GOVERNMENT OF KARNATAKA

ENVIRONMENTAL STUDIES

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TEXT CUM WORK BOOK
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ENGLISH MEDIUM
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Third Standard
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Karnataka Text book Society (R.)

100 Feet Ring Road, Banashankari 3rd Stage,
Bengaluru - 85.
 Preface
The Textbook Society, Karanataka has been engaged in
producing new textbooks according to the new syllabi prepared
which in turn are designed based on NCF - 2005 since June
2010. Textbooks are prepared in 12 languages; seven of them
serve as the media of instruction. From standard 1 to 4 there

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are the EVS, mathematics and 5th to 10th there are three core
subjects namely mathematics, science and social science.
NCF - 2005 has a number of special features and they are:

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• connecting knowledge to life activities
• learning to shift from rote methods
•
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enriching the curriculum beyond textbooks

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• learning experiences for the construction of knowledge
• making examinations flexible and integrating them with
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classroom experiences
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• caring concerns within the democratic policy of the

country
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• making education relevant to the present and future needs

• softening the subject boundaries, integrated knowledge
and the joy of learning
• the child is the constructor of knowledge.
The new books are produced based on three fundamental
approaches namely-Constructive Approach, Spiral Approach
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and Integrated Approach.

The learner is encouraged to think, engage in activities,
master skills and competencies. The materials presented
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in these books are integrated with values. The new books

are not examination oriented in their nature. On the other
hand they help the learner in the all round development of
his/her personality, thus help him/her become a healthy
member of a healthy society and a productive citizen of this
great country, India.

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 Young learners in their initial stages of learning i.e., between
the ages of 5 and 10, acquire most of the concepts which they
need in consolidating learning in later stages. If this learning is
properly planned and well executed in the classroom, children
may find learning easy and enjoyable.
Based on these principles, in the early stages from class
1 to 5, the following subject areas have been introduced-

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Mother tongue, state language, English as a practice language,
mathematics and environmental studies. Environmental

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studies include science and social science related to their daily
life experiences, information about their environment, society,
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country, their duties and rights. These topics are presented

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through interesting situations and activities. Opportunities
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have been provided for self learning and creativity. In this stage
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importance is given to children sitting in pairs and groups
and exchange their experiences. The efforts have been made
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to make illustrations colourful, attractive and meaningful.

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Teachers are expected to make use of these and help children

learn meaningfully and with pleasure. The textbooks aim at
making learning interesting, enjoyable and satisfying.
The Textbook Society expresses grateful thanks to the
chairpersons, writers, scrutinisers, artists, staff of DIETs and
CTEs and the members of the Editorial Board and printers in
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helping the Text Book Society in producing these textbooks.

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Prof. G.S. Mudambadithaya Nagendra Kumar

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Coordinator Managing Director

Curriculum Revision and Karnataka Textbook Society (R),
Textbook Preparation, Bengaluru, Karnataka
Karnataka Textbook Society (R),
Bengaluru, Karnataka

iii
 About the book
This text book is developed based on the guidelines of the National Curriculum
Frame work(NCF-2005), set by the National Council of Educational Research and
Training(NCERT) considering the progress in the research and development and
the new challenges that humankind is likely to face in the years to come.
While attempting to adopt the NCF-2005 framework to the text books of
‘Environmental Studies’ for classes 3 and 4 for the State of Karnataka, we have
taken into account the socio-econimic, environmental and cultural aspects of the
State for easy connect and better understanding. We have tried integrating the

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science and social science concepts by softening the subject boundaries in the
text books of Environmental Studies. The idea is that the children should view
the natural and the social environments in a holistic manner from the beginning
of the school education. We have included a wide range of topics from family to

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plants and animals to festival on the lines of the NCF-2005 guidelines.
As students move from 2nd to higher standards, their observation skills
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using their senses to gather and record information improve. During this stage,

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the students are able to observe, explore, experiment, read, write, possess the
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knowledge of numbers, appreciate, empathise and ask questions about their
immediate environment. They start understanding the perspectives. Students
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discover wider range of things and phenomena, though still predominantly
focused on their immediate environment and day-to-day experiences. They begin
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to make links and apply knowledge of environment to their daily life. Considering
these developments, we have introduced some of the basic concepts of their
immediate natural and social environment in the textbooks. We have designed
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these books with objective of familiarizing children with their surroundings / local
knowledge so that they start appreciating the environment they are living in and
value every component that comes with it. We also have included simple activities
involving observation, measurements, analysis, synthesis to engage them in the
learning process and make the learning exciting and participative. The idea is
also to stimulate children to enquiry - based learning. We have tried our best
to make these books gender neutral in terms of language and presentation of
the concepts. At the beginning of every lesson, we have given the competencies
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that the children should develop after each lesson, to help teachers facilitate
the learning process. We have made the books as attractive as possible with
illustrations. This has an added advantage of making communication simple
and easy.
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While the thought provoking para of Rabindranath Tagore from ‘Civilization

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and Progress’, which NCF 2005 opens with, is indeed inspiring for every teacher to
search and adopt new and innovative teaching-learning approaches, encouraging
children’s creative spirit and enquiry-based learning, we welcome comments and
suggestions from the teachers, parents and public for further refinement.
Environment Education is that Education of the Environment, through
the Environment and for the Environment, natural and social.
Dr. R. Shailaja,
Chairperson, Text Book Committee.
iv
 Text Book Committee
Chairperson:
Dr. R. Shailaja, Director, Regional Environmental Studies Center,
South Zone, 143, Infantry Road, Bengaluru.
Members:
Smt. R.N. Vasantha Sujay, Asst. teacher, G.H.S, Hebbala, Bengaluru.

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Sri Ashwathanarayana, C.R.P., Begli Hosahalli Cluster, Kolar.
Sri K.N. Madhusudana Rao, C.R.P., Hirehalli Cluster, Tumakuru.
Sri Raghavendra Sunagar, Asst. teacher, G.H.S, Marakamdinni,

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Manvi Tq., Raichur.
Smt. K.V. Geetha, Asst. teacher, G.H.P.S., Ayodhyanagar, Puttur Tq.
Dakshina Kannada.
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Sri V.B. Shinge, Drawing teacher, Karnataka High School, Dharwad.

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Scrutinizer:
Prof. G.S. Mudambadithaya, Co-ordinator, Curriculum revision and Text
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book preparation, KTBS, Bengaluru.
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Editorial Board:
Prof. M.R. Nagaraju, Educationist, Yelahanka upanagara, Bengaluru.
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Prof. H.S. Lakshminarayana Bhatta, Professor of Physics(Retd.),

Basaveshwaranagar, Bengaluru.
Dr. M.J. Sundar Ram, Professor of Zoology(Retd.), Girinagar, Bengaluru.
Translators :
Sri B.S. Gundu Rao, Principal(Retd.), Sir. M.V. P.U. College, HAL, Bengaluru.
Sri K.B. Raghavendra, H.M., Jnanavahini High School, Koppa, Chikkamagaluru.
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Sri Edwin Christopher, H.M., G.H.S., Jyothipura, Bengaluru.

Chief Co-ordinator:
Prof. G.S. Mudambadithaya, Co-ordinator, Curriculum revision and Text
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book preparation, KTBS, Bengaluru.

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Chief Advisors:
Sri Nagendra Kumar, Managing Director, KTBS, Bengaluru.
Smt. C. Nagamani, Deputy Director, KTBS, Bengaluru.
Programme Co-ordinator:
Smt. N.R. Shylaja Kumari, Senior Assistant Director, KTBS, Bengaluru.

v
 About the Revision of Textbooks
Honourable Chief Minister Sri Siddaramaiah who is also the Finance
Minister of Karnataka, in his response to the public opinion about the
new textbooks from standard I to X, announced, in his 2014-15 budget
speech of constituting an expert-committee, to look into the matter.
He also spoke of the basic expectations there in, which the textbook
experts should follow: “The textbooks should aim at inculcating social

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equality, moral values, development of personality, scientific temper,
critical acumen, secularism and the sense of national commitment”,
he said.

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Later, for the revision of the textbooks from class I to X, the
Department of Education constituted twenty seven committees and
passed an order on 24-11-2014. The committees so constituted were
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subject and class-wise and were in accordance with the standards

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prescribed. Teachers who are experts in matters of subjects and syllabi
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were in the committees.
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There were already many complaints, and analyses about the
textbooks. So, a freehand was given in the order dated 24-11-2014
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to the responsible committees to examine and review text and even

to prepare new text and revise if necessary. Eventually, a new order
©

was passed on 19-9-2015 which also gave freedom even to re-write

the textbooks if necessary. In the same order, it was said that the
completely revised textbooks could be put to force from 2017-18
instead of 2016-17.
Many self inspired individuals and institutions, listing out the
wrong information and mistakes there in the text, had send them
to the Education Minister and to the Textbook Society. They were
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rectified. Before rectification we had exchanged ideas by arranging

debates. Discussions had taken place with Primary and Secondary
Education Teachers’ Associations. Questionnaires were administered
among teachers to pool up opinions. Separate meetings were held with
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teachers, subject inspectors and DIET Principals. Analytical opinions

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had been collected. To the subject experts of science, social science,

mathematics and languages, textbooks were sent in advance and later
meetings were held for discussions. Women associations and science
related organistation were also invited for discussions. Thus, on the
basis of all inputs received from various sources, the textbooks have
been revised where ever necessary.

vi
 Another important aspect has to be shared here. We constituted
three expert committees. They were constituted to make suggestions
after making a comparative study of the texts of science, mathematics
and social science subjects of central schools (NCERT), along with state
textbooks. Thus, the state text books have been enriched based on the
comparative analysis and suggestions made by the experts. The state
textbooks have been guarded not to go lower in standards than the
textbooks of central school. Besides, these textbooks have been examined

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along side with the textbooks of Andhra Pradesh, Kerala, Tamil Nadu and
Maharashtra states.

Another clarification has to be given here. Whatever we have done

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in the committees is only revision, it is not the total preparation of the
textbooks. Therefore, the structure of the already prepared textbooks
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have in no way been affected or distorted. They have only been revised

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in the background of gender equality, regional representation, national
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integrity, equality and social harmony. While doing so, the curriculum
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frames of both central and state have not been transgressed. Besides,
the aspirations of the constitution are incorporated carefully. Further, the
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reviews of the committees were once given to higher expert committees for
examination and their opinions have been inculcated into the textbooks.
©

Finally, we express our grateful thanks to those who strived in all those
27 committees with complete dedication and also to those who served
in higher committees. At the same time, we thank all the supervising
officers of the Textbook Society who sincerely worked hard in forming the
committees and managed to see the task reach its logical completion. We
thank all the members of the staff who co-operated in this venture. Our
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thanks are also due to the subject experts and to the associations who
gave valuable suggestions.
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H.N. Gopalakrishna Prof. Baraguru Ramachandrappa

No

Managing Director Chairman-in-Chief

Karnataka Textbook Society (R) Textbook Revision Committees
Bengaluru. Karnataka Textbook Society (R)
Bengaluru.

vii
 Revision Committee
Chairman-in-Chief :
Prof. Baraguru Ramachandrappa, State Textbook Revision Committees,
Karnataka Textbook Society, Bengaluru.
Chairperson :
Dr.S.Shishupala, Professor and Chairman, Department of microbiology,
Davanagere University, Davanagere
Members:

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Smt.K. Mamatha, Asst. teacher, GHS, Kengeri Upanagara, Bengaluru.
Sri K.S. Gireesh, Asst. teacher, GHS, Jalige, Devanahalli Tq., Bengaluru
Rural Dist.

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Smt. G. Renuka, Asst. teacher, GHS, Honnashettihally, Gubbi Tq., Tumakuru
Dist. re S
Smt. R.N. Vasantha Sujay, Asst. teacher, GHS, Hebbala, Bengaluru.

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Smt. A. Lakshmidevi, Asst. teacher, GHPS, Kaveripura, Bengaluru.
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Smt. B. Hemalatha, Asst. teacher, GLPS, K. Narayanapura, Bengaluru.
Artist :
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Sri U. Hazarat Ali., Lecturer, Department of Fine Arts,Tumkur University,

Tumakuru.
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High Power Review Committee Members :

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Dr. T.R. Anantharamu, Senior Scientist(Retd.), Geological Survey of

India, Bengaluru.
Prof. V.S. Vatsala, Principal (Retd.), M.E.S College, Malleswaram, Bengaluru.
Dr. G.M. Nijaguna, Principal (Retd.), Vijaya College, Basavanagudi,
Bengaluru.
Prof. K.S. Nataraj, Professor of Physics(Retd.), National College,
Jayanagara, Bengaluru.
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Translators :
Smt. Prameetha Adoni, Subject Inspector, Office of the DDPI, Bengaluru
Rural Dist.
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Sri K.B Raghavendra, Asst. teacher, Amratha Bharathi High School, Hebri,
No

Karkala Tq., Udupi Dist.

Chief Advisors :
Sri H.N. Gopalakrishna, Managing Director, Karnataka Textbook Society,
Bengaluru.
Sri K.G. Rangaiah, Deputy Director, Karnataka Textbook Society, Bengaluru.
Programme Co-ordinator :
Smt. N.R. Shylaja Kumari, Senior Assistant Director, KTBS, Bengaluru.

viii
 CONTENTS
SL.NO. LESSON PAGE
NO.
1. A day in the garden 1 - 10
2. Green wealth 11 - 18
3. Judgement of the owl 19 - 26

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4. The story of a drop of water 27 - 42
5. The family of water 43 - 52

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6. Variety of food 53 - 65
7.
re S Our kitchen 66 - 74
8. Let us build a house 75 - 78

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9. pu Pretty house 79 - 85
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10. Our sense organs 86 - 94
11. Importance of teeth 95 - 100
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12. Danger - Accident 101 - 105

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13. Facilities for our use 106 - 114

14. Modes of transport 115 - 121
15. Communicating through letters 122 - 130
16. Deepa’s Generation 131 - 136
17. My hobby 137 - 143
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18. These people are also like us 144 - 148

19. Festivals and Fairs 149 - 154
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20. A day in my life 155 - 161

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21. The game - Hide and Seek 162 - 169

22. Story of a pot 170 - 174
23. The Earth - Our Home 175 - 187
24. Map 188 - 191
25. My district-Your district 192 - 203

ix
 Lesson -1
A day in the Garden
After studying this lesson you,
• describe the varieties in the colour, size, shape, food
habits and habitats of the animals you see.
• describe the birds based on their voice, food habits

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and habitats etc.
A group of children are talking as they go home in the evening.

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Vanaja : Ah! look at that flock of cranes !
Likhitha : Ah! they are flying towards our garden. Now
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Aruna : Shall we go there and have a look at them?
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Theresa : Come without making a noise. There are not
only cranes on the tree but also squirrels, ants,
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spiders, bats, mynah ... Oh! so many animals.

They may run away.
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Write the names of the animals you see in the picture

in the space provided.

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 Likhitha : Oh! look at the fish and the frogs in the pond.
A tortoise is swimming in the pond!
Aruna : The chirping of the birds is very melodious to
listen to, isn’t it?
Ali : Shall we mimic the birds?
Activity :

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• Write the names of the birds you have seen in your place.

• Which of the birds’ voices have you heard? Write here.

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• Imitate the voice of the birds. Ask your friends to do
the same.
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Seema : Stop, stop. It’s enough. Our mimicry will make
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these birds fly away.
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Likhitha : Oh ! Rangappa, the gardener is coming this

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way. He loves birds, he gets angry if you make

the birds fly away. Stop making noise.
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Rangappa : Likhitha, what brings you here?

Likhitha : Rangappa, we have come here to see the
cranes.
Rangappa : Do you know about birds?
Anand : Oh! We know many things.
Rangappa : Then, I’ll ask you a few questions. Will you
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answer them?
All : Oh.....yes, we will.
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Rangappa : Tell me the names of the birds I describe.

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• Which is the green bird?

• Which is the black bird?
• Which is the long tailed bird?
• Which is the long legged bird?

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 • Which is the bird that has a long neck?
• Which is the bird that has a long beak?
• What is the food of the crane?
• What is the food of the eagle?
• Which is the smallest bird that you have seen?

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• Which is the biggest bird that you have seen?

•
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What is the speciality of the bird that you see in the

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picture given below?
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duck
Rangappa : Good, you know something about birds. Now
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I’ll show you a few nests. You have to identify

them. Will you?
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No

3
 Ali : Oh ! Look at the nest of the weaver bird. It builds
the nest better than a man. Who has taught
this bird to build such a beautiful nest?
Activity : Ask and know how a weaver bird builds its nest.
Rangappa : Yes. It is true Ali. Do you know what happened
a few days ago? Our friend Kalleshi was

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grazing sheep. A car came and stopped. A
man got out of the car and tried to pluck the
weaver bird’s nest. Kalleshi ran and stoppped

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that man from plucking the nest. That man
was surprised. He asked, “Why do you stop
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me?” Kalleshi replied, “You will take the nest

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and go away. When the weaver bird comes
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back, it will not find its nest, and it will be in
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trouble. I can’t bear to see that.”

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That man was surprised to see Kalleshi’s love

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for birds. He praised Kalleshi for teaching him

a lesson. He returned without touching the
nest.
Likhitha : Rangappa, we also like to save the birds and
their nests. What should we do?

4
 Rangappa : Build small nests and hang them on the trees
near the school or home. Keep small cups of
water here and there for the birds to drink.
Keep small plates of grains for them to eat.
Grow more trees and protect them. It helps
to increase the number of birds.
Do it yourself :

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Build a nest for a bird.
Take a used pot. Close the mouth of

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the pot with a piece of cloth. Make
a hole in the middle of the cloth, so
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that the bird can go in and come

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out. Make a few small holes at the
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bottom of the pot, so that water
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does not collect inside the pot. Now
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the nest is ready. With the help of

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elders hang the pot on a branch of

a tree. Provide the birds with water
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and grains everyday.

Vanaja : Don’t the birds harm our fields?

Rangappa : No, child, on the other hand, these birds are
very helpful. They eat the insects which harm
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the crops. It helps the growth of the crops.

Activity : Collect the feathers dropped from the birds.

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Find out which bird’s feathers they are. Take the help of
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teacher or elders. Paste the feathers collected in a used

note book and prepare an album.

Seema : Oh ! Look at the big spider! It is in the tree.

These spiders also live in our houses, don’t
they?
5
 Aruna : Yes, they do. There are lizards, cockroaches,
houseflies, rats, cats, mosquitos along with
spiders. Along with these there are domestic
animals like cows, buffaloes, sheep, doves....,
There are many animals.

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cockroach lizard housefly rat cat

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mosquito spider cow buffalo sheep pigeon
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Theresa : Oh! What leaped there?
Likhitha : Don’t be afraid. It is a frog. It leapt from the
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pond to the land.

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Theresa : What does the frog do on the land?

Ananda : Don’t you know Theresa, the frog, tortoise,
crocodile etc., live both in water and on land.
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tortoise crocodile
frog
Vanaja : Then, which are the animals that live only in
water?
Ananda : Fish, prawn, etc.

6
 Vanaja : My grandmother’s house is near the seashore.
My grandmother tells me that there are
prawns, crabs, tortoises, starfishes, corals
and snails. I have seen some crabs and
starfishes there on the sand. Next time when
I go, I shall get a few shells.

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prawn crab tortoise
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B
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snail
cowrie shell
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starfish
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centipede molluscal shell

jellyfish

Rangappa : Please don’t bring the shells in which animals

live. They might die. Leave them in the sea.
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Vanaja : All right. I’ll do so.

Rangappa : You have seen many animals. Do you think
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that the size, colour and shape of these

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animals are the same?

Likhitha : No, they are different from each other. Each
animal has its own shape, colour and size.
Rangappa : Yes, there are so many kinds of animals, and
it is difficult to keep count.

7
 Activity : A list of animals is given below. Arrange them in
an order, starting from the smallest animal to the biggest
animal.
cow, dog, goat, pigeon, honeybee, ant,
sparrow, elephant, grasshopper, cat.

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Vanaja : Look, there are many kinds of insects and

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birds in this tree and pond.
Rangappa : Insects and birds are also animals.
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B
Ali : Some animals eat grass, some eat grains, while
some eat small creatures and flesh.
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Rangappa : Yes, the animals which eat grass, grains, fruits

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and vegetables are herbivorous animals. The

animals which eat insects, fish and other
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animals are carnivorous animals.

frog
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rabbit
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tiger
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cow

deer

fox crane
squirrel

8
 Seema : I eat both fruit and fish.
Rangappa : You are omnivorous.
The animals like
dog and cat are
also omnivorous.
The animals
which eat products

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obtained from both
plants and animals

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are omnivorous animals.
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Play the game

Her
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Draw a circle on the ground. Divide

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biv
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the circle into three equal parts and
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oro
name them as herbivorous, carnivorous
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O

us
and omnivorous. The pictures of the
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animals are kept in a box which is in Carnivorous

the center of the circle. All the children
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will stand around the circle. Each child

will pick up a picture and stand in one of the three parts
of the circle according to the food habit of the animal. If a
child stands in the wrong part, the child is out of the game.
You can also play the game in the following way. You
stand outside the circle with your friends. One will stand
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in the centre and call out the name of the animals. All the
children will move to the part of the circle according to the
food habit of that animal. The child who makes a wrong
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move is out of the game.

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Theresa : Oh ! It is getting dark. Shall we go home?

Rangappa : Yes, all of you go home. Tomorrow is Sunday.
All of you wake up early and assemble in the
garden. Let us watch the birds.

9
 Where do these animals live? Match them by drawing a line.
A B
lion ant hill
snake cave
fish tree
monkey pond

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honey bee hole
star fish river
crane nest

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rat sea
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weaver bird crevices

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B
Activity : Write the names of the animals that you find
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in the picture, in the space provided.
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10
 Lesson -2
Green Wealth
After studying this lesson you,
• mention the varieties in the sizes, the places of growth
colours and shapes of plants and show interest to
grow plants.

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• understand the varieties of plants found in your
locality.

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• know about the crops.
• collect different types of leaves and discuss their
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shapes, colours, structures and smell.

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• observe the shedding of leaves during certain seasons.
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• understand the process of preparing manure using
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the shed leaves.

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• identify the pictures of leaves drawn on different

objects.
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In the previous class, you have learnt a little about

plants. You may have observed the plants that grow around
you. Write the names of 10 plants that you know.
, , , ,
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, , , ,
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, .
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Observe the rose plant and hibiscus plant. The

branches of these plants spread out from the lower part of
the plants, don’t they? As these plants look like clusters
they are called bushes or shrubs.

11
 You have written the names of ten plants. Now group
them into herbs (small plants) \ shrubs \ trees \ creepers.
Why did you group them as herbs (small plants)
shrubs, trees and creepers? Explain.

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ish
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B
The stems of shurbs are
Herbs are small
pu a bit hard. The branches
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plants and their stems spread out at the lower part
are very soft. of the plant.
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Creepers have long

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Trees have hard stem stems but they are

and they grow tall. smaller in size.

The plants are classified into herbs (small plants),

shrubs, trees and creepers according to their height and
hardness of their stem.

12
 You know that plants provide food, fodder, manure,
firewood, fruits and medicines etc. These are obtained from
different parts of the plants.
Write the different parts of the plant in the space
provided.

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ish
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B
pu
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Write the colours of the different parts of the plant that

you have seen.
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leaf root
stem unripe fruit
flower fruit
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Know this
• The leaves are generally green in colour.
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• The stem is green, brownish grey or brown in colour.

No

• The flowers have many colours like brown, yellow,

white, saffron etc.,
• The unripe fruit is generally green in colour.
• The fruits are in different colours-red, yellow,
green etc.

13
 Write the details of the plants that are used in your
house in the table given below. Follow the model given.
Name of Plant /bush/ part of the use
the plant creeper/ tree/ plant used
Creeper of creeper unripe fruit vegetable
Model : pot herb

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Activitiy :
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be T

• Put together the details of the plants prepared by you

K

along with your friends and prepare a big chart. Display

it in your school.
©

• With the help of your friends count the number of

different types of plants that grow around your houses
and school.
• Why are coriander leaves, mint leaves and curry leaves
used for cooking? Know about this. Write the names
to

of any five types of plants which have good smelling

leaves.
t

No

• Collect different types of leaves. Observe their sizes

and shapes. Dry them and stick them in your used
note book.

14
 Sing and Enjoy

I am green,
The life of a plant.
See our size,
So different our shape

ed
Though in colour
We rarely differ
And our smell

ish
You all will love.
re S I grow on plants

bl
B
Fall on the soil
Turned into manure
pu
be T

Join the plants again.

K
©

manure

When on plant
I serve the plant plant
When I fall, I will dry
to

And join the plant again.

leaf
t
No

Activity : Collect the leaves that have fallen in your

school premises with the help of your friends. Under
the guidance of your teacher, prepare manure with your
friends. Discuss with them its use and use it.

15
 Draw the pictures of different leaves.

ed
ish
re S
bl
B
pu
be T

Do it yourself
K

• Take a lump of wet clay and press the leaves on

©

to it and draw pictures.

• Cut the paper in the shape of leaves and colour them.

Identify the leaves painted on these objects.

t to
No

Do it yourself : Make a string of buntings with paper

leaves and decorate your school.

16
 You might have observed that some plants grow in
water. Can you name them?

The plants like lotus and

lily grow in water. Look at

ed
their leaves. They appear to be
floating.

ish
re S Do you know about
small plants growing on

bl
the branches of big trees?
B
pu Observe these plants in your
be T
locality. These are called
epiphytes.
K
t ©
to

Have you seen the cultivated fields? What crops are

No

grown by the farmers in these fields, in your village? Write

the names of crops in the space given. Take the help of
your teacher.
, , , , ,
, , , , .

17
 Know this
We get food items such as rice, ragi, jowar, grains,
oil seeds etc., from plants. These plants are grown in a
large quantity. So vast places are needed for them. These
places are fields. Crops are grown here.
Do you know how many types of plants grow around

ed
you and what things are obtained from them?

Do it yourself

ish
• With the help of your family members grow a kitchen
garden. Grow plants that give us flowers, vegetables
re S
bl
and fruits. Put water and manure and look after them
B
carefully.
pu
• With the help of your teacher and friends grow
be T

different types of plants in your school and nurture

K

them.
t ©
to
No

• Avoid plucking the plants and the leaves unnecessarily.

18
 LESSON -3
JUDGEMENT OF THE OWL
After studying this lesson you,
• identify the differences between living beings and
non-living things.

ed
• identify the similarities and differences between
animals and plants.

ish
Once there was
re S
bl
an argument between
B
pu a mango tree and the
soil about who was
be T

greater. Their argument

K

was very hot.

©

Hearing the noise, the

cat, the monkey, the snake
to

and the owl gathered there.

Everyone requested the
owl to decide the dispute.
t
No

O.K! The owl cleared its

throat and asked both
of them to present their
arguments.

19
 Soil : Without me, where will be the mango? Without
me it cannot take birth. I give the mango its
food and water. So I am great.
Mango : I give sweet fruits to everyone. I give space to
the birds to build their nests. Moreover, I am
also a living being.

ed
Owl : Oh! Mango, how do you say, that you are a
living being?

ish
Mango : Look, first of all, I give birth to the same kind
re S of trees. Secondly, my seeds germinate into
saplings and grow into plants, later into big

bl
B
trees like me.
Owl : All right, the soil cannot do the things you do.
pu
be T

But for your growth, you need water and food.

K

Where do you get them from?

©

Mango : I get them from the soil.

Owl : See, you need the soil for your growth.
Mango : But I get food from the leaves shed by me.
Soil : But it comes through me only.
Owl : See, we need both of you. Here no one is more
to

or less important.
Squirrel : Dear Owl, Mango said that it is a living being.
t

What about the soil then?

No

Owl : Soil doesn’t grow, it doesn’t need food. So it is

a non-living thing.
Monkey : Why did you say that both are equal and we
need both of them ?

20
 Owl : Look around, dear Monkey. There is soil, water
and air. They are non living things. But you
think a while, can we live without air, water
and soil?
All : No, never.
All of them praised the owl and went away happily.

ed
You see many things around you.Classify them as
living beings and non-living things. Write in the table given

ish
below.
re S
Living beings Non-living things

bl
B
pu
be TK
t to©
No

How can you identify the living beings and non-living

things? Remember what the owl told.

21
 Compare the pictures given below.
Before After

ed
ish
re S
bl
B
pu
be TK
t ©
to
No

Which are the living beings here? How did you identify
them?
Living beings grow.

22
 ed
ish
re S
bl
B
Observe the above pictures. What do you understand?
pu
be T

Do the tables and chairs eat food?

K

All living beings need food.

t ©
to
No

What do you understand from these pictures?

23
 Does a book give birth to another book? Does a doll
give birth to another doll? Think.
Living beings give birth to
young ones of the same kind.
Look at the pictures given below.

ed
ish
re S
bl
B
What do you understand from these pictures?
pu
be T

Living beings respire.

K

Do it yourself
©

Collect the seeds of ragi or brinjal

or tomato or chilli. Fill soil into an
empty pot or box. Sow the seeds in
the soil. Sprinkle water on it every
day. Observe carefully the changes
that take place in a week. Write here
to

the changes that you have observed.

t
No

Plants and animals are living beings. Air, water, soil

and such other things are non-living things. Air, water and
soil are essential for the living beings to live. The system in
which the living beings and non-living things live together
is environment.
24
 There are some similarities between plants and
animals. For example, both plants and animals respire.
Observe the pictures given below. Write the similarities in
the space provided.

ed
ish
re S
bl
B
pu
be TK
t ©
to
No

25
 You have observed the differences between plants and
animals. Look at the pictures given below and write the
differences in the space provided.

ed
ish
re S
bl
B
pu
be TK
tto©
No

26
 LESSON -4
tHE Story of a drop of WATER
After studying this lesson you,
• identify the different sources of water.
• explain from where you get water for your household

ed
activities.
• understand the necessity and quantity of water
needed for day to day activities.

ish
• discuss the size, shape and material used to prepare
the vessels that are used to store water.
re S
bl
• understand the safety measures to be followed in
B
storage and proper use of water.
pu
be TK

Oh! dear child .... I am

©

a drop of water. I am
coming to the earth from the
clouds, drop by drop as rain. I fall
on you....you get
wet! Go inside with
your friends..........
to
t
No

Oh! Dear drop of water.

I love to get wet. Where
are you going ? My friends
and I will come with you.
Dear drop, will you take
us....?

27
 I flow to
different places.
It may be
difficult for you
to come with
me.

ed
No!... we
would like to

ish
come with
re S you.

bl
B
pu
be T
All right.... Look
at the picture to
K

know the places

that I flow through,
©

after I fall on the

earth.

Oh! we
are ready.
to
t

Children....... Look at
No

the picture and write

their names in the space
provided.

28
 ed
ish
re S
bl
B
pu
be TK
©

All right, children...... you

already know that the places
where I get stored are called
sources of water.
to
t

Dear drop of wa-

No

ter..... do you know

that there are many
sources of water in
our place also?

29
 Is it so?
Activity :
Children .....the names of
the sources of water are
hidden in the word grid

ed
given below. Identify them.

ish
River Pond
re S
bl
B
pu
be T

Rain Stream
K

A H R I V U L E T
©

P O A B R I V E R
O L I S T R E A M
H A N D P U M P L
Rivulet Well
D K N V F K X O B
to

W E L L Y D A N C
V W Z S E A E D J
t
No

Sea Hand
pump
30
 Children .... write the
names of my sources
found in your place in the
space provided.

ed
ish
re S
bl
B
pu
be T
Did you
write tap
K

also ....?
It is also
©

correct.

Drop of water..... Is it
not a source of water..? We
store water from the tap
to

itself. Don’t you know?

t

But the tap is not my

No

source. I come in the

tap from other sources.
Understand ....? For example,
I may come from
a pond or a river.

31
 Children.... For what
purposes do you use me?
Write them in the pictures of
drops given here.

ed
ish
re S
bl
B
pu
be TK
©

All right. Now tell me

where do you bring me
to

from, to your house?

Write here.
t
No

32
 How far are
they located
from your
house?

ed
ish
re S
bl
B
pu
be TK
©

Children.... who brings

me to your house?
to

Write the answer inside

the drops given here.
t
No

33
 Activity :
Read carefully the table given
below.Then Put (3)mark in the
column of the source of water
used for various purposes.

ed
River Pond Well Hand pump Stream Sea Rivulet
uses of water

ish
drinking 3 3

washing dishes
re S
bl
washing clothes
B
bathing
pu
be T

cooking
K

gardening
©

washing
domestic animals

washing vehicles
to

Dear children, What is the

source of drinking water in
your school?
t
No

34
 How do
you store me in your house?
Look at the pictures and put (3)
mark in the box provided and also
write which materials
they are made of.

ed
ish
3
re S
bl
B
mud
pu
be TK
to
t©
No

35
 Apart from these, if you store
me in any other vessel, draw
their pictures and write their
names.

ed
ish
re S
bl
B
pu
be TK
©

Hm....Children....
which materials are these
containers made of?
Write here.
to
t
No

36
 The vessels made of mud,
plastic, steel, copper etc., are
used to store me.

Activity :
How many containers are there in
your house? Count them and

ed
write here.

ish
containers
re S
steel 4 2

bl
B
plastic
pu
be T
mud
K

brass
©

copper
others

Draw the pictures of the

smallest and the biggest
container that you use to store
to

water in your home.

t
No

The smallest The largest container

container

37
 Oh! This is how
you store me.
How do you
store drinking
water?

ed
We store drinking
water in a vessel and
close it with a lid.

ish
re S
bl
B
pu
be TK
to
t©
No

38
 Yes, children. Drinking water
should be kept clean. The container should
also be clean. Listen here....

Boil the water, cool it and

store it in a vessel covered

ed
with a lid. Drink only this
water to keep good health.

ish
re S
bl
It is better to store drinking
B
pu water in a container
having a tap. So that
be T

we can avoid the water

K

becoming dirty with the

touch of our hands.
©

To take water from a

big container, use a
ladle.
to

Know this Observe this

picture
t

We should drink only

No

pure water. The lid of the

water container should be
closed always. Hands should
be washed before taking
water from
the pot.
3 ×

39
 Activity
Children....measure
how much of water
you need every day
and write here.

ed
O.K dear drop,
we will measure.

ish
Daily work
No. of No. of No. of No. of
glasses
re S mugs pots buckets
washing hands, 5

bl
B
legs and face
in the morning
pu
be T

drinking 8
K

bathing
©

washing clothes
washing dishes
mopping the floor
toilet cleaning
to

others
Total
t
No

Do you know how much

of water you use everyday
at home?

How many of you are

there in your home ?

40
 O.K. How much of water do
you need in your house in a
day? Write here.

members of in in mugs/ in pots in

ed
the family glasses jugs buckets
I

ish
my mother
my father
re S
bl
my brother/sister
B
grand father/grand
pu
be T

mother/others
K

Total
©

See.... how much of water do

your family members and you
use everyday ?
to

Dear children.... have

t

you understood now how

No

important I am? Remember,

I am needed not only for you but also All right,drop of
for the living beings living on this water..... we will
earth. So don’t waste me. Use always remember
me carefully. Just as much as what you have told
you need.
us.

41
 Children. It is time
to go home.
Convey this to all
others at home.
Let us meet
tomorrow. O.K?

ed
O.K.! Drop of
water....Bye, let us
meet tomorrow.

ish
re S Sing and Enjoy

bl
B
Oh! drop of water, falling from the cloud
pu
be T

Please come and join the pond by flowing.

K

The oceans, rivers and tanks too

All are sources of water.
©

We want you to quench our thirst,

Come to our fields and save our crops.
Water for bathing and cooking.
The cow is thirsty without you
to

We can’t live without you

We save to conserve you,
t

We won’t waste you and dirty you.

No

All this calls for goodwill from one and all

42
 LESSON -5
The family of water
After studying this lesson you,
• identify the animals that live in rivers and seas.
• observe the responses of plants and animals to rain.

ed
• express the response of plants and animals through
songs, dance and other cultural expressions.
• identify the changes that occur in the quantity of water

ish
flow in different seasons.
re S
bl
B
Drops of water
pu
falling.It may
be T

Oh! drop of
rain, water, are
K

you here?
©

Children.... look at these

plants and trees enjoying.
If it rains,they will be happy.
to
t
No

Yes, look at
them. They are Drop of water.....
charming. today I had been to
the river with my
sister.

43
 Did you?

The fish, frogs

and crabs in the
river were also

ed
happy.

ish
re S
bl
B
pu
be TK
to©

See...... when
I come to the earth
t

in the form of rain,

No

all the living beings

feel happy, don’t
they ?
Yes, drop of
water

44
 Drop by
drop, in the form of rain I come
to the earth. I flow in the form of
streams and join the rivers. All the rivers
flow into the sea. There are different
kinds of plants and animals
in the rivers and seas.

ed
Activity :

ish
Look here, it is the picture of a
river. Identify the animals. Write
their names in the
re S
bl
space provided.
B
pu
be TK
to
t©
No

45
 See, here is
the picture
of a sea.
Look at the
animals that
live in the
sea.

ed
Activity :

ish
Some of the animals are
given below. Write their
re S
names below their pictures.

bl
To place them in the proper
B
habitat, write their names
pu
be T
in the suitable column.
K
to
t©
No

46
 River Sea

ed
ish
re S
bl
B
pu Have you
be T
seen a pond, a river or
a sea? Collect the pictures
K

of the plants and animals

that live there. Paste
©

them in a used note

book and write their
names. See,when it rains,
everything looks
green! The plants
and trees grow and
become beautiful.
to

Oh! How many

The ponds and rivers
plants and ani- flow full of
mals are water. Oh! How
t

living in water! wonderful!

No

47
 True,
But, it will ponds and
not be the streams will
same in dry-up. There
summer. will be less
water in the
rivers too.

ed
Yes, drop of
water!

ish
re S
bl
Activity:
B
pu There are ponds and
be T
rivers in your place, aren’t
there? To show the level of
K

water in them Put a ()

mark in the table given
©

below.

Rainy Winter Summer

Sources season season season
of water h age h ge h ge
ig ver Lo
w
H
ig
v e ra Lo
w ig vera Lo
w
H A A H A
to

River
t

Lake
No

Stream

Others

48
 Activity :
Why does the level of water in the
rivers, ponds and wells vary during different
seasons? Ask your
elders and know the reasons.

ed
Yes, Drop of
Children....have water. In summer,
you observed the plants and trees

ish
plants, trees and lose their shine due to
animals in differ-
ent seasons?
re S the shortage of water.
Even the birds and

bl
animals lose their
B
pu liveliness.
be TK

During rainy season,

©

the ponds and rivers flow

with a lot of water due to
rains.During summer, the
ponds and rivers become dry
due to heat and absence of
rain.
to

Yes, drop of water....

You are essential for
all animals and plants.
t

We also need you.

No

Yes....I am essential for all.

Do you understand it?

49
 Shall we sing a
rain song ?

ed
Sing and Enjoy

ish
Rain, Rain, come, come,
The gardens are dry,
re S
Rain, Rain, come, come

bl
B
No water for banana garden.
pu
be T
Rain, Rain, come, come,
Help us grow crops,
K

The living beings are thirsty;

©

They are waiting for you,

Why are you so angry
Come and make them happy.
Rain, Rain, come, come
Help us to grow crops.
to

The rain fall on the earth

drop by drop
t

The crops on the earth

No

grow and grow

There is happiness
all around
The earth is beautiful
with greenery.

50
 You also write
a poem on
rain.

ed
ish
re S
bl
B
pu
be TK
©

What do you
do when it
rains ?
to
t
No

51
 Activity :
How do the living
beings given below react
during rain or after the
rain? Enact and
show it.

ed
coconut tree frog
banana plant fish

ish
grass cow
pumpkin creeper
re S tortoise
paddy plant bird

bl
B
pu
be T

All right, children.......

K

I shall proceed forward.

©

Drop of water..... will

you really go?
to
t

Yes, I have to go. Please

No

collect small poems on rain,

with the help of elders. Sing
them melodiously.

52
 LESSON -6
Variety of food
After studying this lesson you,
• know the varieties of food.
• get introduced to the varieties of food used in your

ed
districts.
• make a list of food obtained from plants and animals.

ish
• identify the quantity of food consumed according to
sex, age and physical activities.
re S
• identify the food of wild animals, domestic animals

bl
and insects found in home.
B
pu
be T
You know the food items that you eat everyday. Answer
the following questions :
K

1. Write 5 food items that you eat everyday in the space

©

given below.
, ,
, ,
.
to

2. Why do you eat those food

t

items everyday ? Write

No

the reasons in the space given below.

53
 3. Write 5 food items that you eat on festivals or on special
days.

, , , , .

4. Write 5 food items that you like very much.

ed
, , , , .
5. Why do you like them ?

ish
re S
bl
B
6. Write 5 food items which you do not like.
pu
be TK

, , , , .
7. Why do you not like them ?
©

Compare your answers with those of your friends. Are

to

the answers the same? If not, why? Think and write.

t
No

54
 Activity : Make a list of food crops that are grown in
your place.

ed


Know this

ish
• Food habits differ from person to person. Similary
re S
the food habits of people vary from one place to

bl
another.
B
• We eat according to the taste, food habits and the crops
pu
be T

that grow in that place or region.

K

For example, The people eat more of jowar in the

region where jowar is grown in plenty. People who live
©

on the sea shore, eat more of fish. So food habits of

people differ from person to person.
You already know why we need food. The different
requirements of food are shown in the pictures given below.
Observe the pictures.
t to
No

55
 Which are the food items that give us strength ? Which
are the food items that help us to grow? Which are the food
items that are required to keep healthy? Know this from
the pictures given below.

ed
ish
re S Oil Ghee

bl
Honey
B
Butter
pu
be T

Food items that make us strong Food items that help us

K

to grow
Pulses like toordhal,
Rice, ragi, jowar, wheat,
©

cowgram and black gram,

millets, oil, ghee, sugar,
milk, egg etc., help us
jaggery, meat etc., give us
grow.
strength.

Write the names of other grains that you know.

t to
No

56
 Know this
• Raw vegetables,
sprouted seeds and

ed
fresh fruits keep us
healthy.

ish
• Drink sufficient
Food items that help us quantity of water
stay healthy
re S to maintain good

bl
By eating more vegetables
health.
B
and fruits we can avoid
diseases.
pu
be TK

What did you eat yesterday? Write it in this plate.

t ©
to
No

Make a list of the food items that are in your plate

and your friends’ plates
, , , , ,
, , , , .

57
 Write the basic food materials used to prepare these
food items.
Food item Basic food material
Example : Roti ragi/rice/jowar/wheat
1.

ed
2.
3.

ish
4.
re S
5.

bl
B
6. pu
be T
7.
K

8.
©

9.
10.

Activity : Once again observe the list that you have

prepared. Get clues from it and fill in the blanks.
to

cooked rice
t

chapathi
No

rice wheat

58
 vegetable milk

upma butter

ed
sambar

ish
toordal
re S
bl
B
pu
Activity : Do you know where we get the food materials
be T

that you have listed? For example, we get rice from the
K

paddy plant.
©

Classify the food items that are available in your place

as plant source and animal source.

Plant source Animal source

tto
No

59
 Play the game
With the help of your friends, write the names of the
food items on small pieces of paper. Stick the picture of
an animal that you like on one box and the picture of a
plant that you like on the other box.

ed
Distribute the bits of paper among all. Put them into
the suitable box.

ish
Observe the quantity of food eaten by young people and
elders.
re S
bl
B
Activity : Observe the children of different classes eating
during the midday meals in your school. Write your
pu
be T

observations here.
K
tto©
No

know this
People eat according to their age and the nature of the
work they do. The quantity of food eaten by boys and
girls of the same age differs.

60
 • What is the food of a baby?

Milk is the main and complete

food for a child.
• Can you live drinking

ed
milk only?

ish
You have learnt in the previous class that animals also
need food like you. Some animals are given below. Write
re S
bl
their food in the space given.
B
Name of animals Food
pu
be T

1. dog
K

2. cat
©

3. cow

4. monkey

5. hen
to

6. bandicoot
t

7. mosquito
No

8. lizard

9. bear

10. tiger

61
 11. hawk
12. snake
13. fish
14. deer
15. frog

ed
16. bison

ish
re S
bl
B
pu
be TK
©

Observe the quantity of food eaten by a cow and a calf.

In the same way, observe the food and quantity of food
eaten by other animals.
Write the names of the domestic animals you know and
the food given to them.
to

Name of the animal Food given

t

1.
No

2.
3.
4.
5.

62
 Play the game
With the help of your
teacher, go to the play
ground with your friends
and stand in a circle. Each
of you receive a chit from
your teacher which has

ed
the names of animals and
their food. Let each one

ish
stick the chit on the shirt.
When the teacher says
‘move’, start moving in the
re S
bl
circle. When the teacher
B
says ‘stop’,one who has the picture of the animal should
pu
stand near the other who has the picture of its food. Those
be T

who missed to do so will be out of the game. Others will

K

continue the game.

©
to
t
No

63
 Know this
• Animals which eat plants and their products are called
herbivorous animals.

• Animals which eat other animals and their products

are called carnivorous animals.

ed
• Animals which eat both plants and animals and their
products are called omnivorous animals.

ish
re S
Activity : Here is a problem. The animals are tied with

bl
B
a thread to the food they eat. As the thread is knotted, it
is difficult for them to find their food. Can you help them
pu
be T

to find their food?

K
to
t ©
No

64
 Activity : Here are the pictures of a few animals. There
are 3 bags in the middle. Divide these animals on the
basis of their food habits. Then draw a line to the bag
related to the animals.

ed
ish
us
o
s

vor
rou

re S
rni
vo

bl
Ca
rbi

B
He

us

pu
be T
ro
vo
ni
K
Om
©
to
t
No

65
 LESSON -7
Our Kitchen
After studying this lesson you,
• identify the different utensils and fuels used to prepare
food.

ed
• identify the different roles of the family members in
preparing food.

ish
You have learnt in the previous lesson that all living
re S
beings need food.There are different types of food. People of

bl
different places have different food habits. Now let’s know
B
how food is prepared in your home.
pu
be T

• Who helps in cooking food in your house ?

K
©

• How do you help in cooking ?

t to
No

• Name 5 things that are used for cooking in your

house.
, , ,
, .

66
 In this picture, Ramu, his sister, his father and his
mother are cooking together. Answer the questions with
the help of the picture :

ed
ish
re S
bl
B
• What type of work are they doing?
pu
be T

mother father
K

Ramu sister
©

• Write the names of the things that are seen in the

picture.
, , , , ,
, , , , .
• Here is a list of different materials used for cooking.
to

Put a (3) mark to the ones you see in the above picture.
cup spoon water container
t

steel vessel plate glass bowl

No

water drum pot pot

gas stove knife charcoal stove
cooker ladle vegetable cutter stand
firewood stove/oven tongs kerosene stove.
chapathi roller stand flour stirrer chapathi roller

67
 Make a list of all the utensils used in your house to
prepare food.
, , , ,
, , , ,
, , , ,
, , , .

ed
Activity : How will you help?

ish
1. Preparing lime juice
re S
brother sister I

bl
B
cut the lemon
pu brought sugar
and water
be T

2. Preparing hot chapatis

K
©

I father mother
kneads the flour and rolls the dough
makes balls into chapati
dough balls
sister all of us
to

cooked the chapathi on the pan ate the chapathis together

t

3. Cooking rice
No

grandpa I sister
put the rice Mix water to the rice,
in a bowl put the vessel on the
stove and prepared rice

68
 • Have you eaten raw (uncooked) food ?

• Name 3 raw food items that we can eat.

(Remember what you learnt in the previous class)

ed
ish
• Now your friend Latha is going to tell us the method of
prepaing moongdhal Kosambari.
re S
bl
B
pu cut chillis
be T
Soak moong
scrape and coriander
dhal in
K

carrot. leaves into

water.
small pieces.
©

mix all these season it with mix it

and put grat- oil, mustard and add
ed coconut. seeds and cur- lime juice.
ry leaves.
t to
No

mix everything
Put salt for for sometime. Eat with your
taste. friends.

69
 Activity : Write the procedure of preparing any food item
that you know.

ed
ish
Activity : Join the dots given in the picture and colour
re S
them. Write the names of the utensils in the space

bl
B
provided.
pu
be T

1.
K

2.
©

3.

4.
to

5.
t
No

6.

7.

70
 Which items of food can be prepared using the utensils
shown in the pictures.

ed
ish
re S
bl
B
pu
be TK
tto©
No

71
 How is the flame produced in these stoves?

ed
ish
re S
bl
B
pu
be TK
©

Firewood, kerosene, electricity and gas are the fuels,

used to prepare food.
Which are the fuels that are used in your house for cook-
to

ing?
t
No

Which are the other fuels that are used for cooking ?

Firewood, cowdung cakes, kerosene, electricity, gas, go-

bar gas, charcoal are the important fuels used for cooking .

72
 Activity : Each fuel has to be used in a particular kind
of stove. Observe the pictures given below. Then mark as
the instruction given below.

ed
ish
re S
bl
B
pu
be TK
©
to

• Put mark to the stoves that are used in your house

t
No

for cooking.
• Put mark to the stoves that are used in your
friend’s house.
• Put mark to the stoves/tools that you have seen.

73
 Activity : Name the fuel which is used in these stoves.

ed
ish
re S
bl
B
pu
be TK
©
to
t
No

74
 LESSON -8
Let us build a house
After studying this lesson you,
• identifiy the different types of houses.
• get introduced to the different materials used for the

ed
construction of a house.
You know about your house. You have seen different

ish
types of houses in your locality. Some of them are shown
below. Identify them and write their names in the space
re S
provided.

bl
B
pu
be TK
t ©
to
No

75
 Activity : Which are the materials used to build the
houses that are shown in the pictures? Make a list of
them with the help of your friends.
Type of house Materials used
1. , , , .

ed
2. , , , .

ish
3. , , , .

4. re S , , , .

bl
5. , , , .
B
6.
pu , , , .
be TK

7. , , , .
©

Do it yourself
Visit different types of houses in your locality with your
friends. See the materials used there. See the houses
which are under construction. Observe the materials used
there.
How are the houses constructed? Explain in your own
to

words.
t
No

76
 The pictures of different houses are given below. There
is information also beside the picture. Fill in the blanks
and complete the information.
I am a tent. I am not a
permanent house like other
houses. You can stay inside
me for some time! To build

ed
me , , , ,
are enough. It is also easy

ish
to shift me from one place to
re S another.

bl
I am a hut. Too many
B
pu materials are not needed to
be T
build me. For my construction
, , , , ,
K

are enough. I am very simple.

©

My roof is made of tiles. The

materials required to build me
are , , , ,
, , , , .
t to

My roof is thick. It will be

No

cold in summer and warm in

winter. Do you know why? My
roof is built with ____, ____,
____, ____, ____.

77
 Look at my terrace . How
nice ! I can resist heat, rain and
wind. Therefore many people
appreciate me. Make a list of
the materials needed to build
me.

ed
walls , , , , .

doors , , , , .

ish
windows
re S , , , , .

roof , , , , .

bl
B
floor , , , , .
pu
be TK

Sing and Enjoy

©

The tent is easy to carry

A hut is easy to build
House of red and brown tiles
House with a thick roof
Terraced house with cement
to

All houses are beautiful

All of us need a house to live in.
t
No

78
 LESSON -9
Pretty House
After studying this lesson you,
• identify the features of a good house.
• know the method of decorating the  house according to
different cultures.

ed
Once a man wanted to build a strong house. He built a
terraced house using bricks and steel. Later he went inside

ish
the house. It was very dark! It had no ventilation. To get light
and air, he took a big vessel
and held it outside the house.
re S
bl
After sometime thinking that
B
the vessel contained light and
pu
air he took the vessel in and
be T

poured the light and air in

K

the house. He did this several

times, but there was no light
©

and air. A wayfarer saw him

and laughed. He helped him
get enough light. What might
the wayfarer have done to get
light and air? Explain in your
words.
t to
No

79
 Know the features of a good house and write here.

ed
ish
re S
bl
B
pu
be TK
©

Look at the two houses. Which house do you like to live in?
to

Why ? Write in the space given.

t
No

80
 Know this
How should a good house be ?
1. There should be sufficient light and fresh air in the
house. So it should have large windows and doors.
2. There should be sufficient space around the house.

ed
There should be a kitchen garden in this space.
3. There should be protection from thieves and robbers.

ish
So the windows and doors should be strong.
4. To avoid the worms and insects, the house should be
re S
cleaned everyday.

bl
B
5. To protect it from rain and to avoid the entry of snakes
and rats, the roof should not have cracks or holes.
pu
be T

6. Wastes should not be put around the house. It should

K

be swept and the surroundings kept clean. The wastes

must be put in the dustbins. The wastes in the dustbins
©

should be kept far away from the house.

7. Care should be taken to avoid the stagnation of wa-
ter around the house and in the drainage. Dunghills
and drainage stagnation around the house should be
avoided.
to

• What kind of waste gets collected in your house?

, , , , .
t

• How do you dispose of the waste of your house ?

No

, , , , .
• How do you keep your school clean ?

81
 • What kind of waste gets collected in your school?

• Where do they dispose of the wastes of your school?

ed
ish
Priya is studying in class 3. Her house is very clean.
She puts different kinds of rangoli every day in front of her
re S
house. On festivals she puts rangoli using different colours,

bl
so it looks very attractive. On holidays she keeps flowers
B
in flower vases. She decorates the doors with buntings
pu
be T
of mango leaves on festivals. She has kept the dolls also
inside the house. The things in the house are arranged
K

properly. Her house is very beautiful. She likes to decorate

©

the house.
t to
No

82
 Write 4 lines about the decoration of your house.

ed
How do you help your elders
to keep your house clean ?

ish
re S
bl
B
pu
be TK
©

Activity :
to

• Visit your friends’ houses and observe the

decoration of their houses.
t

• How do you and your friends decorate the house

No

on festivals and special days ? Explain.

83
 Activity : Observe the pictures. Write the speciality in
the decoration of these houses.

ed
_____________________________________________________

ish
_____________________________________________________
_____________________________________________________
re S
bl
_____________________________________________________
B
pu
be T

Activity : This is a shop where decoration items of the

K

house are sold. Put a () mark on the items which you
want to decorate your house with.
©

Shop for Decorative Items

tto
No

84
 • Make a list of the things that are needed to decorate
a house.
, , , ,
, , , ,
, , , .
• Decorate the house given in the picture.

ed
ish
re S
bl
B
pu
be TK
©

Do it yourself
to

Make a model of a house with your friends, using

mud, card board, clay or plaster of paris. Then decorate
t

the house with your friends.

No

85
 LESSON -10
OUR SENSE ORGANS
After studying the lesson you,
• identify the sense organs of the body and understand
their functions.

ed
• understand the need of cleanliness and protection of
sense organs.

ish
The teacher of class 3 was on leave. Students were
making a lot of noise. One of the other teachers came to the
class to stop the noise. He asked the students to identity
re S
bl
the parts of the body. You have already identified the parts
B
of the body in class 2. With your friends, identify the parts
pu
of the body given in the picture.
be TK
t ©
to
No

86
 You have identified the parts of the body, haven’t you ?
Now sit down silently. Write here what you have observed
or experienced.
For example, the fragrance of a flower, the sound of a bus,
sight of a kitchen garden.
________________________________________________________
_______________________________________________________

ed
How did you get these experiences ? Which organs
helped you to exprience them ? Write in the space given.

ish
_______________________________________________________
re S
_______________________________________________________

bl
Eyes :
B
A few children were playing the blind fold game. When
pu
be T

Chitra was blind folded, she suddenly screamed, “Oh, I

K

can’t see anything ! How can I search ?

Why did Chitra not see
©

anything ?
_____________________________
_____________________________
to

Blind fold yourself. Try to identify your friends or things.

Share your experiences with your friends.
t
No

Know this :

• Eyes help us to see the surrounding environment.

• They help us to identify the sizes, shapes, and colours
of the things and their distance from us.

87
 When Manju was coming to school, some dust fell
into his eye. He rubbed it.The eye became red and started
watering. The teacher took him to the doctor. The doctor
treated him immediately. He also gave him some information
about the eyes, “Eye is a very sensitive part. If dust, insects,
etc., enter the eyes you should not rub it. It causes problem
to the eye. You should wash the eye with clean water and

ed
consult a doctor. You should take care of your eyes.”
Take care of your eyes.
Put a () mark to the pictures which are right and ( ×)

ish
mark to the pictures which are wrong.
re S
bl
B
pu
be TK
t ©
to
No

Discuss with your friends what you learnt from the

above pictures.

88
 Ears :
Blindfold the eyes of your friends. Produce different
sounds like ringing of the bell, cry of a bird, blowing of a
whistle etc., Ask your friends to recognise the sound. In
the same way ask them to identify the other sounds also.
They should also say the direction from which the sound
is coming.

ed
Know this :
• Ears give us a sense of sound.

ish
• With the help of the ears we recognise
various sounds.
re S
bl
B
Dhoom ! blasted the cracker. Tommy, frightened by
this sound, started to run in the direction of the sound.
pu
be T

A bursted particle fell on Tommy’s ear and wounded it.

Tommy was Chandana’s pet dog. Chandana took Tommy
K

to the Veterinary doctor immediately. The doctor treated

Tommy’s ear and showed a poster to Chandana about the
©

“Protection of ears.”
Protection of ears
t to
No

×  
Observe the above pictures. Why have they put the
() or (×) marks below them.

89
 Nose :
Get a flower or a leaf that has good smell.
Rub it against your palm and keep it in your
palm. It is good to take jasmine flower, tulasi,
curry or eucalyptus (nilagiri) leaves which
have strong smell. Ask your friends to identify
what is in your palm. Ask them to know how

ed
they identified it.

Know this

ish
• The nose smells everything.
re S
• The nose is an essential organ of respiration.

bl
B
Make a list of 10 items that we can identify by their smell.
pu
be T
, , , , ,
K

, , , , .
Can you smell when you have cold ? Try smelling.
©

Activity : Identify whether the activities given in the

picture are right () or wrong (×). If it is wrong, write
below the picture why it is wrong.
t to
No

90
 Tongue :
Today there is something special in the midday meals
in Ramesh’s school. There is payasa, lemon rice, chilly
bonda, bitter gourd gravy etc., Which of these items do
you like most? Why?
Write the taste of these items.

ed
payasa
lemon rice

ish
bittergourd gravy
re S
chilly bonda

bl
B
How do you know the tastes of these items ? For what
pu
be T

other functions do you use your tongue?

K

Know this
©

• Tongue helps to taste food items.

• Tongue pushes the food items towards

the teeth to chew.
to

• Tongue helps us to speak.

t
No

Try to speak without using your tongue.

91
 Activity : There are a few sentences below. Read
them carefully. Correct the wrong sentences and
write them.
1. When we brush our teeth everyday, we should
not clean our tongue with our fingers. This will
prevent emission of foul smell.

ed
ish
2. After taking food we should not wash our mouth.
re S
bl
This will help us to keep the tongue and teeth
B
clean.
pu
be TK
©

3. We should eat food items which are too hot and

too cold. This will help the tongue to taste it better.
to

4. If you keep sharp things in your mouth, tongue

t

will not be wounded.

No

92
 Skin :
“Mummy, it is paining!” cried Tara. Everyone around
was surprised. Tara pointed at Asha and said that she had
pinched her. Why did Tara experience pain when Asha
pinched her?
How will you know that the food served to you is hot
or cold?

ed
Blindfold your eyes and start touching the things that
you come across. Will you be able to identify them?
How were you able to identify them?

ish
Know this :
re S
• Our entire body is covered with

bl
B
skin.
• We feel hot, cold, softness and
pu
be T

hardness of things when they

come in contact with the skin.
K

We also experience touch and pain.

©

How do you protect your skin ?

Fill in the blanks with appropriate words.
1. We take bath and keep our body___________.
2. Eating fruits and vegetables keep our skin ___________
3. If we don’t keep our skin clean, we may get ___________
to

diseases.
4. Taking oil bath once in a while will keep our skin _____
5. We experience ___________ when a blade or any sharp
t
No

objects touch the skin.

Know this
Eyes, ears, nose, tongue and skin help us to see, hear,
smell, taste and touch. Therefore these five organs are
called as sense organs.

93
 Activity : Observe the pictures. Match them with
suitable sense organs,

ed
ish
re S
bl
B
Draw simple line diagrams of sense organs in your
note book.
pu
be T

Read the posters about the sense organs when you

K

go to the hospital.
There are a few people who are not able to see and hear.
©

They may need special facilities. Do not tease them. Show

compassion.
t to
No

94
 LESSON -11

IMPORTANCE OF TEETH
After studying this lesson you,
• know the importance of teeth, types of teeth, and
their functions and develop the habit of cleaning

ed
your teeth.
A rabbit and a dog were friends. One day they were

ish
walking near a pond.
re S
Rabbit : Oh ! The grass has grown in plenty. I will eat

bl
quickly.
B
Dog : Oh ! See there, a large piece of flesh. I will bite
pu
be T

it and eat.
K

(The rabbit was surprised to see the dog tearing

©

the flesh.)
Rabbit : Oh, my friend how quickly you tear the flesh!
Dog : Look at my teeth. They are so sharp. But I
can’t eat grass like you.
Rabbit : (Laughing) Look at my incisors. These help me
to

cut the grass.

Dog : It’s true. Just as my canines help me tear the
t

flesh.
No

You have heard the conversation of the dog and the

rabbit. Now stand in front of a mirror and observe your
teeth.
Look at your friend’s teeth. Count how many teeth are
there. Are all the teeth alike ? Observe the front teeth.
95
 These are broad. They have sharp
edges. These are incisors. How many
incisors do you have?
Observe the function of these teeth
when your friends are eating fruits and
vegetables.

ed
Incisors help to cut the food items.

ish
Observe the teeth next to the
incisors in your friend’s mouth. These
re S are a little long and sharp, aren’t

bl
B
pu they? These are canines. Observe the
function of these teeth when your
be T

friends are eating hard items like

K

sugarcane.
©

Canines help to tear the food.

The canines in dogs, tigers and other carnivorous

animals are very long and sharp. Why ? Think about it.
to

Chew a piece of coconut. In

which part of the mouth do you
chew? The teeth which are in the
t

part of jaws are molars.Observe

No

the molars in your friends’ mouth.

They are big and flat.

Molars help to grind the food

96
 Activity : Observe the mouth of old people, who have
lost their teeth. Observe which type of food items they
eat and how they eat.

Do it yourself :
With the help of your teacher or friends prepare a
model of a set of teeth (denture) using clay or thermacol.

ed
Then name their types.
Karim is a seven months old baby. Now his teeth are

ish
appearing. These are milk teeth. John is 8 years old. His
teeth have started falling and in their place new teeth are
re S
bl
appearing. Now John has 20 teeth. Now Suresh is 35 years
B
old. He has 32 teeth. Now Rangajji is 70 years old. Some
pu
be T
of her teeth have fallen. They will not grow again.
K

Activity : Count your teeth and write.

©

Count your teeth that have fallen and write.

The total teeth that you have

Know this :
to

The teeth that appear in children of 1 year to 6 years

are milk teeth. They start falling from the age around
7-8 years. New teeth will appear in their place. These
t
No

are permanent teeth. If the permanent teeth fall, they

will not grow again. So we have to protect the permanent
teeth. An adult person has totally 32 teeth. Among them
8 are incisors, 4 are canines and 20 are molars. Small
children have totally 20 milk teeth.

97
 Kanthi is studying in class three. She was very fond of
sweets. She was eating chocolates and other sweet items
everyday. She was lazy too. She did not brush her teeth
properly. She did not wash her mouth after eating sweets.
Gradually food got struck between the teeth and a foul
smell started to come from her mouth. Teeth started to

ed
decay. This caused pain in her teeth, bleeding and pus

ish
in gums. Her father took her to a dentist. The dentist
examined her teeth and told, “Kanthi, You are not brushing
re S
your teeth daily after eating food. The food particles get

bl
B
struck between the teeth. You are also not cleaning your
pu
teeth immediately after eating sweets. So three of your
be T

teeth have decayed.There is a foul smell in your mouth.

K

I have to remove two of them. I will treat the other teeth

©

suitably.
What should Kanthi have done to save her two teeth?
t to
No

• Teeth help to increase beauty of the face.

• Teeth help us to pronounce correctly.

98
 Activity : Observe these activities. Put () mark to the
right ones and (×) mark to the wrong ones in the boxes
given.

ed
ish
re S
bl
B
pu
be TK
t ©
to
No

99
 Know this
• Eat hard food items such as raw carrot, sugarcane,
dry coconut etc., once a while. The teeth and gums
are exercised and remain healthy. Drinking milk will
also keep the teeth strong.
• If you have any problem with teeth, consult the den-

ed
tist immediately.
• If there is a dentist in your locality, get information
about the cleaning of teeth.

ish
Activity : With the help of your friends, prepare a poster
re S
about the cleaniness of teeth and display it in your class.

bl
B
Observe the cleanliness of teeth of 10 of your friends
pu
everyday for a week. Tell them whose teeth are not clean
be T

and about the necessity of cleanliness of teeth.

K
©

Sing and Enjoy

Teeth, Teeth, the incisors

To bite vegetables and fruits.
Sharp and long Canines
to

To tear the sugarcane

Just behind them are molars
t

To grind the food really soft

No

I know you help one and all

To chew their food and eat it up.

100
 LESSON -12
Danger - Accident
After studying this lesson you,
• identify the situations of accident in the house
and outside.

ed
Observe the pictures given below. What is happening
in each of the pictures? Write in the space provided. Why

ish
did this happen? Think.
re S
bl
B
pu
be TK
tto©
No

101
 No
t to ©
be TK
B

102
re S
pu
bl
ish
ed
 ed
These are all situations of accidents. Some may occur
inside the house and others may occcur outside the house.

ish
They are dangerous.
Activity :
re S
bl
• Have you or your friend ever been in such a
B
dangerous situation before? Discuss your experiences
pu
with your friends.
be T

• Collect the information from the news papers about the

K

accidents occured as a result of burning crackers and

display it in the notice board of your school.
©

Know this :
• Don’t board a moving vehicle.
• Follow the queue to board a bus.
• Don’t put your head or hands outside the window, while
to

you are travelling in a vehicle.

• Don’t play in the streets.
• While going near the well, tank, pond, or river you
t
No

should be with your elders.

Make a list of precautionary measures that you have
learnt from your experiences and the experiences of your
friends.
If we are careful, we can avoid accidents.

103
 Activity : In the situations given below, put a () mark to
the right siuations and (×) mark to the wrong situations.
Discuss these situations with your friends.

ed
ish
re S
bl
B
pu
be TK
©
to
t
No

104
 Sing and Enjoy

Swinging and swinging

Up and down
Vyshali pushes it fast
Shalini fell down.

ed
Up and down the tree
Playing the monkey prank

ish
Climbing and slipping
He fell down.
re S
bl
B
Leg got fractured
Can’t walk oh! friend.
pu
be T

It has to be plastered
K

Be careful my friend
©

Bursting the cracker

Enjoy with pleasure
The cracker bursted
With a great sound.
Dum, Dum, sui, sui, cracker
to

Go round on the floor

Trying to escape
The cracker hit the eye.
t
No

Oh! the eye got burning

The doctor bandaged around
I can’t see and can’t play
No more crackers in future.

105
 LESSON -13
Facilities for our use
After studying this lesson you,
• identify the need of public facilities and protect them.

ed
On one sunny day the children were supposed to visit
various places in their locality. All the children were happy.
All of them came to the school very early. The bus arrived

ish
at the exact time. They went in a queue and sat in the bus.
The bus started. First it stopped at the library.
re S
bl
Do not litter Do not tear
B
pu the books
be T

silence,
K

please
©

Oh! so
to

many the books are kept

books. so neatly.
t

Children read the boards carefully. They moved round

No

the library silently. They took a few books and read them for
sometime. They kept them back in their places and came
out of the library.They sat in the bus.
Read the boards that are in the picture of the library.
Why have they been written?

106
 Have you seen the library in your locality?
What rules have you followed there ? Write here.

Make it a habit to visit libraries.

ed
The bus stopped at the bus station. Children got down
the bus. They went round the bus station.

ish
re S tion

bl
Bus sta
B
pu
be TK

Some one
has not
closed the
©

tap. It is
running. I
will close the
tap.

Don’t you know

that we get diseases People put the
if we eat these open and waste outside the
cut fruits? Cover dustbin. It is our bus station.
Let us keep the bus
to

them with a lid.

station clean.

How did the children co-operate in cleaning the bus station?

t
No

107
 How is the bus station of your place ?

The children boarded the bus and alighted near the

ed
hospital.
This is your hospital. Keep it clean. Do not litter in the hospital premises.

ish
Do not spit.
re S
bl
B
use me.
pu
be TK
©

The children observed the different kinds of functions

to

in the hospital. They got into the bus appreciating the

cleanliness of the hospital.
t

Visit the hospital of your place. Is cleanliness maintained

No

there? Observe. Write your observations.

108
 The bus stopped near the park. The children were very
happy.
This is your park. Keep it clean.

ed
ish
Oh! This toilet
re S is used by
many people.

bl
They did not put
B
sufficient
water. It is
Alas ! Somebody stinking.
pu
be T
threw a stone
and broke the
lamp. Don’t they
K

understand that
we will be in
©

trouble if there is
no light?

They played in the park till evening. They were tired.

They sat in the bus and returned to school.
How is the park that you have seen? Write in two lines.
t to

The next day, the teacher asked the children a few

No

questions about the outing. You also participated in that

outing, didn’t you? Answer the following questions.
1. Write the names of places you visited.

109
 2. Which place did you like most? Why?

3. Library, hospital, bus station and park all are

the places of public facilities. Who use them?

ed
ish
4. The facilities which we use are public facilities.
Why do we need them?
re S
bl
B
5. Who protects these public places? Know about it
pu
be T

and write.
K
©

Write the names and the need of the public facilities

that you see in the pictures in the space given.

to

t
No

Govt. Primary School

110
 ed
ish
re S
bl
B
pu
be TK
©

Post Office

stamps
letters
to
t
No

111
 No
t to ©
be TK
B

112
re S
pu
bl
ish
ed
 Observe these pictures carefully. Write what would
you do in such situations.

ed
ish
re S
bl
B
pu
be TK
©
to
t
No

ry
Libra

113
 Make a list of the public facilities in your locality.

School is a public facility. Why? Write here.

ed
How do you and your friends keep your school clean?

ish
Activity : The public facilities are hidden in this word
re S
grid. Identify them and draw a line around them. One is

bl
done for you.
B
K S T R E E T L I G H T P O B
pu
be T

P O S T O F F I C E Q E N T U
K

U L M N S C H O O L V O N R S
©

B C A D H F O S A I S A W O S
L P R B O C U H N B U S S A T
I C K J P D S I H R L O U D A
C Z E L M N E P E A U T A R T
T M T L P Z N C A R E A N D I
to

A O T O I L E T Y Y H H J K O
P L T P A R K E T E M K P Q N
t

• Identify the public facilities and draw a line around

No

each of them.
school, shop, house, library, car, bus, trees along, the
road, house light, street light, park, road, house tap,
street tap, garden in the house, post office, market,
fair price shop.

114
 LESSON -14
Modes of Transport
After studying this lesson you,
• identify the need of transport.
• understand the different modes of transport for

ed
long distance, short distance and modern modes
of transport.
• know about different kinds of workers working

ish
in railway station/bus station.
re S Sing and enjoy

bl
B
Picnic picnic by bus
pu
be T

Along with my friends

Variety of vehicles
K

Moving on the road.

©

Horse cart and bullock cart

Cycle and motorbike
Autorickshaw and car
So many vehicles on the road.
Train on the rail
Boat on the water
to

Aeroplane in the air

Flying in the sky.
t

Some are moving slow

No

Some are moving fast

Different modes of transport
I like them very much

115
 Name the vehicles which are there in the poem.

ed
Collect the pictures of vehicles and stick them here.

ish
re S
bl
B
pu
be TK
t ©
to
No

116
 Make a list of the vehicles by which you have travelled.

ed
ish
Classify the vehicles listed by you as fast moving
vehicles and slow moving vehicles.
re S
bl
Fast moving vehicles Slow moving vehicles
B
pu
be TK
to©

Which vehicles are used for carrying goods in your

place? Write here.
t
No

117
 Activity : Fill in the blanks with suitable words and read
the passage.
We use vehicles like and to travel
from one place to another place. People use vehicles like
and to carry goods from

ed
one place to another place. is comfortable for
long journeys. is useful to travel fast.

ish
is used for travelling in deserts. It is called the ship of the
re S
desert. People use to cross rivers.

bl
B
Keep the
pu
be T
toilets clean
K
©

tion
Bus Sta
n
ation clea ueue
.
t h e bus st wt h e q
Kee p
Follo

ter
to

n
t cou
Ticke
t
No

118
 Write what you have seen in the bus station of your
place.

ed
Activity : Draw simple pictures of two vehicles you have

ish
seen and colour them.
re S
bl
B
pu
be TK
t ©
to
No

119
 Railway Station
Keep the Railway station clean

ed
ish
re S
bl
B
pu
be TK
©

Is there a railway station in your place?

Have you seen a railway station ?

Have you travelled by a train ?

Do it yourself :
to

With the help of elders, prepare the model of a train

using match boxes and lids of soft drink bottles.
t
No

Know this :
There is a need of workers in bus and railway stations
to do different works . Their co-operation is needed for
our comfortable travel.

120
 Observe the pictures. What jobs/works are the people
doing? Write it in the space provided.

ed
ish
re S
bl
B
pu
be TK
t ©
to
No

121
 LESSON -15
communicating THROUGH Letters
After studying this lesson you,
• speak by using signs, acting etc., but not using the
language.

ed
• understand the method of communication by means
of letters and the activities of the post office.

ish
re S
bl
B
pu
be TK
©
to

A day in summer holidays, some children had gathered

t

in Sanjay’s house to watch the cricket match on the T.V.

No

It was a very exciting match. Rahul Dravid was batting,

Harbhajan Singh was bowling. Dravid hit the ball. The ball
crossed the boundary line. Children clapped their hands
with joy. Little Sanjay saw the sign given by the umpire.

122
 Sanjay : Brother Sunil, why has the umpire raised both
his hands up ?
Sunil : Oh ! The ball was hit out of the boundary line.
The umpire gave this sign to indicate that it was
a sixer (six runs).
Sanjay : He could have said by using words.

ed
Uma : Nothing can be heard in such a big and noisy
ground. It is easy to show by signs. Every one
can understand.

ish
Lucy : Yesterday we went to a hotel for dinner. I saw
people using signs for asking chapathi, rice etc.,
re S It was interesting to watch.

bl
B
Salman : Yes, signs are very useful in places where the
pu
be T
language is not known, where it is very noisy
and where the people are far away.
K

Activity :
©

• Converse with your friends by using signs,

without speaking.
• Try to convey these activities by using signs. calling,
writing, singing, eating, drinking, asking to bring
things, want or don’t want, up and down, here and
to

there, drinking etc.,

You use the signs and let your friends say the
t

meaning of these signs.

No

• Have you watched a cricket match or a football

match? Introduce two signs to your friends
which are used in these matches. For example, in
cricket, if one hand is raised with the index finger
pointing up, it means ‘out’.

123
 Sing and Enjoy

No language, No place
know the signs
There may be distance or noise
use the signs

ed
Ramesh : Oh ! What a wonderful century by Dravid !
Karuna : I like Dravid very much.

ish
Sunil : I too like Dravid. Let us write a letter to
re Scongradulate him on hitting the century.
All : Good idea !

bl
B
Karuna : I will write the letter.Tell me what is to be written.
Uma : Well, your handwriting is good.
pu
be T

Karuna : Friends, does anyone have a post card ?

K

Rita : Yes, I have. It is at home. I’ll bring it now. Let

us write the letter during lunch break. (Lunch
©

time. Break for cricket)

Sunil : Karuna, start writing the letter. I’ll tell what to
write.
Place :
Date :
to

Dear brother Rahul Dravid,

We are studying in class 3. We all like you. Your batting
t

is wonderful. It is a great pleasure to congratulate you

No

on hitting a century.
Yours lovingly,
Students of class 3



124
 Sanjay : Do you know the address of Dravid?
Salman : Yes, it is with my father. I will bring it now.
Karuna : Shall I write the address.

ed
Write the
To, address

ish
here.

From,
re S
bl
B
pu
be TK

Uma : Write our address here.

©

Rita : Look here, the letter is ready. How to send this

letter to Dravid ?
Sunil : Let us put the letter into a postbox.
Karuna : Hey ! How will it reach Dravid ?
to

Salman : The post office is very near. The postbox is also

there. We shall go to the post office and put the
letter into the postbox. Then we shall ask the
t
No

postman how the letter reaches Dravid.

(They went towards the post office making noise)
Uma : Karuna, put the letter into the postbox.
Karuna : Yes, I put it.

125
 Sunil : (Hey ! See there, someone is taking the letters
from the letter box.) Will you please tell me why
you are taking these letters ? We have written a
letter to Dravid and put it into this box. If you
take this, it will not reach Dravid.
Postman : D o n ’ t w o r r y , I a m

ed
the postman. People
put letters into this box
everyday. I carry these

ish
letters to the post office.
Please come inside the
re S post office and see the

bl
B
pu work going on there.
be T

Post Office
K
©

stamps
letters
to

See, this is your Dravid’s letter. It is going to be

t

sealed now. These letters have to be sent to Bengaluru.

No

We send them by train. In Bengaluru these letters will

be carried to the post office. In the post office they are
sorted out on the basis of their addressess. The postmen
will collect the letters related to their respective areas
and distribute to the concerned houses.

126
 Sunil : Uncle, When will it reach Dravid ?
Postman : It will take three days.
Sanjay : Oh ! Won’t it reach him tomorrow?
Postman : Look there, we have speed post facility. If
you give the letter there, it will be sent by an

ed
aeroplane. It costs more, but it reaches quickly.
Apart from post office some other organizations

ish
also provide speed service. Have you not heard
re S of courier service?
Rita : Oh! ...... a few days ago my grandmother sent

bl
B
pu me money for my birthday by post. The post
be T
man gave it to me.
K

Postman : Oh, that is a money order. Just like we send

letters, we can also send money by postal
©

service. In the same way books and other

things can also be sent. It is called Parcel.
Sunil : Uncle, will it reach Dravid in three days?
Postman : Yes, children. Don’t worry.
to

Karuna : Now lunch break is over. Let us go to watch

the match.
t

(Children ran out of the post office making noise and sat
No

in fornt of the T.V.)

Why do people write letters?

127
 Have you ever written a letter to anybody? If yes,
whom, why?

Activity : Write a letter to your friends / grandfather,

ed
grandmother / favourite person.

ish
re S
bl
B
pu
be TK
©

Do it yourself :
Visit the post office of your place and put the letter written
by you into the postbox. Then go inside the post office
and see the work going on there.
to

Write about the post office that you have visited.

t
No

128
 Observe the pictures that represent the sending of letters.
Put correct serial numbers to these pictures. See the
example given.

ed
ish
re S
bl
B
pu
be TK
©

1
t to
No

129
 Do it yourself
Make an envelope using white paper.

ed
ish
re S
Write a letter to your friend and put it in the envelope

bl
that you have made. Close the envelope and stick a five
B
rupee postal stamp on it. Write ‘ To’ and ‘From’ address
pu
be T

and put it into the letter box.

K

What will happen if the postal stamp is not affixed.

©

Ask your teacher or elders.

Activity : You might have seen special stamps which

have the pictures of famous personalities, animals and
plants. Develop the hobby of collecting such special
stamps. Stick the collected stamps on a white sheet and
write a few sentences about each of them.
to
t
No

130
 LESSON -16
Deepa’s generation
After studying this lesson you,
• know the relationship between the members of three
generations of a family.Draw a simple family tree.

ed
• recognize the similarities in physical and heriditary
features among the family members.
• understand the relationship of child and mother.

ish
Raju and Deepa came to their grandparents house
re S
during the summer vacation. Raju, Deepa, their mother and

bl
grandmother went to the neighbouring village to attend a
B
naming cermony. Many people had gathered there. Deepa
pu
be T
saw a small baby in the cradle.
K

Deepa : Mother, whose baby is this ?

Mother : Deepa, it is the baby of Radha and Rajiv. You
©

too used to sleep in the cradle like this when you

were a baby.
t to
No

131
 The baby in the cradle started crying. Radha took the
baby into her bosom and consoled it by singing a lullaby.
Aluva kandana tutiyu havalada kudihanga
Kudihubbu bevinesalanga Kannota
Shivana kaiyalagu holedanga
(Summary : A crying child’s lips look like a pearl. Its tender

ed
brows appear like petals of a neem flower. Its tearfilled eyes
flash like sharp edge of Lord Shiva’s sword.)

ish
Listening to the song, the baby stopped crying.
Activity : Mime how Radha consoled her baby by singing
re S
a lullaby.

bl
B
Do you know these type of songs? Sing them. Learn
some more songs from your elders or teachers.
pu
be T

Observe these pictures. Say how a mother cares for

K

her baby.
t ©
to
No

In all these situations a mother fulfils all the

needs of the child such as love, nurture, protecion, food
etc.,

132
 While returning from the naming cermony, grand mother
met her friends. They looked at Raju and said, “He looks
just like his grandfather. His eyes,broad forehead, long
nose, resemble his grandfather”. Deepa said, “Everyone
says that I resemble my mother. See, I have curly hair, my
mother too has curly hair”.

ed
Whom do you resemble in your family ? Observe
carefully and write his/her name and relationship
with you.

ish
re S
bl
B
• Recognize the resemblances (similarities) among the
pu
be T

members of your family and write them here.

K

Example : Colour of my skin and father’s skin is same.

t ©
to
No

133
 • The picture of a family is given here. Identify the
similarites you notice among them and write.

grand grand mother

ed
father mother

ish
re S
bl
father ravi Ramya
B
pu
be TK
©
to

Know this :
Children resemble their parents, grandparents and other
t

members of the family. Generally the similarities can be seen

No

in the hair, colour of the skin, eyes, ears, nose, walking and
laughing style etc.,
They met Ramappa, the grandfather on the way,
who was returning from the town. He took the children to
the farm.
134
 Deepa : Grandpa, how many children do you have?
(Grandfather then told them about his family.)
Grandpa : Deepa, your grand mother is Puttamma.
We have two children. They are your father
Subbanna and your aunt Leela. You and Raju
are the two children of your father. I, your
grandmother, your father, mother, you and Raju,

ed
thus belong to three generations.
Deepa : Grandpa, I could not understand, what you said.

ish
Raju : Deepa, I have learnt about the generations in
re Sschool. It can be shown by drawing a simple family
tree. I’ll draw and show you what grandpa said.

bl
B
Then you will understand it.
(Children reached home.)
pu
be T

Deepa : Raju, You told me about the family tree. Will you
K

please draw it and show me.Take this pencil and

paper.
©

Raju : OK, Look here.

Raju
to

a
ep
De 3rd generation
he r
ot e

2nd generation
r
m ath
f
t

grand
No

Father
grand 1st generation
mother

Deepa : Hey! It looks like a tree.

Raju : It is called a family tree.
It is a simple family tree of Raju’s family.

135
 • Who are all there in your home ?
___________ ___________ ___________
___________ ___________ ___________
Collect more information about your grandparents from your
elders. Draw a simple family tree of your family from grand-
parents to you as shown by Raju.

ed
ish
re S
bl
B
pu
be TK
©

Activity : Observe the family trees drawn by your friends.

See the difference. Discuss with your friends in the class.

Deepa : Grandpa, you have shown me a big tree in the

farm, haven’t you?
Grandpa : Hm! I had planted that when I was young. Now
to

it is very big.
Raju : There was another big tree beside that grandpa.
t

Grandpa : Oh! That was planted by your father when he

No

was young. That is a small tree. It grew well.

Raju : Grandpa, tommorrow Deepa and I will plant a
sapling beside those trees.
Grandpa : Well, Raju, let it also grow like you.

136
 LESSON -17
My HobbY
After studying the lesson you,
• understand the influence of family and friends on
values and hobbies.

ed
Observe these pictures

ish
re S
bl
B
pu
be TK
©

What are they doing ?

tto

Know this :
No

• Some people practise the activities in their free time

which they like very much and are interested in. These
are hobbies.
For example, reading books and newspapers,
collection of postal stamps, singing, gardening etc.

137
 1. What do you do in your free time? What are your
hobbies?

2. Observe the hobbies of your family members.
Write them here.

ed
3. Observe and write the hobbies of your friends.

ish

4. Have you noticed any similarities or differences in
re S
hobbies between you and your family members and

bl
B
friends ? Write similar hobbies and different hobbies
in the boxes given below.
pu
be T

Similar hobbies different hobbies

K
©

5. Why have you selected these hobbies ?

to

Put the ( ) mark against your answer among the

reasons given in the boxes.
I like very convenience and Pleasure/
t
No

much opportunity entertainment

influence of influence of guidance of

the family friends’ teachers/elders.
members’ hobbies
hobbies

138
 Know this :

When Salim was ten years old, he

saw a baby bird fall on the ground. He
thought it was a sparrow. He took it
in his hands. But when he saw yellow
colour on its chest, he understood that

ed
it was not a sparrow.He was curious
to know which bird it was. His uncle

ish
Amiruddin took him to Natural History
Society in Mumbai which studies birds and animals.
re S
The boy was influenced by the activities done there. He

bl
developed the hobby of watching birds. Later, this boy
B
became a great bird watcher and wrote many books on
pu
be T

birds. He is Padmashree Salim Ali.

K

The boy, Jagadish was very interested

in knowing about the life style of plants
©

and animals that he had seen. He grew

many plants. His parents encouraged this
hobby of Jagadish. He studied the life of
plants and trees well and showed to the
world that plants and trees also feel joy
and sorrow. He is the famous botanist
to

Dr. Jagadish Chandra Bose.

Many people who treated their hobbies as their
t
No

professions have gained name and fame. It was possible

for them to do so by their efforts, interest, co- operation
and guidance of the family members.
Activity : Collect more examples of this kind from your
teachers and elders. Narrate them in your class.

139
 Of all the members of your family, whom do you want to
be like ? Why?

Write your favourite hobbies here.

ed
ish
In order to continue your favourite hobbies, get the
guidance of your family members, elders and teachers.
re S
Cultivate good habits along with this.

bl
B
Look at the pictures given. Put ()mark against the
pu
be T

picture you would like to follow. Say why you do so.

K
tto©
No

140
 No
t to ©
be TK
B

141
re S
pu
bl
ish
ed
 • Write any five good things you have done. How are they
good? Write here.

ed
ish
Know this
Hug me!
re S
bl
Salkani is a small village in Sirsi taluk of our state. It
B
is surrounded by a big forest. One day the people of the
town came to cut the trees. Hearing this news the villagers
pu
be T

ran towards the forest. Each one hugged one tree. The
K

people who came to cut the trees were astonished. They

could not cut the trees. So, they returned to the town.
©

Thus, by hugging the trees the people of the village saved

the forest.
Save forest, Grow forest,
Use forest to a limited extent.

Fill in the blanks with suitable words.

to

1. Village Salkani is surrounded by .

t

2. The people of the town came to the trees.

No

3. The people of the village the trees.

4. The people of the village hugged the trees and
saved the .
5. forest, forest.

142
 Do you want to be a good boy / girl? How ?
Play this game and understand.
80 79 78
Love
77 76
pity
75 74 73
pluck
plant

65 I help 67 68 69 70 71 72
66
grand ma
to walk.

ed
64 63 62 61 60 59 58 57
I feed
grains to
birds

ish
49
I tell
50 51 52 53 54 55 56
lies
re S
48 47 46 45 44 43 42 41

bl
Litter
B
cleanliness around
I destroy
envionment
pu
be T
33 34 35 36 37 38 39 40
cheat
Dirt
K

around

32 31 I beat 30 I wash
29 28 27 26 25
©

youngsters hands
before
food.
17 18 19 20 21 22 23 24
co-opera-
tion

16 15 14 13 12 11 10 9
apprecia-
violence tion
to

1 2 3 4 5 6 7 8
I obey I share
elders eatables.
t

Play the game with dice and pawns. Put the dice. Count the
No

squares equal to the number on the dice and place your pawn.
When your pawn comes to the square where there is a ladder,
read the instruction and go up. When your pawn reaches the
top of the rope you step down. Read and know why. If you
follow good things you are going to be a good boy/girl. Play
the game. Do good things only.

143
 LESSON -18
THESE PEOPLE ARE ALSO LIKE US
After studying this lesson you,
• develop sensitivity and an attitude to help the people
with special needs.

ed
ish
re S
bl
B
pu
be T

Three situations have been shown here. If you were in

K

these situations, what would you have done ?

©

Asha and Latha are friends. They are studying in

class 3. Latha cannot see. She reads the books which are
to

printed in Braille script and writes using Braille letters.

She sings songs well. Asha and the children of the class
t

help in her works. She comes to school happily.

No

• If you were Latha’s friend, how would you help her?

144
 Know this
Braille : One day, a boy, three years old
was playing with a sharp tool used by his
father. The pointed tool pierced his eyes
and he lost his eye sight. The boy had
keen interst in studies. He was thinking

ed
of different possibilities to read and write.
Finally he arrived at a way to read and

ish
write by touching and feeling. He developed it and made
it helpful for those who have been facing the problem of
sight. He is Louis Braille. The letters he used are called
re S
Braille script.

bl
B
A row of raised dots are made on a thick paper.This
pu
be T
is Braille script. The letters can be identified by touching
the dots. Without the help of the eyes one can recognize
K

the letters with the help of the number of dots and their
©

pattern.
See, it is A and B in Braille script

. . . .
to

A . . B . .
t

. . . .
No

A and B are denoted in six dots. In A out of

six raised dots one is thicker than others. In B two
dots are thicker than others. Thus they recognize the
letters.

145
 Geetha is a clever girl. She plays with her friends in
the school. She cannot hear and cannot speak also. All her
friends understand Geetha’s signs.
Try to convey to your friends what you want, by using
signs.
What do these signs convey? Guess and write.

ed
ish
re S
bl
B
pu
be TK
t ©
to
No

146
 ed
ish
Activity : In some situations, we convey messages
through signs. Write those situations and signs.
re S
Example : The sign used by the teacher to maintain

bl
B
silence when she is teaching-if your friend speaks,
a finger on the mouth.
pu
be TK
©

• Read the following statements and mime them.

to

I want water I want food I feel sleepy

t
No

bell rang father will come hand is aching

play with a ball play skipping I will dance

147
 Ravi has some problem with his leg. He cannot walk. He
has joined school recently. If Ravi joins your school, how
will you help him?

ed
Observe around you. You can see many people who are

ish
physically disabled. They need certain facilities and help
in their work. Friends’ co-operation is essential for this.
re S
A number of people with special needs have achieved

bl
B
a lot, by their efforts and interest. Know about such people
from your elders. Say 4 lines on any one of them.
pu
be TK

Know this :
©

Dr. Puttaraja Gavayi

Dr. Puttaraja Gavayi was famous for art, literature,
music and plays.
He lost both his eyes when he
was a child. He became a disciple of
to

Panchakshari Gavayi. He became

a renowned singer. He could play
t

all musical instruments. He learnt

No

Braille script and wrote more than 64 books. More

than 15 thousand students have learnt music under his
tutelages. He died in the year 2010. His contribution to
the society is invaluable.

148
 LESSON -19
Festivals and Fairs
After studying this lesson you,
• recognize the spirit of co-operation among the people
participating in the local festivals, functions and fairs.

ed
I am Ramesh. Deepavali is an important
festival for us. We celebrate the festival for

ish
three days. First day is Naraka Chathurdashi.
Second day is Gopuje (worshipping of cows)
and Lakshmi pooje (worshipping the Goddess
re S of wealth). Third day is Balipadyami.

bl
B
pu
be T

During these three days we light

lamps, eat sweets and share
K

with neighbours. We enjoy fire

work and crackers. We enjoy
©

the festival very much.

I am Nageena. Ramazan is an important
festival for us. In the month of Ramzan, we
fast during the day and on the last day we
celebrate the festival. We prepare special
to

dishes and sweets on that day. Friends and

neighbours greet each other. We eat sweets
and share with neighbours.
t
No

149
 I am Robin.Christmas is an important festival
for us. On this festival we decorate the Christmas
tree and hang gifts on it. Friends and relatives
visit our home on this day. We greet each other
and enjoy the festival.

ed
ish
re S
bl
B
pu
be T
Ramesh, Nageena and Robin have described the festi-
vals they celebrate at their homes.
K

Which festivals do you celebrate in your home?

©

How do you decorate the house during festivals? How

do you help your elders during these days ?
to

Write 4 lines about an important festival celebrated in

your home.
t
No

150
 Make a list of special entertainment programmes which are
held on a festival day. Who performs these programmes?
Where do they perform? Write in the table given below.

Programmes Who? Where?

ed
ish
re S
bl
B
Who visit your home on the festival days ?
pu
be T

What are the different dishes prepared on the festival day

K

in your home?
©

What is your favourite dish ? Why ? Tell it to your friends.

Know this :
to

• Festivals bring family members, relatives. friends

and neighbours together.
t

You told about the festivals celebrated in your home.

No

Write the names of the festivals, where all the people of

your place or locality gather together to celebrate them.
, , , ,
, , , .

151
 Play the game
Play the game and see the fair. The chart has 25
boxes. Using dice, move the pawns according to the
numbers on it. Observe the picture in the box on which
the pawn is kept. Write in your note book what it is. At
the end, write what is there in the boxes that are skipped

ed
over by the pawn. Play with your friends also.
21 22 23 24 25

ish
re S
bl
B
20 19 18 17 16
pu
be TK

11 12 13 14 15
©

10 9 8 7 6
t to

1 2 3 4 5
No

• Which fair is held in your place/locality?

• Tell about a fair which you have seen.

152
 Here is a situation of a fair. Identify the activities going
on here and write in the space given. Say who are doing
these activities.

ed
ish
re S
bl
B
pu
be TK

Know this :
©

All the people of the place/locality gather together

and celebrate some festivals. Fairs are also community
festivals. A fair is also called utsava and urus. All the
people work collectively in these festivals and enjoy.

Sing and Enjoy

to

I went to the fair

To our village fair
t

All my friends
No

Assembled there
We enjoyed together
With wonderful sights
Sweets and entertainments.
Have made me fair
153
 Sing and Enjoy

(sing this song with action)

I went to a fair
What did you bring?

ed
I brought a pair of scissors
I went to a fair

ish
What did you bring?
I brought a bell
re S
bl
I went to a fair
B
What did you bring?
pu
be T

I brought a cycle
K

I went to a fair
©

What did you bring?

I brought a necklace
I went to a fair
What did you bring?
I brought a belt.
to

(This song should be sung by joining the action of one

line with the action of another line.)
t
No

Collect the songs like this related to fairs.

154
 LESSON - 20
A day in my life
After studying this lesson you,
• prepare a chart of your daily activities.
• understand the inevitable conditions of some

ed
children who are forced to work.

ish
Ramu is a student of class 3. Look at the pictures which
show the daily activities of Ramu. Write them in the space
given.
re S
bl
B
pu
be TK
t ©
to
No

155
 No
t to ©
be TK
B

156
re S
pu
bl
ish
ed
 ed
ish
You know the activities of Ramu in a day. Make a list of
re S
your activities from morning till night in a day and prepare

bl
a chart.
B
1.
pu
be T

2.
K

3.
©

4.

5.

6.
to

7.

8.
t
No

9.

10.

Compare your chart with your friends’ chart. Is there

any change? Observe.

157
 Here is a list of activities. Arrange them in the correct order.
1. I go to bed in the 1) __________________
night after meals.
2. I go to school. 2) __________________
3. I water the plants. 3) __________________

ed
4. I bathe and have 4) __________________
breakfast.

ish
5. I get up early in the 5) __________________
morning.
re S
6. I study the lessons

bl
taught in school. 6) __________________
B
7. I play with my friends 7) __________________
pu
be T

in the evening.
K
©

Activity : A picture story of Suma is given here. Read

this and answer the questions that follow.

Suma, Won’t
you come to
school?
t to
No

No

158
 My mother has fever.
So I have to sell the
vegetables today.
Why?

ed
ish
re S
bl
B
When will After my
pu
be T
you come to mother
school ? recovers.
K
©

Today I will also

come to school
to
t
No

159
 Who came to Suma’s house to accompany her to school?

Why did Suma go for work instead of school?

ed
When did Suma go to school again?

ish
re S
Observe these pictures.

bl
B
pu
be TK
©

What are the childern doing?

_______________________________________________________
_______________________________________________________
_______________________________________________________
to

Do the childern face problems while doing these works?

What kind of problems do they face? Ask your elders and
write them.
t
No

_______________________________________________________
_______________________________________________________
________________________________________________________
________________________________________________________

160
 Why are these children working? Guess the reasons and
write.

ed
ish
Know this :

The childern who are engaged in work at an early age

re S
face some problems.

bl
B
• They do not get access to school, learning and playing.
pu
be T
They miss proper education.
K

• Many jobs are dangerous for children. Such children

are open to health risks.
©

• They may be punished by the owners.

• There are possibilities of getting into bad habits.
So, the Government has enforced the Child Labour
Prohibition Act. Children of school age are being
identified and brought back to school. Efforts are made
to

to provide good education to these children.

t

Education is the Fundmental right of every child

No

Education is a must for every child.

161
 LESSON -21
tHE GAME - HIDE AND SEEK
After studying this lesson you,
• classify the games into indoor and outdoor games.
• get more information about local and traditional
games.

ed
• understand the benefits of playing games.
• know about the entertainment available through story

ish
books, games, radio and T.V.
re S
bl
B
pu
be TK
©
to

Kannamuchhe Kadegoode
Uddinamoote urule hoythu
t
No

Namma hakki bitte bitte

Nimma hakki mucchikolli.
Rani sang the song aloud and opened the closed eyes
of Ranga. When she was singing the song, Suma, Vinay,
John and Haseena hid behind the tree. When Ranga was
162
 searching for them, Suma, John and Haseena came quickly
and touched Rani and shouted “ Oh! we touched Rani”. But
Ranga touched Vinay before he touched Rani and shouted
‘out’. Meanwhile it started raining. The children went into
the house of Ranga.
Ranga : My uncle has bought many story books. Would
you like to see them?

ed
Vinay : No thanks. Today is Sunday. Let us watch
children’s programme on the T.V.

ish
Rani : No, we shall listen to the songs over the radio.
All : No, No, let us play games.
re S
All right. Then, what game shall we play?

bl
B
pu Discussion started once again.
Rani : Let us play chaukabara (game of squares).
be T

Ranga : But, we are six members here. Chaukabara can

K

be played by only four.

©

Suma : Then, let us play halaguni mane (attukuni

mane).
John : No, only two people can play it.
Haseena : What about carrom ?
Ranga : Sorry ! I don’t have a carrom board.
Vinay : Let us play acchekallu (annikallinata).
to

John looked outside and said, “Rain has stopped. Let us

go out and play games”. Childern came outside shouting
t
No

with joy. A question arose. Which game has to be played?

Each one told the names of the games they knew. They had
to choose one game out of lagori, monkey prank (marakothi)
chinni-dandu, marble game, spinning top, cricket, hopping
game, skipping and ball game. Finally, they decided to play
the hopping game.
163
 • Write the names of all the games mentioned in the
lesson.

Among these, write the names of the games played inside

ed
the house in the circle and write the names of the games
played outside the house in the field, in the square. Mark
the games that you play or know. Learn about the games

ish
that you do not know.
re S
bl
B
pu
be TK
©

know this
• Games which are played outside the house, in the
field/playground are called outdoor games.
• Games which are played inside the house are
to

called indoor games.

• Write the names of the outdoor and indoor games
you play.
t
No

Outdoor games Indoor games

164
 • Make a list of the games which you play under the
guidance of your teacher.

ed
ish
re S
bl
B
pu
be TK
t to©
No

165
 Activity : Write the names of the games played in the
picture given on the previous page. Also write the names
of materials required to play them. If you do not know
ask your elders and write.
Name of the games Materials required

ed
ish
re S
bl
B
pu
be TK
©
to

• Write the names of games that can be played using

a rope, stones and tamarind seeds.
t
No

Know about these games.

166
 You have a ball. Which games can you play using
this ball? Write them in the squares which are given
around the ball.

ed
ish
re S
bl
B
pu
be TK
t ©
to

Which of the above pictures do you like the most? Why?

No

167
 Know this :
• We get entertainment and information from T.V., radio,
and books.
• Playing games gives us entertainment. The body and
mind freshens up.

ed
• Playing games makes our body strong and healthy.

ish
Make a list of the games you play generally.
Name an indoor and an outdoor game that you
re S
like.

bl
B
Write four lines about your favourite game.
pu
be T

Indoor game :
K
to©

Outdoor game :
t
No

Play your favourite game with your friends.

168
 Play the game
Play this game with your friends. You and your friends
should hide your hands under clothes. One of you ask
questions and others answer.
Question Answer

ed
Where have the hands gone? They have gone to the fair.
What does the fair give? It gives sugarcane.

ish
What have you done with it? I have enjoyed its taste.
What have you done with I have put it into a dung hill.
re S
bl
the rind?
B
What does the dunghill give? It gives manure.
pu
be T

What have you done with I have spread it

K

the manure? over the field.

What does the field give? It gives green grass.
©

What have you done with the grass? I have fed it to the cows.
What have the cows given? They have given us milk.
What do you do with the milk? I drink it and
grow stronger.
to

(It can be sung according to the use of the locality)

t
No

169
 LESSON - 22
STORY OF A POT
After studying this lesson you,
• explain that the human beings began to prepare different
things to fulfil their basic needs with the example of pot

ed
and wheel.
• discuss the changes that have taken place over the

ish
years in the use of pot.
• prepare models of pots using clay.
re S
bl
B
You know that many things are essential in your daily
life. Write any 5 in the given space.
pu
be TK
©

You need food everyday. Observe how it is prepared in

your house.
to

What things are required to prepare food items? Write

here.
t
No

170
 You already know about the use of various types
of utensils to prepare food items and to store water in
the house. Generally what materials are used to make the
utensils? Write 5 materials here.

ed
ish
re S
Do you know the materials which were used to make

bl
B
utensils in olden days?
pu
be TK
t ©
to
No

Observe the pictures above.

171
 What materials are used to make pots? Write here.

ed
Why do we use the pots? Do you know? Write them here.

ish
re S
bl
B
pu
be T
Go to the place of making pots. See the method of making
pots. Write 2 lines about it.
K
©

Thigari thiruguve gara gara

Madake maduve bhara bhara
Who am I ?
(I, the wheel revolve round and round.
to

A pot is shaped in every round.

Are pots used in your house? What are they used for?
t

Write here.
No

172
 Look at the pictures given below. Do you find any
difference? Tell the differences.

ed
ish
re S
bl
B
pu
be TK
tto©
No

173
 Activity : Ask the elders at home and locality and know
about the things that were used in the past. Observe the
things that are being used now in your home.
Make a list of these things.
Then Now

ed
ish
re S
bl
B
pu
be T
Do you notice any differences between then and now.
Why have these changes taken place ?
K

Discuss/think with your friends, teachers and elders.

©

• If there are potters in your place or locality, go there

and see the method of making pots. Observe the
colours, shapes and sizes of the pots. Discuss with
the potters about the usefulness of the pots.
to

Do it yourself
t

• Make small pots with clay. Put water or grains in them

No

and keep them outside for the birds.

• Learn to make clay models of objects like fish, fruit,
vase,small pot for collecting money etc., and paint them.

174
 LESSON -23
The earth-our home
After studying this lesson you,
• understand the shape of the earth.
• expain the changes in the weather in a day by using

ed
the words cloudy, rainy and hot.
• remember the identification of directions with the help

ish
of sun rise.
re S
You have already learnt about the friends of the sky.

bl
Write the names of these friends in the square given. Take
B
the clues from the pictures.
pu
be TK
t ©
to
No

175
 Do it yourself
• Take a plate and fill it with coloured water. Keep the
plate in the sunlight and adjust it to see the image of
the sun in water. Observe the shape of the sun.
• You might have seen the moon on a full moon day.
Describe its shape in 2 lines.

ed
Look at the picture given below. What picture is this?
Write its name in the space given with the help of your

ish
teacher or elders.
re S
bl
B
pu
be TK
©

Observe the shape of the earth. Compare the shapes

of the sun and the moon with the shape of the earth. Is
to

there any difference? Describe the shapes of the sun, the

moon and the earth in the square given.
t

1. the sun
No

2. the moon

3. the earth

176
 Which one of the pictures given below most resembles
the shape of the earth? Mention.

ed
ish
re S
bl
B
pu
be T

Observe, the shape of the earth resembles the shape of an

K

orange more than any other object.

©

Activity : Take an orange, touch its

northern and southern tips. How do you
feel?

Know this :
to

• The earth where we live also has two tips. They are
northern tip and southern tip.
t

• As in the case of the orange,the north and south tips

No

of the earth are mostly flat. The earth has its own
specific shape. This spherical shape of the earth is
called geoid shape.
• The photo of the earth with blue, green and brown
colours looks very attractive.

177
 Observe the picture. It is a small model
of the earth. It is called a globe. By using
it we know about the earth. The globe
shows the shape, length and breadth of
the earth very accurately.

ed
ish
Think and make a list of the uses of a globe.
1.
re S
bl
B
2. pu
be T

Observe the globe in your school. Which colours have

K

been used to mark the portions of land and water.

©

Identify the portion of land and water in the given

picture and fill it with suitable colours.
t to
No

178
 Sing and Enjoy

See the globe, see the globe

See that is the model of the earth
See the way the earth rotates
See the game of day and night

ed
See the vast land and water
See this is the life of the living beings.

ish
re S
bl
B
pu
be TK
©

You already know that the globe is a model of the earth.

It is easy to learn more about the earth with the help of a
to

globe.
Take the globe. Observe its flat tips. The top tip is called
north pole and bottom tip is called south pole.
t
No

Observe the horizontal and vertical lines drawn on the

globe. These are only imaginary lines drawn on the globe.
They are not seen really on the earth. They are drawn to
know the time of a place and the distance between two
places.

179
 North Pole

N Arctic Cricle
Observe the given picture.
Tropic of cancer
N In this picture lines are drawn
Equator horizantally on the globe.
These are latitudes. Major
Tropic of capricorn latitudes have specific names.

ed
S
Read them with the help of the
Antarctic Cricle
S picture.

ish
South Pole

Prime meridian
re S
Observe the given picture.

bl
Many lines have been drawn
B
vertically on the globe as the lines
pu
be T
West East
drawn horizantally. These lines
are longitudes. Read the name
K

of the important longitude given

©

in the picture.

Arctic
ocean
North Arctic
Europe
ocean
AmericaAtlantic
ocean Asia
Pacific
to

Africa
Pacific ocean
ocean South Arctic Indian
America ocean ocean
Austra
t

lia
No

Antarctica

On the globe the portion of land is called geosphere and

the portion of water is called hydrosphere. Observe the
above pictures. The portions of land is spread over here

180
 and there. The portions of land that are seen on the globe
are called continents. The portion of water which surround
the continents consists of vast oceans.

Read the picture story.

That was a beautiful forest. A Mother deer made them get up

ed
deer was living with two fawns. and they set off to search food.
It was early moring.....
Mom, it is too

ish
Chitti ,Chinni, hot now I won’t
get up, it is come.
dawn.
re S
bl
B
pu
be T
No, Mom. It is
too cold, I won’t Hey you said that it is
cold in the morning.
K

get up.
Are you saying hot
now?
©

After searching for food

Chitti, Chinni.look
there. It is cloudy. It
will rain now.
t to
No

Mom, it was cold in

the morning, then it
was hot. Now it may rain.
What is the reason for
this change?

181
 Yes children, cold, hot,
cloudy, windy and rainy
are the changes in the
atmosphere in a day. This Oh! that is a
is called weather. It is cool rainbow. It
at night, hot when sun appears when it
rises,and rains when rains in the
clouds get dark. sun light.

ed
Mom. see!
what is that?
It is a colourful
one.

ish
re S
bl
B
Then, it started raining. After some
pu
be T
time, a rainbow appeared
in the sky.
K

Deer and fawns came home.

Chitti and Chinni were going out.
©

Chinni, today’s
excursion was very
nice, wasn’t it? Hey! Where are
you going?
tto
No

Yes, Chitti Mom has told Mom, we would like to

us about the weather. I tell about weather to all
felt very happy. our friends.

Child, how is the story of Chitti and Chinni?

182
 Activity : Observe the changes which take place in the
weather on different days and at different times in your
locality in a week. Put () mark in the box according to
your observation.
S.I Days Time Hot Rain Cloudy Rainbow Cold
No

ed
1 Monday Morning
Afternoon

ish
Evening

2 re STuesday Morning
Afteroon

bl
B
Evening
pu
be T
3 Wednesday Morning
Afternoon
K

Evening
©

4 Thursday Morning
Afternoon
Evening

5 Friday Morning
Afternoon
to

Evening

6 Saturday Morning
t

Afternoon
No

Evening

7 Sunday Morning
Afternoon
Evening

183
 Know this :
Hot, cloudy, windy, cold and rainy are the factors
of weather. These are the factors that change everyday.
These changes may occur in a day also. The changing
atmospheric condition from day to day and hour to hour
is weather. The intensity of the sun rays may be

ed
more in the afternoon compared to morning and evening.
Otherwise, in the evening it may be cloudy followed by

ish
rain, thunder and lightening .
re S
Activity :

bl
B
• Make a list of the uses of a sunny day.
pu
be T

1. Clothes dry up quickly.

K

2.
©

3.
4.
5.

• Write the uses of rain on the lines given below.

to

1. Plants grow well.

t

2.
No

3.
4.
5.

184
 Activity : Observe the picture and colour the
rainbow. Observe the colours of the rainbow when it
appears in the sky.

ed
ish
re S
bl
B
You have learnt about ‘directions’ in the previous class.
pu
be T
Try to remember. Look at the picture given below. In the
evening, Sinchana is facing the sunset. You write the names
K

of the directions in the boxes given.

t ©
to
No

185
 You have already learnt to locate the directions east,
west, north and south by facing the direction of sunrise.
Now observe the picture given below.
Students are playing in the classroom. Identify the
directions where they are standing. Write them in the
space given.

ed
Abhishek Kuresha
Rakesh

ish
Shruthi Keerthi
re S
bl
B
pu
be T

Rafik Reeta Suchitra

K

You can easily identify the directions where Abhishek,

©

Keerthi, Reeta, and Shruthi are standing, can’t you? Identify

the directions where Kuresha, Suchitra, Rafik and Rakesh
are standing with the help of the picture given below and
write in the squares.
N
North
to

North West North East

t
No

West East

South West South East

South

186
 The direction located between south and east is south
east. Complete these sentences.

• South-west direction is between and

• The direction located between west and north is

• North east is located between and

ed
Do it yourself

ish
Some clues are given here to remember the names of
the directions. Use them and remember the directons.
re S
Clue - 1: S-E, S-W, N-E, N-W

bl
B
(South East, South West, North East, North West.)
pu
be T
Clue - 2 : N, N-E, E, S-E, S, S-W, W, N-W.
K

(First letters of the eight directions)

©

Some clues are used to remember or to locate the

directions accurately. Learn more clues with the help of
your teacher/ elders.
t to
No

187
 LESSON - 24
MAP
After studying the lesson you,
• identify the simple map of their locality.

ed
Observe the picture given below. Ramesh has drawn a
sketch of his class room. Observe.

ish
Index

Symbol Details
re S
bl

black board
B

pu
teacher’s chair
be T

table
K

Ramesh
©

Riyaz
Sheela

Kevin
to

Disha
door
t

window
No

N
dustbin
W E

188
 Ramesh has marked his place on the second bench
which is on the rightside. Now look at the picture and fill
in the blanks with correct answers. See the index for help.
• Door of Ramesh’s classroom is situated in ______
direction.
• The girl who is sitting in the first row on the right side

ed
of Ramesh is ______
• There is a ______ between the black board and the
table.

ish
• The thing which is situated in the north-east direction
of the classroom is ______
re S
bl
• Disha is sitting on ______ bench on the right side of
B
Riyaz.
pu
be T
Draw a simple map of your classroom as Ramesh has
done by marking the positions of things situated in the
K

classroom. Use symbols for the things.

©

Know this
• A small sketch of a place which gives the picture of the
shape of the place, border, features like rivers, hills,
to

roads and buildings, the position and distance between

them is called a map. The vast area can be represented
on a small piece of paper.
t
No

• You have seen a globe, haven’t you? It can be represented

in flat on a piece of paper. It is also a map. The entire
earth can be grasped at a glance into it.

Learn about the uses of a map with the help of your

teacher/elders.

189
 Activity : A model map of a small village has been
given here. Write the Symbol and details related
to the picture in the index with the help of your
teacher/elders.
N
W E

ed
S

ish
Index
Bus Station

Symbols Details
re S
bl
B
School
pu
be T
Hospital
K
©

Panchayat
tto
No

190
 Match the following

symbols details

river

ed
house

ish
re S
bl
tree
B
pu
be TK

sun
©

hills
to

moon
t
No

man

191
 LESSON - 25
My District-YOUR DISTRICT

After studying this lesson you,

• know about your district.

ed
Look at the picture. It

ish
is Mallepura village. There are
re S many houses here.

bl
B
pu
be T
Mallepura belongs to
Channarayapatna hobli. In
K

this hobli there are a number

©

of villages like Mallepura.

Here is a picture of Hoblis.

Many hoblis together form a taluk.
Devanahalli taluk N
WÀ E
Ch
uk
S
ik
to

tal ka
ra ba
pu lla
la pu
bal Vijayapura ra
da Vijayapura di
st
od ric
t

D t
Kundana
No

Devanahalli
Kasaba
a
tn

k
pa

lu
ta
ya

e
ra

ot
na

ak

Beng
an

aluru
os

Urban Taluk border

Ch

distric Hobli border

t Taluk head quarter
City
Hobli head quarter

192
 If you are living in a village, know the names of Hobli
and taluk in which it is located. If not, write the name of
a village that you know and write the names of hobli and
taluk in which the village is located.
Village Hobli Taluk

ed

Make a list of hoblis of your taluk and display it in

ish
your class room.
re S
You know that a taluk consists of many hoblis. Observe

bl
the map given below.
B
pu Bengaluru Rural district
be T
ct
to ©K

N
ri

W E
st
di

S
Sasalu
u
ur

Toobagere
ak
m
Tu

Doddaballapura
Vijaya
a

pura
aba
va da

Rural
al

na

Kasapura
la od
ng

da
D

a ll Vijayapura(TMC)
all

b
van aba

a
Dodd
un
ra

ah
K
pu

be

district
De Kas

patn ya
u
m

Madhure
nd

ra

d
So

gu
go

nna

Sulibele
da

Kolara
m

n
a

Cha

Na
ba la
Ty

sa ga
R

Ka an

Hosa
am

kote
gena
i
an

hall
la
Ne

Kasaba
ag
ar

Jedi

Bengaluru urban district District border

t a

Taluk border
di

Hobli border
st
No

Nelamangala taluk
Anu
ri

Doddaballapura taluk
gondana
ct

Devanahalli taluk
Hosakote taluk
halli Taluk headquarter
Hobli head quarter
BENGALURU RURAL DISTRICT

A group of many taluks is called a district. Identify the

district which is given in the map and say.

193
 Many districts together form a state.Our state is
Karnataka. Do you know how many districts there are in
our state? Observe the map of Karnataka. Make a list of
districts given there. Give the total number of districts.

Karnataka State

ed
Bidar

tra Kalaburagi

ish
h
r as
ha Andhrapradesh
Ma
Vijayapura
re S Yadgiri

bl
Ba
B
ga
lk
ot Raichur
Belagavi e
pu
be TK

Goa Koppala
g

Dharavad
da

ri
Ga

lla
©

Ba
kannada
Uttara

H
av
er
i

re
n age
D ava
Chitradurga
Shivamogga
Arabian
to

sea
Ud

a
kka ikk ura
Chi luru Ch allap
up

ga Tumakuru b
i

N ma Bengaluru
Rural Kolara
t

W E Hassan
D an

Be rba
No
ak n

S
ng n
U
k

sh ad

alu

Mandya
in a

Rama
ru
a

nagara
u

K
ad
K

od
er

iln

ag Mysuru
al

u ar
nag
m
a

ja
ara
Ta

m
Cha

194
 SI. Name of the SI. Name of the
No districts No districts

ed
ish
re S
bl
B
pu
be TK
to
t©
No

195
 Total number of districts in Karnataka state _______
Name of your district
Taluks of your district

ed
ish
re S
bl
B
Look at the map of our state. Which districts are located
pu
be T

in the northern end and southern end of the state?

K

Activity : Write the name of the districts which surround

©

your district in the table given below.

Directions Name of the Districts

East
West
to

North
South
t
No

South - East
South - West
North - East
North - West

196
 Observe the picture. The picture of animals and birds
which are found in our state are given.

ed
ish
re S
bl
B
pu
be TK
©

Activity: Make a list of the animals and birds which

are found in your district.
Animals Birds
to

t
No

197
 Ragi, jowar, maize, sugarcane, coconut, arecanut,
grains, oilseeds etc., are grown in different districts of our
state.

ed
ish
re S
bl
B
pu
be TK
©

Activity : Make a list of major crops of your district.

t to
No

198
 Industries like sugar, cement, fertilizer, aeronautic,
fabric and paper etc., are found in different districts of our
state.

ed
ish
re S
bl
B
pu
be TK
©

Activity : Make a list of industries which are found in

your district.

t to
No

199
 We find different occupations like agriculture. fishing,
manufacturing cloth, making baskets, pottery etc., in the
districts of our state.

ed
ish
re S
bl
B
pu
be TK
t ©
to
No

Activity : With the help of your teacher/elders make a

list of the major occupations found in your district.

200
 Rivers like Bhima, Krishna, Tungabhadra,
Nethravathi and Cauveri flow in our state.

B
hi

ed
m
a
n a
ish
Kr

ish
a
adr
bh
n ga
Tu
re S
bl
B
pu
be TK

hi
ravat
Neth
©

Cauv
eri

Activity : Write the name of rivers which flow in

your district.
to
t
No

201
 The pictures given below depict the speciality of
famous places of our state like Hampi (stone chariot),
Vijayapura (Golgumbaz), Mysuru (Palace), Bengaluru
(Vidhanasoudha), Shivamogga (Jog falls), Mandya (Kokkare
Belluru bird sanctuary).They also depict the specialities of
the concerned districts. Every district has its own famous
places.

ed
ish
re S
bl
B
pu
be TK
t ©
to
No

202
 Activity :
• Write the names of famous places of your district.
, , , , .
Know why these places are famous.
• Collect the pictures of famous places of your district
and paste them here.

ed
ish
re S
bl
B
pu
be TK
t ©
to

Each district of our state is unique. Each district has its

No

own weather, crops, industries, occupations, and famous

places. Know about your district. Go on a tour to other
districts and try to know more about them.

203