181910050_Maple G5_Textbook Integrated_Term1

Lesson Floats, Sinks and Mixes 4 Let Us Learn About R the substances that float, sink and mix in liquids. u water as a universal solvent. a solvents other than water. h the effect of heat on solubility. Think If we add some sugar to water and stir it for some time, the sugar disappears. What happens to the sugar? Where does it go? Remembering When we add sugar to water or milk, the sugar disappears. It dissolves, and the water or milk looks same as before. We can know that the water or milk has sugar in it only when we taste it. In the above example, • Sugar that gets dissolved is a solute. • Water that dissolves something is a solvent. • Sugar syrup that we get after mixing water and sugar is a solution. sugar dissolves in water 13 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 151 2/17/2018 4:03:50 PM

Solvents can dissolve other substances in them. The substances that get dissolved are called solutes. When a solute dissolves in a solvent, a solution is formed. solute solvent solution Try this: Take a disposable plastic glass. Fill half of it with water. Add a drop of blue ink or neel (used at home to whiten clothes) in it. What happens to the water in the plastic glass? It turns blue. The blue ink or neel (solute) dissolves slowly in the water (solvent) to turn it blue (solution). Do all the things we add to water get dissolved in it? mixing ink or neel changes Try this: the colour of water to blue Take a small piece of paper. Put it in water. What happens? It paper boat floats on the remains near the surface. Stir the water. Does anything happen? surface of water No. It remains as it is. Paper does not dissolve in water. It floats on the surface. This is the reason why a paper boat also floats. Now, put a piece of chalk in a glass of water. What do you see? Does the chalk disappear in water? Does it float on the surface of water? No. It just goes down and settles at the bottom of the glass. The piece of chalk neither floats nor dissolves in water. It sinks in water. Substances that can dissolve in water are soluble substances. For example, salt, sugar, ink and so on. And ones that do not dissolve are insoluble. For example, wood, stones, sand, eraser, pencil and so on. chalk piece sinks in water Understanding Like water, oil is also a liquid. Can we dissolve sugar in it? Let us find out. 14 2/17/2018 4:03:51 PM NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 152

Take one glass. Add some cooking oil to it. Now, add one spoon of sugar to it and stir. What do you observe? Sugar does not dissolve in oil. It remains at the bottom. Substances soluble in water may not be soluble in other liquids. As water can dissolve many substances, it is called the universal solvent. What will happen if we keep on adding any solute to water? Let us find out. Try this: Take one glass of water. Add some salt and stir. Once it gets dissolved, add some more salt. Continue this process. After some time, the salt you add will remain at salt remains undissolved the bottom and will not dissolve further. Why is it so? This is because water gets filled with salt. It cannot take up any more salt. If you add some more water to it and stir, the salt that remained at the bottom will dissolve. after adding water, salt dissolved Application We have learnt that water is a universal solvent. But it cannot dissolve some substances. Example: oil, stones, some wall paints and so on Try this: Take a glass of water. Add some cooking oil to it. What do you see? The water and oil remain separate. They do not mix. The oil floats on the surface of the water. Have you ever seen painters washing and cleaning some wall paints are not water soluble their brushes? Do they wash it in water? No. Sometimes, the paint they use does not dissolve in water. Floats, Sinks and Mixes 15 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 153 2/17/2018 4:03:51 PM

So, they use a solvent like kerosene or petrol to wash away the paint from the brushes. Have you ever seen your mother giving oil or grease stained clothes for dry cleaning? This is because the oil from the stains is not soluble in water. Some other solvents like petrol is used for dry cleaning. The oil from the stains gets dissolved in it, and the clothes get clean. Amazing Facts Have you ever wondered, why the soft drinks fizz when we fizzing soft drink can open the lid? These soft drinks have carbon dioxide dissolved in water under pressure. When we open a bottle or a can of soft drinks, the carbon-dioxide gas dissolved in the drink rushes out. This causes the fizz. Higher Order Thinking Skills (H.O.T.S.) We have learnt that we cannot dissolve something in water beyond a limit. Let us do an activity to understand why. Take three glasses. Take cold water in the first glass, normal water in the second glass and hot water in the third one. Add one spoon of sugar to each of them. Stir and observe the changes. The sugar in hot water disappears first. The normal water takes more time. Cold water takes the longest. dissolving sugar in cold water dissolving sugar in normal water dissolving sugar in hot water In all three glasses, the solvent and the solute are the same. Then why is there a difference in the speed of dissolving? The difference is due to heat. When water is heated, the heat energy causes the particles to start moving faster. Fast movement of the particles causes them to dissolve faster. Heating solvents like water or milk, allows us to dissolve more quantity of a solute in it. 16 2/17/2018 4:03:52 PM NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 154

Inside the Lab – A Make sure you do these activities only with the help of a teacher or an adult. Activity A1: Respiratory System You will need: three balloons, scissors, knife, a large plastic bottle, two straws (that can be bent), clay and a rubber band You need to: 1) bend the straws at an angle. 2) insert the bent ends of the straws inside the balloons as shown in step 2. Secure them using the duct tape. 3) attach the straws to each other forming a ‘Y’ shape as shown in step 3. 4) add a ball of clay around the straight ends of the straws, leaving the holes of the straws open as shown in step 4. 5) place the straws into a bottle, and secure the clay around the opening of the bottle as shown in step 5. 6) cut the bottom of the bottle as shown in step 6. Cut off the neck of a balloon. Stretch the balloon to cover the bottom of the bottle and secure it with a rubber band. (The teacher should help the student while cutting.) 7) blow air into the straws. What do you see? When the air comes out from the bottle, what do you see? The balloons in the bottle act as lungs, and the balloon that is stretched acts as a diaphragm. When you blow air into the balloons, they expand. When the air comes out of the balloon, they return to their normal size. This is how we inhale oxygen and exhale carbon dioxide. NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 155 17 2/17/2018 4:03:52 PM

step 1 step 2 step 3 step 4 step 5 step 6 Activity A2: Water as a Universal Solvent We know that water is called a universal solvent as it dissolves more substances than any other liquid. Let us find out which of the following household items it will dissolve. You will need: four glasses of clean water, spoons, baking soda, pepper, flour, soap You need to: 1) line up the glasses of water and try to dissolve each of the substances by pouring one teaspoon of each substance into a separate glass. 2) stir using a spoon. 3) record your observations in the table given below. (Note: Do not try to put too much of any substance in the water.) Observation table: Name of the substance Dissolve/Does not dissolve 18 2/17/2018 4:03:52 PM NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 156

Lesson Fruits and Seeds 5 Let Us Learn About R fruits and seeds. u the dispersal and germination of seeds. a uses of seeds. h the collection of seeds. Think Shahid saw a baby mango plant in his backyard. It was not there a few days back. He wondered how the new baby plant came out of the soil. Can you guess? mango baby plant Remembering Shahid wanted to know from where the baby mango plant had sprouted. He removed the litter and some soil around the baby plant. Then, he could see that the baby plant had sprouted from a mango seed buried in the soil. Shahid went to his mother and told her about the baby plant. His mother told him that plants make fruits and seeds to produce new baby plants. Let us learn about fruits and seeds and how they produce new plants. NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 157 19 2/17/2018 4:03:52 PM

a pomegranate flower developing into a fruit Most of the plants around us produce flowers. Most of these flowers develop into fruits with the help of insects and birds. For example, most mango flowers change into mangoes. Pomegranate flowers change into pomegranates. Most fruits contain seeds inside them. Some have only one seed, while some fruits have a few seeds. There are some fruits that have many seeds, while some other fruits do not have any seeds. You might have seen grapes without seeds. Some fruits have seeds outside them. For example, cashew has a seed outside the fruit. Like fruits, seeds also vary in shape, size and colour. Most of the fruits are fleshy, tasty and nutritious. So, animals, birds and humans use them as food. a mango with a papaya with seeds inside seed outside seed inside many seeds the apple the cashew 20 2/17/2018 4:03:52 PM NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 158

Understanding Seeds can form new plants. When a seed grows into a new plant, it is called germination. A seed needs soil, air, water and nutrients to germinate. How does a seed reach the soil? When the fruits are ripe, they fall off from the plant. After a few days, the fruit may decay or dry up, and the seeds get exposed. Have you seen ripe mangoes fall from the tree? What will happen if all the seeds fall below the tree germination of a seed and germinate there? They will not have enough space to grow. The nutrients in the soil will not be enough for all of them to grow. So, seeds of plants need to be spread to different places. This spreading of seeds from the plants is known as the dispersal of seeds. How does this dispersal take place? 1) Wind: Some seeds are carried away by the wind. For example, seeds of dandelion plants. Have you seen any fluffy seeds gliding in the air? 2) Water: Seeds of the plants like lotus dandelion seeds gliding in the air coconut dispersed or coconut, which grow in or around by water water bodies are dispersed by water. These type of seeds float on water. 3) Animals: Seeds of some plants are sticky. They get attached to the body of animals. When these animals wander from one place to another, the seeds attached to their bodies may fall off at different places. For example, grass seeds. Some birds eat fruits. Sometimes seeds fall off accidentally from their beaks. Sometimes birds spit the seed after eating the fruit. And sometimes, seeds reach the soil through bird droppings. lady finger explodes dispersing the seeds Fruits and Seeds 21 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 159 2/17/2018 4:03:52 PM

Animals like bats are also involved in the dispersal of seeds of the banyan and guava trees. Human beings also help in the dispersal of seeds. For example, seeds get stuck to the clothes and shoes of farmers and are dispersed. 4) Explosion: Seeds of some plants are dispersed birds eat fruits, and disperse by fruit explosion, for example, lady finger and the seeds through their beaks mustard. and droppings After dispersal, seeds reach the soil. In the soil, they germinate and turn into a new plant. Let us see how: Seeds need moisture, air and the right amount of warmth to germinate and grow. Until they have these conditions, the seeds do not sprout. Once the seed gets the right conditions, it turns into a tiny baby plant. It then grows into a plant. Application We have learnt that new plants grow from seeds. If we observe a sprouting seed, we can see that the sprout does not have roots. Then, from where does it get the nutrients to grow? The small plant absorbs the food from within the seed till it develops roots. Seeds have food stored inside them. Due to this, we also use different types of seeds as our food. Let us see some uses of seeds. 1) Cereals, pulses and sprouts that we use are the seeds of plants. For example, rice, moong, chana and so on. You may have seen sprouts. They are the germinated pulses. 2) The nuts we eat are the seeds of plants. For Atlantic giant pumpkin example, groundnut, cashew nut and so on. 3) Some of the spices we use are the seeds of plants. For example, pepper. 4) We extract oil from groundnut, mustard, coconut and other such seeds. 22 2/17/2018 4:03:52 PM NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 160

pulses sprouts nuts seed used as oilseed – mustard spice – pepper Amazing Facts Atlantic giant pumpkins are the largest fruits ever grown on earth. Higher Order Thinking Skills (H.O.T.S.) There are numerous variety of seeds in the world. variety of seeds Fruits and Seeds 23 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 161 2/17/2018 4:03:52 PM

Let us find out the different types of seeds in our surroundings. 1) Collect different varieties of seeds available in your house and surroundings. Try to collect at least ten different types of seeds. 2) Separate the seeds based on their shape, size, colour and so on. 3) Paste them directly in your scrapbook, or you can put them in small bags to make samples. 4) Find out the use of these seeds to us, if any. 5) Also find the way in which their dispersal happens. 24 2/17/2018 4:03:52 PM NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 162

EVS - II (SOCIAL STUDIES) TERM - 1 TERM 1

Preface IMAX partners with schools, supporting them with learning materials and processes that are all crafted to work together as an interconnected system to drive learning. IMAX presents the latest version of the Maple series – updated and revised after considering the perceptive feedback and comments shared by our experienced reviewers and users. Designed specifically for state board schools, the Maple series endeavours to be faithful to the spirit of the State Curriculum Framework and National Curriculum Framework (NCF) 2005. Therefore, our books strive to ensure inclusiveness in terms of gender and diversity in representation, catering to the heterogeneous Indian classroom. The NCF 2005 advocates the creation of age-appropriate and easily relatable content that ensures that students can perceive social realities while imbibing the values of the Indian constitution and human rights. The NCF also recommends the use of graphics, illustrations and pictures to help students to engage with concepts and ideas better. These objectives are integrated in the Maple EVS-II textbooks and workbooks to provide a holistic learning experience to students. The key features of the Maple EVS-II books are as follows:  Arrangement of concepts based on the RUAH model based on Bloom’s Taxonomy  C haracter- and dialogue-based introductions to concepts to ground EVS-II concepts in reality to make them relatable to students  Visually engaging formats for the organisation and presentation of information  In-text activities to assist memorisation and understanding  Subject-related vocabulary building in every lesson  U se of timelines and historical maps to help students to develop timeline, map and globe skills  U se of maps and scenario-based questions in the workbooks  Integration of values and life skills  Promotes awareness and personal responsibility through dialogue and enquiry about the world around us Overall, the IMAX Maple series aims to enhance social, cultural and analytical skills for the intuitive and harmonious growth of an individual in an interconnected and independent global community. – The Authors

Textbook Features Let Us Learn About Think Contains the list of concepts to be covered in Introduces the concept/subtopic and arouses the lesson along with the learning objectives curiosity among students Understanding Remembering Explains the aspects in detail that form Introduces new concepts to build on the the basis of the concept prerequisite knowledge/skills to understand Includes elements to ensure that students and achieve the objective of the topic are engaged throughout Pin-Up Note – Contains key retention points Application from the concept Connects the concept to real-life situations by giving an opportunity to apply what students have learnt Higher Order Thinking Skills (H.O.T.S.) Encourages students to extend the concept learnt to advanced application scenarios Amazing Facts Fascinating facts and trivia for students to establish a better real-life connect with the concept. NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 165 2/17/2018 4:03:53 PM

Contents 5Class 1 Representing the Earth 1.1 Maps and Globes���������������������������������������������������������������������������������������������������� 1 1.2 Latitudes and Longitudes���������������������������������������������������������������������������������������� 6 2 All Kinds of Regions Make up the World 2.1 The Climatic Zones of the Earth���������������������������������������������������������������������������� 12 3 The Story of the Past 3.1 Early Human Beings���������������������������������������������������������������������������������������������� 18 3.2 Ancient Civilizations���������������������������������������������������������������������������������������������� 22 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 166 2/17/2018 4:03:53 PM

Hi, I am Rashi Jain. I live with Hi, I am Meher Irani. I live with my my parents. I have many parents and older brother, Morad. aunts, uncles and cousins Rashi and I do not go to the same whom I love to visit. My best school. Yet, we share what we friend is Meher Irani. We live learn with each other. We love in the same housing society spending time with Morad. He and have many adventures shows Rashi and me many together. interesting things. Join us on this exciting journey... Lesson Family andRepresenting the Earth 11Lesson NeighbourhoodI Will Learn About 1.1 R features of maps and globes. U the differences between maps and globes. A using a map to make a globe. h getting familiar with globes. I Will Learn Abou1t.2 R latitudes and longitudes. U the differences between latitudes • nuclear,ajondinlot nagnituddseisn. gle-parent familiAhes .tuimsinegdlaiffteiturednecseaannddlosntagnitduadreds time. to • changescainlcfualamteiltyim, en.eighbourhood and environment. NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 167 1 2/17/2018 4:03:54 PM

Concept 1.1: Maps and Globes Think Rashi and her friends are planning a holiday. They are looking at travel magazines, when Rashi's father walks into the room. Mr Jain: Hi Rashi! What are you doing? Rashi: Hi Papa! We are looking through travel magazines and trying to decide where we should go on our next holiday. Mr Jain: That’s great. But I don’t see any maps or a globe in front of you. Rashi: Maps? Why maps? Mr Jain: Well, maps are a great way to know about a place. They help you answer questions like, ‘How far away is the place?’ or ‘Where do I go from here?’ They even help you find things like railway stations, hotels and other landmarks. Whereas, a globe shows you where your holiday spot is on the Earth. Rashi: Oh! You are right! I’ll get the globe from the hall right away! Q. What does Rashi’s father want her to look at to plan her holiday? (A) the internet and newspapers (B) maps and a globe (C) maps and her school textbooks (D) a globe and a magazine Remembering Axis Axis A globe is a small model of the Earth. The rod on which a globe spins is called its axis. It passes through the 2/17/2018 4:03:54 PM poles and the centre of the globe. The huge size of the Earth makes it difficult for us to study it as a whole. To make this easy, we represent the Earth in different ways. Two of the most important tools for doing this are maps and globes. MAPS A map is usually a two-dimensional view of a place. There are different kinds of maps. 2 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 168

Some important types of maps and what they show: Maps Political Physical Thematic - boundaries of countries, - landforms and water - information related to a states, cities bodies particular theme - capitals and other cities - the heights of different - Example: major crops, places rainfall in different parts of the country - natural regions and so on Features of maps GLOBES The word ‘globe’ comes from the Latin word ‘globus’, meaning ‘sphere’ or ‘round’. A globe is a three-dimensional object. It is shaped like the Earth. Why can a globe be called 'a little Earth'? • Since it has the same shape as the Earth, the positions of the continents shown are mostly accurate. • Since it is made to scale, the distances between places are also mostly accurate. Features of globes 1) We can turn the globe on its axis to see any part of the Earth we want. Representing the Earth 3 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 169 2/17/2018 4:03:54 PM

2) The axis of a globe is not straight. It is tilted at an angle of 23.5° N 23.5° to the north. This shows the tilt of the Earth with respect to the Sun. 3) The globe shows some important points and lines. The shape of a globe is similar to that of the Earth. We can, therefore, understand the positions of these lines and points much better on a globe than on a map. Understanding DIFFERENCES BETWEEN MAPS AND GLOBES Map Globe • shows the entire Earth at a time. • shows only one part of the Earth at a time. • is flat or two-dimensional. • is spherical or three-dimensional. • can provide detailed information. • does not provide detailed information as it shows the whole Earth. • cannot be used to study the rotation and • can rotate on an axis, and so, can be revolution of the Earth. used to study the rotation and revolution of the Earth. • is easy to carry. • is difficult to carry. Important points and lines on A globe Look at the picture of the globe. Some important points and lines are marked on it. 1) The North and South Poles: They are two Axis ends of the Earth’s axis. They are found at the top and bottom of a globe. North Pole 2) The Equator: It is an imaginary line drawn Tropic of Cancer around the middle of a globe to divide it Equator TropicProimf eCMaperriicdoiarn into two equal parts or hemispheres. To South Pole North East the north of the Equator, is the northern West hemisphere. Below the Equator, to the Axis south, is the southern hemisphere. South 3) The Prime Meridian: It is an imaginary line from the North pole to the South pole that divides a globe into the eastern and western hemispheres. 4 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 170 2/17/2018 4:03:54 PM

The Equator divides the Earth into the The Prime Meridian divides the Earth into northern and the southern hemispheres. the eastern and the western hemispheres. Application MAKING A GLOBE A globe can be made from a special map of the Earth like this one. A map like this can be pasted onto a sphere. Representing the Earth 5 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 171 2/17/2018 4:03:54 PM

A globe can only be made to show the entire Earth. We cannot use a map of a country, city or neighbourhood to make a globe. Do you know why? Higher Order Thinking Skills (H.O.T.S.) 1) Look at a globe and point out the following: • the Equator • a continent in the southern hemisphere • a continent which is in all four hemispheres • the continent of which India is a part Amazing Facts The German geographer, Martin Behaim, made a globe more than 500 years ago that still exists. He was able to create the globe after travelling around the world. Concept 1.2: Latitudes and Longitudes Think Rashi: I have decided that I want to visit Australia. Mr Jain: That’s interesting. Can you show me where it is on this globe? Rashi: I can’t see it. Mr Jain: You can use the latitudes and longitudes on the globe to find places. Do you know where Australia is? Rashi: It’s in the southern hemisphere. And it’s to the east of the Prime Meridian. QQ. What does Rashi’s father ask her to use to find the location of a place on the globe? (A) latitudes (B) latitudes and longitudes (C) longitudes (D) the internet 6 2/17/2018 4:03:54 PM NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 172

Remembering The North Pole and the South Pole marked on the globe show the vertical northernmost and the southernmost points of the Earth. Horizontal lines drawn parallel to the equator are latitudes. Vertical lines that join the North and South Poles are longitudes. A globe is divided into small sections. These sections make it easy to find places on the Earth. The lines which make these sections are called latitudes horizontal and longitudes. Latitudes and longitudes are measured using degrees and the direction in which they fall. Example: 20° N is read as ‘20 degrees, north’. LATITUDES They are also known as parallels. This is because these lines do not meet each other at any point. The Equator: It is the longest latitude. It marks 0° on the globe. The Equator is an important latitude. It divides the Earth into the northern and the southern hemispheres. Other than the Equator, there are four other important latitudes: latitudes 1) Tropic of Cancer (23.5° N): It is also called the Northern Tropic. 2) Tropic of Capricorn (23.5° S): It is also called the Southern Tropic. 3) Arctic Circle (66.5° N): It is the latitude that circles the North Pole. 4) Antarctic Circle (66.5° S): It is the latitude that circles the South Pole. Representing the Earth 7 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 173 2/17/2018 4:03:54 PM

LONGITUDES We have read that the Equator is the longest latitude. Do you know vertical that the Equator is a circle? This equatorial circle can be divided into 360°. These divisions of the equatorial circle are used for marking meridians. These meridians are called longitudes. Longitudes range from 0° to 180° in the east and 0° to 180° in the west. 1) 0° meridian: It is also called the Greenwich Meridian as it passes longitudes through a place called Greenwich in the United Kingdom. It is also known as the Prime Meridian. 2) 180° meridian: On a globe, you will find this line opposite to the 0° meridian . The International Date Line roughly follows the 180° meridian. Unlike the 0° meridian, it does not pass through any country. The 0° and 180° meridians divide the Earth into the eastern and western hemispheres. Prime Meridian International Date Line Understanding latitudes FEATURES OF LATITUDES AND LONGITUDES Latitudes: • run from the east to the west. • form complete circles, except at the two poles, which are points. • are parallel lines. The distance between them always remains equal. • decrease in length from the Equator towards the poles. 8 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 174 2/17/2018 4:03:54 PM

Longitudes: • run from the north to the south. • meet at the poles. The distance between longitudes is the least at the poles. This distance is the widest at the Equator. THE RELATIONSHIP BETWEEN LATITUDES AND SUNLIGHT The tilt of the Earth along with its revolution has various interesting longitudes effects. The most important is that all the latitudes do not get the same amount of sunlight. The latitudes between which the Sun appears directly overhead are the Tropic of Cancer (23.5° N) in the north and the Tropic of Capricorn (23.5° S) in the south. Application Mr Jain lives in Pune. He wants to make a phone call to his cousin who lives in the United Kingdom. Before he calls, he checks his watch to calculate what time it is in London. He does not do this before calling his sister in Jaipur. Why does he need to do this? He needs to do this because of following reasons. Time difference: Every place in the world has a specific longitude. We use longitudes to calculate the time for different places. The time for different places is measured relative to the Greenwich Mean Time. It is commonly called GMT. Standard time: The time is different for different meridians. A country like India has many meridians. So, places on different meridians would be at different times. To avoid confusion, Representing the Earth 9 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 175 2/17/2018 4:03:54 PM

we have a standard time. A standard time is decided on the basis of a centrally located meridian of a region. +5.5 GMT standard times around the world Higher Order Thinking Skills (H.O.T.S.) 1) To calculate time using meridians, we need to count 4 minutes for each meridian. So if it is 12 p.m.(noon) at 0°, • It will be 12:04 p.m. at 1° E. We add minutes to the time for meridians to the east of 0°. • It will be 11:56 at 1° W. We subtract minutes from the time for meridians to the west of 0°. Using a time zone map, fill in the table. The time at: Greenwich Time (0°) The time at: 12 p.m. 2° W is 11:52 p.m. 2° E is 12:08 p.m. [2 × 4 = 8. 1 p.m. [2 × 4 = 8. So 12:00 am - 8 minutes = 11:52 So 12:00 am + 8 minutes = 12:08 p.m.] p.m.] 5° W is _________________ 5° E is ____________________ 80° W is ________________ 12 a.m. 80° E is ___________________ 100° W is _______________ 3 a.m. 100° E is __________________ 10 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 176 2/17/2018 4:03:55 PM

Amazing Facts Africa is the only continent that lies on both sides of the Equator and the North Prime Meridian. It is also the only continent in the world that lies in all four hemispheres. West East New Words South 1) represent – show 2) two-dimensional – an object that has length and breadth 3) three-dimensional – an object that has length, breadth and depth 4) geographer – someone who is an expert at, and continues to study geography Representing the Earth 11 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 177 2/17/2018 4:03:55 PM

Lesson All Kinds of Regions Make 2 up the World I Will Learn About 2.1 R weather, seasons and climate. U factors that affect the climate. A climate of India. h climatic zones and countries. Concept 2.1: The Climatic Zones of the Earth Think Meher: Brother, what are you doing with all these maps and magazines? Morad: I am making a list of all the amazing places that I want to see. Meher: Which places do you want to see? Morad: I want to travel to Greenland, the Democratic Republic of Congo and… ummm... Athens! But right now, I want to go to New Zealand. Meher: New Zealand will be much colder than Pune, right? After all, it is December. Q. Do you think it will be cold in New Zealand during December? (A) yes (B) no 12 2/17/2018 4:03:55 PM NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 178

Remembering Between December and February, it gets cold. It might be very cold one day and a little less cold another day. Similarly, it might be less windy one day and very windy the next day. This change in the day-to-day conditions of temperature, humidity and wind at a place is called weather. SEASONS The weather is cold between December and February. October September However, between March to November May, the temperature starts to August Northern Autumn/Southern Spring increase, and we feel hot. December July These cyclical changes in the Northern Winter/ Northern Summer/ weather, over a period of a Southern Summer Southern Winter year, are called seasons. In India, there are three main January June seasons – summer, monsoon and winter. Northern Spring/Southern Autumn What causes seasons? February May March April You have learnt that there are two movements of the Earth – rotation and revolution. The revolution of the Earth around the Sun causes seasons. The Earth is tilted on its axis. So, while revolving around the Sun, one part of the Earth is tilted towards the Sun and receives more hours of sunlight. This part experiences summer. However, the other part is tilted away from the Sun and receives fewer hours of sunlight. This part experiences winter. Sometimes, while revolving, neither part is tilted towards the Sun. This is when we experience either spring or autumn. CLIMATE Climate is the weather of a location recorded over a long period of time. We know that the Earth's revolution leads to seasons. However, even during a particular season, the climate does not remain the same everywhere. Example: during the winter season, it is very cold in the Northern Mountains, but it is pleasant in the coastal plains. This is because many factors affect the climate of a place. All Kinds of Regions Make up the World 13 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 179 2/17/2018 4:03:55 PM

Understanding FACTORS AFFECTING THE CLIMATE OF A PLACE There are several factors that affect the climate of a place. Some of them are mentioned below. how distance from the Equator affects climate • Distance from the Equator: If a place is closer to the Equator, the sun rays fall directly over it and spread over a smaller area. However, if a place is away from the Equator, the sun rays are slanting and spread over a larger area. Therefore, places closer to the Equator are hotter than the places away from the Equator. • Height above the sea level: The higher one goes, the cooler it gets. So, places located above sea level are much cooler than places located at sea level. Example: Shimla is cooler than Mumbai. • Distance from the sea: Places closer to the sea are cooler than those away from the sea as they experience sea breeze. • Wind and humidity: Wind and humidity also influence the climate of a place. Example: hot winds blowing from the Thar Desert make the climate of Delhi hot during the summer. Similarly, coastal regions are more humid because of the evaporation of water from the seas and oceans. 14 2/17/2018 4:03:55 PM NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 180

CLIMATIC ZONES OF THE EARTH North Frigid Zone You have read that depending on their North Temperate Zone closeness to the Equator, different regions Torrid Zone receive different amounts of heat from the Sun. The Earth is divided into three climatic zones South Temperate Zone based on the amount of heat received. These South Frigid Zone climatic zones are: • the Torrid Zone • the Temperate Zone • the Frigid Zone The Torrid Zone The Temperate Zone All Kinds of Regions Make up the World 15 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 181 2/17/2018 4:03:55 PM

The Frigid Zone Application CLIMATE OF INDIA A large part of India lies in the Torrid Zone, while some part of it lies in the Temperate Zone. Hence, India experiences different types of climatic conditions. The presence of a variety of landforms such as mountains, plains and coasts, also affects India's climate and provides variety. The Thar Desert Himalayan ranges in has a hot and the country are always dry climate. This covered with snow as is because the they are extremely high region has very few above the sea level. waterbodies and receives scanty rainfall. Mumbai is closer to the equator than New Delhi. Yet, it is cooler than New Delhi because it receives sea breeze. 16 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 182 2/17/2018 4:03:55 PM

Higher Order Thinking Skills (H.O.T.S.) Look at the climatic zone map given in this lesson. Using an atlas, find out the zones in which the following countries are located. • Germany • Saudi Arabia • Singapore • Nigeria • France • Norway Amazing Facts The Poles experience six months of sunlight and six months of darkness. Due to the angle of the Earth, each Pole spends six months tilted towards the Sun. So, for six months, there is continuous daylight at one Pole while, the other Pole remains in the dark for those six months. New Words 1) humidity – amount of moisture present in the air 2) cyclical – occurring in a repeated manner 3) monsoon – the season when India receives a lot of rain 4) spring – the season between winter and summer 5) autumn – the season when leaves of trees begin to fall 6) sea level – the average level of the surface of the sea 7) sea breeze – slight wind that blows from the sea towards the land 8) evaporation – the process in which water turns into vapour All Kinds of Regions Make up the World 17 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 183 2/17/2018 4:03:55 PM

Lesson The Story of 3 the Past Let Us Learn About 3.1 R early human beings. U changes in early human beings. A how agriculture and tools changed the lives of early human beings. h comparing modern and ancient clothing. 3.2 R civilization and ancient civilizations. U why ancient civilizations grew. A how climate is related to civilization. h features of ancient civilizations. Concept 3.1: Early Human Beings Think Rashi, Morad and Meher visit a museum. They look at the different exhibits. Meher notices an exhibit labelled ‘An Early Human Being’. He is surprised that it looks more like a monkey. Meher: Morad, look! How can this monkey be a human being! How silly! Morad: It’s not a monkey, but an ape. Once upon a time, human beings looked and behaved just like apes. After thousands of years, some of those apes changed into what we are today. Rashi: Then, how did we become so different from apes? QQ. W hich animal did early human beings look like? (A) fish (B) lizard (C) ape (D) bird 18 2/17/2018 4:03:55 PM NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 184

Remembering Human beings did not always look and act like they do now. A very long time ago, human beings were like apes. They lived in forests and near rivers. They collected nuts, fruits, berries, eggs and hunted animals for food. Those who lived near rivers caught and ate fish too. So, they were called hunter-gatherers. How did they dig the earth and cut fruits and meat? Stone Tools Early humans used different shapes and sizes of stones as tools. Type of stone tool Uses large and heavy stones kill animals for food, protect themselves from animals small, sharp stones cut fruits and skins of animals long and flat stones dig the earth sharp stones, called scrapers clean the skins of animals The Life of Early Human Beings Early human beings lived in groups. They made clothes from leaves and animal skins. They used the parts of the animals they hunted in different ways. A tool is an object that is made for a specific function. Example: A pencil is made for writing. some stone tools used by early humans Part of the animal Uses a handle tied to a stone tool bones tools handles for tools meat weapons skin jewellery food clothes The Story of the Past 19 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 185 2/17/2018 4:03:55 PM

Early humans lived in caves. Caves protected them from animals, rain, wind and cold. They also stored food in caves. When there was no food left in one area, they moved to a new place. When humans found food to eat, they ate it raw. They did not know how to cook. a cave Understanding How did early human beings change? In the beginning, early human beings looked like apes. As time went by, their faces changed. They stopped living in trees like apes and began living on the ground. They stopped walking on four legs. They started walking on two legs with their backs straight. They also started using their hands to do other things. Using Fire Early humans saw that lightning made trees catch fire and burn. All the animals were afraid of fire. Early humans picked up burning branches to protect themselves from dangerous animals. Often, meat and roots fell into the fire. Early humans tasted this food. They found that food when put in the fire, tasted better than raw food. This is how early human beings learnt to cook. But, they had to wait for lightning to burn a tree to get fire. To make tools, early humans banged stones against each other. Sometimes, while making tools, they observed sparks, which made the grass catch fire. In this way, early human beings learnt to make their own fires. 20 2/17/2018 4:03:55 PM NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 186

Application Farming Early humans carefully observed nature. They threw seeds from fruits on the ground. Soon, they saw new plants growing. They saw that seeds grew well in warm weather. They collected fruits for the cold weather. They wrapped fruits in the skins of animals to keep them fresh. They planted seeds, grew plants and began farming. Using Wheels Early humans travelled a lot. They did not have an easy way to move heavy things from one place to another. They observed rocks and logs rolling easily on land. This gave them the idea to roll heavy things on logs. This is how early humans started using wheels. Early humans started making wheels from stone. Settling Down Human beings travelled in search of food. When they started farming, they started staying in one place. They started making simple huts with the stems of plants and long leaves. They also used animal skins and bones to make huts. Higher Order Thinking Skills (H.O.T.S.) 1) Look at the two pictures. The clothes shown are different from each other. Discuss the reasons for: • the difference between them based on the material. • one special feature of each item of clothing. Civilizations began to appear about 12,000 years ago. The very old civilizations are called ancient civilizations. All the ancient civilizations are found near rivers. A civilization is a group of human beings with common rules, language and dressing styles living together. The Story of the Past 21 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 187 2/17/2018 4:03:55 PM

AB Amazing Facts Ötzi the Iceman was an early human being. His body and belongings were preserved in ice for thousands of years. Ötzi is displayed in the South Tyrol Museum in Italy. Concept 3.2: Ancient Civilizations Think Rashi, Meher and Morad are still in the museum. The next section has different exhibits. There are photographs of many buildings made of bricks. There are metal tools too. The human beings in this exhibit look different. Rashi: Morad, these people look like we do! Didn’t all early human beings look like apes? Meher: No! Remember, they changed? They started to look more like we do. Morad: That is correct. After thousands of years, people started living in cities. Their cities were different from ours. They did not use the same language or machines. They did not dress like we do. But, they were the builders of the first ancient cities. 22 2/17/2018 4:03:55 PM NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 188

QQ. What did human beings start to build? ( A) zoos (B) museums ( C) cities ( D) bridges Remembering Civilization River Mesopotamian Tigris Indus Indus Valley Nile Egyptian Yangtze Chinese The people of these cities were a lot like us. They used languages. They made and did different things. Some people had farms and farm animals. Others made things from clay. Some people made things from iron and other metals. There were special people to make rules. These people were usually the priests. The other people were mostly soldiers and builders. The Story of the Past 23 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 189 2/17/2018 4:03:55 PM

Understanding Human beings needed to stay in one place to take care of their farms. They grew crops, collected and stored grains. This is called agriculture. They built strong houses so that they could stay in the same place for a long time. They needed water for their farms. So, they built houses near big rivers. TRADE Families of early human beings lived together. Sometimes, one family had less meat but a lot of grains. Another family had more meat and less grains. They exchanged meat and grains to get what they needed. This exchange of resources is called trade. A small group of strong houses became a village. When more houses were built, it became a city. Some cities were close to each other. They traded with each other. The people spoke the same language. They also had the same way of making rules. They became important places for trade. DOMESTICATING ANIMALS People found that a few animals could be used to carry heavy loads and do other tasks. They gave these animals food and water to domesticate them. Some animals domesticated by early humans were the cow, sheep, goat, buffalo, horse, dog, cat, donkey, ox and bull. Humans allowed these animals to live close to them. They observed the young ones of these animals and soon began milking cows and goats. They also got wool and meat from these animals. a house from an ancient village 24 2/17/2018 4:03:55 PM NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 190

Application Crops grow easily in places where there is warm sunlight. Rivers are used to get water for growing crops. Warm climate is also easy for humans to live in. All ancient civilizations started in the warm regions. Look at the map and answer the questions. 1) Were there any civilizations in the very cold areas? 2) Why do you think this happened? Higher Order Thinking Skills (H.O.T.S.) 1) Find out which ancient city had a place called the Great Bath. Name the civilization that it belonged to. Discuss three important features of this civilization. The Story of the Past 25 NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 191 2/17/2018 4:03:55 PM

Amazing Facts The Indus Valley Civilization cities traded with cities in Mesopotamia. The distance between the two civilizations was more than 4,000 kilometres. an Indus Valley city New Words 1) exhibit – something that is displayed for people to see 1) ape – an animal that is like a monkey, but does not have a tail or 3) meat has a very short tail 4) handle – flesh of an animal 5) raw – the part of a tool that is used to hold it 6) spark – uncooked; without cooking 7) observe – a very small fire that lasts for less than a second 8) log – to watch and study something carefully 9) clay – a long piece of a tree that has been cut 10) priest – a soft, muddy material used to make pots and other objects – someone who performs religious duties and makes rules of 11) soldier worship 12) crops – someone who protects a place or a group of people from 13) grains 14) resources other groups of people 15) domesticate – the plants grown for getting grains and other food – the seeds of some plants, such as rice, that we cook and eat – a place or thing that provides something useful – make a wild animal able to live with human beings 26 2/17/2018 4:03:55 PM NR_BGM_181910050_Maple G5_Textbook Integrated_Term1_text.pdf 192