182920131-Traveller-G4-Teacher Companion Book-Science-Part1-B

WorldTr Latest Edition a ve lle rSeries Class 4 Part Module B Science



ŽŶƚĞŶƚƐʹ WĂƌƚϭ ^ĞĐƚŝŽŶEŽͬ͘EĂŵĞ ^ƵďͲƐĞĐƚŝŽŶ ^ƵďͲƐĞĐƚŝŽŶEĂŵĞ WŐ͘EŽ͘ 1 IMAX Textbook Features In Part 1A /ʹ ZĞŵĞŵďĞƌŝŶŐĂŶĚhŶĚĞƌƐƚĂŶĚŝŶŐ 2 IMAX Workbook Features In Part 1A (To be read and understood before the 3 IMAX Curriculum Framework In Part 1A first teaching day and to be revisited 4 IMAX Teacher Companion Book Features In Part 1A during the PSO1) 5 Transactional Tips In Part 1A 6 Bloom's Taxonomy in IMAX Class In Part 1A 7 Annual Plan – Teaching and Assessments 2 //ʹ ƉƉůŝĐĂƚŝŽŶ 8 Annual Planning Tool In Part 1A (To be planned and worked out before 9 Term Test/Unit Test Patterns In Part 1A the academic year starts) 10 Mid-Year/Annual Assessment Patterns In Part 1A 11 Teaching Aids List (For Planning) In Part 1A ///ʹ ,͘K͘d͘^͗͘ ƌĞĂƚŝŶŐĂZŽĐŬƐƚĂƌůĂƐƐ 12a Day-wise Lesson Plan – Learning Outcomes Page 5 (Together, with IMAX inputs and your 12b Day-wise Lesson Plan – Content Page unique approach and implementation 12c Day-wise Lesson Plan – Reflection Page style, let us create a rockstar classroom) 13 End-of-Term Reflection In Part 1C /sʹ dĞĂĐŚĞƌZĞĨĞƌĞŶĐĞ 14a Teacher Reference for Textbook 27 14b Teacher Reference for Workbook (Hints/suggestions for the teacher to refer while answering textbook/workbook questions) sʹ ƉƉĞŶĚŝĐĞƐ 15 How to be a Rockstar Teacher 41 (Additional reading resources) 16 Blackboard Information Organising Tips (Graphic In Part 1A Organisers)

Section II – Application Usage Tip: To be planned and worked out before the academic year starts Sub‐Sections: 7. Annual Plan – Teaching and Assessments  8. Annual Planning Tool (In Part 1A) 9. Term Test/Unit Test Patterns (In Part 1A) 10. Mid‐Year/Annual Assessment Patterns (In Part 1A) 11. Teaching Aids List (For Planning)  (In Part 1A) Page 1

07. Annual Plan – Teaching and Assessments  (Page 1 of 2)  Page 2

07. Annual Plan – Teaching and Assessments  (Page 2 of 2)  Page 3

Section III – H.O.T.S.* ‐ Creating a Rockstar Class Usage Tip: Together, with IMAX inputs and your unique approach and  implementation style, let us create a rockstar classroom Sub‐Sections: 12. Day‐wise Lesson Plan a. Day‐wise Lesson Plan – Learning  Outcomes Page b. Day‐wise Lesson Plan – Content Page c. Day‐wise Lesson Plan – Reflection Page 13. End‐of‐Term Reflection (In Part 1C) *Building Higher Order Teaching Skills to drive Higher Order Thinking Skills in the  learners!! Page 4

Allocated Teaching Days 6 Speed up/Slow down Plan Lesson 4: Adaptations in Animals Day No. Planned Summary of Day’s Plan Prior knowledge needed (for the learners): Date Day 1 TB: Pg. 21 – I Think, The need and reasons   animal behaviour Day 2, 3, 4 for adaptation in animals   birds WB: Pg. 14 – R  common insects Day 5 TB: Pgs. 22–25 – Adaptations of animals  Day 6 according to their habitats, Be Amazed   DDeessiirreedd  LLeeaarrnniinngg  OOuutcommeess ffoorr  tthhee  LLeessssoonn WB: Pgs. 14–17 – R, U, A R U TB: Pgs. 25, 26 – Adaptations of animals  according to their food habits • Give examples of • Discuss the need for WB: Pg. 14 – R TB: Pgs. 26, 27 – Care for animals, Connect  adaptations of animals: on adaptation in animals to the Dots, A Note to Parent land and in water WB: Pgs. 17, 18 – A, H • Give examples of survive in their different herbivores, carnivores and habitats omnivores A H • List the reasons for • Develop empathy, love adaptation in animals: on land, in the air and water and concern for animals • Relate the modification of body parts in various animals to their food habits Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) 6 glasses, water (Day 2) 2) IMAX Workbook 2) Swimming paddle, tray, water (Day 4) 3) Chart sheet, drawing material (Day 6) Page 5

Day 1 / 6 Day  Annual Day:  1  8   / 35 Actual Date: Progress Class Outcome(s) Duration: 1 min  Define habitats and adaptations  Discuss the need for adaptation in animals to survive in  their habitats New Words: features, adapt, habitat Transactional Tip(s)      Duration: 25 min Brainstorming (10 min): • Collate learners’ responses about the similarities and  differences between an elephant and a fish on the  blackboard using a Venn diagram.  Chunking (15 min): • Let a learner volunteer to read the ‘I Think’ question.  • Introduce the concept of ‘adaptation’. Break down the  definition of adaptation on the blackboard into three  chunks simplifying the terms features, behaviour and  habitat.  • Elaborate on the need for adaptations in animals to  survive.  Class Pulse Check                      Duration:  3   m   i n     1) Give one reason for adaptations in animals.  Duration: 1 min CW – HW 1) WB: R – Pg. 14, Q. 3 Page 6

Day 2 / 6 Day  Annual Day:  1  9   / 35 Actual Date: Progress Class Outcome(s) Duration: 1 min  Name the animals that live in groups and the ones that  do not  Discuss the reasons for animals to live in groups or alone New Words: herd, flock  Transactional Tip(s)      Duration: 25 min Activity Method: • Keep a heavy bundle of textbooks on a table. Let a learner  volunteer to lift the bundle. Then, ask 5 learners to divide the  bundle into 5 equal parts and lift a bundle each. Ask them  what the difference was. Explain that being in a group makes  specific tasks easier.  • Take two glasses filled with water. Give one glass to a  learner. Then pour the water from the other glass into 4  other glasses such that you have 5 glasses with equal  amounts of water. Give these glasses to 5 learners. Ask them  for the difference between the first and the second case.  Explain that being in a group needs a distribution of  resources.  • Relate to the reasons for animals living in groups or alone.  Class Pulse Check                      Duration:  1    m   i n     1) Name an animal that lives in groups. (TB, Pg. 22) 2) Name an animal that likes to live alone. Duration: 3 min CW 1) WB: U – Pg. 15,  HW 1) WB: A – Pg. 16, Q. 16 Q. 12  Page 7

Day 3 / 6 Day  Annual Day:  2  0   / 35 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 8  Describe the adaptations of animals that help in  protection from harsh weather  Discuss the importance of wings, tails, shells, spines, type  of ears, etc. in animals New Words: shells, spines, streamlined, prey, aquatic Transactional Tip(s)      Duration: 25 min Interactive Discussion: • Ask learners what they do to protect themselves from  the heat, cold, rain, wind, etc.  • Use learners’ responses to arrive at the need of animals  to protect themselves from the harsh weather.  • Introduce the terms ‘hibernation’ and ‘migration’ and  elaborate how these help animals to survive extreme  weather.  • With the help of a tip chart illustrate the structural  adaptations of animals (padded feet, wings, tails, shells,  spines, the position of ears) on the blackboard.    Class Pulse Check                      Duration:  2   m   i n     1) What is the difference between migration and hibernation? 2) Name an animal that has spines as an adaptation for  protection. Duration: 2 min CW 1) Ask learners to collect  HW 1) WB: U – Pg. 15, Q. 8–11 pictures of animals  mentioned in the TB, Pgs.  22–24 2) WB: U – Pg. 15, Q. 13 3) WB: A – Pg. 16, Q. 14, 15, 17

Day 4 / 6 Day  Annual Day:  2  1   / 35 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 9  Discuss the adaptations of aquatic animals New Words: streamlined, fins, gills, webbed  Transactional Tip(s)      Duration: 27 min Demonstration:  • With the active involvement of learners, demonstrate how a  streamlined body can help in the movement across any medium.  With your arms stretched open, try to cross the learners standing  close together. Now, joining your hands stretch them in front  (streamlined manner) and do the same. Let learners stand close  together. Spread out your arms and try to cross them. Then,  keeping the hands pointed towards in a streamlined fashion move  across the learners. Let a few learners do the activity. Conclude by  relating to the body shape of fish.  • Using a swimming a paddle and a tray filled with water,  demonstrate how paddle makes swimming easier. Connect this  with the webbed feet of frogs, ducks, etc.  • Discuss the ‘Be Amazed’ section. Explain how chameleons change  their colour to protect themselves. Class Pulse Check                      Duration:  1   m   i n     1) Give an example of adaptation seen in aquatic animals.  (TB, Pg. 24) Duration: 1 min CW 1) WB: R – Pg. 14,         H  W 1) WB: R – Pg. 14, Q. 1 Q. 7 2) WB: A – Pg. 17, Q. 18

Day 5 / 6 Day  Annual Day:  2  2   / 35 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 10  Categorise the animals according to food habits  Describe herbivores, carnivores and omnivores  Relate modification of body parts in various animals to  their food habits  New Words: herbivore, carnivore, omnivore, trunk, jaws  Transactional Tip(s)      Duration: 22 min Guided Learning (10 min): • Ask learners to name five animals and list them on the  blackboard. Include animals with different eating habits  in the list. Using learners’ responses, categorise the  animals based on their food habits (plant‐eating, flesh‐ eating and those that eat both) and note them on the  blackboard using a Venn diagram.  Chunking (12 min): • Write the terms ‘herbivore’, ‘carnivore’ and ‘omnivore  on the blackboard. Break the words into two parts and  write the meaning of each part.  • Elaborate on the different adaptations of herbivores,  carnivores and omnivores.  Class Pulse Check                      Duration:  2   m   i n     1) What do we call animals that only eat plants? (TB, Pg. 25) 2) Give an example of an omnivorous bird. (TB, Pg. 26) Duration: 5 min CW – HW 1) WB: R – Pg. 14, Q. 2, 4,  5, 6

Day 6 / 6 Day  Annual Day:  2  3   / 35 Actual Date: Progress Class Outcome(s) Duration: 1 min  Develop empathy and concern towards animals   Relate the current topic to other subjects taught New Words: leather, zoo Transactional Tip(s)      Duration: 15 min Demonstration: • Make a simple poster that shows the ways to take care of  the animals around us. Let learners observe and give  their inputs.  • Once you complete the poster, display it in the  classroom.  Class Pulse Check                      Duration:  1    m   i n     1) How do you take care of your pet animal? Duration: 3 min CW 1) WB: H – Pg. 18,  HW Q. 20 1) WB: A – Pg. 17, Q. 19 Page 11

Day 6 / 6 Day  Annual Day:  2  3    /  35 Actual Date: Progress Transactional Tip(s)       Duration: 10 min Guided Learning: • Demonstrate on the blackboard how to write a sentence  using the first word given in the ‘English Fun’ section. • Let them write one sentence using the second word. Let  them do the third word as a homework. • Read aloud the ‘Maths Fun’ question. Recall the concept  of rounding off to the nearest tens. Let learners count  the animals given in the picture. Help them round the  number off to the nearest ten and write it in the space  given.  Class Pulse Check Duration: – – Duration: – CW 1) TB: Pg. 27, English  HW – Fun, Q. 3 Page 12 2) TB: Pg. 27, ANTP

My Reflections Progress Passbook 6 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by  ___ days OR Slow down by  ___ days   Academic Coordinator’s Signature: Page 13

Inside the Lab – A Allocated Teaching Days 2 Speed up/Slow down Plan Day No. Planned  Summary of Day’s Plan Desired Learning Outcomes for the Lesson Date Activity: Inside the Lab – A1 Day 1 Activity A1  • Categorise the food items based on their nutrients Day 2 Activity A2  Activity: Inside the Lab – A2 • Make a model of the human digestive system Lesson Preparation Notes IMAX Resources Prior knowledge needed (for the learners): IMAX Textbook  components of food Other Resources  human digestive system Activity: A1 Five sheets of paper, pictures of different types of food items, sticky  notes Activity: A2 Cardboard, brown paper, tubes or rubber pipes of six different sizes  (refer to the given picture), markers, stickers, adhesive materials  (glue or tape), an empty soft drink can, a plastic bottle (refer to the  picture), an empty juice tetra pack and an empty toothpaste tube Page 14

Day 1 / 2 Day  Annual Day:  2  4   / 35 Actual Date: Progress Class Outcome(s) Duration: 1 min  Categorise the food items based on their nutrients New Words: – Transactional Tip(s)      Duration: 29 min Inside Lab: • Ask learners about the different components of food that  they have learnt. Note them on the blackboard.  • Conduct Activity A1 according to the instructions given  on pg. 28 of the textbook.  • Once the groups complete the activity, check for the  correctness of the list and rectify if required.  Class Pulse Check                      Duration:  –            – Duration: – CW – HW – Page 15

Day 2 / 2 Day  Annual Day:  2  5   / 35 Actual Date: Progress Class Outcome(s) Duration: 1 min  Make a model of the human digestive system New Words: fuel, tape, tetra pack Transactional Tip(s)      Duration: 28 min Inside Lab:  • Recall the concept of the human digestive system and its  organs.  • Check whether all the material as given in the ‘You will  need’ section is ready for the activity.  • Conduct the Activity A2 according to the instructions  given on pgs. 28, 29 of the textbook.  Class Pulse Check                      Duration:  1   m   i n     1) Name the parts of the digestive system that look like a  tube. Duration: – CW – HW – Page 16

My Reflections Progress Passbook 2 What went well while performing these activities? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next Inside the Lab? Planned days for these activities Actual days taken for these activities Extra days taken for the current activities(if  any) Total extra days taken till these activities (if  any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by  ___ days OR Slow down by  ___ days   Academic Coordinator’s Signature: Page 17

Lesson 5: Adaptations in Plants Allocated Teaching Days 5 Speed up/Slow down Plan Day No. Planned  Summary of Day’s Plan Prior knowledge needed (for the learners): Date Day 1 TB: Pgs. 30, 31 – I Think, The need for   parts of plants Day 2, 3 adaptation in plants  functions of the plant parts Day 4 WB: Pg. 19 – R Day 5 DDeessiirreedd  LLeeaarrnniinngg  OOuutcommeess ffoorr  tthhee  LLeessssoonn TB: Pgs. 31, 32 – Adaptations of land plants  R U WB: Pgs. 19–21 – R, U, A • Give examples of plant  • Discuss the need for  TB: Pgs. 32, 33 – Adaptations of water plants,  Be Amazed  adaptations on land, water,  adaptation in plants to  WB: Pgs. 19–21 – R, U, A  TB: Pgs. 34, 35 – Connect the Dots, A Note to  in deserts and hilly areas survive in their habitat Parent • Draw pictures of various  WB: Pgs. 22, 23 – H adaptations in plants A H • List reasons for  • Develop a scrapbook on  adaptations of plants on  land, water, in deserts and  adaptations in different  hilly areas plants  Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Adaptations: role‐play script,  2) IMAX Workbook 3 plant placards (Day 3) Page 18 2) Trough, water, balloon,  sponge, paper, butter paper  (Day 4) 3) Chart sheets and drawing  material (Day 5)

Day 1 / 5 Day  Annual Day:  2  6   / 35 Actual Date: Progress Class Outcome(s) Duration: 1 min  Discuss the need for adaptation in plants to survive in  their habitat New Words: texture Transactional Tip(s)      Duration: 25 min Interactive Discussion:  • Ask one learner to read aloud the ‘I Think’ section. • Recall adaptations in animals.  • Relate to plant habitats and adaptations.  • Elaborate on the need for adaptations in plants and note  them on the blackboard, along with some examples.  Class Pulse Check                      Duration:  3   m   i n     1) What is adaptation? (TB, Pg. 30) Duration: 1 min CW – HW 1) WB: R – Pg. 19, Q. 1 Page 19

Day 2 / 5 Day  Annual Day:  2  7   / 35 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 20  Describe the term ‘terrestrial’  Describe the adaptation of mountain plants and plants in  plains New Words: terrestrial, conical, needle‐shaped Transactional Tip(s)      Duration: 25 min Chunking (10 min): • List the different land habitats on the blackboard taking  inputs from learners. Introduce the term ‘terrestrial’.  Explain it using the synonym ‘land’.  Guided Learning (15 min):  • With the help of simple illustrations on the blackboard,  elaborate on the adaptations of mountain plants and  plants in plains.  • Focus on the conical shape, needle‐shaped leaves of  mountain plants, and the spread out branches and  comparatively broader leaves of plants in the plains.  Class Pulse Check                      Duration:  2   m   i n     1) Name a tree found in the mountains. 2) What are plains? Duration: 2 min CW 1) WB: U – Pg. 20,         H   W 1) WB: R – Pg. 19, Q. 3, 5 Q. 13 2) WB: A – Pg. 21, Q. 16

Day 3 / 5 Day  Annual Day:  2  8   / 35 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 21  Describe the adaptations of plants that grow in deserts,  swamps and coastal areas New Words: swampy, coastal, waxy, clayey Transactional Tip(s)      Duration: 24 min Activity Method: • Conduct a role‐play to describe the features of plants  that grow in deserts, swamps and coastal areas.  • Let three learners volunteer to come to the front, pick up  one plant placard each from those on the table and stand  in a line facing the class.  • Ask them the questions specified in the script, for  example, “What is your name? Where do you live? Tell  me how you live with so little amount of water?” etc. • Let them read out the responses with required poses,  expressions, etc. one after the other.  • Repeat the role‐play with another set of learners.  Class Pulse Check                      Duration:  2   m   i n     1) Name a desert plant. (TB, Pg. 32) 2) What are breathing roots? Duration: 3 min CW 1) WB: U – Pg. 20,         HW 1) WB: R – Pg. 19, Q. 4 Q. 14 2) WB: U – Pg. 20, Q. 8–11 2) WB: A – Pg. 21, Q. 15 3) WB: A – Pg. 22, Q. 19

Day 4 / 5 Day  Annual Day:  2  9   / 35 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 22  Demonstrate the adaptations of aquatic plants New Words: flat, broad, flexible, spongy, air pockets Transactional Tip(s)      Duration: 25 min Demonstration (20 min): • Float an air‐filled balloon in a trough of water.   • Slowly place a sheet of paper and a butter paper on the  surface of the water. Let learners observe what happens to     both.  • Show a sponge, press it to compress. Dip it in water, and  squeeze to show the water coming out.  • Relate the experiences with the structural adaptations of  aquatic plants – waxy coating, air pockets, spongy stem,  divided leaves, etc.  Interactive Discussion (5 min):  • Discuss the ‘Be Amazed’ content. Relate the information       to adaptations in animals according to food habits. Class Pulse Check                      Duration:  2   m   i n     1) Name an underwater plant. (TB, Pg. 33) 2) What is the function of the roots of underwater plants? Duration: 2 min CW 1) WB: R – Pg. 19, Q. 7 HW 1) WB: R – Pg. 19, Q. 2, 6 2) WB: U – Pg. 20, Q. 12 3) WB: A – Pg. 21, Q. 17,  18

Day 5 / 5 Day  Annual Day:  3  0   / 35 Actual Date: Progress Class Outcome(s) Duration: 1 min  Draw pictures of various adaptations in plants  Develop a scrapbook on adaptations in different plants   Relate the current topic to other subjects taught New Words: – Transactional Tip(s)      Duration: 22 min Summarising: • To summarise the important concepts covered in the  lesson, group learners and distribute chart sheets and  drawing material for creating a plant adaptation  scrapbook.  • On the blackboard, list three plants with diverse habitats  and adaptations to be included in the scrapbook. Let  them make drawings of different adaptations of these  plants.  • Instruct them to continue the activity as a homework,  including the adaptations of some other plants.   Class Pulse Check                      Duration:  –            – Duration: – CW 1) WB: H – Pgs. 22, 23, HW – Q. 20 Page 23

Day 5 / 5 Day  Annual Day:  3  0    /  35 Actual Date: Progress Transactional Tip(s)       Duration: 7 min Guided Learning: • Recall the concept of prepositions. Help learners fill in  the first blank in the ‘English Fun’ section. Let them  answer the remaining questions on their own. Then write  the correct answers on the blackboard and allow them to  correct their answers if needed.  • Read aloud the ‘Maths Fun’ problem. Write it on the  blackboard as a mathematical equation. Help learners  find the answer and write it in the space given.  Class Pulse Check Duration: – – Duration: – CW 1) TB: Pg. 35, ANTP HW – Page 24

My Reflections Progress Passbook 5 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by  ___ days OR Slow down by  ___ days   Academic Coordinator’s Signature: Page 25

IV– TeacherReference hƐĂŐĞdŝƉ͗,ŝŶƚƐͬƐƵŐŐĞƐƚŝŽŶƐĨŽƌƚŚĞƚĞĂĐŚĞƌƚŽƌĞĨĞƌǁŚŝůĞĂŶƐǁĞƌŝŶŐ ƚĞdžƚŬͬǁŽƌŬŬƋƵĞƐƚŝŽŶƐ SubͲSections: 14. Teacher Reference Material a. Teacher Reference for Textbook b. Teacher Reference for Workbook Page 26

Page 27 Teacher Reference: Textbook Lesson 4: Adaptations in Animals 1) Mona wonders why an elephant has a long trunk and a fish has fins. Can you guess why they are different? (TB – I Think, Pg. 21) Ans. Elephants have a trunk to pick up food and put it into their mouth. A fish has fins to help it to swim. They have different features to help them survive in their habitat. 2) Name an animal that lives in groups. (TB, Pg. 22) Ans. deer, elephants, bison, horses and so on (any one) 3) Give an example of adaptation seen in aquatic animals. (TB, Pg. 24) Ans. a streamlined body, special body parts like fins, special organs called gills (any one) 4) What do we call animals that eat only plants? (TB, Pg. 25) Ans. herbivores 5) Give one example of an omnivorous bird. (TB, Pg. 26) Ans. crow 6) Frame a sentence each using the following words. (TB – English Fun, Pg. 27) 1) adapt: 2) aquatic: 3) claws: Ans. Learner’s response (Hint: 1) Ram will adapt quickly to his new school life. 2) Lotus is an aquatic plant. 3) The cat dug its claws into my hand.) TB: Adaptations in Animals

Page 28 Teacher Reference – Textbook 7) Round off the number of the animals shown in the picture to the nearest tens. (TB – Maths Fun, Pg. 27) The total number of animals shown in the picture = 13 The number of animals after rounding off to the nearest tens = 10 TB: Adaptations in Animals

4Lesson Adaptations in Animals I Remember Multiple Choice Questions 1) Identify the animal that lives on land as well as in water. [C] (A) monkey (B) tiger (C) frog (D) bear 2) Which of the following animals is a carnivore? [D] (A) cow (B) deer (C) rabbit (D) lion Fill in the blanks using the correct word from the bracket. 3) A place where an animal lives in the nature is called its ______h_a_b_i_ta__t_____. Page 29 (habitat/adaptation) 4) Elephants are __________h_e_r_b_i_v_o_r_e_s__________. (carnivores/herbivores) Very Short Answer Questions 5) What do we call the animals that eat only plant parts? Ans. _h_e_r_b_iv__o_re__s____________________________________________________________________ 6) Give an example for an omnivore. Ans. _h_u_m__a_n_s_,_d__o_g_s_,_b__e_a_r_s_, _c_r_o_w__s_a_n__d_s_o__o_n__(_a_n__y_o_n__e_)_______________________________ Short Answer Question 7) State two adaptations of aquatic animals. Ans. _T_h_e__s_h_a_p__e_o__f_t_h_e__b_o_d__y_o__f _a_q__u_a_t_ic__a_n__im__a_l_s_is__su__c_h__th__a_t_t_h_e_y__c_a__n__sw__im___e_a_s_i_ly__in____ _w__a_t_e_r.__Th__e__b_o_d__y_o_f__th__e_a__n_im__a__ls_l_ik_e__f_is_h__is_c__o_v_e_r_e_d__w__it_h__sc__a_l_e_s_i_n_s_te__a_d__o_f_h__a_ir_.____ _A_l_s_o_,_t_h_e_y__h_a_v_e__f_in__s_t_o_s_w__im___a_n_d__g__ill_s_t_o__b_r_e_a_t_h_e__in__w__a_t_e_r_._(_a_n_y__t_w_o__) _____________ 14

Page 30 I Understand Match the Following 8) b a) has a trunk to pick up the food 9) a b) has a long tail to help in jumping 10) d c) has a shell on the body for protection 11) c d) has sharp spines on the body for protection Short Answer Questions 12) State the benefits that animals get by living in groups. Ans. _B_y__liv_i_n_g__in__g__ro_u__p_s_,_a_n_i_m__a_l_s _c_a_n__f_in__d_f_o_o__d__e_a_s_il_y_._T_h_e_y__c_a__n_p__ro__te__c_t_t_h_e_m__s_e_l_v_e_s____ _a_n_d__t_h_e_i_r_y_o_u__n_g__o_n_e__s_f_ro_m___t_h_e_ir__e_n_e_m__i_e_s_.______________________________________ ______________________________________________________________________________ 13) How are the camel’s feet protected from the hot sand in desert? Ans. _A__c_a__m_e__l _h_a_s__th__ic_k__p_a__d_s_u_n__d_e_r__it_s_f_e_e_t_._T_h_e_s_e__p_a__d_s_p__ro__te__c_t_t_h_e__f_e_e_t_f_r_o_m__b__e_in__g___ _b_u_r_n_t__b_y__th_e__h__o_t_s_a_n_d__. ________________________________________________________ ______________________________________________________________________________ WB: Adaptations in Animals 15

Long Answer Question 14) How do animals living in cold regions protect themselves from the weather? Ans. _A_n_i_m__a_ls__liv__in_g__in__c__o_ld__r_e_g_i_o_n_s__h_a_v_e__a__t_h_ic__k_l_a_y_e_r__o_f_f_u_r_o_n__t_h_e_i_r_b_o__d_y_._I_t _h_e_l_p_s_t_o____ _k_e_e_p__t_h_e_i_r _b_o__d_y__w_a__rm__._I_n_e__x_tr_e_m__e__c_o__ld_,_s_o__m_e__a__n_im__a_l_s_e_a__t_a__lo__t _o_f_f_o_o__d__a_n_d______ _ta__k_e_a__l_o_n_g__w__in__te_r__sl_e_e_p__t_o__a_v_o__id__t_h_e__c_o_l_d__c_li_m__a_t_e_._S_o_m__e__b_i_rd__s_l_ik_e__c_r_a_n_e__s_f_ly_____ _lo_n__g_d__is_t_a_n_c__e_s_t_o__w_a__rm__e_r__p_la__c_e_s__to__e__sc__a_p_e__t_h_e__c_o__ld__a_n_d__i_n__se__a_r_c_h__o_f_f_o_o_d__. _____ ______________________________________________________________________________ ______________________________________________________________________________ I Apply______________________________________________________________________________ Multiple Choice Questions 15) In winter, there are extreme cold conditions in a region. What will the birds do to avoid the cold weather? [D] (A) They can protect themselves with the help of scales on their body. Page 31 (B) They will bury themselves underground. (C) They can fight with the weather with the warm layer of fur on their body. (D) They will move to a region with warmer weather. 16) Rajat has to identify the animal from the following options that likes to live alone instead of living in groups. Help him to identify the animal. [B] (A) bison (B) leopard (C) elephant (D) deer Short Answer Questions 17) Look at the given picture of a flying bird. What adaptations does it show that help the bird to fly in the air? 16

Ans. _Le__a_rn__e_r’_s_r_e_s_p_o__n_s_e_(_H_i_n_t_:_It__h_a_s_a__p__a_i_r _o_f_w__in_g__s_. _It_h__a_s_a__ir_s_a_c__s._)____________________ ______________________________________________________________________________ ______________________________________________________________________________ 18) The ears of a lion or a tiger are always facing forward. Give reasons. Page 32 Ans. A__n_i_m_a__ls_l_ik_e__t_ig__e_rs__a_n_d__l_io_n__s_h_a__v_e__th_e__e__a_r_s_fa__c_i_n_g__fo__rw__a_r_d__to__h__e_lp__t_h_e_m___to__f_o_c__u_s__ o__n_t_h_e__s_o_u__n_d__o_f_t_h_e__p_r_e_y__t_h_e_y__h_u_n_t_.____________________________________________ ______________________________________________________________________________ Long Answer Question 19) Raju’s sister loves animals a lot. She told Raju not to buy any jackets or belts made of leather. Why do you think she said so? Ans. _L_e_a_r_n_e_r’_s_r_e_s_p_o__n_s_e__(H__in_t_:_T_h_e__le__a_t_h_e_r_j_a_c__k_e_ts__o_r_b__e_lt_s_a__re__m__a_d__e__o_f_l_e_a_t_h_e_r__fr_o_m_____ _a_n_i_m__a_l_s_k_in_s_._A__n_im__a__ls_a__re__k_i_lle__d__m_e__rc__ile__s_sl_y_t_o__g_e__t _le_a__th__e_r_. _S_o_,_t_o__sa__v_e__a_n_i_m__a_ls_,____ _R_a_j_u_’_s_s_is_t_e_r_m__u_s_t_h_a__v_e__to__ld__h_i_m__n_o__t _t_o_b__u_y__le_a__th__e_r_ja__c_k_e_t_s_o__r _b_e__lt_s._)______________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ WB: Adaptations in Animals 17

Page 33 I Explore (H.O.T.S.) Long Answer Question 20) Collect the pictures of the animals showing different kinds of adaptations. Make a collage out of them. Ans. Learner’s response 18

Teacher Reference: Textbook Lesson 5: Adaptations in Plants 1) Sujay went to the Thar Desert with his family. He saw some unique plants there. He could not find any leaves on them. Moreover, their stems were missing. He wondered why those plants were different. Do you know? (TB – I Think, Pg. 30) Ans. The unique plants which Sujay saw were cactus plants. These plants were different because they were found in the desert areas which received very little rainfall. So, in order to survive, leaves of these plants were reduced to spines to prevent water loss through their surface. They had fleshy, green stems that stored water and also made food for the plant. Page 34 2) What is adaptation? (TB, Pg. 30) Ans. The body features and special characteristics that help plants to live successfully in a particular habitat are called their adaptations. 3) Name a desert plant. (TB, Pg. 32) Ans. cactus 4) Name an underwater plant. (TB, Pg. 33) Ans. seagrass, tape grass (any one) 5) Fill in the blanks with correct prepositions. (TB – English Fun, Pg. 34) 1) Plants grow on land and in water. 2) Lotus leaves float on water. 3) The roots absorb water from the soil. 6) A lake has 3210 floating plants, 560 fixed plants and 340 underwater plants. Altogether, how many plants are there in the lake? (TB – Maths Fun, Pg. 34) The total number of plants in the lake = 3210 + 560 + 340 = 4110 TB: Adaptations in Plants

5Lesson Adaptations in Plants I Remember Multiple Choice Questions 1) What do we call the body features that plants develop to suit their [C] surroundings? (A) habitat (B) applications (C) adaptations (D) environment 2) Which of the following is an adaptation of fixed aquatic plants? [A] (A) flat and broad leaves (B) spines (C) hard and woody stems (D) divided leaves Page 35 Fill in the blanks using the correct word from the bracket. 3) The plants that grow on land are known as _________te__rr_e_s_t_ri_a_l______ plants. (terrestrial/aquatic) 4) Plants in swampy areas have ______b_re__a_t_h_in__g____________ roots. (extensive/breathing) Very Short Answer Questions 5) Name a plant that is found in plains. Ans. _m_a__n_g_o__, _ja__c_k_fr_u_i_t_a_n_d__s_o__o_n__(_a_n_y__o_n__e_)__________________________________________ 6) Name a floating aquatic plant. Ans. _w__a_t_e_r_l_e_t_tu__c_e__a_n_d__w__a_t_e_r_h__y_a_c_i_n_t_h_____________________________________________ Short Answer Question 7) Why do floating aquatic plants have light and spongy stems? Ans. _T_h_e__st_e_m__s__o_f_f_lo_a__ti_n_g__p_l_a_n_t_s_a__re__l_ig_h__t _a_n_d__s_p_o__n_g_y__d_u_e__t_o__t_h_e__p_r_e_s_e_n_c__e_o__f _a_i_r _____ _p_o_c__k_e_t_s.__A_ir__g_e_t_s_f_il_le_d__i_n_t_h_e__se__p__o_c_k_e__ts_._I_t _h_e_l_p_s_t_h_e__p__la_n__ts__to__f_lo_a__t_o_n__w__a_t_e_r_. _____ ______________________________________________________________________________ 19

I Understand Match the Following a) adaptations in desert plants 8) b) adaptations in mountain plants c) adaptations of plants found in coastal areas c 9) d 10) b 11) a d) adaptations of plants found in swampy areas Page 36 Short Answer Questions 12) Give examples of underwater plants. How do underwater plants get air? Ans. _S_e_a_g__ra__ss__a_n_d__t_a_p__e_g__ra__s_s _a_r_e__e_x_a_m__p__le_s__o_f_u_n_d__e_r_w_a__te__r_p_l_a_n_t_s_. _T_h_e_y__a_b__so__rb__t_h_e____ _a_ir_d__is_s_o_l_v_e_d__in__w__a_t_e_r_t_h_r_o_u_g__h_t_h_e__ir_s_u_r_fa__c_e_._____________________________________ ______________________________________________________________________________ 13) Mountain plants have narrow, needle-shaped leaves with a waxy coating. Give reasons. Ans. M__o__u_n_t_a_in__p__la_n__ts__h_a_v_e__t_o__p_r_o_t_e_c_t_t_h_e__m_s_e__lv_e_s__fr_o_m___th__e_c__o_ld__a__n_d__s_n_o_w__._S_n_o_w___m__a_y_ g__e_t_c__o_ll_e_c_t_e_d__o_n__t_h_e_i_r_le__a_v_e_s_._S_o__, _th__e_y__h_a_v_e__n_a__rr_o_w__,_n_e__e_d_l_e_-_sh__a_p_e__d__le_a__v_e_s_w__it_h__ a__w__a_x_y__c_o__a_t_in_g__t_o__p_r_e_v_e_n__t _th__e__d_a_m__a_g__e__fr_o_m___th__e_s_n_o__w_._________________________ Long Answer Question 14) List the adaptations seen in desert plants to face the water shortage in deserts. Ans. _a_)_T_h_e__l_e_a_v_e__s_o_f__d_e_s_e_r_t_p__la_n__ts__a_r_e_r_e_d__u_c_e_d__t_o__s_p_in__e_s_t_o__p_r_e_v_e__n_t_w__a_t_e_r_l_o_s_s._______ _b_)_T_h_e__s_e_p__la__n_ts__h_a_v_e__f_le__sh__y_, _g_r_e_e_n__s_t_e_m__s_t_h_a_t__st_o_r_e__w_a__te__r_a_n__d_m__a__k_e__fo__o_d__fo__r _t_h_e_ _p_la__n_t_._c_)_T_h__e_s_t_e_m__s_a__ls_o__h_a_v_e__a__w__a_x__c_o_a__ti_n_g__t_o_p__re__v_e_n_t__w_a__te__r _lo_s_s_._d_)__T_h_e_s_e______ 20

_p_l_a_n_t_s_h_a__v_e__e_x_t_e_n_s_iv_e__r_o_o__ts__to__a_b__s_o_r_b_w__a_t_e_r__fr_o_m___d_e_e__p_i_n__th__e_s_o_i_l._______________ ______________________________________________________________________________ ______________________________________________________________________________ I Apply______________________________________________________________________________ Multiple Choice Questions 15) Identify those plants from the following that usually have breathing roots. [ C ] (A) underwater plants (B) floating aquatic plants (C) mangrove trees (D) fixed aquatic plants 16) Observe the plant in the picture. It has conical shape. Where would we find such type of plant? [ D] (A) in desert (B) in swampy areas (C) in coastal areas (D) in mountains Page 37 Short Answer Questions 17) Sahil saw a floating aquatic plant in a pond. Tick (9) the features from the following that it may have. a) It may have leaves reduced to spines. b) It may have leaves with waxy coating on their surface. 9 c) It may have spongy stem. 9 d) It may have needle shaped leaves. 18) Rima planted a water plant in the garden soil. But it drooped and dried up within a few days. Explain her the reasons why did the plant droop down. Ans. _Le__a_rn__e_r’_s_r_e_s_p_o__n_s_e_(_H_i_n_t_:_W__a_t_e_r_p__la_n__ts__h_a_v_e__a__d_a_p__ta__ti_o_n_s__to__l_iv_e__in__o_r__o_n__w_a__te__r ____ _b_o_d__ie_s__su__c_h__a_s_t_h_e__y_f_lo__a_t_f_re__e_ly__o_n__w__a_t_e_r_. _S_o_,_t_h_e_y__w__o_n_’_t_b__e_a__b_l_e_t_o__s_u_r_v_iv_e__in_____ _th_e__s_o_i_l._)______________________________________________________________________ WB: Adaptations in Plants 21

Page 38 Long Answer Question 19) Do you think a banana tree can naturally grow in deserts? Give reasons. Ans. _D_e_s_e__rt_s_g__e_t_v_e_r_y__lit_t_le__r_a_in__. _S_o_,_p__la_n__ts__liv_i_n_g__in__d__e_s_e_r_ts__h_a_v_e__a_d__a_p__ta__ti_o_n_s__to__s_u_r_v_iv_e__ _o_n__v_e_r_y_l_e_s_s_w__a_t_e_r_. _O__n_t_h_e__o__th_e__r _h_a_n__d_,_b__a_n_a_n__a__tr_e_e_s__g_r_o_w__i_n_t_h_e__p__la_i_n_s_a__s_______ _th__e_y__n_e_e_d__p__ro__p_e_r_r_a_i_n_f_a_ll_. _S_o_,_t_h_e_y__w__il_l n__o_t_b__e_a__b_l_e_t_o__s_u_r_v_iv_e__in__t_h_e__d_e__se__rt__a_r_e_a_.__ ______________________________________________________________________________ ______________________________________________________________________________ I Explore (H.O.T.S.)______________________________________________________________________________ Long Answer Question 20) a) Draw pictures of adaptations seen in plants. Ans. Learner’s response 22

Page 39 b) Find the following words related to adaptations in plants in the word search given below. MOUNTAIN, DESERT, MANGROVE, PLAIN, AQUATIC S KHNUANP KX F VD Z KOD L HV S GM B CQ P A Z N Z J AQUA T I CD R F NMX U S N B J X HG S WC Z T U P AK R L ODHV I M VMO U N T A I N B CGV H S X L Z T A S D E S E R T HWV WB: Adaptations in Plants 23

V – Appendices Usage Tip: Additional reading resources that can be read to improve your  knowledge and expertise  Sub‐Sections: 15. How to be a Rockstar Teacher  16. Blackboard Information Organising Tips  (Graphic Organisers) (In Part 1A) Page 40

15.HowtobeaRockstarTeacher   “Science is fun!” As adults we know this and even say this, but do our learners get a sense of this excitement? At the school level, Science comes across as a collection of isolated facts. Truth is, Science is the grandest story that human beings have written! Teaching Science to primary school learners is an opportunity to let our future generations marvel at the natural world around us and at the human effort in understanding and manipulating the world. As long as we keep connecting to this big picture, big part of our mission as Science teachers gets accomplished. The National Curriculum Framework recommends that a Constructivist approach to Science teaching be used at the primary level. But what is ‘Constructivism’, and how can it be translated in the classroom? Constructivism means that Science should not be taught as facts and figures to be memorised. Instead, learners should be able to understand how Science is a process, and be involved in the process, developing skills of critical thinking and deduction on the way. For using such as approach, the 5E model for teaching Science can be followed right from the primary level. This approach has been used in the IMAX textbooks as well, so your teaching can naturally follow this approach of Engage, Explore, Explain, Elaborate and Evaluate. Here are the details of this effective method: 1) Engage: Set the concept in a meaningful and relatable context. This creates an interest in learners as they are able to see meaning in knowing more about it. Raise questions for inquiry and explore learners’ ideas and beliefs about the concept. If possible, compare learners’ ideas to show different ways of thinking. 2) Explore: Science is something that is experience-based. The most concrete way to ensure learners understand a concept is to enable them to have an experience. Where possible, try to conduct experiments and observations. This is also the stage where learners can be encouraged to raise questions and to test their ideas. Page 41

3) Explain: The third stage is of consolidating what the learners have experienced and connecting it to theoretical explanations that provide scientific basis of the concept. This is the stage you ensure that all relevant vocabulary is mastered by them. Use of visual aids like charts, diagrams and so on are particularly useful now, because learners will be able to make the necessary connections. 4) Elaborate: Next, allow learners to apply their learning to other or real-life contexts. At this stage, allow learners to represent their understanding of the concept through diagrams, models, flow-charts, mind-maps and so on. Learners’ work and ideas will give you an idea about how well they have understood the concept. Provide feedback on misconceptions, if there are any, at this stage. 5) Evaluate: Assess learners once you have gone through all the other Es. Evaluation need not only be formal. You can conduct informal, formative evaluation through class tests, quizzes, surprise tests and classroom questioning in general. Ensure you test factual knowledge, scientific vocabulary as well as conceptual clarity. Providing learners opportunity to apply their learning through projects is a great way of evaluation as well.   If a child can’t learn the way we teach, maybe we should teach them the way they learn. - Ignacio Estrada Page 42