfabricsarethestrongest?3. Whydocertainpartsofyourclothes,suchasthekneesof

pantsortheelbowsofshirts,wearfasterthanotherparts?4. Whichfabriclastedthelongestbetweenthefirstsignsofwear

andthebreakthroughpoint?5. Whichfabricqualitiesdoyouthinkarethemostimportantfor

thedurabilityofthefabric?(Forexample,thetypeoffibreinthethread,strengthofthethread,typeortightnessoftheweave.)

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

Let’sthink Whatcharacteristicsoffibreswouldyouevaluateifyouareshoppingforsummers?(Strength,permeability,absorbency)?Whenwouldyoupreferthecharacteristicstrengthoverabsorbencyofafabric?Whatelsewouldyouliketoknowabouttheclothyouwear?

4.SortingmaterialsintogroupsQRCode:LearningObjectives:Contentarea/Concepts

LearningObjectives

Groupingtheobjects Listtheobjectsaroundusinordertoanalysethematerialstheyaremadeupof.

Planandconductaninvestigationinordertoclassifydifferentkindsofmaterialsbytheirobservableproperties.

Propertiesofmaterials

Observetheappearanceofmaterialsinordertodifferentiatethemonthebasisoflustre

Examinematerialsbycompressingorscratchingtheminordertocategorizethemashardandsoftmaterial

Observethechangeintheshapeofobjectaddedtowaterinordertocategorizethemassolubleandinsolublematerials.

Planandconductaninvestigationforvariousobjects/materialsiftheysinkorfloatinwater

Classifyobjectsintoopaque,transparentandtranslucent

Listtheobjectsaroundusinordertoanalysethematerialstheyaremadeupof.

Identifiesmaterialsandorganisms,suchas,plantfibres,flowers,onthebasisofobservablefeatures,i.e.,appearance,texture,function,aroma,etc.

Examinesandexplainsproperties,structureandfunctionsofmaterialsandorganisms,(suchas,fibreandyarn;tapand

fibrousroots;electricalconductorsandinsulators),inordertodifferentiatethem

Planandconductaninvestigationinordertoclassifydifferentkindsofmaterialsbytheirobservableproperties.

Examinematerialsbycompressingorscratchingtheminordertocategorizethemashardandsoftmaterial

Planandconductaninvestigationforvariousobjects/materialsiftheysinkorfloatinwaterClassifyobjectsintoopaque,transparentandtranslucentPlanandconductaninvestigationinordertoclassifydifferentkindsofmaterialsbytheirobservableproperties.

PlanandconductaninvestigationforvariousobjectstoclassifythembasedonwhethertheobjectsinkorfloatinwaterLOB: Listtheobjectsaroundusinordertoanalysethematerialstheyaremadeupof1)Fromthegivenlist,whichpairofobjectscouldbemadeofboth,plasticandmetalcomponents?A:ToothbrushB:SareeC:SpectaclesD:BucketsE:Fryingpan(a)AandE(b)BandC

Test items

(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

(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

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?

(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)

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

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

Let’sthink 1. Discussthepossibilitytomakeanobjectfromasinglematerialormanydifferenttypeofmaterials?

2. WatchTheInnovatorvideoandaskstudentstothinkaboutthetypesofweatherconditionsandactivitiesinwhichtheymightchoosetowearwool.

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

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

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

(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?

(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)

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)

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

Activity 1

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

6.ChangesaroundusQRCode:LearningObjectives:Contentarea/Concepts

LearningObjectives

Reversibleandirreversiblechanges

Classifieschangesintoreversibleandirreversiblechanges

Makegeneralizationsaboutvarioustypesofchanges

Illustrateexamplesofchangestohighlightthefactorsthatcanbringaboutspecificchanges

Waystobringthechanges

Checktheeffectofvariousfactorsonmaterialswiththehelpofsimpleactivities

Classifieschangesintoreversibleandirreversiblechanges

Makegeneralizationsaboutvarioustypesofchanges

IllustrateexamplesofchangestohighlightthefactorsthatcanbringaboutspecificchangesChecktheeffectofvariousfactorsonmaterialswiththehelpofsimpleactivities

LOB:Classifieschangesintoreversibleandirreversiblechanges1)Whichoptioncorrectlyclassifiesthechangesasreversibleandirreversible?(a)

CorrectAnswer:Option(b)2)Thetableshowssomeactivitiesusingthepaper.

Whichoptionclassifytheactivitiesasreversibleandirreversiblechange?(a)

Test items

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?

(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)

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.

Activity 1

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

7. GettingtoknowplantsQRCode:LearningObjectives:Contentarea/Concepts LearningObjectives

Herbs,shrubsandtrees

Comparethefeaturesofherbs,shrubs&trees,consideringtheirphysicalfeatures/appearance.

Analysethepartsofaplantandtheirfunctioninordertoclassifythemintorootandshootsystem

Creepersandclimbers

Listthecharacteristicsofplantsinordertoclassifythemintocreepersandclimbers

Partsofplant Applyknowledgeofpartsofaplantstodecipherfeaturesofadifferentplant/specimens

Stem Examinestemsofdifferentplantsanddesignactivitiestodemonstratewaterconductionthroughstem(fromroots).

IdentifydifferentpartsofleafRecognizepatternsonleavesofdifferentplantsinordertoclassifythemintoreticulateandparallelvenationsDemonstratetheprocessoftranspirationinordertodescribethefunctionsoftheleaf.Explaintheprocessofphotosynthesisinordertodescribethefunctionsoftheleaf.

Outline/listthefunctionsofrootsinplantswiththehelpofactivitiesComparerootsofdifferentplantsinordertoclassifythemastaprootsandfibrousroots.

Deducetherelationbetweenleafvenationandthetypesofrootsinaplantinordertodeducethetypeofroot

Flower Illustratethestructureofa(typical)flowerwithlabellingatleast6keypartsandelaborateoneachone

AnalysethepartsofaplantandtheirfunctioninordertoclassifythemintorootandshootsystemListthecharacteristicsofplantsinordertoclassifythemintocreepersandclimbersRecognizepatternsonleavesofdifferentplantsinordertoclassifythemintoreticulateandparallelvenationsComparerootsofdifferentplantsinordertoclassifythemastaprootsandfibrousroots.Examinestemsofdifferentplantsanddesignactivitiestodemonstratewaterconductionthroughstem(fromroots).

DeducetherelationbetweenleafvenationandthetypesofrootsinaplantinordertodeducethetypeofrootExaminestemsofdifferentplantsanddesignactivitiestodemonstratewaterconductionthroughstem(fromroots).

Conductssimpleinvestigationstoseekanswerstoqueries,e.g.,whatarethefoodnutrientspresentinanimalfodder?Canallphysicalchangesbereversed?Doesafreelysuspendedmagnetaligninaparticulardirection?Demonstratetheprocessof

transpirationinordertodescribethefunctionsoftheleaf.Explaintheprocessofphotosynthesisinordertodescribethefunctionsoftheleaf.Outline/listthefunctionsofrootsinplantswiththehelpofactivities

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

Outline/listthefunctionsofrootsinplantswiththehelpofactivities

LOB:Comparethefeaturesofherbs,shrubs&trees,consideringtheirphysicalfeatures/appearance.1)Astudentwantstoidentifyashrubinagarden,butheisgettingconfusedbetweenanherbandashrub.Whichcharacteristicsoftheplantwillhelpthestudentidentifytheshrub?(a)Greenstems(b)Hardandthickstems(c)Branchesdevelopedatthebaseofthestem(d)Branchesdevelopedintheupperpartofthestem

Test items

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?

(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.

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

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.

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)

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.

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)

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)

CorrectAnswer:Option(c)LOB:Comparerootsofdifferentplantsinordertoclassifythemastaprootsandfibrousroots.1)Theimageshowstwotypesoftheplantwiththeirrootsystem.

WhichofthefollowingcorrectlydescribesthenameofrootsthatarelabelledasA,B,andC?(a)A-lateralroot,B-taproot,C-fibrousroot

(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)

CorrectAnswer:Option(a)LOB:Deducetherelationbetweenleafvenationandthetypesofrootsinaplantinordertodeducethetypeofroot1)Rishihasasmallplantwithhim.Heobservedthattherootoftheplantwashavingamainrootwithsomesmallerroots.Whattypeoftherootispossessedbythisplantandwhattypeofvenationwilllikelybeobservedinitsleaves?(a)Taproot;Parallelvenation(b)Taproot;Reticulatevenation(c)Fibrousroot;Parallelvenation

(d)Fibrousroot;ReticulatevenationCorrectAnswer:Option(b)2)Thetableshowssomeblankcellsthatneedtobefilledwiththetypeofrootandleafvenationoftherespectiveplants.

WhichofthefollowingcorrectlyrepresentsthelabelsA,B,CandD?(a)

CorrectAnswer:Option(c)

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)

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?

Activity 1

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

8. BodymovementsQRCode:LearningObjectives:Contentarea/Concepts LearningObjectives

Humanbodyanditsmovement

Identifythetypeofjointsinhumanbody&theextentoftheirmotion

CompareandcontrastbetweenbonesindifferentpartsofhumanbodyIdentifythestructureandfunctionofskeletalsystem.Demonstratehowmusclesworkinordertoexplainitsfunctions,

Gaitofanimals

Predicttheclassesthatdifferentorganismsbelongbasedontheirmovement

Comparethecharacteristicsfeaturesofbodymovementsofvariousorganisms

Predictthepossiblereasonsforanimalsshowingdifferentgaits

Identifythetypeofjointsinhumanbody&theextentoftheirmotion

Identifiesmaterialsandorganisms,suchas,plantfibres,flowers,onthebasisofobservablefeatures,i.e.,appearance,texture,function,aroma,etc.

Predicttheclassesthatdifferentorganismsbelongbasedontheirmovement

Usesobservableproperties,inordertoclassifymaterials,organismsandprocesses:(suchas,materialsassoluble,

insoluble,transparent,translucentandopaque;changesascanbereversedandcannotbereversed;plantsasherbs,shrubs,trees,creeper,climbers;componentsofhabitatasbioticandabiotic;motionasrectilinear,circular,periodicetc.)

Comparethecharacteristicsfeaturesofbodymovementsofvariousorganisms

Predictthepossiblereasonsforanimalsshowingdifferentgaits

Compareandcontrastbetweenbonesindifferentpartsofhumanbody

Drawslabelleddiagrams/flowchartsoforganismsandprocessesinordertodemonstrateknowledgeofstructure/processes/relationships:(suchas,partsofflowers;joints;filtration;watercycle,etc.)Identifythestructureandfunctionof

skeletalsystem.

Demonstratehowmusclesworkinordertoexplainitsfunctions,

LOB:Identifythetypeofjointsinhumanbody&theextentoftheirmotion1)Theimageshowsajointfoundattheelbow.

Test items

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.

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.

(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

(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.

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)

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).

Activity 1

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

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?

9.Thelivingorganisms-CharacteristicsandhabitatsQRCode:LearningObjectives:Contentarea/Concepts LearningObjectivesOrganismsandthesurroundingswheretheylive

Summarizethekeyfeaturesoflivingorganismsthatcontributetotheirsurvivalintheirhabitats

Habitantandadaptation

Differentiatebetweenterrestrial&aquatichabitatsbasedonabioticfactors.

Deviseanexperimenttoshowtheimportanceofabioticfactorsforthegrowth&sustenanceoflifeonearth

Identifythefunctionofdifferentphysicalfeaturethatassistinhabitantstosurviveinharshconditions

Ajourneythroughdifferenthabitats

Explorevariousadaptivefeaturesofdifferentorganismsintheirhabitats

Examinetheideathattheabsenceofanyonefeatureorcharacteristicofahabitatmightnotaffecttobalance

Characteristicsoforganisms

Applyknowledgeoflifeprocessesinstudyingaspecimenforsignsoflife

Differentiatebetweenterrestrial&aquatichabitatsbasedonabioticfactors.

Deviseanexperimenttoshowtheimportanceofabioticfactorsforthegrowth&sustenanceoflifeonearth

Differentiatesmaterialsandorganisms,suchas,fibreandyarn;tapandfibrousroots;electricalconductorsandinsulators;onthebasisoftheirproperties,structureandfunctionsIdentifythefunctionof

differentphysicalfeaturethatassistinhabitantstosurviveinharshconditionsExaminetheideathattheabsenceofanyonefeatureorcharacteristicofahabitatmightnotaffecttobalance

Explorevariousadaptivefeaturesofdifferentorganismsintheirhabitats

Explainsprocessesandphenomenainordertorelatetosciencebehindthephenomena/processesanddevelopscientificthinkingskills:(suchas,processingofplantfibres;movementsinplantsandanimals;formationofshadows;reflectionoflightfromplanemirror;variationsincompositionofair;preparationofvermicompost,etc.)

Applyknowledgeoflifeprocessesinstudyingaspecimenforsignsoflife

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)

Test items

CorrectAnswer:Option(c)2)Thetablelistafewabioticcomponentsanditsavailabilityindifferenthabitats.

Whichoftheseabioticcomponentsavailabilityiscorrectlyexplainedinthetable?(a)OnlyLight(b)OnlyGases(c)Bothlightandtemperature(d)BothgasesandtemperatureCorrectAnswer:Option(c)LOB:Deviseanexperimenttoshowtheimportanceofabioticfactorsforthegrowth&sustenanceoflifeonearth1)Theimageshowsaplantitwasleftnearasunnywindowun-attendedforfewweeks.

Whatcanbeconcludedbasedontheobservation?

(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

(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

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)

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.

Activity 1

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?

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

10.MotionandmeasurementofdistancesQRCode:LearningObjectives:Contentarea/Concepts LearningObjectives

StoryoftransportSequencedifferentmodesoftransportfromearliesttothemostrecentinordertosuggestpossiblemodificationoccurringovertheperiodoftime

Measurements

Constructadevicebychoosingappropriatematerialsin-ordertomeasurelengthofgivenobjects

Hypothesizereasonsforutilisation/usageofStandardunitsofmeasurement

Summarizetherulesassociatedwiththemeasurementoflength.

Identifytofindanyerrorsassociatedwithfindingmeasurementsusingstandardmeasurementdevices

Comparethemeasurementoflengthforanobjectusingascientificinstrumentandanascientificinstrumentinordertodifferentiatebetweenstandardandnon-standardunitsofmeasurement

Explainthedistortioninthesizeofcontinentswhenrepresentedonaworldmapinordertoexplaintheeffectofprojectionfroma3Dshapetoa2Dplane

Applyscientificinquirytomeasurethelengthofanobjectinordertoapproximatethelengthofacurvedline

Motion

Distinguishbetweenrestandmotioninordertoclassifyobjectsasinmotionoratrest.

Findoutthesimilaritiesanddifferencesbetweenthetwoobjectsbasedonthetypesofmotion

LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomesComparethemeasurementoflengthforanobjectusingascientificinstrumentandanascientificinstrumentinordertodifferentiatebetweenstandardandnon-standardunitsofmeasurement

Distinguishbetweenrestandmotioninordertoclassifyobjectsasinmotionoratrest.

Identifytofindanyerrorsassociatedwithfindingmeasurementsusingstandardmeasurementdevices

Hypothesizereasonsforutilisation/usageofStandardunitsofmeasurement

Examinesandexplainsprocessesandphenomenoninordertorelatethemwithcauses:(suchas,deficiencydiseaseswithdiet;adaptationsofanimalsandplantswiththeirhabitats;qualityofairwithpollutants,etc.)

Explainthedistortioninthesizeofcontinentswhenrepresentedonaworldmapinordertoexplaintheeffectofprojectionfroma3Dshapetoa2DplaneFindoutthesimilaritiesanddifferencesbetweenthetwoobjectsbasedonthetypesofmotionConstructadevicebychoosingappropriatematerialsin-ordertomeasurelengthofgivenobjects

MeasuresphysicalquantitiesinordertoexpressthemeasurementinSIunits,e.g.,length

Summarizetherulesassociatedwiththemeasurementoflength.Identifytofindanyerrorsassociatedwithfindingmeasurementsusingstandardmeasurementdevices

Comparethemeasurementoflengthforanobjectusingascientificinstrumentandanascientificinstrumentinordertodifferentiatebetweenstandardandnon-standardunitsofmeasurementApplyscientificinquirytomeasurethelengthofanobjectinordertoapproximatethelengthofacurvedline

Sequencedifferentmodesoftransportfromearliesttothemostrecentinordertosuggestpossiblemodificationoccurringovertheperiodoftime

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

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)

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

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)

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)

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)

2)Theimageshowsasphereandcubicalblockonaramp.

Boththeobjectsslidedowntheramp.Whatisthedifferenceinthemotionofthesphereandtheblock?(a)Spherefollowslinearmotionbutblockfollowsrotation(b)Spherefollowsonlyrotationandblockfollowslinearmotion(c)Spherefollowsacombinationofmotionbutblockfollowslinearmotion(d)SpherefollowslinearmotionbutblockfollowscombinationofmotionCorrectAnswer:Option(c)

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?

Activity 1

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

11.Light,shadowsandreflectionsQRCode:LearningObjectives:Contentarea/Concepts LearningObjectives

Transparent,opaqueandtranslucentobjects

Distinguishesobjectsbasedontheemissionoflightbythemandvisibilitythroughthem.

Whatexactlyareshadows?

Concludesthatthereshouldbeasourceoflight,opaqueobjectandasurfaceforshadowstoform.

Evaluatescriteriaforformationofshadowsandmakesjudgmentaboutsituationslike,shadowofanairplaneflyingatahigheraltitudeandshadowofabirdflyingnearertotheground

ApinholecameraRepresentsworkingofapinholecameradiagrammatically

Summarizesthecharacteristicsofimageformedbyapinholecamera

MirrorsandreflectionsMakesconclusionaboutthenatureofreflectionshownbyaplanemirror.Distinguishbetweenshadows&reflections.

LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomesDistinguishesobjectsbasedontheemissionoflightbythemandvisibilitythroughthem.

Distinguishbetweenshadows&reflections.

Concludesthatthereshouldbeasourceoflight,opaqueobjectandasurfaceforshadowstoform.

Explainsprocessesandphenomenainordertorelatetosciencebehindthephenomena/processesanddevelopscientificthinkingskills:(suchas,processingofplantfibres;movementsin

Summarizesthecharacteristicsofimageformedbyapinholecamera

Makesconclusionaboutthenatureofreflectionshownbyaplanemirror.

plantsandanimals;formationofshadows;reflectionoflightfromplanemirror;variationsincompositionofair;preparationofvermicompost,etc.)

Representsworkingofapinholecameradiagrammatically

Makesconclusionaboutthenatureofreflectionshownbyaplanemirror

Evaluatescriteriaforformationofshadowsandmakesjudgmentaboutsituationslike,shadowofanairplaneflyingatahigheraltitudeandshadowofabirdflyingnearertotheground

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

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)

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.

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

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)

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)

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?

Activity 1

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

12.Electricityandcircuits

QRCode:LearningObjectives:Contentarea/Concepts LearningObjectives

Electriccell Describethestructureandfunctionoftheelectriccell

Abulbconnectedtoanelectriccell

Analysetheflowofcurrentinasimpleelectriccircuitwithbattery,bulbandwirestoidentifynecessaryconditiontoensureflowofcurrent.

Anelectriccircuit Distinguishbetweencompleteandincompletecircuitwithawelllabelledfigure

Electricswitch Makeasimpleworkingmodelofanelectricswitchwitheasilyavailablematerials

Electricconductorsandinsulators

Testitemstoclassifythemasconductorandinsulatorinordertoexaminetheroleofconductorsandinsulatorsinday-to-daylife.

Inferwhymetalslikecopperandaluminiumareusedformakingwiresfordomestic&industrialpurposes

Distinguishbetweencompleteandincompletecircuitwithawelllabelledfigure

Testitemstoclassifythemasconductorandinsulatorinordertoexaminetheroleofconductorsandinsulatorsinday-to-daylife.

Describethestructureandfunctionoftheelectriccell

Explainsprocessesandphenomenainordertorelatetosciencebehindthephenomena/processesanddevelopscientificthinkingskills:(suchas,processingofplantfibres;movementsinplantsandanimals;formationofshadows;reflectionoflightfromplanemirror;variationsincompositionofair;preparationofvermicompost,etc.)

Distinguishbetweencompleteandincompletecircuitwithawelllabelledfigure

Drawslabelleddiagrams/flowchartsoforganismsandprocessesinordertodemonstrateknowledgeofstructure/processes/relationships:(suchas,partsofflowers;joints;filtration;watercycle,etc.)

Makeasimpleworkingmodelofanelectricswitchwitheasilyavailablematerials

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

LOB:Analysetheflowofcurrentinasimpleelectriccircuitwithbattery,bulbandwirestoidentifynecessaryconditiontoensureflowofcurrent.1):Theimageshowsaclosedelectriccircuit.

Whichofthesedescribesthecorrectflowofelectricityinanelectriccircuit?(a)Negativeterminalofthebulbthroughthebatteryandbacktothepositiveterminalofthebulb(b)Positiveterminalofthebulbthroughthebatteryandbacktothenegativeterminalofthebulb(c)Negativeterminalofthebatterythroughthebulbandbacktothepositiveterminalofthebattery(d)PositiveterminalofthebatterythroughthebulbandbacktothenegativeterminalofthebatteryCorrectAnswer:Option(d)

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)

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?

(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)

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

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.”

Activity 1

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

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.

13.Funwithmagnets QRCode:LearningObjectives:Contentarea/Concepts LearningObjectives

Magneticandnon-magneticmaterials

Outlinetheeventsresponsibleforthediscoveryofnaturalmagnets.

Classifygivensubstancesasmagnetic&non-magneticbasedontheirabilitytobeattractedbymagnets

Polesofmagnet SuggestanactivitytodeterminethepolesofamagnetFindingdirections Createasetupusingmagnetinordertofindthedirection.

Makeyourownmagnet Makeamagnetinordertodemonstratehowartificialmagnetscanbecreated.

Attractionandrepulsionbetweenmagnets

Analysewhathappenswhentwomagnetsareplacedtogetherinordertoconcludethepropertyofmagnet.

Classifygivensubstancesasmagnetic&nonmagneticbasedontheirabilitytobeattractedbymagnets

Outlinetheeventsresponsibleforthediscoveryofnaturalmagnets.

Conductssimpleinvestigationsonhis/herowninordertoseekanswerstoqueries:(suchas,whatarethefoodnutrientspresentinanimalfodder?Canallphysicalchangesbe

Suggestanactivitytodeterminethepolesofamagnet

Analysewhathappenswhentwomagnetsareplacedtogetherinordertoconcludethepropertyofmagnet.

reversed?Doesafreelysuspendedmagnetaligninaparticulardirection?)

Createadirectionfinderinordertofindthedirection.

Makeamagnetinordertodemonstratehowartificialmagnetscanbecreated.

Createasetupusingmagnetinordertofindthedirection.

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

2)Astudentperformsanactivitytoseparatesomeobjectswithouthandpickingthem.Themixturecontainsafewsubstanceslistedinthetable.

Hebroughtalargepieceofmagnetclosetothemixture.Henoticedthatdrawingpinsandcoinsstucktoitthemagnet.Whichoptioncorrectlyclassifiestheobjectsbasedontheirproperty?(a)

CorrectAnswer:Option(c)LOB:Suggestanactivitytodeterminethepolesofamagnet1)Astudenthasabarmagnetwherethepolesarenotlabelled.Hewantstodeterminethepolesofthemagnet.Whichoptionwouldhelpinidentifyingthepolesofthemagnet?(a)Heatingthepieceofmagnet(b)Rubbingitagainstapieceofiron(c)Takingitclosetoamagneticcompass(d)PlacingithorizontallyaboveapieceofpaperCorrectAnswer:Option(c)

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)

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)

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)

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.

Activity 1

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

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

observablefeatures,i.e.,appearance,texture,function,aroma,etc.

Attributethenaturalcalamitieslikedrought&floodstodisturbanceinwatercycle

Examinesandexplainsprocessesandphenomenoninordertorelatethemwithcauses:(suchas,deficiencydiseaseswithdiet;adaptationsofanimalsandplantswiththeirhabitats;qualityofairwithpollutants,etc.)

Predictwhatwillhappenifraindoesn'thappeninordertoexplainthesignificanceofrain.

Establishtheimportantroleplayedbytrees/plantsinwatercycle

Drawslabelleddiagrams/flowchartsoforganismsandprocessesinordertodemonstrateknowledgeofstructure/processes/relationships:(suchas,partsofflowers;joints;filtration;watercycle,etc.)

Computetheannuallyamountofwaterrequiredperpersonoftheirfamily

Attributenaturalcalamitieslikedrought&floodstothedisturbanceinwatercycleInfertheproblemsthatmayariseduetoheavyrainfallinordertosuggestpossiblemeasuresthatcanbetaken.Predictwhatwillhappenifraindoesn'thappeninordertoexplainthesignificanceofrain.Evaluatetheconsequencesofmismanagementofwaterorexcessiveusageofgroundwater.Infertheproblemsthatmayariseduetoheavyrainfallinordertosuggestpossiblemeasuresthatcanbetaken.

Makeseffortstoapplytodailylifetheunderstandingofenvironmentandstepstoconserveit,inordertocontributetotheprotectionoftheenvironment:(suchas,minimisingwastageoffood,water,electricityandgenerationofwaste;

Evaluatetheconsequencesofmismanagementofwaterorexcessiveusageofgroundwater.

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

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)

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

(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)

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.

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)

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?

Activity 1

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

15.AiraroundusQRCode:LearningObjectives:Contentarea/Concepts LearningObjectives

Conductactivitiesinordertoexaminethepresenceofairaroundus.

ExecuteanimprovisedplantotestthepresenceofCO2,oxygen,watervapour,nitrogen,dustandsmokeinair.DepictthecompositionofairusingpiechartOutlinethecauses&effectsofAirpollution

Availabilityofoxygentoanimalsandplants

Designandinquirytoprovethepresenceofairinwaterandsoilinordertoexplainhowoxygenbecomesavailabletoanimalsandplants.

Howistheoxygenintheatmospherereplaced?

IllustratetheOxygencycleusingwelllabelledfigure

Useofair Evaluatetheimportanceofairforthesustenanceoflifeonearth

LearningObjectivesandLearningOutcomes:LearningObjectives LearningOutcomesConductactivitiesinordertoexaminethepresenceofairaroundus

ExecuteanimprovisedplantotestthepresenceofCO2,oxygen,watervapour,nitrogen,dustandsmokeinairDesignandinquirytoprovethepresenceofairinwaterandsoilinordertoexplainhowoxygenbecomesavailabletoanimalsandplants

Outlinethecauses&effectsofAirpollution

Relatesprocessesandphenomenonwithcauses,e.g.,deficiencydiseaseswithdiet;adaptationsofanimalsandplantswiththeirhabitats;qualityofairwithpollutants,etc.

Designandinquirytoprovethepresenceofairinwaterandsoilinordertoexplainhowoxygenbecomesavailabletoanimalsandplants

DepictthecompositionofairusingpiechartDrawslabelleddiagrams/flowchartsoforganismsandprocessesinordertodemonstrateknowledgeofstructure/processes/relationships:(suchas,partsofflowers;joints;filtration;watercycle,etc.)

IllustratetheOxygencycleusingwelllabelledfigure

Evaluatetheimportanceofairforthesustenanceoflifeonearth

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

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)

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)

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?

CorrectAnswer:Option(d)2)Thediagramshowstheoxygencycle.

Whichoptioncorrectlylabelsthediagram?

(d) CorrectAnswer:Option(c)

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)

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.

Activity 1

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

Let’sthink 1) Writeadescriptionofeachparticle,includingtheapproximatesize,colourandtexture.

2) Wherearetheseparticlescomingfrom?3) Whichparticlesaretheresultofhumanactivity?4) Howcanwepreventandcleanairpollution?

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

Comparedistinguishingfeaturesbetweencompostablewasteandnon-compostablewaste,inconnectionwithpropertiesoftheendproduct

Examinesandexplainsproperties,structureandfunctionsofmaterialsandorganisms,(suchas,fibreandyarn;tapandfibrousroots;electricalconductorsandinsulators),inordertodifferentiatethem

Evaluatethereasonsforlayeringthecompostingpitwithdifferenttypesofmaterials

Relatesprocessesandphenomenonwithcauses,e.g.,deficiencydiseaseswithdiet;adaptationsofanimalsandplantswiththeirhabitats;qualityofairwithpollutants,etc.

Inferreasonsforsuccessorfailureofvermicomposting,consideringstepsinvolvedandresultantproducts,etc.

Discussthewastemanagementsysteminthecommunityinordertoexplaintheprocessofgarbagedisposal.by'SafaiKaramcharis.

Investigatetheirtrashconsumptioninordertoformulatealternativestooffsettrashproductionintheirhousehold.

Designamethodtoensureeffectivedisposalofgarbage,inthecontextofdifferenttypesofwastes,theirproperties,etc.Outlinepossiblemeansofdealingwithaspecifictypeofwaste(Plastics),inconnectionwithcomposting,reuse,recycle,reduceetc

Designs,plans,makesuseofavailableresources,etc.inordertoexhibitcreativity.

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

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)

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)

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)

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).

Activity 1

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

Let’sthink 1) Whatareotherwaystoreuseplasticbottles?2) Whatcanwedotominimiseoveruseofplasticstodealwith

garbage?

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