GEETA OBERAI

TARUN

TARUN PUBLICATIONS

(An ISO 9001: 2008 Company) 4675/21, Ansari Road, Darya Ganj, New Delhi-110002 Ph: 23258909, 23281911 • Telefax: 011-23258909 E-mail : [email protected] Website: www.tarunpublications.com © All rights reserved with the publishers. New Edition : 2016 No part of this publication may be reproduced in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher.

PREFACE Our Green Earth is a latest series of books on Environmental Studies for the students of Classes 1 to 5. While introducing the young target learners to the environment and its various aspects, the series aims to sensitise the students towards some of the core concerns and issues such as, misuse or overuse of natural resources. It also familiarises them with effective ways and measures to conserve these resources and tackle natural calamities and fight against the problems like pollution. Key Points in each chapter lists the major topics to be discussed in that chapter. This segment gives the learners a broad hint about what they will read in that chapter. Let’s Start is an induction activity or warm-up formulated to lend a practical approach to learning. Learn and Grow is a regular element that figures in each chapter. Its objective is not only to provide the learners some passive bits of information which they need to remember. In fact, the real objective is to arouse curiosity among the learners to understand some interesting and even amazing aspects of the world around them. Pause To Do includes inter-personal-based questions related to day-to-day life Go An Extra Mile is another regular element of each chapter formulated to orient the students towards proactive learning. Sometimes, it has been supplemented with different creative skills, designed into questions that may challenge their ability, intelligence level and potential for understanding the essence of the subject effectively. Let’s Remember is a brief chapter summary given at the end of each chapter to recapitulate the main points. Word Kitty defines important terms in the chapters. Query Corridor includes some sets of questions based on the text discussed in each chapter. Fun-Learning Zone is a set of activities for the target learners to do so as to understand the crux of the subject more thoroughly. It is designed to be collaborative activities where facilitators or teachers will be involved with the students to accomplish the tasks outlined in the activities. Hots questions test the ability of the students to think critically, draw inferences and apply concepts to new situations. Let’s Practice in each book can be used as model papers for practice. The series is completely in sync with the basic curricular needs of the learners and the prevalent modes of pedagogy and teaching. Its motto is to make teaching and learning effective, fun-filled and most importantly, long lasting. We hope you will find this series useful and interesting for your little ones. Suggestions for improvement are always welcome. —Publishers

Key Features Key Points Outlines from the text given in each chapter enable the teachers to plan the chapter in a systematic way.

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, ieties ough e soc other ced thr In som a’s m are tra sed on tance iety ba Glori her live l inheri e. A soc archa other. mot to ale lin a matri her m and her ria goes r est the fem called or old lo tem is a and he e Family ther this sys Glori ther. Sh much. G her mot clear the mo ily. re to t He A Nu fam l fa si y. ry the societ y a vi om her other ve s there til mily. heads pa ale , fr fem ch stay arent fa Now rated and ve ea pa and is se er and lo e school a single-p blood, st pe is th ted by the olde . his ty of. togeth he after Hers ro e rela by fice. dia. T ey in In the same bers wer headed the mon a crèc s from of r em was all milies return int fa living unde e male m he family ntrolled milies jo Fa in th n co ze of lived nerations eans all ughters. T ily and eir ow ing Si m ople m ue hed th Chang r times, pe of many geeage. This married da e entire fa tablis es contin es th d d ie ili un lin te rl of out an a few fam In ea ily consis l family , wives or behalf on ha rs ly moved of fam a patriarc e mothe decisions n. bers Today, on em er he l . d m w tc al e e ki It ha women e made som milies er th e ure. eak as nuclear fa all th ember. H control ov d struct d to br m mily starte olds calle erted male the fa ife ex milies useh ges in n. His w ly, joint fa aller ho ildre t chan re al d sm abou and ch ructu t St Gradu ndent an ilies. ife gh w ily gh to m brou with enou e Fam indepe as joint fa have e out large s in th e ctors ange t be d mov to liv ral fa re an ht no ght Ch ily tu ig he ou na m w Br d e n fam else have hous ic an ws. twee ployed The rs that onom ent be ace. Facto get em al, ec be as follo justm of sp l soci . d might in ad ortage bers estyle Severa asons coul lems be sh mem tter lif prob ht ily re be ig shift m be a fa The e m mily. uld le to es for Some Ther ily. ere co hom e peop tsunamis, ion: growing fa • Job: es, th the fam their e d forc d odat shift es an ht includ authorise At tim k-up of omm odate the to m : cc ed ho A ps ig • nshi of un a brea ompt stroy is m comm

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Learn and Grow The real objective is to arouse curiosity among the learners to understand some interesting and even amazing aspects of the environment.

39

Our

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CONTENTS

1.

Family: Our First School

7



2.

Senses and Perceptions

14



3.

Games We Love to Play

20



4.

How, Why and What We Breathe

27



5.

Eating and Digesting

33

Let's Practise -1

41



6. Dignity of Labour

42



7.

Senses In Animals

47



8.

Wildlife Protection

53

9. Our Forests

61

10.

Farming For Food

68



Let's Practise-2

76

11.

Food: Scarcity And Preservation

77

12.

Adventures are Fun!

84

13.

Exploring the Outer Space

90

14.

Houses for Everyone

96

15.

Tackling Disasters

103



Let's Practise-3

111

16.

Water is Invaluable

112

17.

Science of Water

120

18.

Great Monuments

125

19.

Managing Waste

132

20.

Fuels We Use

139

21

How Do Plants Grow?

144



Let's Practise-4 152

1 Family: Our First School

Key Points: Family tree Different types of families Factors that have brought about changes in the family structure



People in the family Changing size of families Effects of shifting home : A case study

Let’s Start…

Look at these pictures. From the pictures, identify the type of family and activities they are enjoying.

7 Our Green Earth-5

Most of us live in a family. We live in our house with many other people. Together they make our family. They love us and take care of us. They help and make us happy. All our needs are fulfilled within the family. We also get moral values and learn lessons to grow up into good citizens from our elders in the family.

Family Tree Look at the following picture representing Vibha’s family. This is known as a family tree.

As you can see, the family tree shows Vibha’s grandparents at the top. The next two boxes below are her father and mother. The two boxes below her parents are Vibha and her brother Viplav. 8 Our Green Earth-5

Go an Extra Mile… Cut out white strips of paper. Write the names of your family members in bright coloured ink. Paste them on a dark sheet of thick paper and make your family tree. You can use coloured tape, sequins, glitters, beads, buttons, etc. to decorate your presentation. Surprise your parents/ grandparents with this gift.

People in the Family Members of our family live with us in our house. We address our family members by different names—uncles as chachaji, mamaji, tauji or mausaji, aunts as chachiji, mamiji, taiji or mausiji. We are related to the members of our family in some way or the other; hence we call them relatives. However, there are people who are related to us but do not live with us. Sometimes, some of the family members have to go out to study or work. Some members of our family may live in our city while others may reside in other cities. Still others may live in other countries.

Different Types of Families Observe the following pictures of different types of families. Study them carefully and see how the members of a family are bonded together.

Naina lives with her brother father and mother. Hers is a nuclear family.

Nuclear family

Here is George’s family. George lives in a joint family. His parents, grandparents, uncle (brother of his father), his wife and daughter all live together.

Joint family

This is Mohsin’s family. He lives with his father, mother and grandparents. He also has a sister who is two years old. He lives in a medium-sized family.

Medium-sized family Our Green Earth-5

9

A Nuclear Family

Now, pay a visit to Gloria and her mother. Gloria’s mother is separated from her father. She and her mother live together and love each other very much. Gloria goes to a crèche after the school and stays there till her mother returns from office. Hers is a single-parent family.

Changing Size of Families

LEARN AND GROW

In some societies, de

scent and ed through

inheritance are trac

the female line. A so this system is calle

ciety based on

d a matriarchal society. Here the mo ther or oldest female heads the fa mily.

In earlier times, people lived in joint families in India. This type of family consisted of many generations living under the same roof. It had a patriarchal family lineage. This means all the male members were related by blood, and all the women were mothers, wives or unmarried daughters. The family was headed by the oldest male member. He made all decisions on behalf of the entire family and controlled all the money. His wife exerted control over the kitchen. Gradually, joint families started to break as some members moved out and established their own independent and smaller households called nuclear families. Today, only a few families continue to live as joint families. Factors that have Brought Changes in the Family Structure

Several social, economic and natural factors have brought about changes in the family structure. The reasons could be as follows.

• Job: Some family members might get employed elsewhere and move out with wife and children.



• Accommodation: There might be shortage of space. The house might not be large enough to



• Break-up in relationships: At times, there could be problems in adjustment between family



• Lifestyle change: Family members may be prompted to shift their homes for a better lifestyle.



• Calamities: Natural and human-made calamities might destroy homes and force people to shift

accommodate the growing family.

members. This could lead to a break-up of the family.

to new places. Some of the natural calamities responsible for this might include tsunamis, earthquakes, floods and droughts. Human-made factors may include demolition of unauthorised colonies, clearing of slums, etc.

Calamity Victims

10 Our Green Earth-5

Victims shifting to new Places

us e T o D o Pa Talk to one of your classmate or neighbour who has recently shifted to your city. Ask him/her following questions.

• Where did he/she live before?



• In which school did he/she study?



• Why did his/her family shift?



• What difficulties did he/she face while shifting?

When social, economic and natural factors discussed above make people shift from one place to another, it is called migration. Migration can be voluntary or compulsive.

Effects of Shifting Home : A Case Study Salil is a married young man. They lived in Gwalior in a joint family with Salil's parents, brother, sister-in-law and nephew. They also had a three-year old son Rahul. Last year, Salil got a good job in Delhi and decided to shift there. The idea of living an independent life seemed to be exciting to Salil and his wife. They shifted to Delhi with their little son. In Delhi, Salil’s wife also started working leaving the child in a crèche. Soon, they realised that things were not easy to manage. They now did not have the support of the family elders to do the housework and look after the child. They sought the help of a babysitter and did their housework all by themselves. The couple got extremely busy in their jobs. They could hardly spare any time for Rahul—teaching lessons and telling him stories, which his grandmother used to do in Kanpur. Rahul became more and more neglected. He also missed his cousin’s company and was left alone. From Salil’s story, we understood that shifting of a house affects the roles, relationships, value systems and aspirations within a family.

Word Kitty Relatives

:

The members of our family to whom we are related in some way or the other

Nuclear family

:

A small family with parents and their children

Migration

:

Shifting from one place to another for the purpose of residence

Calamity

:

A great event or disaster that brings terrible loss or tragedy, such as flood or earthquake

Let’s Remember

• There are different types of families: nuclear, medium-sized, joint and single-parent.



• In India, the concept of a joint family is one of the most integral components of our culture.

It helps inculcate the cultural values of respect, kinship, compassion, discipline, cooperation, loyalty and acceptance through mutual habitation. 11

Our Green Earth-5



• Several socio-economic forces have brought about changes in the family structure and the quality



• Shifting from one place to another for the purpose of residence is called migration. Migration



• Compulsion for shifting place might be due to natural calamities like earthquakes, floods,



• The shifting of a house affects the roles, relationships, value systems and aspirations within a

of life in families.

can be voluntary or due to compulsion. tsunamis, etc. family.

Query Corridor A. Write ‘T’ for true and ‘F’ for false. 1. Every person in a family is not responsible towards the other.



_____



2. Joint family cannot teach values to the children.



_____



3. In India, the concept of a nuclear family is one of the most integral components of culture.

_____



4. At times, there could be problems in adjustment between family members, and this could lead to break-ups in the family.

_____

5. Shifting from one place to another for the purpose of residence is called migration.

_____

B. Fill in the blanks.

1. I live with my ___________. 2. People in my family __________ me.



3. Shifting home from one place to another fro the purpose of residence is called ___________.



4. Migration can be _________or___________.



5. Compulsion for shifting place might be due to __________.

C. Answer the following questions in brief.

1. What is a family? What do you get from your family?



2. What is a family tree? How is it helpful?



3. What is a patriarchal family?



4. Explain the effects of shifting a house on the part of a joint family that moves out and the one that is left behind.



5. Why do people shift from one place to another?

D. Answer the following questions in detail.

1. In earlier times, what kind of families did people live in? Write a few advantages of this family system.



2. What is migration? Describe two types of migration.



3. What are the positive and negative effects of shifting? 12 Our Green Earth-5



4. Make a list of the social, economic and natural factors that have brought about changes in the family structure.



5. What are various types of families? Describe each.

E. Tick (ü) the correct answer.

1. People living with us in our house make our a. relatives





b. siblings



c. family



d. friends

2. People leave their native places in search of jobs. It is called a. calamity



b. shifting

c. migration



d. family tree





3. Jane lives with her mother. Hers is a

a. nuclear family





b. medium-sized family

c. single-parent family



d. small family



4. Arunima lives with her brother father and mother. Hers is a a. nuclear family



b. joint family

c. large family



d. medium-sized family





b. single-parent family





d. none of these





5. A small family is called a a. nuclear family

c. joint family

Fun-Learning Zone A.

People face a lot of difficulties when they lose their family, houses and belongings. In newspapers of last few months, look for news related to such disasters—earthquake, floods, fire, tsunami, cyclone, etc. in different parts of the world. Collect this news reports and make a collage to present in class. B. Divide the class into groups. Each group will play a particular family type. Prepare a skit or one-act play highlighting certain features of the family through dialogues. Each family will highlight both positive and negative points of a family type. Say a nuclear family can show busy parents and single child playing on his/her own. C. Paste the pictures of your mother, father and yourself in your scrapbook. Now compare yourself with both of them. Do you have any features that resemble your parents? In a tabular form, write down the name of your body parts/gestures/qualities, etc. and then mention whether it resembles your mother or father. D. Migration is not limited to human beings. Some birds and animals also migrate every year. Collect pictures of some such animals and birds. Paste it in a chart paper. Mention the names of animals and the reason for migration.

HOTS Which type of family is best suited for today? Give reasons for your answer.

13 Our Green Earth-5

2 Senses and Perceptions Key Points:



Likes and dislikes of people The story of Helen Keller



The differently-abled Braille

Let’s Start…

Observe the following pictures. Which of your sense organs do you use to understand what they convey? Write their names in the blank space.

14 Our Green Earth-5

As you have read in the previous class, we have five senses that help us to discover the world around us and communicate with others. Through these senses, we can see, hear, feel, taste and smell different things around us. But still our likes and dislikes are different from one another. Let us explore.

Likes and Dislikes of People Saima, Rehan and Reena are classmates and close friends. But whenever they are free, they do different things to spend their time. Saima loves playing tennis. Rehan likes to play football with his friends. Reena is fond of reading books. She spends her leisure time reading some interesting storybook in the library. Saima’s brother Farid loves to play chess, but his friend Parag does not like playing chess. Have you ever wondered why different people like or dislike different things? Let us understand through more examples.

People's likes and dislikes

Paul is excited when the bell rings for the sports period. His father runs a gymnasium and always encourages his children to take part in physical activities and keep fit. Hence, Paul loves games and sports. Kavita’s mother is a musician trained in classical music. There is an environment of music in their house. Hence, Kavita has developed an inclination towards music. Her neighbour Leena’s parents tell her not to waste time in music and sports, and instead concentrate on studies. Her parents are scientists and are always busy with their experiments. Hence, Leena has developed a scientific aptitude. Kavita and Leena have different likes and dislikes because of their family backgrounds.

us e T o D o Pa

We have learnt that people have different likes and dislikes. Now compare yours with your best friend. Favourites Mine My Best Friend’s Food Colour Actor Animal Activity 15 Our Green Earth-5



Sport Subject Holiday destination Book/Story Singer

Let us meet a few more people and see how their likes and dislikes differ. Pawan and Saif stop by a restaurant. Pawan being a Hindu Brahmin, is a vegetarian. He goes for a vegetarian dish. Saif belongs to a non-vegetarian Muslim family. So he eats chicken biryani. The two boys make different food choices because they have different tastes on account of the habits they have cultivated from their families. Huma lives in Kashmir where it is very cold and Suhasini lives in Chennai where the climate is humid and warm. They visit Shimla during the winter vacation. Huma is comfortable here for she loves cold climate and is used to it. Suhasini shivers and cannot tolerate the cold for she is not habituated to such a climate. The two girls adapt themselves to the cold climate in Shimla differently because of their different geographical background. These instances tell us that our sense organs perform the same functions but the brain interprets them differently. This is done according to the family values, traditions, regional and environmental influences. This is how we develop our likes and dislikes and a particular way of life—our culture.

The Differently–abled We are dependent on our senses to perceive our environment. However, we realise their importance only when one or more of the senses fail to work. People with disabilities do not want to be pitied or be differently behaved with. They just want to live a normal life. The blind have to be guided, the mentally challenged need to be assisted and the physically challenged need help to get things done for him/her. We have to play our part in helping them survive in this world with dignity and ease. A friendly handshake or a warm smile can do a lot and build up confidence in a person. We should not pity them or feel sorry for them. This would make 16 Our Green Earth-5

them feel inferior. We can just ask for help, if they need any. For every human being, dignity and respect are the foremost things.

Go an Extra Mile… Find out about some of the organisations that are involved in improving the condition of physically and mentally challenged people. Do you think their methods and tools can be adopted by you and your friends to make the lives of the differently abled people better?

No one desires to be looked down upon or pitied by anyone. We come across many courageous people with various impairments who refuse to burden the society with their disability. They go on to live a fulfilling life. A Story of Helen Keller

Here is an instance of a lady who went on to earn a Bachelor’s degree (BA) in spite of being a hearing and visually impaired person. Helen Keller could not see and hear. But she had an extraordinary sense of touch. She could sense the spellings when her teacher finger-traced letters and words on her palm. Later, she used the sense of touch to read Braille. Braille

Braille is a special script written on a thick paper with 1 to 6 raised dots. Each set of raised dots stands for a letter of the alphabet. One needs to roll fingers on these dots to read the letters and words. Thus, a hearing and visually impaired person could get education with the help of Braille. LEARN AND GROW The raised dot system known as ‘Braille’ was pioneered by a Frenchman called Louis Braille. At the age of 10, Louis lost his sight in an accident. While still a student, he began developing the system of a tactile code that could allow blind persons to read and write quickly and efficiently. Inspired by the military cryptography of Charles Barbier, Braille came up with a new method specifically for the needs of the blind. This method of reading and writing system came to be known as the ‘Braille’ after him.

Louis Braille

Word Kitty Perception Sense organs

: :

Braille

:

Become aware of something through the senses Parts of the body enabling information from the outside world to be received through specific receptors that are connected to the brain by the nerves. Eyes, ears, nose, tongue and skin are the five sense organs we have A series of raised dots that can be read with the fingers by people who are blind or whose eyesight is not sufficient for reading printed material 17 Our Green Earth-5

Differently-abled :



It is a term used as an alternative to disabled, handicapped, etc., on the grounds that it gave a more positive message and so avoided discrimination towards people with disabilities.

Let’s Remember • We are dependent upon our senses to perceive the environment—see, smell, touch, hear



and taste.

• People with disabilities should not to be pitied or looked down upon. • The sense organs perform the same functions for all but the brain interprets them differently

according to the environment, traditions, family, regional and cultural influences. This is why our likes and dislikes are different.



• Helen Keller was a hearing and visually impaired person who had an extraordinary sense of



• Braille is a special script written on a thick paper with 1 to 6 raised dots.

touch.



Query Corridor

A.

Answer the following questions in brief.

1. How do we experience our surroundings? 2. Why are our likes and dislikes different from one another? 3. How can a hearing and visually impaired person get proper education? 4. Which sense was more developed in Helen Keller? 5. How did Helen Keller’s teacher teach her words? B.

Tick (ü) the correct answer.

1. Which of the following is not one of the senses? a. see





b. touch

c. hear





d. walk



2. Braille is a special script for the visually impaired that uses the sense of a. hearing c. touch





b. taste



d. smell



3. Which senses was Helen Keller impaired of?

a. hearing and sight c. touch and sight





b. hearing and speaking



d. tasting and smelling

4. How should you behave with a differently enabled person? 18

a. We should pity them. b. We should help them if they ask for it. c. We should look down upon them. d. We should be over responsive towards them.

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5. Helen Keller used her sense of to read and write. a. hearing c. smell C.





b. touch



d. sight



Answer the following questions in detail.

1. Write a note on Helen Keller. 2. What is Braille? How does one read it? 3. Who invented Braille? What do you know about him? 4. How we should behave with differently enabled people? 5. Can geographical environment determine our likes and dislikes? Explain with an example. D.

Fill in the blanks.

1. We have five sense organs. These are ________, ________, ________, ________ and ________. 2. Braille script is written on a thick paper with ________ to ________ raised dots. 3. __________ persons are those who cannot use a body part completely or easily. 4. Braille script was invented by __________. 5. When one or more sense fail we realise their __________.

Fun-Learning Zone A.

Play the game of ‘Touch and Tell’ in the class. Bring different things like potato, sandpaper, paperweight, crayons, stone, box, etc. Keep them on the table and cover them with a sheet of paper or cloth. Call one person at a time and blindfold him/her. Ask them to touch different things and guess what they are. At the end of the session, teacher will encourage the children to sensitise on how it feels to be a blind,

B.

Organise a visit to special school/home for differently-abled and meet the children there. The learners will find out their problems, spend some time with them and make them feel good.

Hots

How do you think differently enabled persons overcome their problems and live a normal life?

19 Our Green Earth-5