RevisedScienceMission5-13-07-2024-07-24-48TeacherAssets_TeacherManual_ScienceMission_2024_30032024_044343_Class_5.pdf

Teacher’s Manual for As per...

Teacher’s Manual for As per NCF 2023 Science Mission Mission Revised Edition 5 Teacher’s Manual Class 5 Teacher’s Manual for for Class Science Revised Edition The Revised Edition Science Mission for classes 1-8 is a series of Science books specially created for users to understand scientific concepts in a simple, systematic manner. The series follows the vision of Revised Edition Science Mission NEP 2020 and the curricular goals of NCF 2023, and emphasises experiential learning via discovery- based and play-based activities. The Teacher’s Manual of this series is especially created for the teachers using the Science Mission Mission textbooks. This has been designed as a medium to support the classroom lessons. Salient features of the Teacher’s manual: Expected learning outcomes: Distinct introspection and the ability to comprehend the chapter should be enabled by the students at the end of the chapter. Vocabulary: It helps the students to learn new terminologies. Detailed lesson plan: This is a briefing of the entire chapter. It includes ideas to teach the main concepts covered in the chapter. Mission Class Additional projects, discussions and activities: This helps in continuous and comprehensive learning of the concepts by the students. Worksheets after every chapter will help the teacher to conduct surprise test or assessments to Mukul Sahgal realize the understanding level of the students. Answers to the questions mentioned in the course book have been provided for reference. 5 Mukul Sahgal NCF 21st Century Local Cross Skill-based Life Skills Art Experiential 2023 Skills Knowledge Curricular Learning & Values Integration Learning S CHAND SCHOOL S CHAND SCHOOL BOOKS (An imprint of S Chand Publishing) A Division of S Chand And Company Limited (An ISO 9001 Certified Company) 10SE001608 Website: www.schandpublishing.com Download myStudygear E-mail: [email protected] ` 70.00 app and Scan this QR to access e-Resources Customer care (toll free) No.: 1800-1031926  Curricular Cross nin ed Kn ar as Lo w l e g o Le ill-B ca dg l e Sk 21st Ce nt Skills ury NCF Life Skillss Value & tia l 2023 e n Int A eri ning eg rt ExpLear rati on The National Curriculum Framework for School Education (NCF 2023) envisions an education system which provides high-quality education to all, and thereby making India a global knowledge superpower. Education must develop not only cognitive capacities but also social, ethical, and emotional capacities and dispositions. S Chand books adhere to the essence of the NCF in its resources through Emphasis on Creativity and Holistic education through Focus on regular conceptual critical thinking to cross curricular activities formative assessment understanding encourage logical covering science, maths, for learning rather rather than rote decision-making and social sciences, languages, than the summative learning innovation fine arts, sports, etc. assessment 21st Century Experiential Cross 21st CS Skills EL CC Curricular Learning Critical Life Art Integrated CT Thinking LS Skills AIL Learning  As per NCF 2023 Teacher’s Manual for Science 5 Revised Edition Mission Mukul Sahgal Class Download myStudygear app and Scan this QR to access e-Resources  S CHAND SCHOOL BOOKS (An imprint of S Chand Publishing) A Division of S Chand And Company Limited (An ISO 9001 Certified Company) Head Office : D-92, Sector 2, Noida, Uttar Pradesh-201 301 Phone : 0120-468 2700, e-mail : [email protected] Registered Office : A-27, 2nd Floor, Mohan Co-operative Industrial Estate, New Delhi–110 044 www.schandpublishing.com; e-mail : [email protected] Marketing Offices : Chennai : Ph: 044-2363 2120, [email protected] Guwahati : Ph: 0361-406 6369, [email protected] Hyderabad : Ph: 040-4018 6018, [email protected] Jalandhar : Ph: 0181-464 5630, [email protected] Kolkata : Ph: 033-2335 7458, [email protected] Lucknow : Ph: 0522-400 3633, [email protected] Mumbai : Ph: 022-2500 0297, [email protected] Patna : Ph: 0612-226 0011, [email protected] © S Chand And Company Limited, 2022 All rights reserved. No part of this publication may be reproduced or copied in any material form (including photocopying or storing it in any medium in form of graphics, electronic or mechanical means and whether or not transient or incidental to some other use of this publication) without written permission of the publisher. Any breach of this will entail legal action and prosecution without further notice. Jurisdiction : All disputes with respect to this publication shall be subject to the jurisdiction of the Courts, Tribunals and Forums of New Delhi, India Only. Disclaimer : Maps are not to scale. Representation of maps are for educational reference purposes only. First Published in 2022 This Revised Edition 2024 Code : 10SE001608 Product Code : SCS2SMN056SCIAA24CBY PRINTED IN INDIA By Vikas Publishing House Private Limited, Plot 20/4, Site-IV, Industrial Area Sahibabad, Ghaziabad–201 010 and Published by S Chand And Company Limited, A-27, 2nd Floor, Mohan Co-operative Industrial Estate, New Delhi–110 044.  PREFACE Taking into consideration the ever-growing advancements in the field of education, the concept of teaching goes beyond the conventional chalk and talk method. It evolves into the new-age learning where rote learning is replaced by the concept of activity-based learning and imparting knowledge by experiential learning. The Science Mission series enhances the overall learning experience of a child. Learning science is made fun through numerous experiments, activities, projects, assignments and assessments. This not only proves to be engaging for the students but also helps the teachers to customize teaching and add an innovation to their classes. In the new age of technology; these books bring to you a variety of performance-based assessments that will enable the learners to inculcate knowledge of concepts and provide an insight within. This will help the students to develop a scientific and rational attitude towards the concept and work upon the challenges with zeal and confidence. Holistic development of the students will be successfully achieved by: z Rational approach z Execution of learnt concepts z Developing inquisitiveness z Critical mind set z Research and study beyond the books The Science Mission Teacher’s Manual is tailor-made for the teachers who use the course book. It will serve as a medium to support the classroom lessons and renovate them with activities and tasks mentioned in it. Salient features of the Teacher’s manual z  xpected learning outcomes: Distinct introspection and the ability to comprehend the chapter E should be enabled by the students at the end of the chapter. z Vocabulary: It helps the students to learn new terminologies. z  etailed lesson plan: This is a briefing of the entire chapter. It includes ideas to teach the main D concepts covered in the chapter. z  dditional projects, discussions and activities: This helps in continuous and comprehensive A learning of the concepts by the students. z  orksheets after every chapter will help the teacher to conduct surprise test or assessments to W realize the understanding level of the students. z Answers to the questions mentioned in the course book. z Answers to the worksheet questions.  NCF for School Education The National Curriculum Framework (NCF) for School Education is developed based on the vision of the NEP 2020. The NCF aims to promote holistic development by emphasising 21st century skills along with academic knowledge. The NCF for Foundational and Preparatory Stages focus on flexible, multilevel, play/ activity-based learning. The Science Mission series has been created with the purpose that learning should be fun. Competencies are the applied skills and knowledge that enable learners to successfully lead their life and perform the work required by them in daily life. Learning Outcomes (LOs) are an integral part of Competency Based Education (CBE). LOs are general statements that tell us what a student can accomplish after having learnt a given topic/concept. Thus, LOs are an extremely important tool for students and teachers alike. The LOs mentioned in the beginning of each chapter in this Teacher’s Book are completely mapped to the syllabus requirements. Teachers need to use them as a tool for improving education and not as a means of simply completing a topic. The power verbs of LOs are also underlined in the detailed lesson plans to help the teachers to achieve this goal. Some more NEP/NCF features with example pages Relating Science to Our Daily Life TOPIC TEXTBOOK PAGES Increase in crop productivity 8 We should not waste food 17 Advantages of yoga to keep our body fit and healthy 36 Following safety measures like wearing helmet, avoiding loud sound and 48 prolonged exposure to sun Cleanliness, Hygiene and Exercise 58 Conservation of fossil fuels and minerals 90 Physical and chemical changes 103 Safety habits while using machines 115 Looking after the bicycle 119 Uses of air pressure in daily life 136 Purifying drinking water 140 Working of water purifier 143 Ways to save water 144 Need to manage waste 158 Life Skills TOPICS PAGES Structure of seeds we eat 16-18 Movable and immovable joints 31-33 Studying X-ray image of bones 40 Causes and effects of soil erosion 75-77 Studying the fossils in sedimentary rocks 85-86 Solutions and solubility 100-102 Machines we use Chapter-10 Light travels in a straight line 121 Shadows 123-125 Eclipses 125-127 Properties of air 133-135 Basic principles of rocket sciences 149-150 Segregating waste around us- biodegradable & non-biodegradable wastes 157-158 Cross Curricular Links TOPICS PAGES Soil Erosion and conservation (Geography) Chapter-7 Rocks and their types (Geography) 83-87 Atmosphere (Geography) 131-132 Composition of air (Geography) 133 Natural calamities (Geography) Chapter-15 Art Integration SKILLS TOPICS PAGES Speech/ performing art Class discussion 39 Art and craft Using plastic clay to make model of human brain 52 Speech/ performing art Class discussion 73 Art and craft Making a fossil using clay and plaster of paris 86 Speech/ performing art Class discussion 143 Experiential Learning FEATURED ACTIVITIES SKILLS PAGES Studying the structure of beans & wheat seeds Indoor activity/ observation based 18 Studying the conditions necessary for germination of seeds Indoor activity/ observation based 20 Studying the seeds on the basis of number of cotyledons Observation based 26 Understanding the movement in all the movable joints in our body Application /observation based 32 Locating the parts of skull bones for movement Observation/ analysis based 33 Finding out about the skeleton of different organisms Research based 39 Looking at X-ray images to locate the bones and joints Research/ curiosity based 40 Finding out the child’s vaccination card Curiosity based 62 Conducting a safety inspection of the school Research based 73 Showing that bare soil erodes faster than the one with plant cover Outdoor activity/ observation based 77 Understanding the power of ice to cause cracks Activity/ observation based 82 Breaking the pieces of granite stone Activity/ observation based 93 Understanding how atoms combine to form molecules Observation/ inference based 99 Showing that substances dissolve quickly when stirred Indoor activity/ observation based 100 Showing that oil is miscible with water Observation/ analysis based 102 Showing that screw is inclined plane wrapped over a pole Observation/ reasoning based 114 Identifying the load, fulcrum and effort in different objects and Identification/ classification based 118 classifying them into different classes of lever Checking if we see a candle flame by a bent plastic tube or only by a Activity/ observation based 121 straight plastic tube Understanding the formation of shadow Activity/ observation based 124 Understanding the variation in size of shadow with varying distance Activity/ observation & analysis 124 between light source and object based Studying the picture to look at the shadow and telling the time of Curiosity based 125 the day Finding out about dark and light shadows Observation/ research based 130 Showing that air has weight Indoor activity/ observation based 134 Showing that air exerts pressure Indoor activity/ observation based 135 Separating salt from a mixture of salt and water Activity/ observation based 139 Studying the phases of the moon Activity/ observation based 155 Showing that biodegradable waste rot in soil while plastic does not Observation/ analysis based 158 Making your own recycled paper Activity/ application based 166 Making a model of volcano Activity/ observation based 171 Finding out & classifying the Indian cities into different seismic zones Research based 178  Application of Bloom’s Taxonomy in achieving the Learning Outcomes (LOs) ASSESSMENT QUESTIONS IN LEVEL ACTION VERBS SAMPLE QUESTIONS FROM THE TEXTBOOK TEXTBOOK PAGES Remembering List, recite, define, name, Name the male and female part of the flower. 13, 25, 38, 39, 51, 61, 72, 81, 92, 107, Memorization, recognition or recall match, quote, recall, identify, (Pg 13) 118, 129, 143, 154, 165, 177 of facts recognize, label What is pollination? (Pg 13) Understating Compare, contrast, How does a Bryophyllum plant reproduce? (Pg 13) 13, 25, 38, 50, 51, 61, 72, 81, 93, 106, Demonstrating, understanding demonstrate, outline, explain, What is the difference between runners and 118, 129, 143, 154, 165, 177 of ideas by organising, giving rephrase, translate, summarize suckers? (Pg 13) description and organising main ideas. Applying Calculate, predict, apply, solve, How does a study of sedimentary rocks help 13, 25, 38, 50, 51, 61, 73, 81, 93, 106, Correct use of facts, rules, or idea. illustrate, use, demonstrate, scientists to find out about the earth millions of 118, 129, 143, 154, 165, 178 determine, model years ago? (Pg 93) When is a shadow formed? (Pg 129) Evaluating Choose, support, relate, Why is a good weather forecasting system 13, 25, 38, 50, 72, 73, 81, 93, 118, 129, Judging the value or worth determine, defend, judge, important for reducing the damage due to 143, 154, 165, 177, 178 of information or ideas. Presenting compare, value, contrast, floods? (Pg 177) and defending opinions about argue, prove, importance, An earthquake of intensity 4 is 10 times more information, validity of ideas etc. criteria, , assess, justify, powerful than an earthquake of intensity 3. And influence, estimate, disprove, an earthquake of intensity 3 is 10 times more influence, perceive, grade, powerful than one of intensity 2. This is how deduct the Richter scale works. How many times more powerful is an earthquake of intensity 5 than one of intensity 1? (Pg 178) Creating Design, formulate, build, invent, Make a list of 10 elements and compounds that 51, 62, 67, 86, 98, 107, 171 Combining parts to make a new create, compose, develop, are used at home. Also write their uses. (Pg 107) whole. Combining elements generate, derive, modify, in a new pattern or proposing alternative solutions. Creating Classify, outline, break down, Name the three groups into which rocks are 25, 39, 50, 51, 72, 81, 92, 106, 118, Breaking down information categorise, analyse, diagram, divided. (Pg 92) 129, 143, 154, 165, 178 into component parts. Making illustrate What are the different classes of levers? Give inferences and finding evidence two examples of each. (Pg 118) to support generalisation. COMPETENCY-BASED QUESTIONS TEXTBOOK PAGES 26, 39, 51, 62, 73, 81, 93, 107, 118, 129, 143, 154, 165, 178  Teacher's Book Chapter Walkthrough Chapter How Do Plants 1 Make their Food? Expected Learning Outcomes: Mapped to LEARNING OUTCOMES No. of periods: 10 the NCERT LOs, suggested number of periods After studying this chapter the students will be able to: required to achieve the LOs is also mentioned z Explain the process of photosynthesis z Recognize some unusual plants z Describe the structure of leaves z Comprehend about parasitic and z Identify the storehouses of food insectivorous plants z Understand interdependence of plants and animals WORDS TO KNOW Words to Know : Important word-meanings of z z Gnaw: Bite something continuously Lap: Short and quick movement of tongue to take liquid up in the mouth the chapters z Chlorophyll: Green pigment present in leaves z Venation: The arrangement of veins in a leaf z Stomata: Tiny openings or pores on leaves z Photosynthesis: The process by which leaves prepare food using water and minerals from the Previous Knowledge: Meant for the teacher to soil and carbon dioxide from the air in the presence of sunlight and chlorophyll z Phyllotaxy: The arrangement of leaves on the stem of a plant PREVIOUS KNOWLEDGE Discuss in the classroom the points given here to check children’s previous knowledge. Based on the revisit the concepts studied in earlier classes. curriculum guidelines, they should have the general knowledge about the following: z Root and shoot of a plant Functions of root, stem and leaves Preparation : A class activity aided by discussion z z Flowers, fruits and seeds PREPARATION Bring a potted plant in the class and let the students to observe its different parts. Ask them what for the formal introduction of the chapter different parts are called. Ask them questions like: z What is root and shoot? z What is the function of root, stem and leaves? z How do plants breathe? evergreen trees. Make students understand why we find coconut trees near coastal areas and how 15 dispersal of their seeds is carried by water. Plants in marshy areas Activities: Teacher guided discussions to Activity Show students pictures of mangrove trees and Rhizophora. Ask them to find out the difference in the facilitate group discussions, interactivity, plants found in the marshy land with the other terrestrial plants. Ask them to guess why the plants in these areas have roots that grow out of the soil. Tell them that plants in marshy areas have breathing collaborative ideas in the classroom roots that help them to breathe air in wet and clayey soil. Tell them some other examples of such plants. Other supplementary activities: Worksheet : Extra activities to get a further Mangroves Rhizophora Avicennia Additional questions OTHER SUPPLEMENTARY ACTIVITIES understanding of the concepts 1. Collect pictures of different types of aquatic plants and make collage on a chart paper. 2. Visit a nursery and ask the gardener to show you some plants that require less water for their growth and some which require more water for their growth. 3. Collect pictures of some of the desert plants and paste it in your scrap book. Write two lines about Life Skills: To motivate the the adaptations in these plants that help them to survive in such area. 4. Ask your parents to plan a trip to coastal area or hilly area if possible. Observe different types of students for learning and plants that grow there. How these are different from plants growing in other areas. Collect their pictures and write all the information about these plants in your notebook. understanding the concept Life Skills Students can be motivated to – WORKSHEET z Respect nature for making everything adaptable according to the environment. 1. State True or False z Get inspiration from the plants for being flexible in thoughts and actions based on the changes in time. a) Sunlight is essential for the process of photosynthesis. z Adjust even in extreme conditions. b) Chlorophyll is present in the roots of a plant. z Become open–minded towards all situations in life. c) Photosynthesis is used to click photos of a plant. d) Humans can also do photosynthesis. e) Leaves may have different shapes. 2. Fill in the blanks. a) Green ____________ are the kitchen or food factories of plants. 24 b) ____________ has needle shaped leaves. ANSWERS TO TEXTBOOK QUESTIONS c) The leaf is attached to stem with the help of a stalk known as ____________. Objective Questions A. Give two examples of the following. d) Leaves of ____________ are used as medicines. 1. Carrot, Turnip 2. Onion, Celery 3. Broccoli, Cauliflower e) ____________ solution is used to test the presence of starch. 4. Cuscuta, Dodder 5. Pitcher plant, Sundew 6. Monkey, Parrot B. Choose the correct option. 3. Give examples of the following. 1. c 2. c 3. a 4. a 5. c C. Fill in the blanks. a) Name two insectivorous plants. 1. lamina 2. starch 3. stomata 4. spines 5. pitcher plant b) Name two unusual plants. D. Match the following. 1. d 2. e 3. a 4. c 5. b c) Name a parasitic plant. E. Write T for True statements or F for False statements. d) Name a partial parasitic plant. 1. True 2. False 3. True 4. False 5. False e) Name a plant with an unusual colour of leaves. Theoretical Questions A. Answer the following questions in brief. 4. Circle the odd one out. State the reason for your selection. 1. Plants do not move. Plants cannot wander in search of food. Thus, they make their own food. Leaves a) Carbon dioxide b) Midrib Oxygen Stem Chlorophyll Leaf lamina Roots Vein make food for the whole plant. 2. The process by which leaves prepare food using water, carbon dioxide, chlorophyll in the presence of sunlight is called photosynthesis. Answers: To help in c) Sunlight Flower Fruit Leaves 3. Midrib is a thin tube that runs from the base to the tip of the leaf. It transports water and minerals to all parts of a leaf through side veins. evaluation d) Cactus Mushroom Croton Pitcher 4. Plant parts that store food: Roots: Carrot, turnip Seeds: Peas, green beans 5. Insectivorous plants are green plants that are able to make their own food but they grow in soil that e) Pitcher Cabbage Venus Flytrap Sundew lack nutrients (minerals). These plants trap insects, kill them, digest and absorb nutrition (minerals) from their bodies. B. Answer the following questions in detail. 1. During the process of photosynthesis, food is prepared in the form of sugar. Oxygen is given out. Chlorophyll Water + Carbon dioxide Sugar + Oxygen Sunlight 2. Three things for which animals depend on plants: Animals depend on plants for food and oxygen. Many animals such as monkeys and koala live on trees. Three things for which plants depend on animals: Plants depend on animals for carbon dioxide, nutrients and seed dispersal. ANSWERS TO WORKSHEET 1. a) True b) False c) False d) False e) True 2. a) leaves b) Pine c) petiole d) Basil/Mint e) Iodine 3. a) Pitcher plant, Venus Flytrap b) Cactus, Mushroom c) Cuscuta plant 19d) Mistletoe plant e) Croton plant 4. a) Roots – Roots are not involved in the process of photosynthesis while carbon dioxide, oxygen and chlorophyll are essentials for the process of photosynthesis. b) Stem – Stem is not the part of a leaf whereas others are. c) Sunlight – Sunlight is not the part of a leaf whereas others are. d) Pitcher – Pitcher plant is insectivorous while others are not. e) Cabbage – Cabbage is a vegetable while others are examples of insectivorous plants. 18  CONTENTS 1. Reproduction in Plants 13 2. Seed Germination and Dispersal 19 3. Skeletal and Muscular System 25 4. Nervous System 33 5. Health, Disease and Hygiene 40 6. Safety and First Aid 49 7. Soil Erosion and Conservation 54 8. Rocks and Minerals 59 9. Solids, Liquids and Gases 64 10. Machines We Use 70 11. Light and Shadows 76 12. Air and Water 83 13. Earth and Its Satellites 88 14. Our Environment 93 15. Natural Calamities 99  COMPREHENSIVE LESSON PLAN Periods Chapter Learning Outcomes Digital Support Allocated 1. Reproduction in 10 z  ew plants grow from stem, root, N z R  eproduction in Plants leaves, cones plants z Reproduction in flowering plants z Parts of a flower z Fruit formation 2. Seed 8 z Structures of seeds z G  ermination of Germination z Types of seeds seeds and Dispersal z Germination from seeds z Seed dispersal z Seed dispersal z Different dispersal agents 3. Skeletal and 10 z S keletal system and its functions z Skeletal system Muscular z Parts of the skeleton z S tructure and System z Structure of a bone functions of joints z Joints z M  uscles and z Muscular system and its functions movements z Different types of muscles 4. Nervous System 8 z The nervous system z Nervous system z Different organs of the nervous z C  ommunication system among sense z Reflex action organs and the z Sense organs and how to take care nervous system of them 5. Health, Disease 7 z Diseases and their types z C  ommunicable and Hygiene z Causes of diseases (germs) diseases z Spread of communicable diseases z Prevention of spread of communicable diseases z Personal hygiene z N  on-communicable diseases 6. Safety and First 7 z  irst aid for minor cuts, scratches, F z First aid Aid nose bleeds, sprains, fractures and burns z Fire-fighting z Treatment of animal bites and poisoning z First aid for fainting 7. Soil Erosion and 8 z Soil formation – revision z S oil erosion and Conservation z Erosion of soil due to water, wind its prevention and human activities z Soil conservation in plains, hill slopes, near rivers z Afforestation 8. Rocks and 8 z  hat rocks are made up of W z Types of rocks Minerals z Types of rocks – igneous, z R  ocks and sedimentary, metamorphic minerals z Minerals – metallic and non-metallic z C oal and z Coal and petroleum petroleum 9. Solids, Liquids 9 z Molecules and atoms z  atter and its M and Gases z Element and compounds states z Solubility of solids, liquids and z E  xperiment with gases in water water z Physical and chemical changes 10. Machines We 9 z  achines and their role in our M z S imple machines: Use daily life inclined plane, z Classification of machines – screw, wedge and simple and complex machines axle z Simple machines – lever, pulley, z S imple machines: wheel and axle, inclined plane, pulley and lever wedge and screw z Complex machines z Safety habits while using simple machines 11. Light and 7 z Light and its properties z Light and Shadow Shadows z Types of objects z Formation of z Natural shadows (Solar eclipse, shadow lunar eclipse) z Formation of eclipses 12. Air and Water 8 z  tmosphere and its importance A z Atmosphere z Composition of air z W  ater purification z Properties of air z Separating impurities from water z Purifying drinking water 13. Earth and Its 9 z Structure of the earth z  oon and its M Satellites z The moon – its surface, phases, phases effect on tides z Artificial satellites z Space travel 14. Our 6 z  nvironment, waste and its E z A  n introduction Environment types (Biodegradable and non- to garbage biodegradable waste) z Waste disposal z Need of waste management z G arbage to z How to control waste? (Recycling manure biodegradable and non- z Managing waste biodegradable waste) 15. Natural 6 z  arthquakes – measuring them E z Earthquake Calamities and safety measures z Cyclones z Types of volcanoes z Cyclones and floods z Tsunami z Drought  Chapter 1 Reproduction in Plants LEARNING OUTCOMES No. of periods: 10 After studying this chapter, the students will be able to: z Explain how new plants grow from stem, root, leaves, cones z Outline the reproduction process in flowering plants z List the parts of a flower z Explain the formation of fruit WORDS TO KNOW z Propagation: Production of new plant from parent plants z Node: A slightly swollen part of a plant stem from which one or more leaves emerge z Tuber: A swollen part which bears several nodes or eyes z Suckers: Underground stem that run parallel to the ground z Stamen: Male part of a flower z Pistil: Female part of a flower PREVIOUS KNOWLEDGE Discuss in the classroom the points given here to check children’s previous knowledge. Based on the curriculum guidelines, they should have the general knowledge about the following: z Root, stem and their functions z Flowers, fruits and seeds z Buds turn into flowers z Flowers turn into fruits z Fruits have seeds PREPARATION Start the discussion over plants. Ask how many of them have plants at their home and how they have planted them? Explain them the plants reproduce through seeds or through other parts such as root, stem and leaf. Show them pictures of the plants that grow by vegetative reproduction method. 13 Vegetative propagation Activity Show them pictures of various natural methods of vegetative propagation like plants from roots, leaves, underground stems, runners, suckers and cones. Explain them the difference between the runners and suckers by showing them the mint plant and plant of grass. Encourage students to grow a potato plant in their home and to observe how it grows. VEGETATIVE PROPAGATION IN PLANTS Through vegetative Natural parts methods Underground Roots Leaves Runners Suckers Cones Stems Ex: Carrot, Ex: Bryophyllum, Ex: Potato, Ex: Mint Ex: Fir, Ex: Strawberry dahlia Kalanchoe Onion plant cedar NEP E  xperiential learning through outdoor activity: The teacher can ask the students to visit with their parents to a nearby vegetable market, observe the vegetables there & identify edible leaves, stems & roots. Advantages and disadvantages of vegetative propagation Discuss with the students the various advantages and disadvantages of vegetative propagation. Parts of a flower Activity One day prior to the class inform the students that some of them need to bring hibiscus flowers. Form small groups with the students. Ask each group to separate the flower into different parts. Draw each part of the flower one by one on the board and name them accordingly. Ask the students to repeat the terms used while naming each part of the flower. The flower consists of many different parts. Some of the important parts being separated into both male and female parts. Parts of a flower Sepals Petals Stamen Carpel (Pistil) 1. Outer most layer 1. Brightly coloured (male part) (female part) (usually green in colour) 2. Attracts insects 2. Protect the inner parts for pollination Anther Filament Ovary Style Stigma 14  Mnemonic: Male or female plant part Stamen men denotes the male part of the flower Pistil L denotes lady or female part of the flower NEP E  xperiential learning through indoor activity: The teacher can bring a rose flower. Ask the students to come in groups of 5-7 and calculate the number of petals and sepals associated with rose. Also show them a picture of dissected rose flower alongside and ask them to identify the male and female parts of flower. Reproduction in flowering plants Pollination and fertilisation Select a hibiscus or a lily flower. Take a clean glass slide and touch it gently to the stamens of the flower. The yellowish material that sticks to the slide are the pollen grains. Place a cover slip on the slide and observe the pollens under low power (10X) lens of microscope. The transfer of pollen grains from anther to stigma of a flower is called pollination. The process by which the male gamete unites with the egg cell is called fertilisation. In most plants, the fruit begins to form only after the egg cells have fertilised. After fertilisation, the ovary begins to grow in size. The outer wall of the ovary becomes thick and forms the fruit. The petals and the stamens mostly dry and fall off. Once the seeds inside the ovary have fully developed, the fruit ripens. The seeds inside the fruit produce new plants. NEP A  rt Integration: The teacher can ask the students to collect & paste pictures of some ornamental flowers in their scrapbook. OTHER SUPPLEMENTARY ACTIVITIES 1. Visit a nearby nursery, discuss with the gardener the various methods used by them for growing different plants. 2. Try to grow a plant using any of the natural method of vegetative propagation. 3. Collect pictures of some plants that are grown by tissue culture and paste them in your scrap book. 4. Observe the stages of fruit formation in flowering plants like tomato or pumpkin and write a report on it. 15 Life Skills: Students can be motivated to - z Grow more and more plants using different methods z Understand the importance of vegetative propagation z  ppreciate various techniques developed by human beings for the growth of new plants like – A grafting, tissue culture, layering etc. z Admire the beauty of flowers. z Gratitude to the work of nature and animals in pollinating flowers. 16  WORKSHEET Name:............................................................... Class:......................... Date:........................... 1. Unscramble the words: a) ALTEP b) THERAN c) LLOPEN d) PAELS e) EBRUT 2. Fill in the blanks: a) _____________ is a swollen part which bears several nodes or eyes. b) _____________ is the most attractive and colourful part of the plant. c) Flower contains _____________ organs of plants. d) Sepal consists of small, green coloured _____________. e) When pollen grains from the anther of a flower are transferred to the stigma of the same flower. It is called _____________. 3. Guess the word. a) Green coloured leaf like structures of a flower _____________ b) Bright coloured, scented part of a flower _____________ c) Male reproductive part of a flower _____________ d) A small sac like, bilobed structure present at the tip of the filament _____________ e) The female reproductive part of the flower which contains ovary, style and stigma __________ Remarks Teacher’s signature 17 ANSWERS TO TEXTBOOK QUESTIONS Objective Questions A. Choose the correct option. 1. c 2. a 3. c 4. b 5. a B. Fill in the blanks. 1. Root 2. Bulb 3. Pistil 4. Pollination 5. Fruit, seeds C. Write T for True statements or F for False statements. 1. F 2. F 3. T 4. F 5. T D. Match the following. 1. d 2. e 3. b 4. a 5. c Theoretical Questions A. Answer the following questions in brief. 1.  Growth of new plants from vegetative parts is known as vegetative propagation. Root, stem and leaf are called vegetative parts. 2. Bryophyllum is a common example of a plant which produces new plants from its leaves. Tiny buds grow in the margin of the parent leaf. After sometime, they fall off on the ground and grow into new plants. Each bud can give rise to a new baby plant. 3. A runner is a stem that grows horizontally above the ground. Strawberry and grass are examples of runners. The tip end of the runner can produce buds that develop into new plants.  Suckers are underground stems that run parallel to the ground below the surface for some distance and then turn upward to produce a new plant. Mint plants are the suckers. 4. An anther contains many fine, powdery particles called pollen grains. These fine grains play a vital role in plant reproduction as they contain male reproductive cells. 5. The stamen is the male part of the flower. The pistil is the female part of the flower. 6. The pollen grains of one flower are transferred to the female part of the same flower or another flower. This is called pollination. B. Answer the following questions in detail. New plants Eye 1. In a potato new plants are grown form the tubers. Tuber is a swollen part which bears several nodes (eyes). Each eye give rise to new plants. 2. The important parts of a flower are sepals, petals, stamen and pistil.  Sepals look like green leaves at the bottom of the flower. They protect the bud. In most flowers, petals are brightly coloured. They make the flowers look beautiful. They help to attract insects for pollination.  The stamen is the male part of the flower. It is made up of a thin stalk called the filament with a bag- like head called the anther. The anther contains the pollen grains. The pistil is the female part of the flower. It consists of three parts: l A swollen base called the ovary. The ovary contains small structures called ovules. l A stalk arises from the ovary and is called the style. l The style ends at the stigma at the top. ANSWERS TO WORKSHEET 1. a) PETAL b) ANTHER c) POLLEN d) SEPAL e) TUBER 2. a) Tuber b) Flower c) Reproductive d) Leaves e) Self-pollination 3. a) sepals b) petal c) stamen d) anther e) pistil 18  Chapter Seed Germination 2 and Dispersal LEARNING OUTCOMES No. of periods: 8 After studying this chapter, the students will be able to: z Outline the structure of different seeds z Classify the seeds into different types and explain them z Demonstrate the germination process in seeds z Explain the process of seed dispersal z List the agents of dispersal of seeds WORDS TO KNOW z Radicle: Part of a plant embryo that develops into the primary root z Plumule: Rudimentary shoot of an embryo plant z Germination: The process by which a plant grows from a seed z Cotyledons: Fleshy seed leaves which store food for the embryo z Abiotic: Not derived from living organisms z Biotic: Relating to or resulting from living organisms z Adaptation: A feature providing some improved function to a plant or an animal z Stones: Hard coverings of seeds of fruits such as mango z Pips: Small hard seeds inside fruits such as apple and orange z Pods: Elongated seed vessels of leguminous plants such as pea PREVIOUS KNOWLEDGE Discuss in the classroom the points given here to check children’s previous knowledge. Based on the curriculum guidelines, they should have the general knowledge about the following: z Most of the plants bear flowers. z Fruits have seeds. z Flowers develop into fruits. PREPARATION Show samples and pictures of a variety of seeds, to explore the different types of seeds, discusses where they come from and how they are produced by the plant. Motivate students to talk about the types of seeds we eat, used for cooking, and for growing new plants. 19 Structure of seeds and types of seeds Activity Help the students understand the structure of the seed and know the function of seed parts by helping them to dissect a seed and classify it as monocotyledonous or dicotyledonous. Tell the students to bring kidney beans and corn from home and soak them in water a day before dissecting them. Point out the hilum in the kidney bean seed and then carefully remove its seed coat and split the seed into two halves, to expose the two cotyledons. Explain that this is where the seed stores the food that is used for growth until it gets its own leaves and begins to make its own food. Point out the embryo, which looks like a tiny mass near the edge of one of the cotyledons and ask the students to study it using a hand lens. Finally, instruct the students to separate the embryo from the cotyledon. Point out the delicate embryonic leaves and roots. Similarly, ask the students to carefully remove the seed coat of the corn seed. Tell them to then press the endosperm to separate the cotyledon and the new embry. Seed Coat Cotyledon Young plant Plumule (Embryo) Radicle Plumule Position Hilum of embryo Cotyledons Radicle Structure of a dicot seed Position of embryo in monocot seeds After conducting these activities, review the following key concepts: z Seeds consist of a seed coat, embryo, and cotyledon/s. z The embryo contained in the seed will develop into a new plant, which will eventually grow into a mature plant. z Many common plants grow from seeds, including the plants that produce the fruits, vegetables, and grains. NEP 2  1st Century skills: The teacher can ask the students to explore internet and find out about the plants which do not have any cotyledon in their seeds. Germination Activity Spread a layer of cotton on a tray, pull it to fray it slightly, and dampen it with water until it is evenly damp. Place a few kidney bean seeds on the cotton, spaced 1 to 2 inches apart. Ask the students to keep the tray on a sunny window sill and to ensure that the cotton is always damp. 20 Explain that the seeds need water, air and warmth to germinate. The students will notice that in 2-3 days some of the beans start to sprout a small root, and 2-3 days later they start to grow a shoot. This is known as germination. After another 4-5 days, a network of roots grows out of the main root, and a sturdy stem grows straight upwards. The shrivelled husk of the bean skins fall off and the leaves open up. Explain how the roots always grow downwards due to gravity. In fact, even if the seed is planted upside down, the roots will turn themselves downwards. The stem, or shoot, will go upwards in search of sunlight and air. Most seeds germinate between 25-30°C, but some need cooler or warmer temperatures. Germination time varies depending on the seed type. Some can take between five days to 2-3 weeks to germinate. Also explain that all seeds will not germinate, but about 70% of them do. NEP L ife Skills and values: The teacher can ask the students to work in groups and make sprouted beans for salad and share it with everyone during lunch time. Dispersal of seeds and agents of dispersal Explain that seed dispersal is the movement of seeds away from the parent plant. Since plants cannot move to disperse their seeds, they need help. Challenge students to think about why seed dispersal is vital to the survival of a plant species, and discuss how the size, shape, weight, and dispersal strategies of seeds affect the distance they travel. Make the students watch videos on seed dispersal. Activity In this activity, the students can be made to explore the different methods through which seeds disperse. Provide material such as wax paper, tissue paper, string, Velcro, small feathers, cotton, sponge, balloons, and glue. Divide the class into four groups, and assign one method of seed dispersal to each group. Ask them to build a seed based on the dispersal method assigned to them. Provide one Styrofoam ball per group, which will be the basic seed that the groups will have to adapt, using any one or more of the materials provided to them. Ask each group to present their seed design to the class and explain the special features which they have provided to their seeds that will allow them to successfully disperse. NEP E  xperiential learning through outdoor activity: The teacher can take the students to the school garden & ask them to observe how different seeds are transported and where they are present in the plant. Agriculture and cropping Explain to the students that agriculture involves growing plants and rearing animals for food. Emphasise that agriculture is essential for providing the nutrition we need from food, which comes from both plants and animals. Define the term "crop" as a large number of plants grown at the same place for food and other purposes. Introduce students to different types of crops, focusing on food crops such as wheat, rice, 21 pulses, and oilseeds. Explain that crops are classified according to the season in which they are grown, highlighting the two main seasons for cultivating crops in India: the kharif and rabi seasons. Provide examples of kharif crops (e.g., paddy, maize, soybean) and rabi crops (e.g., wheat, gram, mustard). Activity Engage students in interactive learning activities to reinforce the concepts taught. For example, conduct a role-play activity where students act out each step of the agricultural process, from preparing the soil to harvesting the crop. This hands-on approach will help students understand the practical aspects of agriculture and cropping. OTHER SUPPLEMENTARY ACTIVITIES 1. List out all the concepts and terms taught during the lesson on the blackboard. Ask the student to make mind maps using all the terms listed on the board. Guide the students in connecting the terms with the concepts. 2. Ask students to sprout whole lentils at home and use these sprouted lentils to make a salad for their school tiffin. Explain that germination is a method of food enrichment, and can be used to increase the protein content of the food at no extra cost. 3. Ask the students to collect seeds of plants using different methods of seed dispersal and paste them on a chart paper. Ask them to name the special features of each seed which helps them to successfully disperse. The teacher can evaluate and grade the charts and display some of them in class. 4. Students can be encouraged to grow a seasonal flowering plant from a seed in a pot, at their home or at school, and observe the different stages of the plant over a period of time. Life Skills Students can be motivated to – z Value the seeds that we eat for our nourishments and the oil that comes from them. Seeds such as beans, peanuts, peas, sunflower seeds, walnuts, cashews, the wheat used in making bread, sesame seeds and so on. z Admire nature for the scientific methods of seed dispersal. z Thank farmers for growing the food we eat, and for growing the food that feeds the animals that we eat. Most of the food which farmers grow starts out as a small seed. 22  WORKSHEET Name:............................................................... Class:......................... Date:........................... 1. Label the different parts of the seed. 2. Which method of seed dispersal is shown in the pictures? 3. State True or False. a) Wind, water and animals are some main agents of seed dispersal. _________ b) Explosion is one of the types of seed dispersal. ________ c) The process by which a plant grows from a seed is called germination. _________ d) All the seeds produced by plants give rise to new plants. __________ e) Seeds of a plant are scattered over large distances by the method of seed dormancy. _______ Remarks Teacher’s signature 23 ANSWERS TO TEXTBOOK QUESTIONS Objective Questions A. Give two examples each of the following. 1. Peanuts, Pulses 2. Wheat, Bajra 3. Mango, Gram 4. Wind, Water 5. Blackberry, Cherry B. Choose the correct option. 1. a 2. d 3. a 4. a 5. b C. Fill in the blanks. 1. Embryo 2. Seed coat 3. Oxygen 4. Spongy 5. Hairy D. Write T for True statements or F for False statements. 1. F 2. T 3. F 4. T 5. T E. Draw lines to match each type of seed to its agent of dispersal. 1. Apple – Animals 2. Guava – Animals 3. Datura – Animals 4. Lotus – Water 5. Burdock – Animals 6. Pea – Explosion 7. Coconut – Water 8. Dandelion – Wind 9. Balsam – Explosion 10. Ladyfinger – Explosion 11. Orange – Animals 12. Sycamore – Wind Theoretical Questions A. Answer the following questions in brief. 1. Cotyledons are the fleshy parts or leaves of a seed, store food for the growing embryo inside the seed. 2. The process by which a seed grows into a new plant is called germination. 3. The food stored in cotyledons is consumed by the baby plant, while growing. So, as the shoot of the baby plant grows, its cotyledons shrink and fall off. 4. a. The scattering of seeds away from the parent plant is called seed dispersal. b. Seed dispersal is important because it helps seeds avoid growing too close together, so they have enough space, sunlight, and water. 5. The seeds and fruits of some plants that grow in water or near it are dispersed by water. Thick fiber coat of a coconut and spongy part of a lotus make them float far off places in water. B. Answer the following questions in detail. 1. The process of germination: (i) The life cycle of a bean plant begins with a seed. (ii) When the seed receives the required amount of water, air and warmth, baby plant begins to grow and forms the seedling. (iii) The seedling grows and becomes a mature plant. (iv) A mature plant bears flowers and shows developed leaves. (v) The flower develops into a fruit with seeds. 2. Seeds are dispersed by wind in the following ways: (i) S  ome seeds are very small and light. They are blown away easily by the wind. Example: Orchid seeds. (ii) Some seeds have hairs on them, which carry them far away in the wind. Example: Dandelion and cotton seeds. (iii) Some seeds have wings attached to them, which help them float in the air. Example: Sycamore and maple seeds. ANSWERS TO WORKSHEET 2. By Wind By Bird By Water By Exploding By Animal 3. a) True b) True c) True d) False e) False 24  Chapter Skeletal and 3 Muscular System LEARNING OUTCOMES No. of periods: 10 After studying this chapter, the students will be able to: z Explain about skeletal system and its functions z Elucidate the structure of a bone z List and explain different parts of the skeletal system z Define what is joint and categorize it into two types- movable and immovable joints z Explain the structure and working of the muscular system z List the different types of muscles WORDS TO KNOW z Organ: Self-contained part of an organism having a specific vital function z Fuse: Join z Socket: A hollow into which something fits z Jaw: Bony structures forming framework of mouth and containing teeth z Tendons: Strong fibres that attach muscles with bones z Cardiac: Related to the heart z Slouching: Action of standing, moving, or sitting in a lazy, drooping way z Hunching: Action of raising shoulders and bending the top body forwards z Slumping: The action of sitting, leaning or falling heavily PREVIOUS KNOWLEDGE Discuss in the classroom the points given here to check children’s previous knowledge. Based on the curriculum guidelines, they should have the general knowledge about the following: z Bones and muscles are important parts of our body. z They help us to move around. PREPARATION Describe to the students how our body has many levels of organization---cells make up body tissues, and tissues make up organs. Organs work together to carry out processes that keep us alive. Organs 25 which carry out specific functions together make up organ systems. For instance, the organs which make up the skeletal system work together to give support to our body. Explain that animals are classified as vertebrates and invertebrates based on the presence or absence of the vertebral column. Skeletal system and its functions Explain that the skeletal system consists of 206 bones which Skull give shape and support to the body, protect internal organs, and help in movement. Vertebra Shoulder Ribcage Sternum SKELETAL SYSTEM Humerus Ribs Spine Pelvis Radius Ulna functions Femur Knee Gives shape Protects internal Helps to move Tibia and support organs body parts Fibula The human skeletal system Activity Have the students imagine what the shape of our body would be like if there are no bones in it. Ask whether we would be able to walk, sit, stand or lift things in the absence of support from the skeletal system. Discuss whether organs such as our brain and heart would be safe without bones to protect them. Let the students use their imagination to draw the shape of their bodies without bones. Structure of bones Describe the structure of the bone and cartilage. Explain that bones contain blood vessels and nerves. Activity You will need used toilet paper roll tubes and sponge to demonstrate the structure of a bone. Explain to the students that bones have spongy marrow inside them. Fill sponge, which represents the marrow, inside the empty toilet paper tube, which represents the bone. Demonstrate how the marrow makes a bone strong by comparing it to the empty tube. Next, demonstrate how calcium helps to make bones strong. Take some boiled and dried chicken bones. Let the students take turns to feel the chicken bones with their fingers to know that they are firm and strong. Now put half these bones in a jar of vinegar, explaining that vinegar dissolves calcium. Let the other half remain outside. After a week, compare the bones that were kept in vinegar 26 to the bones that were not. The bones kept in vinegar will feel stretchy because the calcium that made the bone tissue strong has been removed from them by the vinegar. These activities help to explain that bones contain spongy bone marrow inside them though they are hard from outside, and that they are made up of calcium. Parts of the skeletal system SKELETAL SYSTEM Skull Backbone Ribs Limbs Protects brain Forms spine Protects lungs and heart Forelimbs Hindlimbs 22 bones 33 vertebrae 12 pairs of ribs Arms Legs 1 Sternum Femur Humerus Tibia Radius and Ulna Fibula Activity Arrange a visit to the biology lab and explain the structure and function of the different parts of the skeleton---skull, backbone, ribs and limbs--while pointing each out on a model of the skeletal system. Ask the students to observe the shapes and sizes of all the bones. Point out that of the 206 bones in our body, nearly half of them are in our hands, ankles and feet. Make the students watch a video to understand how the skull, backbone and ribcage protect the brain, spinal cord and the heart and lungs respectively. Joints JOINTS Immovable Movable Skull Breastbone- Hinge Ball and Socket Pivot Gliding Ribcage Movement in Maximum Up-down, Allows bend, one direction movement in all sideways twist turn directions Elbows, Shoulder and Spine-Head Wrist, ankles, knees, fingers hip backbones 27 Activity Describe movable joints such as the hinge joint, ball and socket joint, pivot joint and gliding joint, and demonstrate the different types of movements facilitated by each. Let the students move their elbows, knees and fingers and note the forward and backward movement of the hinge joint. Now ask them to observe the movement of the other joints and then have the students discuss the difference in the movement of the hinge joint and other joints. Now explain the immovable joints -- those of the skull and the joint between the ribcage and the breastbone. Point these out on a model of the skeleton system. NEP E  xperiential learning through outdoor activity: The teacher can take the students to school assembly ground and ask them to stand, sit, bend & move their shoulders, turn their neck, wrists. Also ask them to observe which joints help them in doing the bending, twisting & turning movements. Muscular system Explain that bones in our body can only move with the help of muscles, which are made of soft and stretchy bands of tissues. Each muscle produces a particular movement of our body. Muscles work by only pulling on a bone as they cannot push. Explain the structure and functions of voluntary, involuntary and striped muscles. MUSCLES Voluntary/Striped Involuntary/Smooth Cardiac/Striped Have stripes Do not have stripes Have stripes Hand, arm, leg Stomach, intestine Heart Activity Let the students make a model of their arm muscles. Divide the students into groups and give each group two cardboard strips cut to the size of their upper arm and forearm, a stapler, tape and two elastic strips. Let the students follow the given instructions: z  ake two cardboard strips which are cut to the size of the upper arm and forearm respectively. T Tape the two strips together end to end so that the strips bend like a joint on the taped side. One strip represents the upper arm and the other represents the lower arm, while the taped joint represents the elbow. z  taple one end of each elastic strip to the top ends of the ‘upper arm’ on opposite sides. Staple the S other end of the elastic strips to the top ends of the ‘lower arm’ in the same way. z  end the ‘arm’ at the ‘elbow,’ and ask the students to observe what happens to the elastics. The B elastic on the inner side will become shorter, or “contract,” while the outer elastic stretches out, or “relaxes.” 28 Explain that the inner elastic is like the biceps muscle and the outer elastic is like the triceps. One relaxes as the other contracts. Also focus on the smaller muscles groups, like those found in the face. Ask the students to make sad, happy, surprised or scared expressions and note the way the muscles in their faces contract and move. Also talk about the muscles in the tongue by asking the students to stick out their tongue and move it around. NEP E  xperiential learning through indoor activity: The teacher can ask the students to grip a glass filled with water tightly with one hand. Then students are asked to observe whether they feel their wrist and forearm muscles getting tight while gripping the glass or not. Healthy bones and muscles/Posture Explain how exercise, proper nutrition and good posture are the key factors in maintaining healthy bones and muscles. NEP L ocal Knowledge: The teacher can ask the students to observe different food items at their home and identify the ones that makes bones strong & healthy. OTHER SUPPLEMENTARY ACTIVITIES 1. Let the students list out the names of the bones, joints and muscles they have learnt about, under separate headings. Ask them to mention the location of each. This will help them to memorise the names and help them to revise the lesson. 2. Have the students research the meaning, causes and cure of rickets. 3. Have the students compare human bones to bird bones, and research and identify the differences between them. Let them come prepared with research material to discuss in class how bones of birds are adapted to be lighter to enable birds to fly. 4. The muscles in our body require regular exercise to stay healthy. Students should understand the importance of physical activity as a way to maintain strength and flexibility. Have the students create their own exercise programs, including yoga, cardio activities, flexibility exercises and muscular strength exercises. Let them choose 3-4 exercises and explain how each benefits the muscular system. Life Skills: Students can be motivated to – z Admire the precision with which the bones and muscles work. z Be grateful for the musculoskeletal system for providing support and facilitating the movement of our body in different ways. z Value the skeletal and muscular systems and strive to keep them healthy and flexible by exercising and eating a nutritious diet. z Maintain a good posture. 29  WORKSHEET Name:............................................................... Class:......................... Date:........................... 1. Give one word for the following statements. a) A place where two or more bones meet ___________ b) A system that gives shape to the body ___________ c) These joints are found in the knee and elbow ___________ d) These joints are found in the hip and shoulder ___________ e) These connect bones to muscles ___________ 2. Choose the correct answer and fill in the blanks. a) The bone present on the extreme back of our body is known as _____________. b) The ___________ is the bone, which covers and protects the brain. c) The bony cage present in the chest region is called the _____________. d) A ___________ is a region in the human body where two or more bones meet. e) ___________ are soft tissue present in the human body. 3. Match the following. Column A Column B Hinge joint joint between first and second vertebrae Gliding joint shoulder joint Pivot joint soft tissues Ball and socket joint elbow joint Muscles joints between vertebrae 4. Identify the types of muscles. a) Muscles whose movements can be controlled by us. It is present in arms, legs, hands and feet. b) Muscles whose movements cannot be controlled by us and they work on their own. c) Types of muscles found in organs that enable functions such as digestion. d) Types of muscles present inside the walls of the heart. 5. Unscramble the words. a) INTJOS b) CSLESMU Remarks Teacher’s signature 30 ANSWERS TO TEXTBOOK QUESTIONS Objective Questions A. Give two examples of the following. 1. Humerus, Radius 2. Tibia, Fibula 3. Hinge joint, Pivot joint 4. Milk, Fish 5. Meat, Eggs B. Choose the correct option. 1. d 2. d 3. a 4. b 5. c C. Fill in the blanks. 1. floating 2. hinge 3. marrow 4. ligaments 5. tendons D. Write T for True statements or F for False statements. 1. False 2. True 3. True 4. False 5. False 6. True E. Match the following. 1. d 2. c 3. b 4. e 5. a Theoretical Questions A. Answer the following questions in brief. 1. The human body has a framework known as skeleton or the skeletal system. The human skeleton consists of the following main parts- skull, ribs, backbone and limbs. 2. (i) The skeletal system gives shape and support to the body so that we can stand erect. (ii) It protects the vital internal organs of our body such as brain, heart, lungs and spinal cord. (iii) Bones along with muscles help us to move our body parts. 3. The meeting point of bones is called a joint. 4. (i) The joints that allow movement of joining bones are called movable joints. For example, hinge, gliding, pivot and ball and socket joints are the movable joints. (ii) The joints that do not allow movement of joining bones are called immovable joints. For example, joints in the skull. 5. (i) Muscles work by only pulling on a bone — they cannot push. (ii)  Muscles work in pairs by contracting and stretching. Therefore, at least two separate muscles are needed to move a joint. 6. For the health of the skeletal system, posture or the way we sit or stand, is important. Bad posture creates problems in the spine and other parts of the skeletal system. B. Answer the following questions in detail. 1. There are three kinds of muscles in the body – skeletal, smooth and cardiac muscles.  Skeletal Muscles: These muscles are attached to the bones. These muscles have stripes on them and they are voluntary muscles. We can move them when we want. Smooth Muscles: These muscles do not have stripes on them. These muscles are involuntary in nature. They work on their own. Cardiac Muscles: These muscles are present in the heart. They are striped muscles and are involuntary in nature. They cause the heart to pump blood all over the body. 2. a.  The spine: It forms the central supporting rod for the skeleton and helps to stand straight. It is hollow from the centre and encloses the delicate spinal cord which contains nerves and blood vessels. It allows you to bend and twist the back. b. The ribs: The ribcage protects the heart and the lungs. c. The skull: Skull protects the eyes, inner part of the ear, nose and mouth. It gives a characteristic shape to our face.