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 WE - OUR ENVIRONMENT
CLASS - III
ENVIRONMENTAL STUDIES
Editors

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Professor V. Sudhakar

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English, Foreign Languages University (EFLU), Hyderabad

Dr. Nannuru Upender Reddy

Professor & Head of the Department of Curriculum and

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Text Books Development, SCERT, Hyderabad,

Sri B.R. Jagadishwer Goud

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Principal, DIET, Adilabad
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Subject Experts
Sri Suvarna Vinayak
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Co-ordinator, SCERT, Hyderabad.

Sri Alex M. George Sri Kamal Mahendru
Ekalavya, Madhya Pradesh Vidya Bhavan Society, Udaypur
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Text Book Development and Publisher’s Committee

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Ms. Charu Sinha, IPS

(Advisor, Gender Sensitivity)
Director, ACB Telangana, Hyderabad.

Smt. B. Seshu Kumari Dr. Nannuru Upender Reddy Sri B. Sudhakar

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Director Professor & Head of the Director

State Council for Department of Curriculum and Govt. Text Book Press
Educational Research Text Books Development, SCERT, Hyderabad
and Training, Hyderabad,
Hyderabad,

Published by Govt. of Telangana, Hyderabad

i Free Distrubtion by Govt. of T.S. 2020-21

 © Government of Telangana, Hyderabad

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First Published 2012
New Impressions 2013, 2014, 2015, 2016, 2017, 2018,

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2019, 2020

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All rights reserved

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No part of this publication may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means without the prior
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permission in writing of the publisher, nor be otherwise circulated in any
form of binding or cover other than that in which it is published and
without a similar condition including this condition being imposed on the
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subsequent purchaser.
The copy right holder of this book is the Director of School Education,
Hyderabad, Telangana.
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This Book has been printed on 70 G.S.M. Maplitho

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Title Page 200 G.S.M. White Art Card

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Free Distrubtion by Govt. of T.S. 2020-21

Printed in India
at the Telangana Govt. Text Book Press,
Mint Compound, Hyderabad,
Telangana.

–– o ––

ii
 FOREWORD
Man lives in a society. He follows the traditions, rules and life styles and leads his life. Hence,
children should have an understanding of their environment and different societies. They learn
about their surroundings through 'Environmental studies' at primary level and in a broader
sense at the upper primary and secondary levels by studying social and general sciences. The
children at primary level learn about their Environment by observing their surroundings.
The State curriculum frame (SCF-2011) document is prepared according to the guidelines
prescribed by the National Curriculum Frame - 2005 (NCF) and RTE - 2009. The class wise
academic standards are prescribed based on these documents. The Class - III text book
We - Our Surroundings has been developed taking into consideration the themes prescribed

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by the NCERT, academic standards and the syllabus framed by our state.
Sixteen lessons have been included in this text book on various themes like family, relations

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between friends, work, games, animals, plants, food, water, shelters, travel, village, things
we make etc; The lessons are written using simple language. The lessons are enriched with
beautiful pictures and a few real pictures. The exercises given in the text book titled the
inquisitiveness, and questioning skills of children. In each lesson, there is a possibility for the
children to construct knowledge by self-learning, participating in the activities related to

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information skills, observation, exploration and project work. Keeping in view of continuous
comprehensive evaluation (C.C.E), each lesson is incorporated with activities and exercises.
At the end of each lesson, the exercises are under titled 'Do this' conceptual understanding,

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drawing and coloring the pictures information skills - Project works, appreciation, questioning
which are identified as the competencies, to be achieved. Each and every competency is
indicated with a logo. Various exercises are given in all the lessons to achieve the prescribed
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competencies.
The key concepts of the lessons are included under 'Key Words'. Salient features of the lessons
are given the title 'What have we learnt?' for the review of the important concepts. An
exercise under the title 'Can I do this?' is given at the end of each lesson for the self-
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assessment of children.
This text book has given preference to self-learning without giving direct information to the
children. To achieve this, different activities - whole class activities, group activities and
individual activities are given. The activities are designed in such a way that the children
have to interact and discuss with their peers, teachers, parents and the society. Children can
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understand the diversity of the environment when they study their surroundings. They can
appreciate the diversity as a natural phenomenon. They can adjust themselves with the
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surroundings according to the needs.

To achieve different competencies among the pupils, teachers have to prepare the relevant
learning material and implement the proper teaching strategies. In this context, the text book
has to be considered as a facilitator. Children's experiences and local environment should be
taken as the main resources while teaching the lessons. We strongly believe that this method
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will develop interest, aptitude in studying science and the learning capabilities among children.
We congratulate the teachers, writers, lecturers, artists, subject experts, D.T.P. operators,
members of the department of curriculum & text book development on preparing this text
book. Special thanks to the subject experts who have guided us to bring out this text book
as a source to develop learning skills among the children and making the book beautiful and
attractive. We are grateful to the editorial board.
We hope that this text book would help the children to improve their learning capabilities and
to meet the future challenges.
Date : 27-3-2012 Smt. B. Seshu Kumari
Place : Hyderabad Director
State Council for Educational
Research and Training, Hyderabad

iii Free Distrubtion by Govt. of T.S. 2020-21

 NATIONAL ANTHEM
- Rabindranath Tagore
Jana gana mana adhinayaka jay he, Èq>·DeTq n~óHjáT¿£ ÈjáTV²!
Bharata bhagya vidhata, uó²sÁÔá uó²>·« $<ó‘Ԑ !
Punjab, Sindh, Gujarata, Maratha, |Ÿ+C²‹ d¾+<óŽ >·TÈsÔá eTssĐ,
Dravida, Utkala, Banga, ç<‘$&ƒ –ÔáØÞø e+>±!
Vindhya, Himachala, Yamuna, Ganga, $+<ó«Š V¾²eÖ#á\ jáTe­H >·+>±,

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Uchchala jaladhi taranga –#áÌ\ È\~ó ÔásÁ+>±!

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Tava shubha jage, Ôáe Xø—uó„HyûT C²¹>!
Tava shubha asisa mage Ôáe Xø—uó„ €¥wŸ eÖ¹>!
Gahe tava jaya gatha. >±V² Ôáe ÈjáT>±<¸‘!

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Jana gana mangala dhayak jaya hey Èq>·D eT+>·Þ<ø ‘jáT¿£ ÈjáTV²
Bharata bhagya vidhata. uó²sÁÔá uó²>·« $<ó‘Ԑ!
Jaya he, Jaya he, Jaya he.
Jaya jaya jaya jaya he!
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ÈjáTV²! ÈjáTV²! ÈjáTV²!
ÈjáT ÈjáT ÈjáT ÈjáTV²
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PLEDGE (ç|ŸÜÈã)
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- Pydimarri Venkata Subba Rao (` ™|Õ&eTç] yî+¿£³ dŸTu²ÒseÚ)

India is my country and all Indians are my brothers and sisters.
I love my country and I am proud of its rich and varied heritage. I shall always
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strive to be worthy of it.

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I shall give my parents, teachers and elders respect and treat everyone with
courtesy.
To my country and my people, I pledge my devotion. In their well being and
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prosperity alone, lies my happiness.

uó²sÁÔá<ûX+ø H eÖÔáuó„Ö$T. uó²sÁrjá­\+<ŠsÖÁ H dŸV²Ÿ Ë<ŠsTÁ \T.
HûqT H <ûX擕 ç|$TdŸTHï •qT. dŸTdŸ+|Ÿq•yîTq® , ‹VŸQ$<óyŠ Tî q® H <ûXø ysÁdԟ Çá dŸ+|Ÿ<Š HÅ£”
>·sÁÇ¿±sÁD+. B“¿ì nsÁ½Ôá bõ+<Š&†“¿ì dŸsÇÁ <‘ HûqT ¿£w¾ #ûkÍïqT.
H Ôá*<¢ +Š ç&ƒT\qT, –bÍ<ó‘«já­\qT, ™|<Š\Ý +<Š]ú >šsÁ$kÍïqT. ç|ŸÜy]ÔÃqÖ eTs«<Š>±
q&ƒT#áT¿=+{²qT. È+ÔáTeÚ\|Ÿ³¢ <ŠjTá Ôà –+{²qT.
H <ûX+ø |Ÿ{²¢, H ç|ŸÈ\|Ÿ{²¢ dy“sÁÜ ¿£*Ж+{²q“ ç|ŸÜÈã #ûdTŸ Hï •qT.
y] çXâjÖî _óe<ŠTýÆ ñ H €q+<‘“¿ì e¶\+.
iv
 TEXT BOOK WRITERS

Sri Suvarna Vinayak Sri Meda Hariprasad

Co-ordinator, SCERT, SA, ZPHS, Akumalla Sanjamala Mandal
Hyderabad. Kurnool Dist.

Sri K. Lakshmi Narayana Sri Gaddameedi Rathangapani Reddy

Lecturer, DIET, SA, ZPHS, Polkampally,
Moosapet Mandal, Mahabubnagar Dist.

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Angaluru, Krishna Dist.

Sri B. Ramakrishna Smt. P. Parameshwary

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SGT, MPUPS, Thakkallapally,
SA, GGHS, Nallagutta (New),
Chinthapally Mandal, Nalgonda Dist.
Secunderabad, Hyderabad.
Smt. Vangipuram Swarna Latha
Sri Nallan Chakravarthi Jagannath

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SA, ZPHS, Patapattisam,
SGT, GHS, Kulsumpura, West Godavari Dist.
Hyderabad.

Sri E.D. Madhusudan Reddy N Sri K. Upender Rao

SGT, PS Peerya Tanda,
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SA, ZPHS (Boys), Kosgi Turkapally Mandal, Nalgonda Dist.
Mahabubnagar Dist.
Kumari Shalini
Sri K.V. Satyanarayana Vidya Bhavan Society, Udaypur
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MRP, Garidepally Mandal, Sri A. Mahender Reddy

Nalgonda Dist. LFL HM, Primary School
Sri Sheik Brahmaji Sha Somanagurthi, Ranga Reddy Dist.
SGT, PS Chinnatalla Palem, Dr. R. Satish Babu
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Ramachandrapuram Mandal, PS Burkapitta Tanda, Suryapet Mandal,

East Godavari Dist.
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Nalgonda Dist.

CO-ORDINATORS
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Smt. D. Vijaya Lakshmi Sri Gaddameedi Rathangapani Reddy

Lecturer, SCERT, SA, ZPHS, Polkampally,
Hyderabad. Moosapet Mandal, Mahabubnagar Dist.

ARTISTS
Sri Kurella Srinivas, SA, Telugu, ZPHS, Pochampally, Nalgonda Dist.
Sri B. KishoreKumar, SGT, UPS, Alawala, Anumala Mandal, Nalgonda Dist.
Sri Sayyed Asmadullah, Drawing Teacher, GHS, Khazipet, Warangal Dist.

v
 INSTRUCTIONS TO THE TEACHERS
 Children should understand and adjust to their environment. For this, they have to observe and
explore their environment. Hence, the text book on environmental studies at primary level is
given the title 'We - Our Environment.'
 The syllabus and lessons are written according to the conditions of our State and the themes
prescribed by the National Council For Educational Research And Training (N.C.E.R.T.).
 The contents of the lessons are prepared on the themes: Family and Relations, Work, Games,
Animals, Plants, Food, Clothes, Shelters, Travel, Water, things we make and Village.
 The 16 lessons of the text book are framed into 4 parts for formative assessment. The first part
contains 4 lessons, the second 4, the third 5 and the fourth 3 lessons.
 Each lesson is enriched with colourful pictures to make the children understand the concepts in

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a better manner. Every lesson starts with either a real life situation, incidents or the child's
experiences.

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 Children should be encouraged to talk about the lessons in the teaching learning process. Their
experiences should be discussed in the classroom. Teaching should start with the concept related
key questions.
 Exercises are designed in such a way that the children observe and explore their surroundings,
discuss with their friends, family members, elders and collect and tabulate information, conduct

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experiments, participate in activities and projects.
 This text book mainly focuses on the processing skills of children. Hence, whole class group

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and individual activities are incorporated. Logos also are given to specify different activities.
Teaching-Learning process should be carried out with the help of proper Teaching - Learning
Material.(T.L.M.)
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 Exercises are given to know what children have learnt and to make use of them to exhibit and
express their creativity, experiences and thoughts. So, all children should be given chance to
participate in the activities.
 At the end of each lesson, 'Do this' is given keeping in mind of the educational standards.
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Children should do these activities either individually or in a group.

 'Key words' are given at the end of each lesson. These are the important concepts of the lesson.
Children's conceptual understanding should be evaluated with the key words. at the end of each
lesson. Salient features of the lesson are given by the title 'What have we learnt?' Children
should be made to read these features. These are given to review the concepts.
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 There is another activity by the title 'Can I do this?' at the end of the lessons. Children should
identify them independently. If 80% of the children can do this, only then the next lesson should
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be taken up.
 In each and every lesson, the activities are incorporated by keeping in mind the Continuous
Comprehensive Evaluation (C.C.E.). 'Can I do this?' activity is given for this purpose.
 A separate register should be maintained by the teacher for noting down the progress of children
based on their competencies.
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 They should note down the progress of children in the formative assessment conducted in the
months of July, September/October/March/April. Also, the progress in the Summative assessment
Exams in the months of October and April.
 Teaching learning strategies and the expected learning outcomes, have been developed class wise
and subject-wise based on the syllabus and compiled in the form of a Hand book to guide the
teachers and were supplied to all the schools. With the help of this Hand book the teachers are
expected to conduct effective teaching learning processes and ensure that all the students attain
the expected learning outcomes.
 Teaching learning strategies and the expected learning outcomes, have been developed class wise
and subject-wise based on the syllabus and compiled in the form of a Hand book to guide the
teachers and were supplied to all the schools. With the help of this Hand book the teachers are
expected to conduct effective teaching learning processes and ensure that all the students attain
the expected learning outcomes.

vi
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¿£sÁB|¾¿£ dŸVŸäjáT+Ôà –bÍ<ó‘«jáTT\T –ÔáïeT uË<óŠHuó„«dŸq ç|Ÿç¿ìjáT\qT “sÁÇV¾²+º Ôá<‘Çs $<‘«sÁTœ\+<ŠsÁÖ
€¥+ºq nuó„«dŸq |˜Ÿ*Ԑ\T kÍ~ó+#ûý² ¿£w¾ #ûjáÖ*.

vii
 CLASS - III ENVIRONMENTAL STUDIES - SYLLABUS
1. Family, members of the family,
friends and the relations : Members of the family, Similar Features, Family History, Types of Families.

Work done by members in a family Cooperating with each other, Artisans

of the Village / City and their needs, Child Labour.
2. Works, Games
Types of Games, Need for Games, Games played with Material, Games
played without Material, Individual games, Games played in Groups, Rules
of Games, Sportsman Spirit.

A
3. Animals Animals and Birds in our surroundings, Animal Shelters, Pet Animals,
Migrating Birds, How do Animals move? Kindness Towards animals,

AN
Insects and their Uses.
Types of plants, Plants grown at home, their uses, Why should we grow
4. Plants plants? Plants not grown in our surroundings, Water plants, Desert plants.
Types of leaves(size, edge, tip, shape, colour), Shedding of leaves, Leaves

G
as food, Decoration with leaves, Making shapes with leaves, Games with
leaves, Compost pit.

5. Food N
Why should we eat? Where do we get food from? Food eaten cooked,
food eaten raw, Diversity in cooking, Different cooking utensils and their
usage.
LA
Food habits of different regions, Food habits of animals and birds, Benefits
of eating together, Food habits according to age.
Villages, Institutions of the village - uses, Travelling, Work done by the
TE

villagers.
6. Our village, Mapping skills
Understanding the Map, Symbols on a Map and their need, Map drawing,
Grasping information by reading a Map, Drawing maps of Class-room,
School, Street and Village.
T

Need of a House, Types of Houses, Temporary Residences, Houses of

different regions, Apartments, Roofs of Houses.
ER

7. Shelters
Decorating the House, Clean House, Growing flower plants at Home,
Cooperating with each other to keep the house clean and tidy, Doing
things on our own, Dirty House, Throwing garbage in the Dust bin.
Different toys, Utensils made with clay-their uses, Clay idols, Pot making,
SC

Decrease in usage of clay utensils.

Need of clothes, Types of clothes, Clothes worn by children, elders,
8. Things and Clothes we make
men and women, Seasonal clothes, Costumes, Uniforms, Traditional
clothes, Ready made clothes, Stitched clothes, Wearing washed clothes,
Designs on clothes.
9. Water Need of water, Water Resources, Storage of Water, Need of water to
people, animals, plants; Purified water, Polluted water, Good Habits, Water
scarcity, Conservation of water.
10. Travel Travelling Importance of vehicles for travelling, Vehicles used according
to the distance and Need Modes of Transport, Classification of Modes
of Transport, Accidents while Travelling.

viii
 3e ÔásÁ>·Ü |Ÿ]dŸs\ $C²ãq+ ` d¾\‹dtý˓ n+Xæ\T
1. Å£”³T+‹+, Å£”³T+‹ dŸuó„T«\T, Å£”³T+‹+ý˓ dŸuó„T«\T, bþ*¿£\T, Å£”³T+‹ #á]çÔá, sÁ¿£sÁ¿±\ Å£”³T+u²\T.
d•V¾²ÔáT\T yÞøß eT<óŠ« dŸ+‹+<ó‘\T
Å£”³T+‹+ý˓ dŸuó„T«\T #ûd |ŸqT\T, ÿ¿£]¿=¿£sÁT dŸVŸ²¿£]+#áT¿Ã&ƒ+, ç>±eT+ýË
eÔáTï\T, ‚ÔásÁ |ŸqT\T #ûdyÞø—¢, yÞø¢ nedŸsÁ+, |Ÿ“#ûd |¾\¢\T.
2. |ŸqT\T, €³\T sÁ¿£sÁ¿±\ €³\T, €³\ €eXø«¿£Ôá, edŸTïeÚ\Ôà €&û €³\T, edŸTïeÚ\T ýñÅ£”+&†
€&û €³\T, e«¿ìï>·Ôá+>± €&û €³\T, ȳ¢ýË €&û €³\T, €³\ “jáTeÖ\T,
ç¿¡&†dŸÖÎÛ]ï.
eTq #áT³Ö¼ –q• È+ÔáTeÚ\T, |ŸÅ£Œ”\T, y{ì “ykÍ\T, ™|+|ŸÚ&ƒT È+ÔáTeÚ\T, e\dŸ

A
3. È+ÔáTeÚ\T |ŸÅ£Œ”\T, @$ mý² yîÞ²ïsTT? È+ÔáTeÚ\|Ÿ³¢ <ŠjáTÑ ¿¡³¿±\T, y{ìe\¢ ý²uó²\T,
qcͼ\T.

AN
sÁ¿£sÁ¿±\ #î³T¢, ‚+{Ë¢ ™|+#áTÅ£”Hû yîTT¿£Ø\T, y{ìe\¢ –|ŸjÖî >±\T, eTqyîT+<ŠTÅ£”
#î³q¢ T ™|+#áT¿Ãy*? eTq #áT³Ö¼ ™|sÁ>“· #î³T¢, ú{ìyîTT¿£Ø\T, m&†]yîTT¿£Ø\T.
4. yîTT¿£Ø\T
€Å£”\ý˓ sÁ¿±\T (|Ÿ]eÖD+, n+#áT, ¿=q, €¿±sÁ+, sÁ+>·T) €Å£”\T s\&ƒ+,
€VŸäsÁ+>± €Å£”\T, €Å£”\Ôà n\+¿£sDÁ , €Å£”\Ôà €¿±s\ ÔájáÖ¯, €Å£”\ÔÃ

G
€³\T, ¿£+bþdŸT¼ >·T+Ôá.
eTq+ €VŸäsÁ+ m+<ŠTÅ£” ÜH*? €VŸäsÁ+ m¿£Ø&qT+º \_ódŸTï+~? e+& ÜHû
5. €VŸäsÁ+ bÍçÔá\T y{ì –|ŸjîÖ>·+.
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€VŸäsÁ+, e+&ƒÅ£”+&† ÜHû €VŸäsÁ+, e+&û $<ó‘q+ýË yîÕ$<óŠ«+, sÁ¿£sÁ¿±\ e+³
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$$<óŠ çbÍ+Ԑ\ €VŸäsÁ|ŸÚ n\y³T¢, È+ÔáTeÚ\ |ŸÅ£Œ”\ €VŸäsÁ|ŸÚ n\y³T¢, ¿£*d¾
uóËÈq+ #ûjáT&ƒ+e\¢ ¿£*¹> ç|ŸjîÖÈq+, ejáTdŸTàqT ‹{ì¼ €VŸäsÁ|ŸÚ n\y³T¢.
ç>±eÖ\T, ç>±eT+ý˓ dŸ+dŸœ\T ` –|ŸjÖî >±\T, ç>±e֓¿ì s¿£bþ¿£\T, ç>±eT+ý˓
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6. eTq ç>±eT+, |Ÿ³ HîÕ|ŸÚD²«\T yÞø—¢ #ûd |ŸqT\T.

|Ÿ³+ >·T]+º ne>±VŸ²q, |Ÿ³+ýË >·TsÁTï\ €eXø«¿£Ôá, |Ÿ³+ ^d $<ó‘q+, |Ÿ³+
<‘Çs dŸeÖ#s“• ç>·V¾²+#á&ƒ+, Ôás>Á ·Ü>·~, ‹&, M~ó, ç>±eT|Ÿ³+ ^jáT&ƒ+.
‚\T¢ €eXø«¿£Ôá, ‚Þø¢ýË sÁ¿±\T, ԐԐØ*¿£ “ykÍ\T, $$<óŠ çbÍ+ԐýË¢“ ‚Þø—¢,
T

nbÍsY¼yîT+³T¢, ‚Þø¢ ™|Õ¿£|Ÿð\T.

7. “ykÍ\T
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‚+{ì“ n\+¿£]+#áTÅ£”Hû $<ó‘q+, Xø—çuó„yîT®q ‚\T¢, ‚+{Ë¢ |ŸP\yîTT¿£Ø\T ™|+#á&+ƒ ,

‚+{ì“ n+<Š+>± –+#á&ƒ+ýË dŸVŸ²¿£]+#áT¿Ã&ƒ+, eTq |ŸqT\T eTq+ #ûdTŸ ¿Ã&ƒ+,
n|Ÿ]Xø—çuó„yîT®q ‚\T¢, e«sÁœ|Ÿ<‘sœ\qT #îÔáï Å£”+&žýË yûjáT&ƒ+.
sÁ¿s£ ¿Á ±\ eT{ìu¼ ¤eTˆ\T, eT{ìÔ¼ à #ûdq¾ bÍçÔá\T, y{ì –|ŸjÖî >±\T, eT{ìÔ¼ à $ç>·VäŸ \T,
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Å£”+&ƒ\ ÔájáÖ¯, eT{ì¼bÍçÔá\T Ôá>·Z&ƒ+, eT{ì¼Ôà sÁ¿£sÁ¿±\ u¤eTˆ\ ÔájáÖ¯.

8. eTq+ ÔájáÖsÁT#ûd edŸTïeÚ\T, ‹³¼\ €eXø«¿£Ôá, ‹³¼\ sÁ¿±\T, |¾\¢\T yûdŸTÅ£”Hû$, ™|<ŠÝ\T yûdŸTÅ£”Hû$, €&ƒyÞø—¢,
<ŠTdŸTï\T eT>·yÞø—ß yûdŸTÅ£”Hû$, ¿±ý²qT>·TD+>± yûdŸTÅ£”Hû ‹³¼\T, <ŠTdŸTï\T, dŸ+ç|Ÿ<‘jáÖ\T,
Å£”{ì¼+#áTÅ£”q•$, Âs&žyûT&Ž <ŠTdŸTï\T, eÔáTï\qT ‹{ì¼ <óŠ]+#û ‹³¼\T, –Ü¿ìq ‹³¼\T
yûdŸT¿Ã&ƒ+, ‹³¼\™|Õ &CÉÕqT¢.
ú{ì €eXø«¿£Ôá, ú{ì eqsÁT\T, ú{ì“\e, eTqTwŸ§\Å£”, È+ÔáTeÚ\Å£” yîTT¿£Ø\Å£” úÞø¢
9. úsÁT nedŸs+Á , |Ÿ]Xø—çuó„yîTq® úsÁT, n|Ÿ]Xø—çuó„yîT®q úsÁT, eT+º n\y³T¢, ú{ì¿=sÁÔá,
ú{ìbõ<ŠT|ŸÚ.
ç|ŸjáÖD+, ç|ŸjáÖD²“¿ì yVŸ²H\ €eXø«¿£Ôá, <ŠÖsÁ+, nedŸs“•‹{ì¼ ç|ŸjáÖD
10. ç|ŸjáÖD+ kÍ<óŠH\T, ç|ŸjáÖDkÍ<óŠH\ e¯Z¿£sÁD, ç|ŸjáÖD²ýË¢ ç|ŸeÖ<‘\T.

ix
 Competencies that have to be achieved by the
children from this Text book
The Educational standards to be achieved through the Class - III Text book
'We - Our surroundings' have been given below. These should be achieved by the end
of the academic year. The Teaching-Learning process should be carried out with the
inclusion of these standards. The following processing skills should be developed

A
among the children.

1) Conceptual Understanding : Children should understand the different concepts

AN
of the 16 lessons in this text book. They should compare these with their real
life experiences. They should be able to give examples, similarities and
differences, classify, explain and give reasons.

G
2) Questioning Formulating Hypothesis: Children should be able to question

N
about the surroundings, situations and incidents they have seen and listened to.
LA
3) Doing Experiments and Explaining : Children should be able to conduct
smaller and simpler experiments and explain the concepts. They should be
able to tell the sequence of the steps of the experiment and the things that are
TE

used.

4) Information Skills - Projects : Children should grasp, note, tabulate and analyze
the things through observation, reading and discussing with others. They should
be able to infer, analyse and generalize. They should participate actively in the
T

projects. Projects should be exhibited and explained by them in the class.

ER

5) Drawing, preparation of models, mapping skills : Children should explain

the concepts through drawing for this they have to draw and colour the pictures.
children draw maps of their classroom, school, street, village etc. and grasp
SC

the information by understanding the symbols given in map.

6) Appreciation, Application, Bio-diversity : They should recognise and

appreciate the greatness of animals, birds, plants and people of the society.
The values like kindness, co-operation, working together etc, should be
inculcated. They should appreciate diversities in the surrounding and the society.
They should be able to understand the greatness of the different food habits,
life styles, cultures and traditions. They should practice personal Hygiene
healthy habits. Do personal work, help elders and people with special needs.

x
 INDEX/ $wŸjTá dŸÖº¿£
1. FAMILY June 1
Å£”³T+‹+ pHŽ
2. DIVISION OF WORK? June 17
me¹s+ |Ÿ“ #ûkÍïsÁT? pHŽ
3. LET US PLAY July 29
€&ƒTÅ£”+<‘+! EýÉÕ
4. SHELTERS OF ANIMALS July 41
È+ÔáTeÚ\T ` y{ì “ykÍ\T pýÉÕ

A
AN
5. THE PLANTS AROUND US August 59
eTq #áT³Ö¼ –q• yî­¿£Ø\T €>·wŸ§¼
6. BONDING WITH LEAVES August 73
€Å£”\Ôà nqT‹+<óŠ+ €>·wŸ§¼

G
7. THE FOOD WE EAT September 91
eTq+ @yûT$T Ü+{²+! ™d™|¼+‹sÁT
N
8. FOOD HABITS
€VŸäsÁ|ŸÚ n\y³T¢
Spetember
™d™|¼+‹sÁT
109
LA
9. OUR VILLAGE October 121
eTq ç>±eT+ n¿Ã¼‹sÁT
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10. DIFFERENT TYPES OF HOUSES November 133

sÁ¿£sÁ¿±\ ‚Þø—¢ qe+‹sÁT
11. CLEAN HOUSE IS THE
BEAUTIFUL HOUSE November 145
T

Xø—çuó„yîT®q ‚ýñ¢ n+<ŠyîT®q ‚\T¢ qe+‹sÁT

ER

12. GEMS OF CLAY December 155

eT{ì¼Ôà #ûd¾q eÖD쿱«\T &™d+‹sÁT
13. COLOURFUL DRESSES December 166
sÁ+>·TsÁ+>·T\ ‹³¼\T &™d+‹sÁT
SC

14. WHERE ARE THESE PLACED ? January 178

@yû$ m¿£Ø&î¿£Ø&ƒ? Èqe]
15. WATER - OUR NEEDS February 188
úsÁT ` eTq nedŸs\T |˜¾ç‹e]
16. LET'S GO TO COUNTRY SIDE February 206
}]¿ì bþ<‘+ |˜¾ç‹e]
REVISION March
|ŸÚq]ÇeTsÁô eÖ]Ì
xi
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|s=ØH•sÁT. M{ì“ $<‘«dŸ+eÔáàsÁ+ýË>± kÍ~ó+#*. ‚+<ŠT¿ÃdŸ+ bÍsÄ«Á |ŸÚdŸ¿ï +£ ý˓ bÍsĐ\Å£” M{ì“
nqÇsTT+º uË<óŠHuó„«dŸq ç|Ÿç¿ìjáT\T “sÁÇV¾²+#*. |Ÿ]o*+#á&ƒ+, bþ*¿£\T uóñ<‘\T #î|ŸÎ&ƒ+,
e¯Z¿£]+#á&+ƒ , dŸeÖ#sÁ |Ÿ{켿£\T ÔájáÖsÁT #ûjáT&ƒ+, $Xâ¢w¾+#á&+ƒ , ¿±sÁD²\T #î|ŸÎ&ƒ+, ç|ŸjîÖ>±\T
#ûjTá &ƒ+, “sÆsDÁ Å£” se&ƒ+ e+{ì Hî|Õ ÚŸ D²«\T |¾\\¢ +<ŠsÖÁ bõ+<‘*.

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(1) $wŸjáÖe>±VŸ²q : ‡ bÍsÄ«Á |ŸÚdŸ¿ï +£ ý˓ 16 bÍsĐ\Å£” dŸ+‹+~ó+ºq $$<óŠ $wŸjÖá \qT |¾\¢\T

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ne>±VŸ²q #ûdTŸ ¿Ãy*. M{ì“ <îqÕ +~q J$Ԑ“¿ì nqÇsTT+#áT¿Ãy*. ne>±VŸ²q #ûdTŸ ¿Ãy*.
–<‘VŸ²sÁD\T ‚eÇ&ƒ+, bþ*¿£\T uó<ñ ‘\T #î|Ο &ƒ+, e¯Z¿]£ +#á&+ƒ , $e]+#á&+ƒ , ¿±sÁD²\T #î|Ο &ƒ+
e+{ì$ #ûjTá >·ý²Z*.

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(2) ç|Ÿ¥•+#á&+ƒ , |Ÿ]¿£\Îq\T #ûjáT&ƒ+ : |¾\¢\T ԐeTT #áÖd¾q, $q• y{ì >·T]+º, dŸ“•yûXæ\T,
dŸ+|˜TŸ ³q\T, |Ÿ]dŸs\ >·T]+º ç|Ÿ¥•+#á>\· >±*.
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(3) ç|ŸjîÖ>±\T #ûd¾ #áÖ&ƒ&ƒ+, #î|ŸÎ&ƒ+ : |¾\¢\T ºq•ºq• ç|ŸjîÖ>±\T #ûjTá &ƒ+ <‘Çs $wŸjÖá “•
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ç>·V²¾ +º $e]+#á>\· >±*. ԐeTT ç|ŸjÖî >±\T mý² #ûXæsÃ, @yûT$T –|ŸjÖî Ð+#sà 翣eT|Ÿ<ÜƊ ýË
#î|Ο >·\>±*.
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(4) dŸeÖ#sÁ HîÕ|ڟ D²«\T ` çbÍCÉŔ£ ¼ |ŸqT\T : |¾\¢\T ‚ÔásTÁ \qT n&ƒ>·&+ƒ <‘Çs, #áÖ&ƒ&+ƒ <‘Çs,
#á<eŠ &ƒ+ <‘Çs dŸeÖ#s“• ç>·V²¾ +#*. ‚ý² ç>·V²¾ +ºq dŸeÖ#s“• |Ÿ{¿¼ì ý£ Ë qyîÖ<ŠT
#îjÖá «*. dŸeÖ#sÁ |Ÿ{¿¼ì \£ T #áÖd¾ $Xâw¢ +¾ #á>\· >±*. “sÆsDÁ \T, kÍ<ó‘sÁD¿¡ s£ DÁ \T #ûjTá >·\>±*.
T

bÍsĐ\ýË ‚ºÌq çbÍCÉŔ£ ¼ |ŸqTýË¢ bÍý¤ZH*. y{ì“ Ôás>Á Ü· >·<TŠ ýË¢ ç|Ÿ<]Š ô+º $e]+#á>\· >±*.
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(5) u¤eTˆ\T ^jáT&ƒ+, qeTÖH\T ÔájÖá sÁT #ûjTá &ƒ+, |Ÿ³ Hî|Õ ÚŸ D²«\T : |¾\\¢ T u¤eTˆ\T ^jáT&ƒ+<‘Çs
$wŸjÖá \qT $e]+#á>ý· ²Z*. ‚+<ŠT¿ÃdŸ+ bÍsĐ«+Xæ\Å£” #î+~q ºçԐ\T ^jáT&ƒ+, sÁ+>·T\T yûjTá &ƒ+
e+{ì$ #ûjáT>·ý²Z*. ÔáeT ÔásÁ>Ü· >·~, bÍsÄÁXæ\, M~ó, ç>±eT+ yîTT<Š\sTTq y{ì |Ÿ{²\qT
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^jáT>·\>±*. |Ÿ{²\ýË –+&û >·TsÁT\ï €<ó‘sÁ+>± dŸeÖ#s“• ç>·V²¾ +#á>\· >±*.

(6) ç|ŸX+ø dŸ $\Te\T, Je yîÕ$<óŠ«+, “ÈJ$Ôá $“jîÖ>·+ : ÔáeT #áT³Ö¼ –+&û |Ÿ]dŸs\ý˓
È+ÔáTeÚ\T, |ŸÅ”Œ£ \T, yîTT¿£Ø\T e«Å£”\ï ýË –+&û >=|ŸÎÔáH“• >·T]ï+#á>\· >±*. ç|ŸX+ø d¾+#á>\· >±*.
<ŠjáT, dŸV²Ÿ ¿±sÁ+, Ôá<‘qTuó„ÖÜ, ¿£*d¾|Ÿ“#ûjáT&ƒ+ e+{ì \¿£ŒD²\T ™|+bõ+<‘*. ÔÃ{ìy]“
ç|ŸX+ø d¾+#á>\· >±*. dŸeÖC+ýË, |Ÿ]dŸsýË¢ –+&û yî$Õ <ó‘«\qT >·T]ï+#á>\· >±*. $_óq•yîTq® €VŸäsÁ|ڟ
n\y³¢qT, Jeq $<ó‘H\qT, dŸ+dŸØ ÔáT\ý˓ >=|ŸÎÔáH“• nsÁœ+ #ûdŸT¿Ã>·\>±*. e«¿ìï>·Ôá
|Ÿ]Xø—çuóԄ ,á €sÃ>·«|ŸÚ n\y³¢qT n\esÁTÌ¿Ãy*. ÔáeT |ŸqT\T ԐeTT #ûdTŸ ¿Ã&ƒ+, Å£”³T+‹+ý˓
e<ŠT\Æ Å£”, ç|ŸÔ«û ¿£ nedŸs\T ¿£*Ðqy]¿ì dŸV²Ÿ ¿±sÁ+ n+~+#*.

xii
 UNIT1 1.FAMILY Å£”³T+‹+ jáT֓{Ù 1

A
AN
G
N
LA
TE

Rama :Grand Pa! Who is the tall boy

in the photo?
T

List the members of

sÁeT : ԐÔájÖá «! ‡ b˜õ{ËýË bõ&ƒT>±Z –q• u²\T&ƒT your family:

ER

mesÁT? MT Å£”³T+‹+ýË meÂsesÁT

Grandfather :He is your father, Srinivas. –H•sÁT?
ԐÔájáT« : MT Hq• l“ydt. .........................................
SC

Rama :OK! Then, who is this girl in half sari? .........................................

sÁeT : \+>±, zD¡ yûdTŸ Å£”q•ysÁT mesÁT? .........................................
Grandfather :Don’t you recognize her? She is your .........................................
aunt Sujatha.
.........................................
ԐÔájáT« : >·TsÁTï|Ÿ³¼ýñ<‘? MT nÔáï dŸTC²Ôá.
.........................................
Rama :Is it Venkat uncle beside father!
sÁeT : Hq• |Ÿ¿Ø£ q –q•~ ºH•q• yî+¿£{Ù ¿£<‘! .........................................

1
Grandfather :Yes, he is.

ԐÔájáT« : WqT, u²>± >·TsÁTï|Ÿ{²¼yû!

Rama :Where is uncle now?

sÁeT : ºH•q• ‚|Ÿð&ƒT m¿£Ø&ƒTH•&ƒT?

Grandfather :He is in Hyderabad.

ԐÔájáT« : ™VÕ²<Šsu²<ŠTýË –H•&ƒT.

A
Rama :Why is he in Hyderabad?, Grand Pa.

AN
sÁeT : ™VÕ²<Šsu²<ŠTýË m+<ŠTÅ£”+³TH•&ƒT ԐÔájáÖ«?
Grandfather :He is working there.

G
ԐÔájáT« : –<ë>·+ #ûdŸTïH•&ƒT.
N
LA
Normally, a family consists of grand parents (paternal/ maternal), parents
and children.
TE

kÍ<ó‘sÁD+>± Å£”³T+‹+ýË neTˆ, Hq•, ԐÔájTá «, HjáTqeTˆ, neTˆeTˆ, |¾\¢\T –+{²sÁT.

All families are not the same. Some families may have only parents and
children. In some other families grand parents also live with them. Some mem-
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bers of the family reside in other places for education, employment or other
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reasons.
n“• Å£”³T+u²\T ÿ¹¿ sÁ¿+£ >± –+&ƒeÚ. ¿=“• Å£”³T+u²\ýË neTˆ, Hq•, |¾\¢\T eÖçÔáyûT
–+{²sÁT. eT]¿=“• Å£”³T+u²\ýË yÞø¢ÔÃbͳT ԐÔá, HjáTqeTˆ ý²+{ì e<ŠTÆ\T Å£L&† –+{²sÁT.
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–<ë>·+, #á<ŠTeÚ ýñ<‘ ‚ÔásÁ ¿±sÁD²\ e\¢ Å£”³T+‹ dŸuó„T«ýË¢ ¿=+<ŠsÁT yû¹s #ó –+{²sÁT.
Now let us know, who are in Rama's family! Rama's paternal grandfather’s
name is Rangaiah and grandmother’s name is Gangamma. Rama's paternal
grandparents have two sons and a daughter.
eT] sÁeT Å£”³T+‹+ýË meÂsesÁT –H•sà Ôî\TdŸTÅ£”+<‘eÖ! sÁeT yÞøß ÔÔájTá « |sÁT sÁ+>·jTá «.
HjáTqeTˆ |sÁT >·+>·eTˆ. sÁeT yÞøß ÔÔájTá «Å£” ‚<ŠÝsÁT ¿=&ƒTÅ£”\T, ÿ¿£ Å£LÔáTsÁT –H•sÁT.

2
Observe the picture given below / ¿ì+~ ºçÔá+ |Ÿ]o*+#á+&.

Rangaiah Gangamma
sÁ+>·jáT« >·+>·eTˆ

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Srinivas Radha Venkat Anuradha Sujatha Ramana
l“ydt s<óŠ yî+¿£{Ù nqÖs<óŠ dŸTC²Ôá sÁeTD
N
LA
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Rama Lata Sunil Prasad Akhila

sÁeT \Ôá dŸTúýÙ ç|ŸkÍ<Ž nÏ\

me]¿ì mesÁT @eTeÚԐsà sjáT+&.

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How are the following related ? /

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1. Srinivas to Gangamma ..................... 2. Anuradha to Rangaiah ....................

>·+>·eTˆÅ£” l“ydt ..................... sÁ+>·jTá «Å£” nqTs<óŠ ....................
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3. Srinivas to Sunil ..................... 4. Akhila to Rangaiah .....................

dŸTúýÙÅ£” l“ydt ..................... sÁ+>·jTá «Å£” nÏ\ ....................
5. Sujatha to Latha ..................... 6. Srinivas to Rama ....................
\ÔáŔ£ dŸTC²Ôá ..................... sÁeTÅ£” l“ydt ....................
7. Latha to Rama ..................... 8. Prasad to Akhila ....................
sÁeTÅ£” \Ôá .................... nÏ\Å£” ç|ŸkÍ<Ž ....................
9. Sunil to Rangaiah ..................... 10. Ramana to Sujatha ....................
sÁ+>·jTá «Å£” dŸTúýÙ .................... dŸTC²ÔáÅ£” sÁeTD ....................

3
 You have learnt the names of Rama's parents and grand parents.
Write down the names of your grandparents, parents and other members
of the family.
sÁeT yÞø¢ neTˆ, Hq•, ԐÔájáT«, HjáTqeTˆ\ |sÁT¢ Ôî\TdŸTÅ£”H•sÁT ¿£<‘! eT]
MTsÁT Å£L&† MT ԐÔájáT«, HjáTqeTˆ, neTˆ, Hq•\ |sÁT¢, $T>·Ôy] |sÁT¢ sjáT+&.
Name of Name of
Grand Father Grand Mother
ԐÔájáT« |sÁT HjáTqeTˆ |sÁT

A
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Name of Name of Fatherd's Name of Name of
father Names of their aunt
mother younger and wives uncle
Hq• |sÁT neTˆ |sÁT elder brothers ºq•eTˆ / ™|<ŠÝeTˆ
nÔáï |sÁT eÖeT |sÁT
ºH•q•/ |sÁT
™|<ŠHq• |sÁT

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Names of
children
Names of
children
N Names of
children
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|¾\¢\ |sÁT¢ |¾\¢\ |sÁT¢ |¾\¢\ |sÁT¢
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The details of the members of the family and their ancestors written in a
tabular format is called a ‘Family tree.’

™|qÕ Ôî*|¾q $<ó+Š >± Å£”³T+‹ dŸuT„ó «\T y] |ŸP¯ÇÅ£”\ $es\Ôà sd¾q |Ÿ{¿¼ì q£ T »e+Xøe¿£Œ+µ
T

n+{²sÁT.
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Rama's Aunt
gave birth to a
baby girl. Her
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relatives came
to see the
baby.
sÁeT yÞøß
ºq•eTˆÅ£” bÍ|Ÿ
|ŸÚ{ì¼+~. bÍ|ŸqT
#áÖ&ƒ&†“¿ì
‹+<óŠTeÚ\T
e#ÌsÁT.
4
 Generally, children resemble with their parents, grand parents, aunt and
uncle. Some children may not resemble (look like) any of their own family
members. So we have to accept our body as it is and protect it.

kÍ<ó‘sÁD+>± |¾\\¢ T ÔáeT Ôá*<¢ +Š ç&ƒT\T, ԐÔájTá «, HjáTqeTˆ, neTˆeTˆ, nÔá,ï eÖeT, ™|<ŠHq•,
ºH•q•(¿±¿£), ºq•eTˆ\qT bþ* –+{²sÁT. ¿=+<ŠsÁT ™|Õ y]“ me]ú bþ* –+&ƒsÁT. ¿±‹{ì¼ eTq
Xø¯s¿£Ü“ –q•~ –q•³T¼>± n+^¿£]+º, <‘““ sÁ¿ìŒ+#áT¿Ãy*.

A
AN
Tick the correct answer. / dŸ]jî®Tq Èy‹TqT ( P ) Ôà >·T]ï+#á+&.

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1. If an unknown person gives a sweet, will you take it? Yes/ No
N
meÂsÕq n|Ÿ]ºÔáT\T úÅ£” $TsĐsTT ‚dï rdŸT¿=+{²eÚ. (neÚqT / ýñ<TŠ )
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2. Do you go with an unknown person? Yes/ No

n|Ÿ]ºÔá e«¿ìïÔà úeÚ yîÞ²ïeÚ. (neÚqT / ýñ<ŠT)

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3. If any body troubles you, will you inform to any adult? Yes/ No

“qT• meÂsÕH ‚‹Ò+~ ™|&Ôû úeÚ ú ™|<ŠÝy]¿ì #î‹TԐeÚ. (neÚqT / ýñ<ŠT)

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Different people in the family have different qualities. Sometimes when we

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are angry, we may hurt others with our words. But this does not help to solve the
problem. We can instead tell the person why we are feeling angry. We can describe
the situation or behaviour which we did not like. We can suggest a way out that
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does not hurt either of us.

Å£”³T+‹+ý˓ e«Å£”\ï T $$<óŠ >·TD²\qT ¿£*Ð –+{²sÁT. ¿=“• kÍsÁT¢ eTqÅ£” ¿Ã|Ÿ+ eºÌq|ŸÚ&ƒT
‚ÔásTÁ \qT u²~ó+#û |Ÿ<‘\qT y&ƒTԐeTT. ¿±“ ‚~ dŸeTdŸ«qT |Ÿ]wŸØ]+#á<TŠ . B“¿ì ‹<ŠT\T>± eTqeTT
€ e«¿ìÔï à eTq ¿Ãb͓¿ì ¿±sÁD+ Ôî\T|ŸÚ<‘+. eTqÅ£” q#á̓ ç|ŸesÁqï ýñ<‘ dŸ+<ŠsÒÁ +Û >·T]+º Ôî\T|ŸÚ<‘+.
eTq ‚<ŠÝ]¿ì u²<óŠ ¿£*Ð+#ᓠ|Ÿ]cÍØs“• dŸÖº<‘Ý+.

5
 Write one quality that you like in your family members. /

MT Å£”³T+‹ dŸuó„T«ýË¢ MTÅ£” qºÌq ÿ¿£ >·TD²“• sjáT+&.

Relation ‹+<óŠTÔáÇ+ Quality >·TD+

Mother neTˆ Courageous kÍVŸ²d¾+#á&ƒ+

Father Hq• Caring ¿±bÍ&ƒ&ƒ+

A
................... ...................

AN
................... ...................
................... ...................

G
Å£”³T+‹ #á]çÔá
Family History /
N
LA
Rama's father brought her to school for admission. He wrote her name as
'Chilukuru Rama.' On seeing this, the headmaster asked, “How did you get
Chilukuru as your 'surname'”? “Our ancestors belonged to Chilukuru, that’s how
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we got our surname,” replied Rama's father.

‹&ýË #ûsÁÌ&†“¿ì sÁeTqT yÞø¢Hq• ‹&¿ì rdŸTÅ£”e#ÌsÁT. sÁeT |sÁTqT yÞø¢Hq•
T

»º\TÅ£L] sÁeTµ n“ sXæsÁT. »º\TÅ£L] nHû ‚+{ì|sÁT mý² eºÌ+~?µ n“ ç|Ÿ<ó‘HÃbÍ<ó‘«jáTT\T

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n&>±sÁT. eÖ |ŸP¯ÇÅ£”\T º\TÅ£L] qT+º se&ƒ+ e\¢ € |sÁT eºÌ+<Š“ sÁeT yÞø¢ Hq• #îbÍÎsÁT.
Rama's grandfather helps all the villagers in their difficulties. So, everyone
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respects him. The whole family has a good name due to his good deeds. Rama's
father is a cloth merchant. He is well known in the surrounding villages for selling
the best clothes. Now you know about Rama's surname and history of her family.

sÁeTyÞøß ÔÔájTá «>±sÁT ç>±eT+ý˓ yÞø¢+<Š]¿¡ @ ¿£w+Ÿ¼ eºÌH dŸVŸäjáT+#ûd¾ €<ŠTÅ£”+{²sÁT.

¿±‹{ì¼ €jáTqqT n+<ŠsÖÁ >šsÁ$kÍïsTÁ . €jáTqe\¢ yÞø¢ Å£”³T+‹+ yî­Ôï“¿ì eT+º |sÁT eºÌ+~.
sÁeTyÞø¢ Hq• ‹³¼\ y«bÍsÁ+ #ûkÍïsTÁ . €jáTqÅ£” Å£L&† #áT³T¼|¿Ÿ Ø£ \ ç>±eÖýË¢ eT+º‹³¼\T neTTˆÔsÁ“
m+Ôà |sÁT+~. sÁeT ‚+{ì|sÁT, yÞø¢ Å£”³T+‹ #á]çÔáqT >·T]+º Ôî\TdŸTÅ£”H•sÁT ¿£<‘!

6
 MT Å£”³T+‹ #á]çÔáqT >·T]+º ™|<ŠÝy]“ n&Ð Ôî\TdŸT¿Ã+&.
Ask your elders and know more about your family’s history.
Find out and discuss how your friends got their surnames.
MT ÔásÁ>Ü· ý˓ $<‘«sÁT\œ ‚+{ì|sÁT¢ mý² e#ÌjîÖ #á]Ì+#á+&.
Types of families
Å£”³T+u²\T ` sÁ¿±\T

A
My name is Haseena. My
parents, grand parents and my

AN
brother live in our house.

H |sÁT VŸ²dÓH. eÖ ‚+{Ë¢

eÖ neTˆ, Hq•, nq•jáT«Ôà bͳT

G
neÇ, ԐÔá –+{²sÁT.

N
LA
TE
T
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My name is David. My parents,

my sister and I live in our house.

H |sÁT &û$&Ž. eÖ ‚+{Ë¢ HûqÖ,

neTˆ, Hq•, n¿£Ø –+{²+.

7
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AN
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N
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My name is Siva. My parents, H |sÁT ¥e. eÖ ‚+{Ë¢ neTˆ,

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grand parents uncles, aunts,cousins, Hq•, ԐÔájáT«, HjáTqeTˆ, ™|<ŠÝeTˆ, ™|<ŠHq•,

their siblings and I, we all live togther
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in the same house. ºq•eTˆ, ºH•q•, n¿£Ø\T, nq•jáT« –+{²sÁT.

You have seen the pictures! / ºçԐ\T #áÖXæsÁT ¿£<‘!

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 Which family has the highest number and Which family has the least ?
me] ‚+{Ë¢ mÅ£”ØeeT+~ –H•sÁT? me] ‚+{Ë¢ ÔáÅ£”ØeeT+~ –H•sÁT?
 Which families have old people?
meÂse] ‚Þø¢ýË e<ŠT\Æ T (eTTdŸ*yÞø—)¢ –H•sÁT?
 What type of families do you know?
eT] MT~ @ sÁ¿£yîTq® Å£”³T+‹+ ? MTÅ£” Ôî*d¾q Å£”³T+u²\ý˓ sÁ¿±\T @$ ?
 What type of family do David, Haseena and Siva belong to?
&û$&Ž, VŸ²dÓH, ¥e\ýË me]~ @ sÁ¿£yîTq® Å£”³T+‹+?
8
 What type of family is yours?
eT] MT~ @ sÁ¿£yîTq® Å£”³T+‹+ ?
 How do you call your relatives?
MT ‹+<óŠTeÚ\ýË me]“ mý² |¾\TkÍïsà #î|ŸÎ+&. sjáT+&.
Let's play! / €&ƒTÅ£”+<‘eÖ!

A
AN
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N
LA
TE

 All children must stand in a circle.

MTsÁ+<ŠsÖÁ >·T+ç&ƒ+>± “ýËÌy*. Do You Know?/ MTÅ£” Ôî\TkÍ?

T

Now one of the child’s eyes must

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be covered with a hand kerchief.

ÿ¿£] ¿£Þßø Å£” #ûÜsÁTeÖ\TÔà >·+Ôá\T ¿£{²¼*.
 The student who is blindfolded
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should try to touch and identify the The visually challenged (blind) use
person caught. Braille to read.
This script was invented by Louis
¿£ÞÅ¢ø ”£ >·+Ôá\T ¿£³T¼Å”£ q• $<‘«]œ $T>·ÔyÞøý¢ Ë
Braille.
ÿ¿£]“ |Ÿ³T¼Å£”“ yÞè¢esà #îbÍÎ*. ¿£Þø—¢ýñ“yÞø—¢ #á<Še&ƒ+¿ÃdŸ+ çuÉsTT© nHû
 How are each related to other in your *|¾“ y&ƒÔsÁT. ‡ *|¾“ \ÖsTTdt çuÉsTT©
¿£“™|{²¼&Tƒ .
family? Say and write.
MTÅ£” Ôî*d¾q Å£”³T+u²\ý˓ sÁ¿±\T @$ ?
9
 Untie the hand kerchief if the student identifies them correctly.
dŸ]>±Z #î|¾Ôû ¿£Þø¢Å£” >·+Ôá\T $bÍÎ*.
 In the same way, all students should take turns and cover their eyes and
continue playing
‡ $<óŠ+>± ÿ¿£] ÔásÇÔá eTs=¿£]¿ì >·+Ôá\T ¿£{ì¼ €³qT ¿=qkÍÐ+#*.
 Did the students identify everyone when they were blindfolded? Why?
¿£Þßø Å£” >·+Ôá\T ¿£³T¼Å”£ q•|Ÿð&ƒT n+<Š]ú >·T]ï+#á >·*>±s? m+<ŠTÅ£”?
Old People and Children with special needs /

A
ç|ŸÔû«¿£ nedŸs\T >·\ |¾\¢\T, e<ŠTÆ\T

AN
The students in the above game could not identify everyone when they
were blind folded. Think ... how difficult it is for visually disabled to attend their

G
daily work? In the same way, some people cannot hear or speak properly. Some
people can’t walk. What difficulties do these people face? What kind of help do
they require? Think and answer. N
LA
¿£Þø—¢ –+& Å£L&† ¿£Þø¢Å£” >·+Ôá\T ¿£³T¼¿Ã&ƒ+e\¢ n+<Š]ú >·TsÁTï|Ÿ³¼ýñ¿£ bþjáÖsÁT ¿£<‘! eT]
ndŸýñ ¿£Þ—ø ¢ ýñ“ysÁT |ŸqT\T #ûdTŸ ¿Ã&†“¿ì m+Ôá ‚‹Ò+~ |Ÿ&ԃ sà €ý˺+#á+&. ný²¹> ¿=+ÔáeT+~¿ì
#îeÚ\T dŸ]>± $“|¾+#áeÚ. ¿=+ÔáeT+~ |¾\\¢ T dŸ]>±Z eÖ{²¢&ýƒ sñ TÁ . ¿=+<ŠsTÁ q&ƒeýñsTÁ . ‚ý²+{ìyÞøÅ¢ ”£
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@ jûT ‚‹Ò+<ŠT\T ekÍïjÖî , yÞø¢Å”£ eTq+ mý²+{ì dŸVŸäjáT+ #ûjÖá ýË €ý˺+#á+&. #î|ŸÎ+&.
Observe the picture given below : /
¿ì+~ ºçÔá+ #áÖ&ƒ+&.
T
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SC

10
 Do you find any childrens with Every year 3rd December
specialneeds. in the picture? is celebrated as world
Differently abled persons day.
ºçÔá+ýË ....................
ç|ŸÜ dŸ+eÔáàsÁ+ &™d+‹sY 3q
 What difficulties do they face in doing their
»»ç|Ÿ|Ÿ+#á ~y«+>·T\ ~HÃÔáàe+µµ
day-to- day work?
ÈsÁT|ŸÚԐsÁT.
MÞø—¢ @jûT |ŸqT\T #ûdTŸ ¿Ã&†“¿ì ‚‹Ò+~|Ÿ&ԃ sÁT?
 How should be they helped and supported?
Do You Know?
MÞø¢Å”£ mý²+{ì dŸVŸäjáT+ #ûjÖá *?

A
MTÅ£” Ôî\TkÍ?
 Have you ever helped such people? If so,

AN
how did you help them?
MTsÁT ‚ý²+{ì yÞø¢Å”£ m|Ÿð&îÕH dŸVŸäjáT+#ûXæs?

G
mý²+{ì dŸVŸäjáT+#ûXæsÁT?
We must care children with special needs,
and help them in whatever they need. The people N
LA
who have difficulty in speaking use signs to talk to
The 1st day of October
each other. The people suffering from hearing prob- every year is celebrated
lem use hearing aids, People who are visually dis- as the ‘Senior citizens
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abled use a stick to touch and sense the things. Day’ all over the world.
Similarly, some people cannot work due to ill health
ç|ŸÜ dŸ+eÔáàsÁ+ n¿Ã¼‹sÁT 1e
or accidents. We should help them if needed. ÔûBq ç|Ÿ|Ÿ+#á y«|Ÿï+>±
T

»»e<ŠTÆ\ ~HÃÔáàe+µµ
¿£Þø—¢ ýñ“yÞø¢Å£”, Xæ¯sÁ¿£ $¿£ý²+>·T\Å£”, e¶>·, #î${ì
ER

ÈsÁT|ŸÚԐsÁT.
yÞøÅ¢ ”£ nedŸsyÁ Tî q® dŸVäŸ já֓• n+~+#*. eÖ{²¢&&ƒ +ƒ ýË ‚‹Ò+~
–q•yÞø—¢ ™d>Õ \· <‘Çs eÖ{²¢&Tƒ Å£”+{²sÁT. $“¿ì& dŸeTdŸ« –q• yÞø—
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#î$ýË $TwŸHŽ ™|³T¼¿=“, ¿£+{ì #áÖ|ŸÚ dŸ]>± ýñ“yÞø—¢ #áÖ|ŸÚ&ƒT ¿£çsÁÔÃqT, dŸÎsÁô <‘ÇsqT $wŸjáÖ\qT
ç>·V¾²kÍïsTÁ . ný²¹> ¿=+ÔáeT+~ nHsÃ>·«+e\¢ ýñ<‘ ç|ŸeÖ<Š+e\¢ ÔáeT |ŸqT\T ԐeTT #ûdTŸ ¿ÃýñsÁT.
ný²+{ì yÞø¢Å”£ eTq+ nedŸsÁyîTq® dŸVŸäjáT+ #ûjÖá *.
In the same way, old people cannot do everything by themselves. We
should be aware of their needs and help them.

ný²¹> e<ŠTÆ\T Å£L&† #ý² |ŸqT\T kõ+Ôá+>± #ûdŸT¿ÃýñsÁT. yÞø¢ nedŸs\T Ôî\TdŸT¿=“
¿±e\d¾q dŸVŸäjáT+ n+~+#*.

11
 Key words/ ¿¡\¿£ |Ÿ<‘\T
1. Family / Å£”³T+‹+ 8. Seniorcitizens day / e<ŠTÆ\ ~HÃÔáàe+
2 Family members / Å£”³T+‹ dŸuT„ó «\T 9. Old people / e<ŠT\
Æ T
3. Similarities/ bþ*¿£\T 10. Ancestors / |ŸP¯ÇÅ£”\T
4. Family tree / e+Xøe¿£Œ+ 11. Relatives / ‹+<óŠTeÚ\T
5. Braille script / çuÉsTT© *|¾ 12. Children with special needs /

A
6. Family History/ Å£”³T+‹ #á]çÔá ç|ŸÔ«û ¿£ nedŸs\T >·\ |¾\¢\T

AN
7. Surname / ‚+{ì|sÁT

What have we learnt / eTq+ HûsÁTÌÅ£”q•$

G
N
 Normally, a family has parents, grandparents and children.

kÍ<ó‘sÁD+>± Å£”³T+‹+ýË neTˆ, Hq•, ԐÔájTá «, HjáTqeTˆ, |¾\¢\T –+{²sÁT.

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 The people who live together in a family are called members of the family.
TE

‚ý² ÿ¹¿ Å£”³T+‹+>± ¿£*d¾ –+&ûyÞø¢qT Å£”³T+‹ dŸuó„T«\T n+{²sÁT.

 The details of parents, grandparents and their ancestors shown in a line

diagram is called a Family Tree.

T

neTˆ, Hq•, neÇ, ԐÔá, yÞø¢ |ŸP¯ÇÅ£”\ $es\T Ôî*| |Ÿ{켿q£ T »e+Xøe¿£Œ+µ n+{²sÁT.
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 Every family has a history. This is called 'Family History.'

ç|ŸÜ Å£”³T+u²“¿¡ ÿ¿£ #á]çÔá –+³T+~. B“• »Å£”³T+‹ #á]çÔáµ n+{²sÁT.

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 The families are small, joint or nuclear based on the members.

Å£”³T+‹+ý˓ dŸuó„T«\ dŸ+K«qT ‹{ì¼ Å£”³T+u²\ýË sÁÁ¿±\T –+{²sTT.

 We can offer help to individuals with special needs.

ç|ŸÔ«û ¿£ nedŸs\T >·\ n+<Š]¿¡ nedŸsÁyîTq® dŸVŸäjáT+ #ûjÖá *.

12
 DO THIS ‚$ #ûjáT+&

Conceptual Understanding / $wŸjáÖe>±VŸ²q

1. What is a family? Who are there in your family?
Å£”³T+‹+ n+fñ @$T{ì? MT Å£”³T+‹+ýË meÂsesÁT –H•sÁT?
2. Chandu lives in Annavaram. Now he is in 3rd standard. His mother Kamala

A
runs a small scale industry of making paper bags at home and also helps

AN
other women in need. Aditya is Chandu's younger brother. Both visited
their uncle Raghava's house during the holidays. Their aunt Usha,
grandfather Gopal and grandmother Lakshmi Devi live there. Chandu played

G
many games with his cousins Hema and Ravi.

N
. #á+<ŠT nq•esÁ+ýË –+{²&ƒT. ‚|ŸÚÎ&ƒT eTÖ&à Ôás>Á Ü· #á<TŠ eÚÔáTH•&ƒT. yÞøßeTˆ ¿£eT\ ¿±ÐÔá+ÔÃ
dŸ+#áT\qT ÔájÖá sÁT#ûd ºq•ÔásVÁ äŸ |Ÿ]çXøeTqT ‚+{Ë¢Hû q&ƒT|ŸÚÔáÖ ÔÃ{ì eTV¾²Þø\Å£” dŸVäŸ jáT+
LA
#ûdŸT+ï ~. #á+<ŠT ÔáeTTˆ&ƒT €~Ôá«. ‚<ŠÝsÁÖ ™d\eÚýË¢ yÞøß eÖeTjáT« s|˜ŸTe ‚+{ì¿ì yîÞ²ßsÁT.
n¿£Ø&ƒ nÔáï –wŸ, ԐÔá >ÃbÍýÙ, neTˆeTˆ \¿¡Œë<û$ –H•sÁT. #á+<ŠT yÞøß e~q V²eTÔÃqT,
TE

u²e sÁ$ÔÃqT mHÕ €³\T €&ƒTÅ£”H•&ƒT.

Name |sÁT Relation with Chandu #á+<ŠTÔà –q• ‹+<óŠTÔáÇ+
Aditya €~Ôá« ÔáeTTˆ&ƒT
T

Kamala ¿£eT\ ...................

ER

Lakshmi Devi \¿¡ë<û$ ...................

Raghava s|˜ŸTe ..................
Usha –wŸ ..................
SC

Ravi sÁ$ ..................

3. What is your surname? Find out, how did you get it ?
MT ‚+{ì|sÁT @$T{ì? € |sÁT mý² eºÌ+<à Ôî\TdŸT¿=“ #î|ŸÎ+&.
4. How can we help the following children with special needs.
ç|ŸÔû«¿£ nedŸs\T >·\ |¾\¢\Å£” eTq+ #ûjáÖ*àq dŸVŸäjáT+ @$T{ì?
a) People who cannot see :
m) ¿£Þø—ß ¿£“|¾+#á“yÞø¢Å£” #ûjáÖ*àq dŸVŸäjáT+ :
13
 b) People who cannot hear:
_) eÖ³\T $q‹&ƒ“yÞø¢Å”£ #ûjÖá *àq dŸVŸäjáT+ :
c) People who cannot speak :
d¾) eÖ{²¢&ƒýñ“yÞø¢Å”£ #ûjÖá *àq dŸVŸäjáT+ :
d) People who cannot walk :
&) q&ƒeýñ“yÞø¢Å£” #ûjáÖ*àq dŸVŸäjáT+ :

A
Information Skills - Project work / dŸeÖ#sÁ HîÕ|ŸÚD²«\T ` çbÍCÉÅ£”¼ |Ÿ“

AN
1. Fill in the table with the details of your friends, family members.
MT $TçÔáT\ ‚Þø¢ýË¢ meÂsesÁT –H•sà n&Ð ¿ì+~ |Ÿ{켿ý£ Ë sjáT+&.

G
Name of the friend Members of the family No. of family

$TçÔáT“ |sÁT N
Å£”³T+‹ dŸuT„ó «\T
members
Å£”³T+‹dŸuó„T«\ dŸ+K«
LA
1. Ex: Murali Mother Father, Grandfather, 6
Younger sister, Elder sister, Murali
–<‘ : eTTsÁ[ neTˆ, Hq•, ԐÔá, #îýÉ¢\T, n¿£Ø, eTTsÁ[ 6
TE

2.
T

3.
ER

4.

5.
SC

6.

7.

8.

9.

14
 Observe the above table and answer the following :
™|Õ |Ÿ{켿£ €<ó‘sÁ+>± Èy‹T\T #î|ŸÎ+&.
 Whose family has the maximum members?
me] ‚+{Ë¢ mÅ£”ØeeT+~ –H•sÁT?
 Whose family has the minimum members?
me] ‚+{Ë¢ ÔáŔ£ ØeeT+~ –H•sÁT?
 Whose families have old people?
meÂse] ‚Þø¢ýË¢ e<ŠT\Æ T –H•sÁT?

A
2. Collect photographs of the members of your family. Make your own album

AN
and exhibit it in your class. Explain about each of them.
MT Å£”³T+‹+ý˓ e«Å£”\ï b˜õ{Ë\T d¿£]+º €\ÒyŽT ÔájÖá sÁT#ûjTá +&. MT ÔásÁ>Ü· ýË <‘“•
ç|Ÿ<Š]ô+º ÿ¿=Ø¿£Ø] >·T]+º #î|ŸÎ+&.

G
u¤eTˆ\T ^d¾ sÁ+>·T\T yûjáT+&
Draw and Colour the pictures /
N
LA
1. Draw different faces showing 2. Draw the picture of your parents.
different feelings. Name and colour it.
$$<óŠ uó²y\T #á֝| eTTK ºçԐ\T ^jáT+&. MT Ôá*¢<+Š ç&ƒT\ ºçԐ\qT ^d¾, |sÁT¢ sjáT+&.
TE
T
ER
SC

Appreciation, Values, Application / ç|ŸX+

ø dŸ, $\Te\T, “ÈJ$Ôá $“jîÖ>·+
1. Imagine living a day blind folding yourself. How would you go to school.
learn and play with friends. Write briefly.
ÿ¿£ sÃE MT ¿£ÞøßÅ£” >·+Ôá\T ¿£³T¼¿=“ }V¾²+#á+&. bÍsÄÁXæ\Å£” mý² yîÞ²ïsÁT? d•V¾²ÔáT\ÔÃ
mý² €&ƒTÅ£”+{²yÃ, HûsTÁ ÌÅ£”+{²yà ţ”¢|Ÿï+>± sjáT+&.

15
2. Collect the information about your family's history and achievements and
write them.

. MT Å£”³T+‹+ #á]çÔá eT]jáTT $XâcÍ\T @$T{ì? Ôî\TdŸT¿=“ sjáT+&.

Ask a Question / ç|Ÿ¥•+#á&ƒ+, |Ÿ]¿£\Îq\T #ûjáT&ƒ+

1. Rama went to her grandfather. She wanted to know about their Family

A
Tree. For this, she asked her grandfather many questions. What questions
would have Rama asked? What would her grandfather replied? To know

AN
about surname, what questions would you ask?

sÁeT ԐÔájTá « <Š>]·Z ¿ì yî[+¢ ~. yÞø¢ e+Xøe¿£Œ+ >·T]+º Ôî\TdŸT¿Ãy\qTÅ£”+~. ‚+<ŠT¿ÃdŸ+

G
ԐÔájáT«qT sÁ¿£sÁ¿±\ ç|ŸXø•\qT n&Ð+~. sÁeT e+Xøe¿£Œ+ >·T]+º @$T ç|ŸXø•\T n&Ð
–+&ƒe#áTÌ? ԐÔájTá « @$T dŸeÖ<ó‘H\T #î|¾Î –+{²&ƒT? ‚+{ì|sÁTqT >·T]+º Ôî\TdŸT
¿Ãy\qTÅ£”+fñ MTsÁT @jûT ç|ŸX•ø \T n&ƒT>·TԐsÁT?N
LA
I Can do this / Hû“$ #ûjáT>·\qT
TE

1. I can explain what a family is. Yes/No

Å£”³T+‹eT+fñ @$T{Ë $e]+#á>\· qT. WqT / ¿±<ŠT
T

2. I can tell the relationship among members of the family . Yes/No

Å£”³T+‹dŸuó„T«\ eT<óŠ« #áT³¼]¿±\qT #î|ŸÎ>·\qT. WqT / ¿±<ŠT
ER

3 I can draw a Family Tree. I can tell about Family History. Yes/No
Å£”³T+‹ e+Xøe¿Œ±“• ^jáT>·\qT. Å£”³T+‹ #á]çÔá #î|ŸÎ>·\qT. WqT / ¿±<ŠT
SC

4. I can write the details of the members of the family

in a tabular form. Yes/No
Å£”³T+‹ dŸuó„T«\ >·T]+ºq dŸeÖ#s“• |Ÿ{켿£ýË sjáT>·\qT. WqT / ¿±<ŠT
5. I can give the required help to the old and children
with special needs. Yes/No
ç|ŸÔ«û ¿£ nedŸs\T>·\ n+<Š]¿¡ ¿±e\d¾q dŸVŸäjáT+ #ûjTá >·\qT. WqT / ¿±<ŠT
6. I can question about the Family Tree and Family History. Yes/No
Å£”³T+‹ #á]çÔá, e+Xøe¿Œ±“• >·T]+º ç|Ÿ¥•+#á>·\qT. WqT / ¿±<ŠT

16
 2. DIVISION OF WORK? me¹s+ |Ÿ“ #ûkÍïsÁT?
This is Kamala’s house. Kamala’s parents, grandparents and
her younger brother live in their house. Observe the picture
given below and say what are they doing:
‚~ ¿£ e T\ ‚\T¢ . yÞø ¢ ‚+{Ë¢ neTˆ, Hq•, ԐÔá j á T «, Hjá T qeTˆ, Ôá e ­ˆ&ƒ T
–+{²sÁT. yÞø—¢ @+ #ûdŸTHï •sà |Ÿ]o*+#á+&.

A
AN
G
N
LA
TE
T
ER
SC

17
 Kamala's mother and father help each other in the household work. Ka-
mala and her brother help their parents. Kamala's grandparents involve them-
selves in the work done at home. In this way, all the members of the family help
to run the house.
¿£eT\ Ôá*¢<+Š ç&ƒT*<ŠÝsÁÖ ÔáeT ‚+{ì|ŸqT\ýË ÿ¿£]¿=¿£sÁT dŸVŸäjáT+ #ûdTŸ Å£”+{²sÁT. ¿£eT\,
€yîT ÔáeTTˆ&ƒT y] Ôá*¢<Š+ç&ƒT\Å£” $$<óŠ |ŸqT\ýË dŸVŸäjáT+ #ûkÍïsÁT. ¿£eT\ neÇ, ԐÔá\T Å£L&†
‚+{ì|ŸqT\ýË dŸVŸäjáT+ #ûkÍïsTÁ . ‡ $<óŠ+>± ‚+{Ë¢“ ysÁ+<ŠsÁÖ ÿ¿£]¿=¿£sÁT dŸVŸäjáT+ #ûdTŸ Å£”+³Ö
|ŸqT\qT #ûkÍïsTÁ .

A
Besides working at home, the elders in the family carry out different kinds

AN
of work in agricultural fields, factories, offices, construction of houses, laying of
roads etc. The family gets income through the various work done by them.
Å£”³T+u²\ýË ™|<ŠyÝ Þø—¢ ‚+{ì|qŸ T\Ôà bͳT ‹jáT{ì|qŸ T\T Å£L&† #ûkÍïsTÁ . bõý²ýË¢, b˜Í«¿£¯¼ ýË¢,

G
‚Þø—¢¿£³¼&+ƒ ýË, sÃ&ƒT¦yûjTá &ƒ+ýË, ¿±s«\jáÖýË¢ sÁ¿£sÁ¿±\ |ŸqT\T #ûkÍïsÁT. ™|<ŠÝ\T #ûd $$<óŠ sÁ¿±\
|ŸqT\e\¢ Å£”³T+u²“¿ì €<‘jáT+ edŸT+ï ~.
N
Fill in the following table with the kind of work done by the members of
LA
your family.
MT ‚+{Ë¢yÞø—¢ @ @ |ŸqT\T #ûkÍïsà #î|ŸÎ+&. ¿ì+~ |Ÿ{켿ý£ Ë sjáT+&.
TE

Name of the Member Work done at Home Work done outside for income
Å£”³T+‹ dŸuó„T«\ |sÁT¢ ‚+{Ë¢ #ûd |ŸqT\T €<‘jáT+¿ÃdŸ+ ‹jáT³ #ûd|ŸqT\T
T
ER
SC

Helping each other /

ÿ¿£]¿=¿£sÁT dŸVŸ²¿£]+#áT¿Ãe&ƒ+
You have learnt that the members in the family do different kinds of work.
Each adult in the family does a different kind of work. Some work is shared by all.
Å£”³T+‹+ýËyÞø—¢ sÁ¿£s¿Á ±\ |ŸqT\T #ûkÍïsÁT. Å£”³T+u²ýË¢“ ™|<ŠÝ\T ÿ¿=Ø¿£ØsÁT ÿ¿ÃØ sÁ¿£yîT®q
|Ÿ“ #ûkÍïsÁT. ¿=“• |ŸqT\qT ‚+{Ë¢yÞø¢+Ԑ ¿£\d¾ #ûkÍïsÁT.

18
 Observe the pictures given below and say what work the
people are doing. /
¿ì+~ ºçÔá+ |Ÿ]o*+#á+&. meÂsesÁT @|Ÿ“ #ûdŸTïH•sà #î|ŸÎ+&.

A
AN
G
 In the picture, both men and
women are working. Is it correct
N
LA
for the father to cook ?
Ôá*¢<+Š ç&ƒT\T $$<óŠ sÁ¿±\ |ŸqT\T #ûjTá &ƒ+
ºçÔá+ýË >·eT“+#sÁT ¿£<‘! nsTTÔû Ôá+ç& e+³ #ûjTá &ƒ+ dŸÂsÕq<Š“ MTsÁT nqTÅ£”+³TH•s?
TE

@$<óŠ+>±?
 Do the members in your family help each other in the same way in doing
things?
T

MT Å£”³T+‹+ýË Å£L&† ‚ý²¹> ÿ¿£]¿=¿£sÁT @jûT |ŸqTýË¢ dŸVŸäjáT+ #ûdTŸ Å£”+{²sÁT?

ER

 What kind of work do you do? Whom do you help?

MTsÁT @jûT |ŸqT\T #ûkÍïsÁT? me]¿ì dŸVŸ²¿£]kÍïsÁT?
 Name the work that are done by the members together in your family.
SC

MT ‚+{Ë¢ n+<ŠsÖÁ ¿£*d¾#û d |ŸqT\T @$?

Discuss: Fill the table with the particulars. /
#á]Ì+#á+&. $es\T |Ÿ{켿£ýË sjáT+&.
Ask any six of your classmates about the kind of work their
parents do? What work is done by them collectively ? Fill the table with the
information collected.
MT ÔásÁ>Ü· ý˓ €sÁT>·TsÁT $<‘«sÁT\œ qT n&ƒ>+· &, yÞø¢ neTˆ, Hq•\T @jûT |ŸqT\T #ûkÍïsÁT?
‚+{Ë¢yÞø¢+<ŠsÖÁ ¿£*d¾ #ûd |ŸqT\T @$? ¿ì+~ |Ÿ{켿ý£ Ë sjáT+&.
19
 Name of the Work done Work done by the Work done
friend by the mother father collectively
d•V¾²ÔáT“ |sÁT neTˆ #ûd |Ÿ“ Hq• #ûd |Ÿ“ ‚+{Ë¢ n+<ŠsÁÖ
¿£\d¾ #ûd |ŸqT\T
0.
1.
2.

A
3.

AN
4.
5.

G
6.
 What kind of works are done by most of the mothers?
N
LA
mÅ£”ØeeT+~ Ôá\T¢\T #ûd |ŸqT\T @$?
...........................................................................................................
TE

...........................................................................................................
 What kind of works are done by most of the fathers?
T

mÅ£”ØeeT+~ Ôá+ç&ƒT\T #ûd |ŸqT\T @$?

ER

...........................................................................................................
...........................................................................................................
 What kinds of works are done by all the members together?
SC

Å£”³T+‹ dŸuó„T«\T n+<ŠsÁÖ ¿£\d¾ #ûd |ŸqT\T @$?

...........................................................................................................
...........................................................................................................
All the members of the family should share and work together. Helping
each other, makes work done easily and understand one another.
Å£”³T+‹+ý˓ e«Å£”\ï +<ŠsÖÁ ¿£\d¾yTî \d¾ |ŸqT\T #ûdTŸ ¿Ãy*. ‚ý² ÿ¿£]¿=¿£sTÁ dŸVäŸ jáT+ #ûdTŸ ¿Ãe&ƒ+
e\¢ |ŸqT\T #ûjTá &ƒ+ dŸT\uó„+ neÚÔáT+~, ÿ¿£]™|Õ ÿ¿£]¿ì ç|eT, n_óeÖq+ ¿£\T>·TԐs­.
20
 Professions/ eÔáTï\T

Our needs are fulfilled through the work done by our parents
and other members of the family. Like our family, there would be
people in the village doing different kinds of work. Do you know about them?
Å£”³T+‹+ýË neTˆ, Hq•, n+<ŠsÖÁ sÁ¿s£ ¿Á ±\ |ŸqT\T #ûjTá &ƒ+e\¢ eTq nedŸs\T rsÁTԐsTT.
eTq Å£”³T+‹+ýËý²>± }]ýË Å£L&† sÁ¿£sÁ¿±\ |ŸqT\T #ûdyÞø—¢ –+{²sÁT. yÞø¢ >·T]+º MTÅ£”
Ôî\TkÍ?

A
Observe the pictures of people doing different kinds of work in a village.

AN
Say, how are people benefitted by them.
ç>±eT+ýË $$<óŠ sÁ¿±\ |ŸqT\T #ûdyÞø¢ ºçԐ\T ¿=“• ¿ì+<Š –H•s­. yÞø¢ e\¢ mý²+{ì
–|ŸjÖî >·eTT+³T+<à #î|ŸÎ+&.

G
N
LA
TE
T

This is Sammakka. She weaves baskets. This is Venkanna. He mends shoes.

‡yîT dŸeTˆ¿£Ø . ‹T³¼\T n\T¢ÔTá +~. ‡jáTq yî+¿£q•. #î|Ÿð\T Å£”&ƒÔ&ƒT.
ER
SC

This is Komaraiah. He cuts hairs. This is Shankaraiah. He does wood work.

‡jáTq ¿=eTsÁjTá «. ¿ŒšsÁ+ #ûkÍï&Tƒ . ‡jáTq Xø+¿£sÁjáT«. ¿£fɼ|Ÿ“ #ûkÍï&ƒT.
21
 Does your village/city have these type of people?
MT ç>±eT+ýË Å£L&† ‡ |ŸqT\T #ûdyÞø—¢ –H•s?
 What are the other kinds of work done by the people of your village/city?
MT ç>±eT+ýË ‚+¿± @jûT |ŸqT\T #ûdyÞø—¢ –H•sÁT?
Discuss: /
#á]Ì+#á+&
There would be people doing different kinds of
work in your village. Rajaiah sweeps the roads and

A
cleans the drains of the village. Who else would be
there in the village doing different kinds of work

AN
like him? What would happen if they don't do this
kind of work?
MT }ÞË¢ $$<óŠ |ŸqT\T #ûdyÞø—¢ –+{²sÁT ¿£<‘! sÈjáT«

G
sÃ&ƒT¢ }&ƒe&ƒ+, ¿±\Te\T Xø—çuó+„ #ûjTá &ƒ+ e+{ì |ŸqT\T #ûkÍï&Tƒ .
}]ýË sÁ¿£s¿Á ±\ |ŸqT\T #ûdyÞø—¢ ‚+¿± meÂsesÁT –+{²sÁT?N
LA
yÞø—¢ € |ŸqT\T #ûjTá ¿£bþÔû @eTòÔáT+~?
All work’s are equally important. The work that involves skill to get income
is called 'Profession.' We need all professions for the development of our society.
TE

Therefore, we should respect all professions.

n“•|ŸqT\Ö eTTK«yîTq® yû. €<‘jáT+¿ÃdŸ+ HîÕ|ŸÚD«+Ôà #ûd |ŸqT\qT »eÔáT\ï Tµ n+{²sÁT.
n“• eÔáT\ï yÞø—¢ ç>±eT n_óe~Æ¿ì nedŸs+Á . n+<ŠT¿¹ n“• eÔáT\ï yÞø¢qÖ >šsÁ$+#*.
T
ER

Working Children / |Ÿ“#ûd |¾\¢\T

This is Kamala. She loves going to school. But now,
SC

she is not going to school and she looks after her younger
sister at home. Kamala's father is a farmer and her mother
a labourer. She stays at home all the day doing the
household work. Whenever she finds spare time, she takes
out her books and reads. She feels like going to school
whenever she looks at the other children who go.
‡yîT ¿£eT\. ¿£eT\Å£” ‹&¿ì yîÞø¢&ƒ+ #ý² ‚wŸ¼+. ¿±“ ‚|Ÿð&ƒT
‹&¿ì yîÞø¢&ƒ+ ýñ<ŠT. ‚+{ì<Š>·ZsÁ #îýÉ¢*• mÔáTï¿=“ €&dŸTï+~. ¿£eT\yÞø¢
22
Hq• bõý²“¿ì, neTˆ Å£L*|Ÿ“¿ì yîÞ²ïsÁT. ¿£eT\ ‚+{ì|Ÿ“ #ûdŸÖï sÃÈ+Ԑ ‚+{ì <Š>·Z¹s –+³T+~.
m|Ÿð&îÕH U²° dŸeTjáT+ <=]¿ìÔû Ôáq |ŸÚdŸï¿±\qT rd¾ #á<ŠTeÚÅ£”+³T+~. ‹&¿ì bþjûT |¾\¢*•
#áÖd¾q|Ÿð&ƒý²¢ ¿£eT\Å£” ‹&¿ì yîÞ²ß\“|¾dŸTï+~.
What is the loss when children go to work leaving the school?
|¾\¢\T ‹&¿ì yîÞø¢Å£”+&† |Ÿ“¿ì yîÞø¢&ƒ+e\¢ ¿£*¹> qwŸ¼+ @$T{ì?
What should we do when we find children who do not go to school?

‹&¿ì yîÞø¢“ |¾\¢\T ¿£“|¾dï eTq+ @+ #ûjáÖ*?

A
AN
Education is children’s right. So, all children should go to school every
day. Parents should enroll their children in schools.

Ôá*¢<+Š ç&ƒT\T |¾\¢\qT ‹&ýË #û]Î+#*. #á<ŠTeÚ¿Ãe&ƒ+ |¾\¢\ VŸ²Å£”Ø. ¿±‹{ì¼ |¾\¢\+<ŠsÁÖ

G
sÃp ‹&¿ì yîÞ²¢*.
Key words / N
¿¡\¿£ |Ÿ<‘\T
LA
1. Work done at home / ‚+{Ë¢ |ŸqT\T 6. Work done couectively / ¿£*d¾#ûd |ŸqT\T
2. Work done outside / ‹jáT{ì|qŸ T\T 7. Child cabour / |Ÿ“#ûd |¾\¢\T
TE

3. Income / €<‘jáT+
4. Helping each other / dŸVŸ²¿±sÁ+ 8. All children should go to school /
5. Protessions / eÔáT\
ï T |¾\¢\+<ŠsÁÖ ‹&¿ì yîÞ²¢*
T

eTq+ HûsÁTÌÅ£”q•$
ER

What have we learnt /

 The members of a family do different kinds of work in and outside

SC

the house.
‚+{Ë¢ yÞø¢+Ԑ ‚+{Ë¢, ‹jáT³ sÁ¿£s¿Á ±\ |ŸqT\T #ûkÍïsÁT.
 The members of a family should work together.
Å£”³T+‹+ý˓ e«Å£”ï\+<ŠsÁÖ ¿£\d¾yîT\d¾ |ŸqT\T #ûdŸT¿Ãy*.
 The family gets income by the different kinds of work done by the
elders.
™|<ŠÝ\T ‹jáT³ #ûd |ŸqT\e\¢ Å£”³T+u²“¿ì €<‘jáT+ edŸTï+~.
 Children should help the elders in the house hold work.
‚+{ì|ŸqTýË¢ |¾\¢\T ™|<ŠÝ\Å£” dŸVŸäjáT+ #ûjáÖ*.

23
  All professions should be respected.
n“• eÔáT\ï yÞø¢qÖ >šsÁ$+#*.
 Villages have people doing different kinds of work.
ç>±eT+ýË sÁ¿£s¿Á ±\ eÔáT\ï yÞø—¢ –+{²sÁT.
DO THIS / ‚$ #ûjáT+&
Conceptual Understanding / $wŸjáÖe>±VŸ²q

A
1. Why do elders of the family work?

AN
Å£”³T+‹+ý˓ ™|<ŠÝ\T m+<ŠTÅ£” |ŸqT\T #ûkÍïsÁT?

G
2. Write two examples of the work done by the members of a family working
together.
N
Å£”³T+‹+ý˓ yÞø—¢ ¿£*d¾ #ûd |ŸqT\Å£” Âs+&ƒT –<‘VŸ²sÁD\T sjáT+&.
LA
3. Encircle the occupation which gives income to people.

¿ì+~ |ŸqT\ýË €<‘já֓•#ûÌy{ì¿ì » µ #áT³¼+&.

TE

Cooking Weaving baskets Sweeping house

e+&ƒ&ƒ+ ‹T³¼\T n\¢&+ƒ ‚\T¢ }&ƒÌ&ƒ+

T

Making pots Washing clothes Teaching

ER

Å£”+&ƒ\T #ûjTá &ƒ+ ‹³¼\T –Ôá¿£&ƒ+ #á<ŠTeÚ #î|ŸÎ&ƒ+

Cleaning dishes Selling fruits Doing agricultural work
SC

bÍçÔá\T ¿£&ƒ>·&ƒ+ |Ÿ+&ƒT¢ neTˆ&ƒ+ bõ\+|Ÿ“ #ûjTá &ƒ+

Playing games Studying Stitching clothes

€³\T €&ƒ&ƒ+ #á<TŠ eÚ¿Ãe&ƒ+ ‹³¼\T Å£”³¼&ƒ+

Bathing Having meals Selling milk

k͕q+ #ûjáT&ƒ+ uóËÈq+#ûjTá &ƒ+ bÍ\T neTˆ&ƒ+

24
4. What are the different types of work done by the people in your village ?
MT }]ýË @jûT |ŸqT\T #ûd yÞø—H¢ •sÁT?
5. Observe the pictures given below. What kind of professions are is being
shown. What would happen if they are not there?
¿ì+~ ºçԐ\T #áÖ&ƒ+&. MÞø—¢ @ jûT |ŸqT\T #ûdŸTHï •sÁT? MÞø—¢ ýñŔ£ +fñ @eTòÔáT+~?

A
AN
G
N
LA
Draw and Colour the pictures
u¤eTˆ\T ^d¾ sÁ+>·T\T yûjáT+&.
TE

1. Draw the pictures given below. Colour them. Talk about them.
1. ¿ì+~ u¤eTˆ\T y{ì |Ÿ¿Ø£ q ‚eNj&q U²°\ u²¿ùà\ýË ^jáT+&, sÁ+>·T\T yûjTá +&. y{ì“
>·T]+º $e]+#á+&.
T
ER
SC

25
 A
Information Skills - Project work / dŸeÖ#sÁ HîÕ|ŸÚD²«\T ` çbÍCÉÅ£”¼ |Ÿ“

AN
1. Collect the particulars of people doing different kinds of work. Talk about
them. Collect their pictures and prepare your own Album. Exhibit it in the
class.

G
sÁ¿s£ ¿Á ±\ |ŸqT\T #ûdyÞø¢ $es\T d¿£]+#á+&. yÞø¢ >·T]+º eÖ{²¢&+ƒ &. u¤eTˆ\T d¿£]+º
€\ÒyŽT ÔájáÖsÁT #ûjTá +&. ÔásÁ>·ÜýË ç|Ÿ<Š]ô+#á+&.
N
2. Collect the names of the children, who do not go to school in your area and
LA
give the reason for it.
MT çbÍ+Ôá+ýË ‹&¿ì yîÞø¢“ |¾\¢\ |sÁT¢ Ôî*|¾, ysÁT ‹&¿ì m+<ŠTÅ£” yîÞø¢&ƒ+ ýñ<à Ôî\|Ÿ+&.
TE

3. Collect the particulars of work done by the parents of your friends. Fill in
the table.
MT $TçÔáT\qT n&Ð yÞø¢ neTˆ, Hq• @jûT eÔáTï\T #ûdŸTïH•sà $es\T d¿£]+#á+&.
T

|Ÿ{켿£ýË sjáT+&.
ER

Sl.No. Name of the friend Father’sProfession Mother’sProfession

ç¿£.dŸ+K«. $TçÔáT\ |sÁT Ôá*¢ eÜï|sÁT Ôá+ç& eÜï|sÁT
SC

1.
2.
3.
4.
5.
6.

26
 4. Which of your family members do the following tick at proper places.
MT ‚+{Ë¢ ‡ ¿ì+~ |ŸqT\T meÂsesÁT ¿£\d¾ #ûkÍïsà »Pµ #ûjáT+&
Name of the Work Mother Father Myself Brother Sister Grand Grand
father mother
|Ÿ“|sÁT neTˆ Hq• HûqT Ôáe­ˆ&ƒT/nq• n¿£Ø/#î*¢ ԐÔá HqeTˆ
Cleaning the house
‚\T¢ Xø—çuó„+#ûjTá &ƒ+

A
Cooking

AN
e+³#ûjáT&ƒ+
Fetching water

G
úÞø—¢ Ôûe&ƒ+
Washing clothes
‹³¼\T –Ôá¿£&ƒ+
N
LA
Agricultural works
TE

bõ\+ |ŸqT\T
Bringing vegetables
Å£LsÁ>±jáT\T Ôûe&ƒ+
T

Bringing Provisions
ER

from Shop

<ŠT¿±D+qT+º
SC

dŸsÁTÅ£”\TÔûe&ƒ+

Appreciation / ç|ŸXø+dŸ
1. There would be people in your village/city who practice different professions.
We should respect them. Say and write, what would happen if they don't
practice those professions.
MT ç>±eT+ýË $$<óŠ sÁ¿±\ eÔáT\ï T #ûdyÞø—¢ –+{²sÁT. yÞøq¢ T >šsÁ$+#*. yÞø—¢ € eÔáT\ï T
#ûjTá ¿£bþÔû @+ ÈsÁT>·TÔáT+<à #î|ŸÎ+&. sjáT+&.

27
 Ask a Question / ç|Ÿ¥•+#á&ƒ+

1. Sivaiah visited the blacksmith and potter of his village and enquired about
their professions. Listout the questions he wants to ask during his enquiry.

¥ejáT« yÞø¢ }sⓠ¿£eTˆ], Å£”eTˆ] eÔáT\ï T #ûdy] <Š>]·Z ¿ì yîÞ²¢&Tƒ . yÞø—¢ #ûd |ŸqT\
>·T]+º ç|ŸX•ø \T n&>±&ƒT. ¥ejáT« y]“ @jûT ç|ŸX•ø \T n&Ð –+{²&à sjáT+&.

A
I can do this Hû“$ #ûjáT>·\qT

AN
1. I can explain the need for working together by the

G
family members. Yes/No

N
Å£”³T+‹+ý˓ e«Å£”ï\T ¿£*d¾yîT\d¾ |Ÿ“#ûjáTe\d¾q €eXø«¿£ÔáqT $e]+#á>·\qT. WqT / ¿±<ŠT
LA
2 I can prepare a table and explain the types of work done
jointly and individually in a family. Yes/No
TE

Å£”³T+‹+ýË ¿£*d¾ #ûd |ŸqTýñyÃ, e«¿ìï>·Ô+á >± #ûd |ŸqTýñyà |Ÿ{켿£

€<ó‘sÁ+>± $e]+#á>\· qT. WqT / ¿±<ŠT
3. I can write the professions of the parents of my friends Yes/No
T

in a table.
ER

eÖ $TçÔáT\ neֈHq•\T @ @ eÔáT\ï T #ûdŸTHï •sà |Ÿ{켿ý£ Ë sjáT>·\qT. WqT / ¿±<ŠT

4. I understand taht all childrens must go to school Yes/No
SC

|Ÿ“#ûd |¾\¢\T ¿£“Νdï ‹&ýË #ûsÁeT“ #îbÍïqT. WqT/ ¿±<ŠT

5. I can draw the pictures of some of the tools used for working. Yes/No

¿=“• |Ÿ“eTT³¢ / edŸTïeÚ\ u¤eTˆ\T ^jáT>·\qT. WqT/ ¿±<ŠT

6. I can meet and question the people about their professions. Yes/No

$$<óŠ eÔáT\ï T #ûd y]“ ¿£*d¾ yÞø¢ |ŸqT\qT >·T]+º ç|Ÿ¥•+#á>\· qT. WqT / ¿±<ŠT

28
 3. LET US PLAY €&ƒTÅ£”+<‘+!
Mastan, Rahim, Latha, Kamala, Johny and Giri went to the
play ground. Many children were there. They were playing dif-
ferent games. Shall we see what games are they playing?
eTkÍïHŽ, sÁVÓ²+, \Ôá, ¿£eT\, C²“, Ð] €³ý²&ƒ&†“¿ì yîT®<‘H“¿ì yîÞ²¢sÁT.
n¿£Ø&ƒ ‚+¿± #ý²eT+~ |¾\¢\T –H•sÁT. yÞø¢+Ԑ sÁ¿£s¿Á ±\ €³\T €&ƒTÔáTH•sÁT. ysÁT @jûT
€³\T €&ƒTÔáTH•sà #áÖ<‘ÝeÖ!

A
AN
G
N
LA
TE
T
ER
SC

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  Write the names of the games being played by the children in the
picture above.
 ™|Õ ºçÔá+ýË |¾\¢\T @jûT €³\T €&ƒTÔáTH•sÁT?
 Do you also play the same games? Write the names of any other
games you play.
 MTsÁÖ ‡ €³ýñ €&ƒÔs? MTsÁT @jûT €³\T €&ƒÔsÁT?
 Everybody loves to play games. Why should we play games?

A
 €³\+fñ me]¿HÕ  #ý² ‚wŸ¼+ ¿£<‘! eT] €³\T m+<ŠTÅ£” €&†*?

AN
Types of games

G
€³\T ` sÁ¿±\T
N
Giri played many games with his sisters at home on Sunday. Mastan played
LA
many games with his friends in the play ground.
€~ysÁ+H&ƒT Ð] ‚+{Ë¢Hû yÞø¢ n¿£ØÔÃ, #î*¢Ôà sÁ¿£sÁ¿±\ €³\T €&†&ƒT. eTkÍïHŽ Ôáq
d•V¾²ÔáT\Ôà ¿£*d¾ €³dŸœ\+ýË sÁ¿£s¿Á ±\ €³\T €&†&ƒT.
TE

What games Giri might have played at home? What games Mastan might
have played in the play ground? Discuss in groups and fill in the table.
T

Ð] @jûT €³\T ‚+{Ë¢ €& –+&ƒe#áTÌ? eTkÍïHŽ @jûT €³\T €³dŸœ\+ýË €& –+&ƒe#áTÌ?
ER

ȳ¢ýË #á]Ì+º ¿ì+~ |Ÿ{켿£ýË sjáT+&.

Games played at home Games played /in the ground

SC

‚+{ìýË €&ƒTÅ£”Hû €³\T €³ dŸœ\+ýË / €sÁT‹jáT³ €&ƒTÅ£”Hû €³\T

30
You have prepared the table of games played in the house and on the play
ground. Did your parents and grandparents play the same games during their
childhood? What games did they play? Find out and write.
‚+{Ë¢ €&ƒTÅ£”Hû €³\T, €sÁT‹jáT³ €&ƒTÅ£”Hû €³\ |Ÿ{켿£ ÔájÖá sÁT #ûXæsÁT ¿£<‘! eT] MT
neTˆ, Hq•, HqeTˆ, ԐÔájTá «\T yÞø¢ ºq•Ôáq+ýË ‚yû €³\T €&ûys? yÞø—¢ €&q €³\T @$?
Ôî\TdŸT¿=“ sjáT+&.
Games you play at present Games played by grandparents/
parents in their childhood

A
MTsÁT ç|ŸdŸTïÔ+á €&û €³\T ԐÔájTá «, HqeTˆ\T ºq•Ôáq+ýË €&q €³\T

AN
G

N
From among the games played by your parents and grandparents during
LA
their childhood, which games do you play now and which you don't?
 MT ԐÔájTá «, neTˆ, Hq•\T y] ºq•Ôáq+ýË €&q €³ýË¢ ‚|Ÿð&ƒT MTsÁT Å£L&† €&ƒTÔáTq•
TE

€³\T @$? MTsÁT €&ƒ“ €³ýñ$?

Observe the pictures given below. List out the sports materials required to
play these games. Where do we play them? The house or in the ground? Fill in
the table.
T

¿ì+~ ºçԐ\qT #áÖ&ƒ+&. M{ì“ €&ƒ&†“¿ì @jûT €³edŸTeï Ú\T nedŸsÁeTeÚԐjîÖ sjáT+&.
ER

n{²¢¹> y{ì“ m¿£Ø&ƒ €&ƒÔsÁT? ‚+{Ë¢H? €sÁT‹jáT{²? ¿ì+~ |Ÿ{켿£ýË sjáT+&.

Where the
SC

Games Material required

game is played
€³\T €³ edŸTeï Ú\T
m¿£Ø&ƒ €&ƒÔsÁT

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 A
AN
G
N
LA
TE
T
ER
SC

Different types of games (sÁ¿£sÁ¿±\ €³\T)

You play different games. Of those some are played by a single
person and some are played in groups. Some games require more
number of players. Discuss in groups and write down the details of these games
in the table below.
MTsÁT sÁ¿£s¿Á ±\ €³\T €&ƒTÔáT+{²sÁT ¿£<‘! M{ìýË ¿=“•+{ì“ ÿ¿£Ø¹s €&ƒTÔáT+{²sÁT. eT]¿=“•
€³\qT ÔÃ{ìy]Ôà ¿£*d¾ €&ƒTԐsÁT. ‚+¿± ¿=“• €³\qT mÅ£”ØeeT+~ ¿£*d¾ €&ƒTԐsÁT. ‚ý²+{ì
€³\ $es\T ȳ¢ýË #á]Ì+º ¿ì+~ |Ÿ{켿ý£ Ë sjáT+&.
32
 Games played Games played Games played
Individually in pairs in groups
ÿ¿£Ø¹s ‚<ŠÝsÁT ¿£*d¾ €&û mÅ£”ØeeT+~
€&û €³\T €³\T ¿£*d¾ €&û €³\T

A
AN
G
Sports equipment / Games material
€³edŸTïeÚ\T N
LA
Nikhil, Swetha, Salma, Mary, Sankalp and Ajit went
to play cricket in the evening. They took bat, ball and
TE

wickets along with them. We need material to play cer-

tain games. Some games do not require any material.
For example "hide and seek" doesn't require any mate-
rial.
T

XâÇÔá, “ÏýÙ, dŸý²ˆ, n›ÔY, yûT¯, dŸ+¿£ýÙÎ, eTTsÁ[\T kÍjáT+çÔá+

ER

ç¿ì¿{Ù €&ƒT¿Ã&†“¿ì yîÞ²¢sTÁ . ‚+<ŠT¿ÃdŸ+ u²«³T, ‹+Ü, $¿³¢qT ÔáeT

yî+³ rdŸT¿=“ yîÞ²¢sTÁ . ‚ý² MTsÁT €&ƒTÅ£”Hû ¿=“• €³\Å£” €³edŸTeï Ú\T ¿±y* ¿£<‘? ný²¹> ¿=“•
SC

€³\T €&ƒ&†“¿ì €³edŸTeï Ú\ nedŸs+Á ýñ<ŠT. <‘>·T&ƒTe¶Ôá\T €&ƒ&†“¿ì mý²+{ì €³edŸTeï Ú\T
nedŸs+Á ýñ<ŠT.
Fill in the table with the names of the games which require or do not require
games material.

‚ý² €³edŸTeï Ú\T nedŸs+Á ýñ“ €³\T @$? €³edŸTeï Ú\T nedŸsÁ+ –q• €³\T @$?
|Ÿ{켿£ýË sjáT+&.

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 Games which do not require material Games which require material

€³edŸTeï Ú\T nedŸs+Á ýñ“ €³\T €³edŸTeï Ú\T nedŸsÁ+ –q• €³\T

A
AN
Games - Rules
MTÅ£” Ôî\TkÍ?
€³\T ` “jáTeÖ\T

G
Ramu, Johny, Gopi, Sreenu, Murali, Sridhar,
Mumtaz, Peter, Jabbar and Mastan were playing
kabaddi. Disputes arose during the play. They
argued over the faults committed. Murali, Johny,
N
LA
Mastan left the game and went home saying they
won't play.
TE

se­, C²“, >Ã|¾, eTT+ԐCÙ, lqT, e­sÁ[, çXø<,Ɗ |Ó³sY,

ȋÒsY, eTkÍïHŽ ¿£‹&ž¦ €&ƒTÔáTH•sÁT. €³ eT<óŠ«ýË n+<ŠsÁÖ ¿=“• €³\qT È+ÔáTeÚ\ dŸVäŸ jáT+ÔÃ
>=&ƒe|Ÿ&†¦sTÁ . €³ýË #ûdq¾ Ôá|Ÿð\MT<Š >=&ƒe È]Ð+~. €³ €&ƒÔsÁT. bþýË €³ýË €³>±Þø—¢
€Ðbþs­+~. e­sÁ[, C²“, eTkÍïHŽ €³ €&ƒeT“ ‚+{ì¿ì >·Tçs\™|Õ kÍǯ#ûdŸÖï ‹+ܓ eTýÉ¢{Ù
T

yî[¢bþjáÖsÁT.
nHû ¿£çsÁÔà ¿=&ƒTÔáÖ €&ƒÔsÁT.
ER

Now think ! and say :

€ý˺+º #î|ŸÎ+&.
SC

 Why did the children stop playing the game?

l |¾\¢\T €³qT eT<óŠ«ýË m+<ŠTÅ£” €|XæsÁT?
 What should be done to avoid disputes during the game? Think ..
l €³ýË¢ >=&ƒe\T ýñŔ£ +&† –+&†\+fñ @+ #ûjÖá *? €ý˺+#á+&.
All games have rules. We should play games according to the rules. As
we have rules on the playground, we have rules to keep our body safe. These
are called personal body safety rules. Rules shouldn't be ignored. Games should

34
be played without keeping in mind victory or defeat. Playing
games every day improves health and friendship.

@ €³Â¿HÕ  “jáTeÖ\T –+{²s­. “jáTeÖ\ yûTsÁ¹¿

€³\T €&†*. €³\T €&û ³ |Ÿ ð &ƒ T “já T eÖ\qT
nÜç¿£$T+#ás<ŠT. €³\ýË ÿ¿£sÁT Â>*dï eTs=¿£sÁT z&bþԐsÁT.
Â>\T|ŸÚ z³eTT\qT dŸeÖq+>± dÓÇ¿£]+#*. eTq+ ç|ŸÜsÃp
Ôá|ŸÎ¿£ €³\T €&†*. €³ý²&Ôû €sÃ>·«+>± –+{²+. d•V¾²ÔáT\T

A
™|sÁT>·TԐsÁT. €³\ýË “jáTeÖ\ýË eÖ~]>±Hû e«¿ì>ï Ô· á Xø¯sÁ uóç„ <ŠÔÅá ”£

AN
Å£L&† ¿=“• “jáTeÖ\T –H•sTT. M{ì“ e«¿ìï>·Ôá Xø¯sÁ uó„ç<ŠÔ
“jáTeÖ\T>± |¾\TkÍïeTT.
Games competitions were conducted for all the children on the occasion

G
of Children's Day i.e. 14th November. Gopi ran faster than others and won the
first prize in the running race. The children and the teachers appreciated Gopi.
N
qe+‹sY 14, u²\\ ~HÃÔáàe+ dŸ+<ŠsÁÒÛ+>± |¾\¢\+<Š]¿¡ €³\ bþ{¡\T ™|{²¼sÁT.
LA
|ŸsÁT>·T|Ÿ+<î+ýË >Ã|¾ n+<Š]¿£H• yû>+· >± |ŸsÁT> Üï yî­<Š{ì ‹VŸQeTÜ bõ+<‘&ƒT. bÍsÄÁXæ\ý˓
|¾\¢\T, –bÍ<ó‘«já­\T >Ã|¾“ n_óq+~+#sÁT.
TE

 When did you appreciate the children in your school who played well?
 MT bÍsÄÁXæ\ýË u²>± €³\T €&ûyÞø¢qT m|Ÿð&î|Ÿð&ƒT n_óq+~+#sÁT?
 How do you appreciate the winning team?
 €³\ýË Â>*ºq ȳT¼qT @eT“ n_óq+~kÍïsÁT?
T
ER

Key words / ¿¡\¿£|Ÿ<‘\T

1. Types of games (sÁ¿£sÁ¿±\ €³\T)
2. Games played in the house (‚+{Ë¢ €&ƒTÅ£”Hû €³\T)
SC

3. Games played on the ground (‹jáT³ €&ƒTÅ£”Hû €³\T)

4. Games material (€³edŸTïeÚ\T)
5. Rules of games ( “jáTeÖ\T)
6. Polo game (bþýË €³)
7. Rules cannot be ignored8. (“jáTeÖ\qT nÜç¿£$T+#ás<ŠT)
9. Victory and defeat (Â>\T|ŸÚ ` z³$T)
10. Games competitions (€³\ bþ{¡\T)
11. Qualities of players (€³>±Þø¢ \¿£ŒD+)
12. Appreciate (n_óq+~kÍïsÁT)

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 What have we learnt? / eTq+ HûsÁTÌÅ£”q•$
 When we play games we feel happy, and it also improves our health and
strengthens friendship.
 €³\T €&ƒ&+ƒ e\¢ €sÃ>·«+>± –+{²sÁT. €q+<Š+ ¿£\T>·TÔáT+~. d•VŸ²+ ™|sÁT>·TÔáT+~.
 There are different types of games - Games played individually, in pairs
in groups, indoor games and outdoor games.
 €³\T mHÕ sÁ¿±\T ` ÿ¿£Ø¹s €&û$, ȳT¢>± €&û$Ñ ‚+{Ë¢ €&û$, ‹jáT³ €&û$.

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 Over a period of time many changes have come in the kind of games

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being played. Now a days many new games are played.
 ÿ¿£|ŸÎ{ì¿,¡ Hû{ì¿¡ €³\ýË mHÕ eÖsÁTÎ\T e#ÌsTT. Hû&Tƒ nHû¿£ ¿=Ôáï €³\T e#ÌsTT.
 Certain games require games material and the others do not.

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 ¿=“• €³\T €&ƒ&†“¿ì €³edŸTïeÚ\T nedŸsÁ+. ¿=“•{ì¿ì nedŸsÁ+ ýñ<ŠT.
 We should accept victory and defeat equally.
 €³\ýË > \T|ŸÚ`z³eTT\qT dŸeÖq+>± rdŸT¿Ãy*.
N
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 Games should be played according to rules and also taking care of per-
sonal body safety rules.
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 €³\T “jáTeÖ\ ç|Ÿ¿±sÁ+ €&†*. ný²¹> e«¿ì>ï Ô· á Xø¯sÁ uóç„ <ŠÔá “jáTeÖ\T Å£L&† bÍ{ì+#*.

DO THIS ‚$ #ûjáT+&
T
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Conceptual Understanding
$wŸjáÖe>±VŸ²q
1. Why should we play games?
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€³\T m+<ŠTÅ£” €&†*?

2. Name some games which are played with a ball.
‹+ÜÔà €&û ¿=“• €³\ |sÁT¢ sjáT+&.
3. Say and write the differences between the Kho-Kho and Cricket.
UËUË €³¿ì, ç¿ì¿{Ù €³¿ì eT<óŠ«>·\ uóñ<‘\qT #î|ŸÎ+&. sjáT+&.
4. Which games do you play at home? When do you play them?
MTsÁT ‚+{Ë¢ €&û €³\T @$? y{ì“ m|Ÿð&î|Ÿð&ƒT €&ƒÔsÁT?
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 5. Which games do you play on the play ground? When do you play them?

MTsÁT €³dŸœ\+ýË €&ƒT¿=Hû €³\T @$? M{ì“ m|Ÿð&î|Ÿð&ƒT €&ƒÔsÁT?

6. Why do we play the games like Cricket and Kho-Kho as outdoor game?

ç¿ì¿{Ù, UËUË e+{ì €³\qT €sÁT‹jáT³ €&ƒÔ+. m+<ŠTÅ£”?

7. What do you mean by personal body safety rules?

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e«¿ìï>·Ôá Xø¯sÁ uó„ç<ŠÔá “jáTeÖ\T n“ yû{ì“ n+{²sÁT?

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Information Skills - Project work

dŸeÖ#sÁ HîÕ|ŸÚD²«\T ` çbÍCÉÅ£”¼ |Ÿ“

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1. Ask your friends about the games they like? Fill in the table with the
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details.

MT ÔásÁ>Ü· ý˓ $TçÔáT\Å£” @jûT €³\T ‚wŸ¼yÖî n&ƒ>+· &. y{ì $es\T |Ÿ{켿ý£ Ë sjáT+&.
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Sl.No. Friends Name Games liked

$TçÔáT“ |sÁT ‚wŸ¼yîT®q €³\T

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1.
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2.
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3.
4.

Which games are liked by most of your friends?

mÅ£”ØeeT+~ ‚wŸ¼|Ÿ&û €³\T @$?

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2. Collect the pictures of different games from news papers. Paste them in a
scrap book. Name them. Write down what material is required to play those
games.

$$<óŠ sÁ¿±\ €³\Å£” dŸ+‹+~ó+ºq ºçԐ\qT ~q|ŸçÜ¿£\qT+º d¿£]+#á+&. çkÍØ|t |ŸÚdŸ¿ï +£ ýË

nÜ¿ì+#á+&. y{ì |sÁT¢ sjáT+&. n$ €&ƒ&†“¿ì @jûT €³edŸTeï Ú\T ¿±yýË |sÁT¢ sjáT+&.
Draw and Colour the pictures

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u¤eTˆ\T ^jáT+&. sÁ+>·T\T yûjáT+&.

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1. Draw and colour the pictures given below in your Note book.
¿ì+~ u¤eTˆ\qT MT HóT |ŸÚdŸï¿+£ ýË ^jáT+&. sÁ+>·T\T yûjáT+&.

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 Appreciation
ç|ŸXø+dŸ
1. Who plays games well in your school? How do you appreciate them when

they play well?

MT ‹&ýË €³\T u²>± €&ûyÞø—¢ mesÁT? ysÁT m|Ÿð&îÕH Â>*ºq|Ÿð&ƒT MTsÁT @eT“

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n_óq+~kÍïsÁT?

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2. What should we learn from the winners of the game? What can be learnt

from the losers of the game?

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€³ýË¢ > \Tbõ+~qyÞø¢qT #áÖd¾ eTq+ @+ HûsÁTÌ¿Ãy*? n{²¢¹> z&q yÞø¢qT #áÖd¾ Å£L&†
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eTq+ @+ HûsTÁ Ì¿Ãe#áTÌ?

Ask a Question
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ç|Ÿ¥•+#á&ƒ+
T

1. Children were playing Kabaddi in the play ground. Disputes arose during
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the play. Teacher came just then. What might the teacher have asked them?

What might the children have replied? If you were there, what questions
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would you have asked?

|¾\¢\T €³dŸœ\+ýË ¿£‹&ž¦ (#î&Tƒ >·T&ƒT) €&ƒTÔáTH•sÁT. ‚+ÔáýË yÞø¢ eT<óŠ« >=&ƒe yîTT<ŠýÉÕ+~.
‚+ÔáýË n¿£Ø&¿ì –bÍ<ó‘«jáTT&ƒT e#Ì&ƒT. €jáTq yÞø¢qT @+ n&Ð –+&ƒe#áTÌ? |¾\¢\T @+
dŸeÖ<ó‘q+ #î|¾Î –+{²sÁT. MTÂsÕÔû @ ç|ŸXø•\T n&ƒT>·TԐsÁT?

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 I can do this Hû“$ #ûjáT>·\qT
1. I can explain about different games. Yes/No

$$<óŠ sÁ¿±\ €³\qT >·T]+º $e]+#á>\· qT. WqT / ¿±<ŠT

2. I can classify the games played indoor and outdoor. Yes/No

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‚+{Ë¢ €&û €³\T, €sÁT‹jáT³ €&ƒT¿=Hû €³ýñyà #î|ŸÎ>·\qT. WqT / ¿±<ŠT

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3. I can collect and tabulate the particulars of the games liked
by people. Yes/No

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me]¿ì @ @ €³\T ‚wŸ¼yîÖ $es\T d¿£]+#á>·\qT. |Ÿ{켿£ýË sjáT>·\qT. WqT / ¿±<ŠT
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4. I can draw the pictures of materials used to play games. Yes/No
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€³edŸTeï Ú\ ºçԐ\T ^jáT>·\qT. WqT / ¿±<ŠT
5. I can ask questions about the games. Yes/No
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€³\qT >·T]+º ç|ŸX•ø \T n&ƒ>·>\· qT. WqT / ¿±<ŠT

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40
 4. SHELTERS OF ANIMALS
È+ÔáTeÚ\T ` y{ì “ykÍ\T
It was Sunday. Mahesh, Kamala, Latha, Salim and David went
to a garden. Mahesh's agricultural fields were just beside the
garden. They saw various animals and birds in the garden and
fields. Look at the picture given below: Say, what they saw?

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€sÃE €~ysÁ+. eTV²XÙ, ¿£eT\, \Ôá, dŸ©+, &û$&Ž Ôóţ” yîÞ²¢sÁT. Ôó |Ÿ¿Ø£ Hû eTV²XÙ yÞø¢

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bõý²\TH•s­. ÔóýË, bõý²ýË¢ yÞø¢Å”£ sÁ¿£s¿Á ±\ È+ÔáTeÚ\T, |ŸÅ”£Œ \T ¿£“Î+#s­. ¿ì+~ u¤eTˆqT
#áÖ&ƒ+&. yÞø—¢ @yûT$T #áÖXæsà #î|ŸÎ+&.

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N
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 Name the animals and birds in the picture?

™|Õ ºçÔá+ýË @ @ È+ÔáTeÚ\T, |ŸÅ”£Œ \T –H•sTT?
 Write down the names of other animals and birds that are seen in your
surroundings.
MT #áT³T¼|¿Ÿ Ø£ \ MTsÁT @ @ È+ÔáTeÚ\qT, |ŸÅ”Œ£ \qT #áÖXæsÁT?

41
 Children played in the garden till noon. Some glowup people hill catching
fishes there. Mahesh went to nearby pond to see the fishermen fishing. Different
types of animals were seen in and around the pond. He called out to his friends
and asked them to see the animals present in the water. Say, what animals they
might have seen in the water?
ÔóýË n+<ŠsÁÖ eT<ó‘«VŸ²•+ esÁÅ£” €&ƒTÅ£”H•sÁT. n¿£Ø&ƒ #ý² eT+~ ™|<ŠyÝ Þø—¢ #û|Ÿ\T |Ÿ&ƒTÔáTH•sÁT.
eTV²XÙ #û|Ÿ\T |Ÿ³¼&+ƒ #áÖ&ƒ&†“¿ì #îsTÁ eÚ <Š>·ZsÁŔ£ yîÞ²¢&Tƒ . #îsÁTeÚýË, #îsÁTeÚ >·³T¼MT<Š Å£L&†

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sÁ¿£sÁ¿±\ È+ÔáTeÚ\T ¿£“|¾+#s­. yî+³Hû d•V¾²ÔáT\+<Š]ú #îsÁTeÚ <Š>·ZsÁÅ£” sÁeTˆ“ |¾*#&ƒT.

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úÞø¢ý˓ È+ÔáTeÚ\qT #áÖ&ƒeTH•&ƒT. yÞø—¢ ú{ìýË @jûT È+ÔáTeÚ\T #áÖd¾ –+{²sà #î|ŸÎ+&.
Look at the picture given below. Name the animals seen Where
do they live?

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¿ì+~ ºçÔá+ #áÖ&ƒ+&. @yûT$T ¿£“|¾dŸTHï •sTT? n$ m¿£Ø&ƒ –+{²jîÖ #î|ŸÎ+&
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Fish live in water. Some snakes live in water and some on land. But, frogs,
tortoises, crocodiles and crabs live both in water and on land.
Animals live in different places. Some live on trees, some in water and
some on land. Some make holes and burrows in the ground and live in them.

42
#û|Ÿ\T ú{ìýËHû –+{²sTT. ¿=“• sÁ¿±\ bÍeTT\T ú{ìýË –+{²sTTÑ eT]¿=“• Hû\MT<Š –+{²sTT.
n{²¢¹> ¿£|ŸÎ\T, ԐuñÞø—,¢ yîTTdŸÞø—,¢ m+ç&ƒ¿±jáT\T e+{ì$ ú{ìýËqÖ, Hû\MT<‘ Å£L&† –+{²sTT.
È+ÔáTeÚ\T yûsÁTyûsÁT dŸœý²ýË¢ “ed¾kÍïs­. ¿=“• #î³¢MT<Š, ¿=“• úÞø¢ýËqT, ¿=“• Hû\™|Õq,
eT]¿=“• Hû\ ýË|Ÿ\ u¤]jáT\T #ûdTŸ Å£”“ “ed¾kÍïs­.
Look at the pictures given below : (¿ì+~ ºçԐ\T #áÖ&ƒ+&.)

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Where do the animals in the above pictures live?
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@jûT È+ÔáTeÚ\T m¿£Ø&î¿Ø£ &ƒ “ed¾kÍïjÖî #î|ŸÎ+&. sjáT+&.
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Name of the animal Shelter
È+ÔáTeÚ |sÁT “ydŸ+
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.................................... ....................................
.................................... ....................................
.................................... ....................................
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Some animals live in our houses. Observe the pictures given below. Colour
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the animals which live in our houses. The animals which are domesticated
are called "Pet animals".
¿=“• È+ÔáTeÚ\T eTq ‚Þø¢ýË Å£L&† “ed¾kÍïs­. ¿ì+~ ºçÔá+ #áÖ&ƒ+&. ‚Þø¢ýË –+&û È+ÔáTeÚ\ u¤eTˆ\Å£”
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sÁ+>·T\T yûjTá +&. ‚Þøý¢ Ë ™|+#áTÅ£”Hû È+ÔáTeÚ\qT »»™|+|ŸÚ&ƒT È+ÔáTeÚ\Tµµ n+{²sÁT.

43
 A
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Where do birds live? (|ŸÅ£Œ”\T m¿£Ø&ƒ “ed¾kÍïs­?)

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Vasu visited Ranga’s house. He saw sparrows drinking water

from a bowl hung from the roof. He felt happy when Ranga spilled grains to the
birds and they ate them quickly. “Sparrows are so lovely!” said, Vasu. Ranga
took him to the backyard.

A crow's nest was found on a tree in the backyard. Baby crows (Chicks)
were also found in the nest. Ranga felt happy looking at them.

44
sÁ+>± y[¢+{ì¿ì ydŸT e#Ì&ƒT. ‚+{ì
™|Õ¿£|ŸðÅ£” yûý²&ƒBd¾q ÐHî•ý˓ úÞø¢qT
|¾ # á T Ì¿£ \ T Ԑ>· T Ôá Ö k͕q+ #û j á T &ƒ +
#áÖXæ&ƒT. sÁ+>± >·T|¾Î{ìÔà qÖ¿£\T ÔîºÌ
#á\¢>±Hû |¾#áTÌ¿£\ú• eºÌ y* qÖ¿£\qT
>·‹>·u² Üq&ƒ+ #áÖd¾ ydŸTÅ£” #ý² €q+<Š+
¿£*Ð+~. |¾#Tá Ì¿£\ú• m+Ôá eTT<ŠT>Ý ± –H•jîÖ! nH•&ƒT ydŸT.
sÁ+>± ydŸTqT ™|sÁ{Ë¢¿ì rdŸT¿Â Þ²¢&Tƒ .

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™|sÁ { Ë¢ #î ³ T¼ ¿ =eTˆ MT<Š ¿±¿ì > · Ö &ƒ T

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¿£“|¾+º+~. n+<ŠTýË ¿±¿ì|¾\¢\T ¿£“|¾+#s­.
y{ì“ #áÖ&ƒ>±Hû €q+<Š+ ¿£*Ð+~.

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l Why do crows build their nests?
¿±Å£”\T >·ÖÞøßqT m+<ŠTÅ£” ¿£³T¼Å”£ +{²s­?
l
N
Observe, tell and write the names of some other birds
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which build nests on the trees.

‚ý² #î³¢ MT<Š >·Ö&ƒT ¿£³T¼Å”£ Hû ‚ÔásÁ |ŸÅ”£Œ \T |sÁT #î|ŸÎ+&. sjáT+&.
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You have learnt that birds build their nests on the trees. Now, observe the pictures
given below. Name the birds and tell, where they live.
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|ŸÅ£Œ”\T #î³¢MT<Š >·Ö&ƒT ¿£³T¼¿=+{²sTT ¿£<‘! ¿ì+~ u¤eTˆ\T #áÖ&ƒ+&. n$ @ |ŸÅ”£Œ ýË #î|ŸÎ+&.
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n{²¢¹> n$ m¿£Ø&ƒ –+³TH•jîÖ #î|ŸÎ+&.

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45
Name of the bird ......... Name of the bird ....... Name of the bird .......
Shelter .................... Shelter .................. Shelter ...............
|Ÿ¿ìŒ |sÁT ........................ |Ÿ¿ìŒ |sÁT ........................ |Ÿ¿Œì |sÁT ........................
“ydŸ+ .......................... “ydŸ+ .......................... “ydŸ+ .........................
Ask your elders where do different kinds of birds live.
‚yû ¿±Å£”+&† ‚+¿± ¿=“• |ŸÅ”£Œ \T m¿£Ø&ƒ “ed¾dŸT+ï {²jîÖ ™|<ŠÝy]“ n&Ð Ôî\TdŸT¿Ã+&.
Migrating birds: (e\dŸ |ŸÅ£Œ”\T)
While playing in the evening Ranga and Vasu saw a flock of

A
cranes flying in the sky. The sky looked beautiful with the birds
flying in a row. Vasu said,

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“these cranes are not
frequently seen, where do these birds
live?”. “They are seen only in monsoon”,
said Ranga.

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sÁ+>±, ydŸT kÍjáT+çÔá+ €&ƒTÅ£”+³Ö €¿±Xø+ýË
mйs ¿=+>·\ >·T+|ŸÚqT #áÖXæsÁT. neú• ÿ¹¿ esÁdýŸ Ë
€¿±Xø + ýË m>· T sÁ T Ôá T +fñ m+Ôà n+<Š + >± N
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¿£“|¾+#sTT. ‚$ n|Ÿð&ƒ|ðŸ &ƒT ¿£“|¾dTŸ +ï {²s­ ¿£<‘!
‚$ m¿£Ø&ƒ –+{²jáT“ ydŸT n&>±&ƒT. ‚$ m|Ÿð&ƒÖ
¿£“|¾+#û$ ¿±eÚ. esü¿±\+ýË ¿£“|¾kÍïsTT n“ sÁ+>±
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#îbÍÎ&ƒT.
Some birds come in search of food
and some to lay eggs. Some other birds
migrate to distant places to protect themselves from cold and heat during winter
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or summer. Such birds are called "Migratory birds".

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¿=“• |ŸÅ£Œ”\T >·T&ƒT¢™|{ì¼ |¾\¢*• bõ<Š>·&ƒ+¿ÃdŸ+, €VŸäsÁ+ ¿ÃdŸ+ ÿ¿£ çbÍ+Ôá+ qT+º eTsà çbÍ+Ԑ“¿ì
yîÞÔø s­. n{²¢>¹ eT]¿=“• |ŸÅ”Œ£ \T yûd$Ÿ ¿±\+ýËqT, #á*¿±\+ýËqT n¿£Ø& yÔesÁD²“¿ì Ôá³T¼¿Ãýñ¿£
‚ÔásÁ çbÍ+Ԑ\Å£” e\dŸbþԐsTT. ‚ý²+{ì |ŸÅ”£Œ \qT »»e\dŸ|ŸÅ£Œ”\Tµµ n+{²sÁT.
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Have you ever seen the flock of migrating birds flying in the sky? Discuss
e\dŸ|ŸÅ£Œ”\T >·T+|ŸÚ\T>± yîÞ&ø¢ †“• MTsÁT m|Ÿð&îÕH #áÖXæs? y{ì >·T]+º #á]Ì+#á+&.
How do they move? (@$ mý² yîÞøԐsTT?)
Some animals walk, some crawl, some jump and some swim.
The others fly to move from one place to another. For this, they
use their legs, wings and sometimes even their tails. Observe the picture given
below and identify the animals that can fly, crawl, jump ?

46
È+ÔáTeÚ\T eT]jáTT |ŸÅ£Œ”\T ÿ¿£ #óTqT+º eTsà #óTÅ£” yîÞø¢&†“¿ì ` ¿=“• q&ƒTdŸÖï yîÞøԐsTT,
¿=“• bÍÅ£”ÔáÖ yîÞÔø sTT, ¿=“• Â>+ÔáTÔáÖ yîÞøԐsTT, eT]¿=“• m>·TsÁTÔáÖ yîÞøԐsTT. ‚+¿± ¿=“•
‡<ŠTÔáÖ bþԐsTT. ‚+<ŠT¿ÃdŸ+ n$ y{ì ¿±Þø—,¢ s ¿£Ø\T, ÿ¿ÃØkÍ] Ôÿ£qT Å£L&† –|ŸjÖî ÐdŸT+ï {²s­.
È+ÔáTeÚ\ýË @yû$ m>·TsÁTÔáT+{²sTT? @yû$ bÍÅ£”ԐsTT? @yû$ Â>+ÔáTԐsTT? ¿ì+~ ºçÔá+ #áÖ&ƒ+&.
y{ì“ >·T]ï+#á+&.

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Let us do. (#ûd¾ #áÖ<‘ÝeÖ!)

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 Draw the picture of an animal you like the most in your note book.
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MTÅ£” qºÌq ýñ<‘ MTsÁT #áÖd¾q È+ÔáTeÚ ºçԐ“• MT HóT ‹TÅ£”ØýË ^jáT+&.
 Divide yourselves into groups of 3. Each group should take a paper and
make it into three folds.

‚|Ÿð&ƒT MTsÁT eTT>·TZsÁT #=|Ÿðq ÿ¿£ ȳT¼>± Å£LsÃÌ+&. ÿ¿=Ø¿£Ø ȳT¼ ysÁT ÿ¿£ ¿±ÐÔá+
rdŸT¿Ã+&. <‘“• eTÖ&ƒT uó²>±\T>± eT&ƒe+&.

47
 1. One from each group should draw the head
and neck of an animal they like. Fold the
drawn part and hand it over to the second
member.
ç|ŸÜ ȳT¼ýË ÿ¿£sTÁ yîTT<Š{ì eT&ƒÔ™á |Õq qºÌq È+ÔáTeÚ
Ôá\, yîT&ƒ u¤eTˆ ^jáÖ*. ^d¾q uó²>±“• eT&º
Âs+&Ãy]¿ì ‚yÇ*.

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2. Second member of the group should draw
the trunk of the animal they like on the

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second fold. Fold the drawn part and hand it
over to the third member.

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ȳT¼ý˓ Âs+&ÃysÁT Âs+&à eT&ƒÔáýË qºÌq È+ÔáTeÚ
yî­+&î+ u¤eTˆ ^jáÖ*. ^d¾q uó²>±“• eT&º eTÖ&à N
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y]¿ì ‚yÇ*.
3. Third member of the group should draw the
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legs of any animal they like, on the third fold.

ȳT¼ý˓ eTÖ&ÃysÁT eTÖ&à eT&ƒÔáýË qºÌq
È+ÔáTeÚ ¿±Þø—ß ^jáÖ*.
T
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4. Now, unfold the paper. You got an amazing

animal, didn't you?
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‚|Ÿð&ƒT ¿±ÐÔá+ eT&ƒÔ\á T $|¾Î #áÖ&ƒ+&. ‚<=¿£

$+Ôá È+ÔáTeÚý² –+~ ¿£<‘!

See the pictures drawn by other groups also.

ný²¹> $TÐ*q ȳ¢ý˓ $<‘«sÁT\œ T ^d¾q u¤eTˆ\qT Å£L&† #áÖ&ƒ+&.

48
 Jaya, Vijaya and Latha also have drawn a picture. Look at their picture
and identify the parts that belong to different animals.
ÈjáT, $ÈjáT, \Ôá\T Å£L&† ‚ý²¹> ^XæsÁT. ysÁT ^d¾q u¤eTˆqT #áÖ&ƒ+&. B+{Ë¢ @ uó²>·+
@ È+ÔáTeÚ<à #î|ŸÎ+&.

A
AN
G
N
LA
TE
T

Be kind to Animals (È+ÔáTeÚ\ |Ÿ³¢ <ŠjáT #áÖbÍ*)

ER

One day while going to school Kittu saw a puppy

groaning with pain. Its leg was wounded.
SC

Kittu took the puppy home and

showed it to his father. He
tied a bandage around
the wound. Kittu fed the
puppy with milk. Puppy felt
happy and licked Kittu,
wagging its tail. Kittu named

49
it "Pinky". From that day, Pinky became a member of Kittu's family. All the teachers
and friends at school appreciated him for helping the dog and showing kindness.

ÿ¿£sÃE ¿ì³Ö¼ ‹&¿ì yîޗø ÔáT+fñ <‘]ýË eTÖ\T>·TÔáÖ u²<óŠÔà nsÁTdŸÖï –q• Å£”¿£Ø|¾\¢ ¿£“Î+º+~.
<‘“ ¿±*¿ì >±jáT+ ns­+~. ¿ì³Ö¼ <‘“• ‚+{ì¿ì rdŸT¿=“ yî[¢ yÞø¢ Hq•Å£” #áÖbÍ&ƒT. yÞø¢ Hq•
Å£”¿£Ø|¾\¢ >±já֓¿ì ¿£³T¼¿{£ ²¼&Tƒ . ÔásÇÔá ¿ì³Ö¼ ÐHî•ýË bÍ\Tbþd¾ <‘“¿ì ԐÐ+#&ƒT. bÍ\T ԐÐq
Å£”Å£Ø|¾\¢ €q+<Š+>± Ôÿ£ }|ŸÚÔáÖ ¿ì³Ö¼ <Š>·ZsÁÅ£” yî[¢+~. ¿ì³Ö¼ <‘“¿ì e­<ŠTÝ>± »|¾+¿ìµ n“ |sÁT
™|³T¼Å£”H•&ƒT. € sÃEqT+& |¾+¿ì, ¿ì³Ö¼yÞø¢ Å£”³T+‹+ýË ¿£\d¾bþs­+~. ¿ì³Ö¼ #ûd¾q |Ÿ““

A
‹&ýË –bÍ<ó‘«já­\Ö, ÔÃ{ì|¾\¢\T m+Ôá>±Hà yîT#áTÌÅ£”H•sÁT.

AN
You know what Kittu did. Have you ever done something like this?
What have you done?

G
What do you do when you find hungry kittens and puppies roaming
around your home?
N
LA
¿ì³Ö¼ @+ #ûXæ&à Ôî\TdŸTÅ£”H•sÁT ¿£<‘! MTsÁT ‚ý² m|Ÿð&îÕH #ûXæs? @+ #ûXæsÁT?
MT ‚+{Ë¢>±“, M~óýË>±“ €¿£*Ôà Ü]¹> |¾*¢ÅL£ q\T, Å£”¿£Ø|¾\¢\T ¿£“|¾dï MT¹s+ #ûkÍïsÁT?
TE

Colour the Butterfly. (dÓԐ¿Ã¿£º\T¿£Å£” sÁ+>·T\T yûjáT+&.)

How beautiful is the butterfly ! It looks beautiful when it flies around
T

the flowers. Our surroundings become nice when we see dragon flies
ER

high in the air. We should protect

these insects. But, some
naughty children break bird's
SC

eggs, disturb the nests, pluck the

wings of butterflies and dragon
flies and throw stones at stray
dogs. This is wrong. Such things
should not be done. Many

50
animals live along with us in our surroundings. They must be protected. They
also feel pain like us. So, we should allow them to live in peace.

dÓԐ¿Ã¿£º\T¿£ m+Ôá n+<Š+>± –+<à ¿£<‘! #î³¢™|Õq y\TÔáÖ+fñ #áÖ&ƒ&†“¿ì e­#á̳>± –+³T+~.
ný²¹> ÔáÖú>·\T (‹Ö>·\T) Å£L&† >±*ýË m>·TsÁTÔáÖ –+fñ m+Ôà n+<Š+>± ¿£“|¾kÍïs­. ‚ý²+{ì
y{ì“ eTq+ ¿±bÍ&ƒT¿Ãy*. ¿±“ ¿=+ÔáeT+~ ÔáT+³] |¾\¢\T #î³T¢ m¿ìØ |Ÿ¿ìŒ >·ÖÞø¢qT |Ÿ&ƒ>=³¼&ƒ+,
Л>±& >·Ö{ìý˓ >·T&ƒ¢qT |Ÿ>\· >={ì¼ y{ì >·ÖÞø¢Ôà €&ƒT¿Ã&ƒ+, dÓԐ¿Ã¿£º\T¿£, ÔáÖú>· e+{ìy{ì

A
Âs¿£Ø\T $sÁe&ƒ+, sÃ&ƒ¢MT<Š ¿£“|¾+#û Å£”¿£Ø\ MT<ŠÅ”£ sÞø—¢ $dŸsÁ&+ƒ e+{ì$ #ûdŸT+ï {²sÁT. ‚~ #ý²

AN
Ôá|Ÿð.
eTqÔà bͳT eTq |Ÿ]dŸs\ýË nHû¿£ È+ÔáTeÚ\T J$dŸT+ï {²s­. neú• eTqý²+{ì JeÚýñ.

G
>±jáT|Ÿ&Ôû eTqý²¹> u²<óŠ|Ÿ&ƒÔs­. n+<ŠT¿¹ y{ì“ u²<óŠ™|³¼ÅL£ &ƒ<ŠT.
Insects (¿¡³¿±\T)
N
LA
Observe the pictures of different insects given below. Say, where you
have seen them.
TE

¿ì+~ ¿¡³¿±\qT #áÖ&ƒ+&. M{ìýË MTsÁT yû{ì“ m¿£Ø&î¿£Ø&ƒ #áÖXæsà #î|ŸÎ+&.

T
ER
SC

51
 What happens when insects bite? (¿¡ ³ ¿±\T Å£ ” & Ô û
@eTòÔáT+~?)
Raju's grandfather got cold and fever. He was taken to the doctor.
It was malaria. "How is malaria caused?" Raju asked the doctor. Doctor replied
that, Malaria was caused by mosquito bite.
sEyÞø¢ ԐÔáÅ£” #á*ÈÇsÁ+ eºÌ+~. &†¿£¼sÁT <Š>·Z]¿ì rdŸT¿=“ bþjáÖsÁT. &†¿£¼sY |Ÿ¯¿£Œ #ûd¾, eTýñ]jáÖ
ÈÇsÁ+ eºÌ+<Š“ #îbÍÎ&ƒT. eTýñ]jáÖ ÈÇsÁ+ m+<ŠTÅ£” eºÌ+<Š“ sE &†¿£¼sÁTqT n&>±&ƒT. ÿ¿£sÁ¿£+

A
<ÃeT\T Å£”³¼&+ƒ e\¢ eTýñ]jáÖ eºÌ+<Š“ &†¿£s¼ ÁT #îbÍÎ&ƒT.

AN
What precautions should be taken to avoid mosquito bites?
What precautions should be taken to control the growth of mosquitoes?

G
<ÃeT\T Å£”³¼Å”£ +&† eTq+ @jûT C²ç>·Ô\áï T rdŸT¿Ãy*?
<ÃeT\T ™|sÁ>·Å”£ +&† eTq+ @jûT C²ç>·Ô\áï T rdŸT¿Ãy*?
Have you seen these? Say, why do we use them?
N
LA
M{ì“ #áÖXæs? ‚$ m+<ŠTÅ£” y&ƒÔsà #î|ŸÎ+&.
TE
T
ER
SC

Mosquitoes grow in stagnant water. We should see that water is not

stagnant in our surroundings.We should spray insecticides like kerosene or
Malathian in stagnant water to kill mosquitoes. Some people use mosquito coils
to get rid of mosquitoes, these are injurious to health. So, mosquito nets are the
best to prevent mosquito bites.

52
<ÃeT\T “\Te –q• ú{ìýË ™|sÁT>·TԐs­. eTq |Ÿ]dŸs\ýË úsÁT “\Te –+&ƒÅ”£ +&† #áÖdŸT¿Ãy*.
“\Te ú{ìýË ¿ìsÃd¾HŽ ýñ<‘ eTý²~¸jÖá HŽ e+{ì eT+<ŠT\T #á*¢Ôû <ÃeT\T #á“bþԐs­. ¿=+Ôá eT+~
<ÃeT\T Å£”³¼Å£”+&† eTd¾Ø{Ë ¿±sTTýÙà e+{ì$ y&ƒÔsÁT. ‚$ €sÃ>±«“¿ì VŸä“¿£sÁ+. ¿±‹{ì¼ <ÃeT\T
Å£”³¼Å”£ +&† <ÃeT Ôîs\Á T y&ƒ&+ƒ eT+º~.
Similarly, the houseflies cause many diseases. House flies live on garbage
heaps, cow dung and other unclean places. The disease causing bacteria reach

A
our food through infected flies. When we eat this infected food we are affected
by cholera, typhoid and other diseases. This is why we should cover food properly.

AN
n{²¢>¹ ‡>·\e\¢ Å£L&† eTqÅ£” nHû¿£ qcͼ\T ¿£\T>·TԐsTT. ‡>·\T ™|+³Å£”|ŸÎ\MT<‘, n|Ÿ]Xø—çuóy„ Tî q®
ç|Ÿ<Xû æ\ýËqÖ –+{²s­. ‚ý²+{ì#ó¢ y«<óŠT\qT Å£\>·#û d ç¿ìeTT\T Å£L&† –+{²sTT. eTq+ ÜHû

G
€VŸäsÁ|<Ÿ ‘sœ\ MT~¿ì eºÌ ‡>·\T y\TÔáÖ+{²s­. ‚ý² ‡>·\T y*q ¿£\Tw¾Ôá €VŸäsÁ+ Üq&ƒ+ e\¢
N
fÉb® ͘ sTT&Ž, ¿£\s e+{ì sÃ>±\T ekÍïs­. n+<ŠT¿¹ €VŸäsÁ|<Ÿ ‘sœ\MT<Š ‡>·\T y\Å£”+&† e¶Ôá\T
LA
–+#*.
Have you seen any food/eatables that is uncovered? why should we not eat
TE

such food?

eTÖÔá\T ýñŔ£ +&†, <ŠTeTֈ <ó֊ ° |Ÿ&³û ³T¢>± –q• €VŸäsÁ |Ÿ<‘sœ\qT / ÜqT‹+&†s\qT
MTÂs¿£Ø&îÕH #áÖXæs? n³Te+{ìy{ì“ m+<ŠTÅ£” Üq>·Ö&ƒ<à #î|ŸÎ+&.
T
ER

To control the growth of mosquitoes and house flies, we should see that
the water is not stagnant in our surroundings. Throw garbage in dust bins. Spray
kerosene or malathian on stagnant water. Our surroundings should be neat and
SC

clean without pot holes and garbage. We should maintain cleanliness in and
around our house and our surroundings.

‡>·\T, <ÃeT\T ™|sÁ>Å· ”£ +&† –+&†\+fñ eTq |Ÿ]dŸs\ýË úsÁT “\Te –+&ƒÅ”£ +&† #áÖdŸT¿Ãy*.
#îÔqïá T #îÔÅïá ”£ +&ž\ýË yûjÖá *. eTTsÁT>·Tú{ìMT<Š <ÃeT\T ™|sÁ>Å· ”£ +&† ¿ìsÃd¾HŽ ýñ<‘ eTý²~¸jÖá HŽ e+{ì
eT+<ŠT\qT |¾º¿±] #ûjÖá *. ú{ì>T· +³\T –+&ƒÅ”£ +&†, y{ìýË #îԐï #î<‘sÁeTÖ yûjTá Å£”+&† eTq
|Ÿ]dŸs\qT |Ÿ]Xø—çuó+„ >± –+#áT¿Ãy*. ‚+{Ë¢, ‹jáT³ |Ÿ]Xø—çuóԄ á bÍ{ìdï <ÃeT\T+&ƒeÚ.

53
 Key words (¿¡\¿£ |Ÿ<‘\T)
1. Shelters of animals (È+ÔáTeÚ\ “ykÍ\T)
2. Water animals (ú{ìýË –+&û È+ÔáTeÚ\T)
3. Migrating birds (e\dŸ |ŸÅ£Œ”\T)
4. Animals on the land (Hû\MT<Š q&#û È+ÔáTeÚ\T)
5. Pet animals (™|+|ŸÚ&ƒT È+ÔáTeÚ\T) 6. Insects (¿¡³¿±\T)

A
7. Kindness to animals (È+ÔáTeÚ\|Ÿ³¢ <ŠjáT) 8. Bacteria (JeÚ\T)

AN
9. Environmental hygiene (|Ÿ]dŸs\ |Ÿ]Xø—çuó„Ôá)
10. Mosquito coils (eTd¾Ø{Ë ¿±sTTýÙà) 11. Malathian (eTý²~¸jáÖHŽ)

G
What have we learnt? (eTq+ HûsÁTÌÅ£”q•$)
l Animals live on land, trees and in water. N
LA
È+ÔáTeÚ\T Hû\MT<Š, ú{ìýËqT, #î³¢MT<Š “ed¾kÍïsTT.
l The animals that are domesticased are called pet animals.
‚Þø¢ýË ™|+#áTÅ£”Hû È+ÔáTeÚ\qT »™|+|ŸÚ&ƒT È+ÔáTeÚ\Tµ n+{²sÁT.
TE

l Animals move from one place to another by walking, flying, crawling,

jumping, hopping and swimming.
ÿ¿£ #óTqT+º eTs=¿£ #óTÅ£” È+ÔáTeÚ\T q&ƒTdŸÖï, bÍÅ£”ÔáÖ, m>·TsÁTÔáÖ, ‡<ŠTÔáÖ
bþԐsTT.
T

l Birds migrate from distant places to lay eggs, in search of food and to
ER

find convenient places to live.

|ŸÅ£Œ”\T €VŸäsÁ+¿ÃdŸ+, nqTÅ£L\ |Ÿ]dŸs\¿ÃdŸ+ e\dŸbþԐsTT. ‚ý²+{ì |ŸÅ£Œ”\qT
»e\dŸ|ŸÅ£Œ”\Tµ n+{²sÁT.
SC

l We must be kind towards animals. We should give them food and water
and protect them.
È+ÔáTeÚ\ |Ÿ³¢ <ŠjTá #áÖbÍ*. y{ì¿ì ¿±e\d¾q €VŸäsÁ+, úsÁT ‚yÇ*. y{ì“ dŸ+sÁ¿+Œì #*.
l Mosquitoes grow on stagnant water. We should see that no water is
stagnant in our surroundings.
“\e –q• ú{ìýË <ÃeT\T ™|sÁT>·TԐsTT.
l Houseflies and mosquitoes grow in unhygienic surroundings. So, we
should keep our surroundings neat and clean.
n|Ÿ]Xø—çuó„yîTq® |Ÿ]dŸs\ýË ‡>·\T, <ÃeT\T –+{²sTT. ¿±‹{ì¼ eTq |Ÿ]dŸs\qT |Ÿ]Xø—
çuó„+>± –+#áT¿Ãy*.

54
 DO THIS (‚$ #ûjáT+&)
Conceptual Understanding

1. Give four examples of pet animals.

™|+|ŸÚ&ƒT È+ÔáTeÚ\Å£” H\T>·T –<‘VŸ²sÁD\T sjáT+&.
2. What precautions should be taken to avoid mosquitoes?
<ÃeT\T ýñŔ£ +&† #ûjÖá \+fñ @+ #ûjÖá *?

A
3. Why do birds migrate?

AN
|ŸÅ£Œ”\T m+<ŠTÅ£” e\dŸbþԐsTT?
4. Write any three differences between animals and birds.
|ŸÅ£Œ”\Å£”, È+ÔáTeÚ\Å£” –q• @yîÕH eTÖ&ƒT uóñ<‘\qT #î|ŸÎ+&, sjáT+&.

G
5. Tell and write three examples of the following:
¿ì+~y{ì¿ì eTÖ&ƒT |sÁ¢qT #î|ŸÎ+&, sjáT+&. N
LA
a) Birds that fly 1. ................ 2. ................ 3. ..................
m) mйs$
TE

b) Animals that crawl 1. ................ 2. ................ 3. ..................

_) b͹¿$
c) Animals that walk 1. ................ 2. ................ 3. ..................
T

d¾) q&#û$
ER

6. Who am I? Who am I?
A) I am long. B) I live in water.
I have no legs and, no ears. I never sleep.
SC

I crawl and live in ant hill. I breathe with gills

Who am I? Who am I? Who am I? Who am I?
C) I have four legs. D) I have wings.
I give milk. I fly high in the sky.
I eat leaves. I can see smaller things on the
ground from a great height.
Who am I? Who am I? Who am I? Who am I?

55
 me]“? HûHîe]“?
n) HûqT bõ&ƒeÚ>± –+{²qT. €) ú{ìýË –+{²qT.
¿±Þø—¢+&ƒeÚ. #îeÚ\T+&ƒeÚ. HûqdŸ\T “ç<ŠbþqT.
bÍÅ£”ÔáÖ yîÞ²ïqT. |ŸÚ³¼ýË –+{²qT. yîTT|ŸÎ\Ôà XæÇd¾kÍïqT.
me]“? HûHeî ]“? me]“? HûHeî ]“?
‚) HÅ£” H\T>·T ¿±Þø—+¢ {²sTT. ‡) HÅ£” s ¿£Ø\T –+{²sTT.

A
»yûTµ »yûTµ n+{²qT. €¿±Xø+ýË #ý² mÔáTýï Ë m>·TsÁTԐqT.

AN
€Å£”\T Ü+{²qT mÔáTïqT+º Å£L&† ¿ì+<Š qTq• ºq•y{ì“
me]“? HûHeî ]“? #áÖ&ƒ>\· qT. me]“? HûHeî ]“?

G
Draw and Colour the pictures / u¤eTˆ\T ^jáT+&. sÁ+>·T\T yûjáT+&.
1. Draw and colour the pictures given below.
N
LA
¿ì+~ u¤eTˆ\T ^jáT+&. sÁ+>·T\T yûjTá +&.
TE
T
ER
SC

56
Read the story :/ ¿£<¸Š #á<Še+&:
Visit your library and read the sotry of “Mowgli” in Jungle Book by Rudyard Kipling.
MT bÍsÄÁXæ\ ç>·+<¸‘\já֓¿ì yî[¢ ;ówŸˆdŸVŸä“ sd¾q »»Ð›>±“ >·Ö&ƒTµµ ¿£<¸Š #á<Še+&.
Information Skills - Project work /dŸeÖ#sÁ HîÕ|ŸÚD²«\T ` çbÍCÉÅ£”¼ |Ÿ“
1. Collect the pictures of animals and prepare an album. Observe each animal
and write three lines on each of them.

A
È+ÔáTeÚ\ ºçԐ\qT d¿£]+º, €\ÒyŽT ÔájÖá sÁT #ûjTá +&. ÿ¿=Ø¿£Ø È+ÔáTeÚqT |Ÿ]o*+º

AN
Âs+&ƒT, eTÖ&ƒT y¿±«\T sjáT+&.
2. Visit the houses of your friends and collect the details of animals and birds

G
domesticated by them.

N
MTsÁT MT $TçÔáT\ ‚Þø¢Å”£ yî[¢ yÞø—¢ @jûT È+ÔáTeÚ\qT, |ŸÅ”£Œ \qT ™|+#áTÅ£”+³TH•sà $es\T
LA
d¿£]+#á+&. ¿ì+~ |Ÿ{켿£ýË sjáT+&.
Sl. No. Name of the friend Names of animals/birds
TE

domesticated
ç¿£.dŸ+. $TçÔáT“ |sÁT ™|+#áTÅ£”Hû È+ÔáTeÚ\T / |ŸÅ£Œ”\ |sÁT¢
T
ER
SC

Which animals are mostly domesticated?

mÅ£”ØeeT+~ ™|+#áTÅ£”Hû È+ÔáTeÚ\T @$?

57
 Appreciation / ç|ŸXø+dŸ
1. A chick fell from its nest. Tell and write what would you do when you see it?

#î³T¼>Ö· {ì qT+º |Ÿ¿ìŒ |¾\¢ ¿ì+<Š |Ÿ&+~. n~ #áÖd¾q MTsÁT @+ #ûkÍïsà #î|ŸÎ+&, sjáT+&.
2. Animals are also living things like us. What we shouldn't do to hurt them?
Tell and write three things.

È+ÔáTeÚ\T Å£L&† eTqý²+{ì JeÚýñ. È+ÔáTeÚ\T u²<óŠ|Ÿ&ƒÅ”£ +&† –+&†\+fñ eTq+ @ @

A
|ŸqT\T #ûjTá Å£L&ƒ<à eTÖ&+{ì“ #î|ŸÎ+&, sjáT+&.

AN
Ask a Question / ç|Ÿ¥•+#á&ƒ+
1. Ritu and Sita were observing the birds' nests on the trees. They wanted to

G
know about them. They asked Penchalaiah, the farmer, about the birds’

N
nests. Write, what questions they might have asked.
LA
¯ÔáT, dÓÔá ‚<ŠÝsÁÖ #î³T¼™|Õq –q• |ŸÅ£Œ”\ >·ÖÞø¢qT €dŸ¿ìï>± #áÖdŸTïH•sÁT. y{ì“ >·T]+º
Ôî\TdŸT¿Ãy\qTÅ£”H•sÁT. n¿£Ø&û –q• ™|+#á\jáT«qT |ŸÅ”Œ£ \ >·ÖÞøq¢ T >·T]+º ç|ŸX•ø \T n&>±sÁT.
TE

yÞø—¢ n&Ðq ç|ŸX•ø \T @yîT® –+{²sTT? y{ì“ sjáT+&.

I can do this / Hû“$ #ûjáT>·\qT

T

1. I can say where different animals and birds live. Yes/No

ER

$$<óŠ È+ÔáTeÚ\T, |ŸÅ”£Œ \T m¿£Ø&î¿Ø£ &ƒ “ed¾kÍïjÖî #î|ŸÎ>·\qT. WqT / ¿±<ŠT

2. I can collect and tabulate the details of pet animals. Yes/No
SC

™|+|ŸÚ&ƒT È+ÔáTeÚ\ $es\T d¿£]+º |Ÿ{켿£ ÔájáÖsÁT #ûjáT>·\qT. WqT / ¿±<ŠT

3. I can draw and colour the pictures of different animals and birds.Yes/No
|ŸÅ£Œ”\T / È+ÔáTeÚ\ u¤eTˆ\T ^d¾ sÁ+>·T\T yûjTá >·\qT. WqT / ¿±<ŠT
4. I love animals and birds. I will be kind to them. Yes/No
|ŸÅ£Œ”\T, È+ÔáTeÚ\+fñ H¿ìw+Ÿ¼ . y{ìMT<Š <ŠjTá #áÖ|¾kÍïqT. WqT / ¿±<ŠT
5. I can think and question about birds and their living places. Yes/No
|ŸÅ£Œ”\ >·ÖÞø¢ >·T]+º ç|ŸX•ø \T n&ƒ>·>·\qT. WqT / ¿±<ŠT

58
 5. PLANTS AROUND US
eTq #áT³Ö¼ –q• yî­¿£Ø\T
Salima likes flowering plants. She grows different flowering plants
in the backyard of her house. She waters them regularly. She
takes care of plants and prevents others from plucking the leaves
and branches.

A
Salima adopted a few plants at her school. She looks after them carefully

AN
and waters them regularly. She visits the school even during holidays to water
the plants. One day, Akhila, visited Salima’s house to see the flowers.
They both went to the backyard, saw different types of flowering plants

G
and plucked some flowers.
dŸ©eÖÅ£” |ŸP\yî­¿£Ø\+fñ #ý² ‚wŸ¼+. ‚+{Ë¢ sÁ¿£s¿Á ±\ |ŸP\#î³T¢ ™|+#áTÔáTq•~. sÃp y{ì¿ì
N
úÞø—¢ bþdŸT+ï ~. meÇsÁT Å£L&† M{ì €Å£”\T, ¿=eTˆ\qT Ôî+|ŸÅ”£ +&† C²ç>·Ô>áï ± #áÖdŸTÅ£”+³T+~.
LA
dŸ©eÖ bÍsÄÁXæ\ýË Å£L&† ¿=“• yîTT¿£Ø\qT <ŠÔáïÔá rdŸTÅ£”+~. y{ì“ Å£L&† ‚+{Ë¢ ™|+#áT¿=Hû
yîTT¿£Ø\ý²>· C²ç>·Ô>áï ± #áÖdŸTÅ£”+³T+~. ™d\eÚýË¢ Å£L&† n|ŸÚÎ&ƒ|ŸÚÎ&ƒT yî[ß úÞø—ß bþdŸT+ï ~. ÿ¿£sÃE
nÏ\ |ŸP\¿ÃdŸ+ dŸ©eÖ ‚+{ì¿ì
TE

eºÌ+~. ‚<ŠÝsÁT ¿£*d¾ ™|sÁ{ýì ˓

|ŸP\qT ¿ÃkÍsÁT.
‚<ŠÝsÁT ¿£\d¾ sÁ¿£sÁ¿±\
T

|ŸP\#î³¢qT #áÖXæsÁT.
ER
SC

59
 Name the flowering plants. Which Akhila and Salima saw.

nÏ\, dŸ©eÖ @jûT |ŸP\yî­¿£Ø*• #áÖd¾ –+{²sÁT?

A
Write down the names of some other flowering plants you know.

AN
MTÅ£” Ôî*d¾q eT]¿=“• |ŸP\yîTT¿£Ø\ |sÁT¢ sjáT+&.
What might Akhila and Salima have done with the flowers?

G
|ŸP\Ôà nÏ\, dŸ©eÖ @+ #ûd¾ –+{²sÁT?
When and why do we use flowers?
N
|ŸP\qT yû{ì¿,ì m|Ÿð&î|Ÿð&ƒT –|ŸjÖî ÐkÍïsÁT?
LA
Not only flower yielding plants but also vegetables and fruits yielding plants are
TE

grown at Salima's house. Look at the pictures and observe them.

dŸ©eÖ yÞø¢‚+{Ë¢ |ŸP\yîTT¿£Øýñ ¿±Å£”+&† sÁ¿£s¿Á ±\ Å£LsÁ>±jáT\ yîTT¿£Ø\T, |Ÿ+&ƒ¢#³î T¢

Å£L&† ™|+#áTÔáTH•sÁT. y{ì“ #áÖ&ƒ+&.
T
ER
SC

60
Find out the details of the plants that are grown in the houses of your friends. Fill
in the table with the particulars.
MT ‚+{Ë¢, MT $TçÔáT\ ‚Þø¢ýË¢ ™|+#áTÅ£”Hû yî­¿£Ø\ $es\T Ôî\TdŸT¿=“ sjáT+&

Name of the friend Names of the plants they have grown

$TçÔáT“ |sÁT ‚+{Ë¢ ™|+#áTÅ£”Hû yî­¿£Ø\ |sÁT¢

A
1.

AN
2.

3.

G
4.
N
LA
5.

6.
TE

Which plants are grown in most of the houses?

mÅ£”ØeeT+~ ‚Þø¢ýË¢ ™|+#áTÅ£”+³Tq• yî­¿£Øýñ$?

T

Which plants are least grown?

ER

¿=+ÔáeT+~ ‚Þø¢ýË¢ eÖçÔáyTû ™|+#áTÅ£”+³Tq• yî­¿£Øýñ$?

Generally, different plants are grown in the open court yard of the house.
SC

Some people don't have open space in front behind of their houses. How do
such people grow plants? What kind of plants do they grow?

Akhila and Salima went outside to play. All the children were playing under
the banyan tree. The trees like tamarind, neem are also there along with the
banyan tree. Akhila and Salima played there along with the children.

What are the uses of trees? Think .

61
kÍ<ó‘sÁD+>± ‚+{ìe­+<ŠsÁ U²°dŸœý²ýË¢ sÁ¿£s¿Á ±\ yî­¿£Ø\T ™|+#áTÅ£”+{²sÁT. ¿=+<Š] ‚Þø¢ e­+<ŠsÁ
U²°dŸœ\+ –+&ƒ<ŠT. ‚ý²+{ìyÞø—¢ @jûT yîTT¿£Ø\qT, mý² ™|+#áTÅ£”+{²sÁT?
nÏ\, dŸ©eÖ €&ƒTÅ£”+<‘eT“ €sÁT‹jáT³Å£” yîÞ²¢sÁT. n¿£Ø&ƒ |¾\¢\+<ŠsÁÖ eTç]#î³T¼ ¿ì+<Š
€&ƒTÅ£”+³TH•sÁT. eTç]#î³T¼ÔÃbͳT sÃ&ƒT¦ |Ÿ¿Ø£ q º+Ôá, yû|Ÿ e+{ì #î³T¢ Å£L&† –H•sTT. nÏ\,
dŸ©eÖ Å£L&† |¾\¢\Ôà n¿£Ø&û €&ƒTÅ£”H•sÁT.
#î³¢e\¢ eTqÅ£” mý²+{ì –|ŸjîÖ>±\T –H•sTT? €ý˺+#á+&.

A
Do all trees look alike? (#î³ú
¢ • ÿ¹¿ sÁ¿+£ >± –+{²jáÖ?)

AN
Akhila and Salima observed the leaves, branches
and stems of various plants in the garden. Some

G
were big in size and some were small. Some plants have smaller
leaves while others have longer and broader leaves. Which trees
N
among them have smaller leaves and which have bigger leaves? Name
LA
the trees that are large and give us shade. Akhila saw a tall palm tree on
the road side and exclaimed, "How tall is the tree!"
TE

nÏ\, dŸ©eÖ #áT³T¼ ç|Ÿ¿Ø£ \ –q• #î³¢ €Å£”\T, ¿=eTˆ\T, yî­<ŠÞ—ø ¢ #áÖXæsÁT. y{ìýË ¿=“•
#î³T¢ bõ&ƒT>±Z, ¿=“• bõ{ì>¼ ± –H•sTT. ¿=“• ºq• ºq• €Å£”\ÔÃ, ¿=“• ™|<ŠÝ ™|<ŠÝ
T

€Å£”\Ôà –+&û #î³q¢ T #áÖXæsÁT. yÞø—¢ #áÖd¾q y{ìýË ºq•ºq• €Å£”\ÔÃqT, ™|<Š™Ý |<ŠÝ
ER

€Å£”\ÔÃqT –+&û #î³T¢ @yîT® –+{²sTT? n{²¢>¹ ™|<Š>Ý ± mÔáT>ï ± –+& ú&ƒ“#ûÌ #î³T¢
@yîT® –+{²jîÖ #î|Ο +&. sÃ&ƒT¦ ç|Ÿ¿£Øq mÔáT>ï ±, bõ&ƒT>±Z –q• Ԑ{ì#³î T¼qT #áÖd¾,
SC

»nuËÒ! m+Ôá mÔáT>ï ± –+<Ã!µ n+~ nÏ\.

62
 Different types of plants and trees grow around us. Are they all of
the same height? Some of these are shorter than you. Some are
up to your height and some are taller than you. Identify such
plants and trees in your surroundings and write in the table.

eTq#áT³Ö¼ sÁ¿£s¿Á ±\ yîTT¿£Ø\T, #î³T¢ –H•sTT ¿£<‘! neú• ÿ¹¿ mÔáTýï Ë –H•jáÖ? M{ìýË ¿=“•
MT¿£+fñ ÔáŔ£ Øe mÔáTýï Ë –+{²sTT. ¿=“• yî­¿£Ø\T MT n+Ôá mÔáTï –+{²sTT. eT]¿=“• MT¿£+fñ #ý²
mÔáT>ï ± –+{²sTT. MT |Ÿ]dŸs\ýË |ŸP]ï>± ™|]Ðq yîTT¿£Ø\qT, #î³¢qT #áÖ&ƒ+&. y{ì $es\qT
¿ì+~ |Ÿ{켿£ýË sjáT+&.

A
Plants that are shorter Plants that grow Plants that are taller

AN
than you about your height than you
MT¿£+fñ ºq•>± –+&û$ MT n+Ôá mÔáTï –+&û$ MT¿£+fñ #ý² mÔáT>ï ± –+&û$

G
N
LA
TE

Trees such as, banyan, tamarind, neem, mango, etc., are big in size with
many branches. They give us shade. That is why these trees are grown along
T

the sides of the roads. A few of these leaves, flowers and fruits are useful to us.
ER

We get wood from trees. Many things are made by wood. Palm tree grows tall
without branches. The leaves of the palm trees are used as roofs for huts.
SC

eTç], º+Ôá, yû|Ÿ e+{ì #î³T¢ #ý² ¿=eTˆ\Ôà ™|<Š>Ý ± –+{²sTT. ‚$ ú&ƒ“kÍïs­. n+<ŠT¿¹ sÃ&ƒT|¦ ¿Ÿ Ø£ q
‚ý²+{ì #î³¢qT ™|+#áTԐsÁT. M{ìýË ¿=“•+{ì €Å£”\T, |ŸP\T, ¿±jáT\T eTqÅ£” –|ŸjÖî >·|Ÿ&ƒÔsTT.
‡ #î³¢ e\¢ eTqÅ£” ¿£\|Ÿ Å£L&† edŸT+ï ~. #î³¢¿\£ |ŸÔà mHÕ edŸTeï Ú\T ÔájÖá sÁT#ûkÍïsÁT. Ԑ{ì#³î T¼
#ý² mÔáTï>± ™|sÁT>·TÔáT+~. B“¿ì ¿=eTˆ\T –+&ƒeÚ. Ԑ{ì#î³T¼ €Å£”\T ™|<ŠÝ ™|<ŠÝ eT³¼\ý²>±
–+{²s­. Ԑ{ìeT³¼\qT >·T&™d\MT<Š ¿£|ŸÎ&†“¿ì y&ƒTԐsÁT.
Think and repeat about the uses of different trees.
‚ý²¹> ‚+¿± @ @ #î³¢e\¢ mý²+{ì ý²uó²\T –H•jîÖ €ý˺+#á+&.

63
Why should we grow trees? (eTqyîT+<ŠTÅ£” #î³¢qT ™|+#áT¿Ãy*?)
There is a mango tree in Akhila's garden. Do you know the uses of a
mango tree? Pickles are prepared with
mangoes. We eat mangoes. People dec
orate their houses with the
leaves of mango trees
during festivals.

A
They tie swings

AN
to its branches
and enjoy.

G
nÏ\ yÞø¢ ‚+{ì
™|sÁ{Ë¢ eÖ$T&#³î T¼ –+~. eÖ$T&#³î T¼ e\¢ @jûT ý²uó²\T
N
–H•jîÖ Ôî\TkÍ? eÖ$T&¿±jáT\Ôà |Ÿ#Ìá & ™|³T¼Å”£ +{²sÁT. eÖ$T&|+Ÿ &ƒT¢ Ü+{²sÁT. |Ÿ+&ƒT>· sÃEýË¢
LA
eÖ$T&€Å£”\Ôà ‚+{ì¿ì ÔÃsÁD²\T ¿£&ԃ sÁT. #î³T¼Å”£ }jáT\ ¿£³T¼¿=“ }>·TԐsÁT.
You have learnt the uses of the mango tree. What are the uses of
TE

the trees given below? Discuss in groups and write.

eÖ$T& #î³T¼ eTqÅ£” mý² –|ŸjÖî >·|Ÿ&ƒTÔáT+<à Ôî\TdŸTÅ£”H•sÁT ¿£<‘! ¿ì+~ #î³¢
e\¢ eTqÅ£” @jûT –|ŸjÖî >±\T –H•jîÖ È³¢ýË #á]Ì+#á+&, sjáT+&.
T
ER
SC

Coconut Tree ¿=‹Ò]#î³T¼ Neem Tree yû|Ÿ#î³T¼

64
Let us grow trees (eTq+ #î³¢qT ™|+#áT<‘+)

A
Observe Above two Pictures ™|Õq
–q• Âs+&ƒT ºçԐ\T |Ÿ]o*+#á+&.

AN
Discuss in Group/ȳ¢ýË #á]Ì+#á+&.

• Which of the above two pictures do you like? Why?

™|Õ y{ìýË MTÅ£” qºÌq ºçÔá+ @~? m+<ŠTÅ£”?

G
• What will happen if trees or not there? Think and answer.

N
#î³T¢ ýñ¿£bþÔû @eTeÚÔáT+~. €ý˺+º #î|ŸÎ+&.
LA
• When the Sun is hot, did you ever see people taking rest in the shadow
of the trees?
m+&ƒ u²>± –q•|Ÿð&ƒT #î³¢ ú&ƒýË $çXæ+Ü rdŸTÅ£”+³Tq• y]“ MT¹s|Ÿð&îHÕ 
TE

#áÖXæs?
• Did you ever participate in the plantation programme conducted in your
school?
T

MT bÍsÄÁXæ\ýË MT¹s|Ÿð&îÕH yîTT¿£Ø\qT Hfñ ¿±sÁ«ç¿£eT+ýË bÍý¤ZH•s?

• How do you feel when you see the plants, planted by you are growing
ER

well?
MTsÁT H{ìq yîTT¿£Ø\T €sÃ>·«+>± ™|sÁT>·TÔáT+fñ MT¹¿eT“|¾dTŸ +ï ~?
SC

Trees give us coolbreeze with green leaves. They look beautiful with green leaves

and flowers of different colours.

You might have played in the green grass, when you have visited a park or form

In the villages during summer, people will take shelter under the trees, to protect

themselves from hot sun. Children play different types of games in the shade of trees.

Have you ever played like this? Have you ever enjoyed like this?

Don’t you think we have to protect the trees which give us so much pleasure.

65
 We should also take part in growing trees in schools, in the premises of our houses,

on the sides of the roads, on the banks of the fields and also take responsibility of protect-

ing them.

#î³T¢ eTq¿ì #á\“¢ >±*“kÍïsTT. |Ÿ#Ìá “ €Å£”\Ôà sÁ+>·T sÁ+>·T\ |ŸP\Ôà #áÖ&ƒ{²“¿ì m+Ôà u²>·T+{²sTT.
bÍsÁTØÅ£” >±“, bõ\+ <Š>·ZsÁÅ£” >±“ MTsÁT yî[ßq|Ÿð&ƒT |Ÿ#Ìá “ >·&¦ýË €&ƒT¿=“ –+{²sÁT ¿£<‘!
}sÁ¢ýË m+&†¿±\+ýË yî&“ Ôá³T¼¿Ãýñ¿£ n+<ŠsÁT #î³¢ ¿ì+<Š¿ì #ûsÁԐsÁT. |¾\¢\T #î³¢ ú&ƒýË sÁ¿£sÁ¿±\

A
€³\T €& nq+~kÍïsTÁ . MTsÁT m|Ÿð&îÕH ‚ý² €&†s! ‚ý² €q+~+#s!
#áÖkÍs |¾\¢\Ö ‚+Ôá €q+<‘“•#ûÌ #î³¢qT eTq+ ¿±bÍ&ƒT¿Ãy*>·<‘! <‘“Ôà bͳT

AN
bÍsÄÁXæ\ýËqT, ‚+{ì €esÁDýËqT, sÃ&ƒ¢ ç|Ÿ¿Ø£ q, bõý²\ >·³¢ e<ŠÝ yîTT¿£Ø\qT ™|+#á³+ýË eTq e+ÔáT
dŸVäŸ jáT dŸVŸ²¿±s\T n+~+º y{ì“ ¿±bÍ&ƒT¿Ãy*.

G
eTq bÍsÄÁXæ\ýË Hfñ yîTT¿£Ø\ sÁ¿D£Œ Å£” eTq+ u²<óŠ«Ôá eV¾²+º y{ì“ dŸ+sÁ¿ìŒ+#*.
N
Think for whom the plants you planted will be carful
‚ý² MTsÁTH{ìq yîTT¿£Ø\T me]¿ì –|ŸjÖî >·|Ÿ&ƒÔjîÖ €ý˺+#á+&.
LA
The trees that do not grow around us: (eTq #áT³Ö¼ ™|sÁ>·“ #î³T¢)
We eat different fruits. Some of these trees grow in our area, whereas the
TE

other fruit bearing trees may not grow in our area. Akhila likes to eat apples. But
she has never seen apple tree. Write down the names of the fruit bearing trees
T

you have never seen.

eTq+ sÁ¿£s¿Á ±\ |Ÿ+&ƒ¢qT Ü+{²+. ‡ |Ÿ+&ƒ¢ #î³T¢ ¿=“• eTq çbÍ+Ôá+ýË –+{²sTT. eT]¿=“• eTq
ER

çbÍ+Ôá+ýË –+&ƒeÚ. nÏ\Å£” €|¾ýÙ |Ÿ+&ƒT¢ n+fñ #ý² ‚wŸ¼+. ¿±ú €|¾ýÙ #î³T¼qT €yîT m|Ÿð&ƒÖ
#áÖ&ƒýñ<ŠT. ný²¹> MTsÁT #áÖ&ƒ“ |Ÿ+&ƒ¢ #î³¢ |sÁT¢ sjáT+&.
SC

........................... ...............................
........................... ...............................
........................... ...............................
........................... ...............................
APPLE
TREE
€|¾ýÙ

66
Water plants, desert plants : (ú{ìyîTT¿£Ø\T, m&†]yîTT¿£Ø\T)
Salima and Akhila went along with their friends to the farm. They saw lotus
in the nearby pond . Fisherman, Somaiah told them about lotus. On the way
home, Akhila stopped at a plant. She said,"Look at this plant, how funny it looks!
It has no leaves but there are so many thorns. What plant is this?” What might
Salima have replied? Guess !

Observe the pictures given below, do you know about them and where do

A
they grow ?

AN
dŸ©eÖ, nÏ\ d•V¾²ÔáTsÞø¢Ôà ¿£*d¾ bõý²“¿ì yîÞ²¢sÁT. |Ÿ¿Ø£ Hû –q• #îsÁTeÚýË ÔeTsÁ|ŸP\T #áÖXæsÁT.
#û|Ÿ\T |Ÿ&Tƒ ÔáTq• kþeTjáT« yÞø¢¿ì ԐeTsÁ|ŸP\ >·T]+º #îbÍÎ&ƒT. ‚+{ì¿ì Ü]Ð edŸÖï <‘]ýË nÏ\
ÿ¿£ yî T T¿£ Ø <Š > · Z s Á €Ð+~. »»‡ yî T T¿£ Ø #á Ö &ƒ T , Ôá e ÖcÍ>± –+~. €Å£ ” \T ýñ e Ú. #ý²

G
eTTÞø—¢ –H•sTT ‚<û$T{ì?µµ n“ dŸ©eÖqT n&Ð+~. dŸ©eÖ @+ #î|¾Î –+³T+~? }V¾²+#á+&.
N
¿ì+~ ºçԐ\T |Ÿ]o*+#á+&, M{ì >·T]+º MTÅ£” Ôî\TkÍ, ‚$ m¿£Ø&ƒ ™|sÁT>·TԐsTT?
LA
TE
T
ER

Water - Lilly Lotus

¿£\Te ԐeTsÁ
SC

Aloe vera Plant (Kalabanda) Cactus (Opuntia)

¿£\‹+<Š H>·CÉeTT&ƒT

67
 The plants like water-lily and lotus grow in water. They are called water
plants. cactus and Aloe vera grow in sandy soils and places with less water.
These are called desert plants.
¿£\Te, ԐeTsÁ e+{ì$ ú{ìýË ™|sÁT>·TԐsTT. M{ì“ »ú{ìyTî T¿£Ø\Tµ n+{²sÁT. ç‹VŸ²ˆCÉeTT&ƒT, H>·CeÉ TT&ƒT,
¿£\‹+<Š e+{ì$ úsÁT ÔáŔ£ Øe –q• çbÍ+Ԑ\ýËqT, ‚dŸT¿£ýËqT ™|sÁT>·TԐsTT. M{ì“ »m&†]yîTT¿£Ø\Tµ
n+{²sÁT.
Key words / ¿¡\¿£|Ÿ<‘\T

1. Uses of trees (#î³¢e\¢ ý²uó²\T) 2. Adoption of plants (yîTT¿£Ø\ <ŠÔáïÔá)

A
3. Plants grown in houses (‚+{Ë¢ ™|+#áT¿=Hû yîTT¿£Ø\T)

AN
4. Plants grown outside (m&†]yîTT¿£Ø\T)
5. water plants (ú{ìyîTT¿£Ø\T) 6. Desert plants (€sÁT‹jáT³ ™|]¹> #î³T¢)

What have we learnt? (eTq+ HûsÁTÌÅ£”q•$)

G
l Different plants grow in our localities.
N
eTq ‚Þø¢ýË¢, #áT³T¼|Ÿ¿£Ø\ $$<óŠ sÁ¿±\ yîTT¿£Ø\T ™|sÁT>·TԐsTT.
LA
l The plants around us are different. Some grow very tall. Some are very
short. Some are small in size.
eTq #áT³Ö¼ –+&û yîTT¿£Ø\T sÁ¿£s¿Á ±\T>± –+{²sTT. ¿=“• #ý² mÔáT>ï ±, ¿=“• ÔáŔ£ Øe
TE

mÔáTýï Ë, ‚+¿=“• eT¯ ºq•>± ™|sÁT>·TԐsTT.

l Trees like neem grow bigger with branches. Trees like palm grow taller
without branches.
T

yû|Ÿ #î³¢ e+{ì$ nHû¿£ ¿=eTˆ\Ôà ™|<ŠÝ>± –+{²sTT. Ԑ{ì #î³¢ e+{ì$ ¿=eTˆ\T ýñŔ£ +&†
mÔáT>ï ± ™|sÁT>·TԐsTT.
ER

l There are many uses of trees. We get flowers, fruits and wood from
trees.
#î³¢e\¢ nHû¿£ –|ŸjÖî >±\TH•sTT. M{ì qT+º |ŸP\T, |Ÿ+&ƒT,¢ ¿£\|Ÿ e+{ì$ \_ókÍïsTT.
SC

l Some trees do not grow in our surroundings. But we use the flowers,
fruits and wood of these trees.
¿=“• #î³T¢ eTq |Ÿ]dŸs\ýË ™|sÁ>e· Ú. ¿±“ y{ìqT+º \_ó+#û |ŸP\T, |Ÿ+&ƒT¢ e+{ì
y{ì“ eTq+ #áÖdŸÖï+{²+, –|ŸjÖî ÐdŸÖï+{²+.
l We plants saplings in our school, in the premises of our house and as
many places as possible and protect.
eTq+ bÍsÄÁXæ\ýËqT, ‚+{ì nesÁDýËqT $ýÉÕq“• ç|Ÿ<ûXæ\ýË yîTT¿£Ø\qT H{ì y{ì“
dŸ+sÁ¿ìŒ+#áTÅ£”+{²eTT.

68
l The plants like cactus, aloevera grow in sandy soils. These are called
desert plants.
‚dŸT¿£H\û ýË¢ çuVŸ²ˆCÉeTT&ƒT, H>·CÉeTT&ƒT, ¿£\‹+<Š e+{ì yîTT¿£Ø\T ™|sÁT>·TԐsTT. M{ì“
m&†]yîTT¿£Ø\T n+{²sÁT.

DO THIS / ‚$ #ûjáT+&
Conceptual Understanding / $wŸjáÖe>±VŸ²q

A
1. Give a few examples of flowering plants and fruit bearing trees.

AN
|ŸP\T, |Ÿ+&ƒ¢“#ûÌ #ţ” ¿=“• –<‘VŸ²sÁD*eÇ+&.
2. Write the similarities and differences between the wild-date (Eetha chettu)

G
and mango tree.
‡Ôá, eÖ$T& #î³¢ eT<óŠ«>·\ bþ*¿£\T, uóñ<‘ýñ$?
N
3. Look, tell and write the similarities and differences between Jasmine and
LA
hibiscus (malle and mandara) plants.
eTýÉ¢, eT+<‘sÁ yîTT¿£Ø\ eT<óŠ«>·\ bþ*¿£\T, uóñ<‘\T #î|ŸÎ+&, sjáT+&.
TE

4. Which plants do not grow in your surroundings?

MT #áT³Ö¼ ™|sÁ>“· #îfñ¢$?
5. How do you protect the sapling planted by you in your school?
T

MT bÍsÄÁXæ\ýË MTsÁT H{ì“ yîTT¿£ØqT mý² dŸ+sÁ¿ìŒ+#áTÅ£”+{²sÃ

ER

sjáT+&.
6. Write the differences between banyan tree and palm tree
in the table given below.
SC

eTç]#î³T¼Å”£ , Ԑ{ì#³î T¼Å”£ >·\ uóñ<‘\T |Ÿ{켿ý£ Ë sjáT+&.

Banyan tree Palm tree
eTç]#î³T¼ Ԑ{ì#î³T¼
Height/mÔáTï
Leaves/€Å£”\T

Branches/¿=eTˆ\T

69
6. Observe the houses of Sita and Lakshmi.
dÓÔá, \¿ìŒˆ yÞø¢ ‚Þø—¢ #áÖ&ƒ+&. Èy‹T\T #î|ŸÎ+&.

A
AN
House of Sita House of Lakshmi
dÓ¾Ôá ‚\T¢

G
\¿ìë ‚\T¢
 Whose house do you like more and why?
MT¿£T me] ‚\T¢ u²>± qºÌ+~? m+<ŠTÅ£”? N
LA
 What are the difference between the two houses?
dÓÔá yÞø¢ ‚+{Ë¢ @yûT$T –H•sTT? \¿ìë yÞø¢ ‚+{Ë¢ @yûT$T ýñeÚ?
TE

 What would you do if you have open space in front of your house like
Lakshmi's house?
MT ‚+{Ë¢ \¿ìë ‚+{Ë¢ eÖ~]>± U²° dŸœ\+ –+fñ MT¹s+ #ûkÍïsÁT?
T

7. Sita grows plants in her house. She keeps the house clean. Tick ‘’ü‘’ the
ER

things you do at your home.

dÓÔá yÞø¢ ‚+{Ë¢ yîTT¿£Ø\qT ™|+#áTÔáT+~. ‚\¢+Ԑ |Ÿ]Xø—çuó„+>± –+#áTÔáT+~. eT] MTsÁT ‡
¿ì+~ y{ìýË @+ #ûdŸTHï •sà »üµ #ûjáT+&.
SC

 I grow plants at my home. ( )

l HûqT ‚+{Ë¢ yîTT¿£Ø\qT ™|+#áTԐqT.
 I water them every day. ( )
l y{ì¿ì sÃp úÞø—ß bþkÍïqT.
 I take care that no branches and leaves are plucked. ( )
l ¿=eTˆ\T,€Å£”\T Ôî+|ŸÅ”£ +&† #áÖkÍïqT.
 I clean the surroundings of the plants. ( )
l yîTT¿£Ø\ #áT³Ö¼ Xø—çuó„+ #ûkÍïqT.

70
  I remove dried, fallen leaves. ( )
l s*q €Å£”\qT rdkÍïqT.
 I would pickout the fallen leaves and clear the ground. ( )

 I have adopted some plants at my school. Now I am growing them

carefully. ( )
l HûqT bÍsÄÁXæ\ýË yîTT¿£Ø\qT <ŠÔáïÔá rdŸTÅ£”H•qT. C²ç>·Ôáï>± ™|+#áTÔáTH•qT. ( )
8. The houses should have plants because ................................

A
‚+{Ë¢ yîTT¿£Ø\T –+&ƒ&+ƒ nedŸs+Á . m+<ŠT¿£q>± ...................

AN
Draw and Colour the pictures. / u¤eTˆ\T ^jáT+&. sÁ+>·T\T yûjáT+&.
1. Draw and colour the pictures given below.
¿ì+~ u¤eTˆ\T ^jáT+&. sÁ+>·T\T yûjTá +&.

G
N
LA
2. Draw the picture of the tallest tree in your area. Colour it. Write about it .
TE

MT çbÍ+Ôá+ýË u²>± mÔáT>ï ± ™|]¹> ÿ¿£ #î³T¼ u¤eTˆ ^jáT+&. <‘“¿ì sÁ+>·T\T yûjTá +&. <‘“
>·T]+º sjáT+&.
Information Skills - Project work / dŸeÖ#sÁ HîÕ|ŸÚD²«\T ` çbÍCÉÅ£”¼ |Ÿ“
T

1. Name the plants/trees of your surroundings. Write their names if you know?
ER

Find and write the name of trees/plants that you do not know.
MT #áT³T¼|¿Ÿ Ø£ \ –q• yîTT¿£Ø\T/ #î³ý¢ Ë m“•+{ì |sÁT¢ MTÅ£” Ôî\TdŸT? Ôî*d¾qy{ì |sÁT¢ sjáT+&.
Ôî*jáT“y{ì |sÁT¢ Ôî\TdŸT¿=“ sjáT+&.
SC

2. Write down the names of the trees that give us flowers, fruits, shade and
wood.
MT #áT³T¼|Ÿ¿£Ø\ –q• |ŸP\T, |Ÿ+&ƒT,¢ ú&ƒ, ¿£\|Ÿ“#ûÌ yîTT¿£Ø\/#î³¢ |sÁT¢ sjáT+&.
flowers fruits shade wood
|ŸP\T |ŸPd$ |Ÿ+&ƒ¢“#ûÌ$ ú&ƒ“#ûÌ$ ¿£\|Ÿ“#ûÌ$
.................... .................... .................... ....................
.................... .................... .................... ....................
.................... .................... .................... ....................

71
 Appreciation/ ç|ŸXø+dŸ
1. How do you feel if any one plucks the plant that you planted during Haritha
Haaram ? What do you do then ?
VŸ²]ÔáVäŸ sÁ+ýË úeÚ H{ìq yîTT¿£ØqT meÂsHÕ  |Ó¿¹ dï MT¹¿eT“|¾dTŸ +ï ~ ? n|ŸÚÎ&ƒT MT¹s+ #ûkÍïsTÁ ?
2. Many plants are there in Salima's school. You know that she takes care
and waters the plants during holidays also. You also plant a sapling at your
school or adopt one plant and water it regularly. Observe and tell what

A
happened after one month.
dŸ©eÖyÞø¢ ‹&ýË yîTT¿£Ø\T #ý² –H•sTT ¿£<‘! ™d\eÚsÃEýË¢ Å£L&† úÞø—¢ bþdŸT+ï <Š“

AN
C²ç>·Ô>áï ± #áÖdŸTÅ£”+³T+<Š“ Ôî\TdŸTÅ£”H•sÁT ¿£<‘! n{²¢>¹ MTsÁT Å£L&† MT ‹&ýË ÿ¿£ yîTT¿£Ø“
H³+& ýñ<‘ <ŠÔáïÔá rdŸT¿Ã+&. <‘“¿ì sÃp úÞø—¢ bþjáT+&. Hî\ ÔásÇÔá @+ È]Ð+<Ã
#î|ŸÎ+&.

G
Ask a Question / ç|Ÿ¥•+#á&ƒ+

N
1. Akhila wanted to know about water plants. She went to a nearby pond.
LA
She met gardener Ramaiah there. She asked him questions about water
plants. What questions she might have asked? Write down the questions.
Write down the answers that Ramaiah might have given.
TE

nÏ\ ú{ìyTî T¿£Ø\qT >·T]+º Ôî\TdŸT¿Ãy\“ nqTÅ£”+~. ‚+<ŠT¿ÃdŸ+ #îsTÁ eÚ <Š>sZ· ÅÁ ”£ yî[+¢ ~.
n¿£Ø&ƒ seTjáT«ÔÔáqT ¿£*d¾+~. ú{ìyTî T¿£Ø\qT >·T]+º ç|ŸX•ø \T n&Ð+~. nÏ\ @yûT$T
ç|ŸX•ø \T n&Ð –+&ƒe#áTÌ. € ç|ŸX•ø \T sjáT+&. seTjáT« ԐÔá @+ Èy‹T\T #î|ξ –+&ƒe#áTÌ?
T
ER

I can do this / Hû“$ #ûjáT>·\qT

1. I can tell which trees grow taller and which trees grow shorter. Yes/No
eTq #áT³Ö¼ –+&û #î³¢ýË u²>± mÔáTï>± ™|]¹>$, ºq•>± –+&û$ @yà #î|ŸÎ>·\qT. WqT / ¿±<ŠT
SC

2. I can tell the uses of trees. Yes/No

#î³¢e\¢ –|ŸjîÖ>±\T #î|Ο >·\qT. WqT / ¿±<ŠT
3. I can explain about water plants and desert plants. Yes/No
ú{ìyTî T¿£Ø\T, m&†]yîTT¿£Ø\ >·T]+º $e]+#á>\· qT. WqT / ¿±<ŠT
4. I can draw and colour the pictures of flowers, plants and trees. Yes/No
|ŸP\ yîTT¿£Ø\T, #î³¢ u¤eTˆ\T ^d¾ sÁ+>·T\T yûjTá >·\qT. WqT / ¿±<ŠT
5. I can ask questions about plants and trees. Yes/No
yîTT¿£Ø\ >·T]+º, #î³¢ >·T]+º Ôî\TdŸT¿=qT³Å£” ç|Ÿ¥•+#á>·\qT. WqT / ¿±<ŠT

72
 6. BONDING WITH LEAVES ( €Å£”\Ôà nqT‹+<óŠ+)

There are many trees

A
and plants around us.

AN
They are different and
have different kinds of leaves. Have
you seen the leaf of a banana tree?

G
How big it is! People eat on it. Have
you seen leaves of tamarind tree?
N
How small they are! Have you seen
LA
leaves of coconut tree? Think. How
do they look? There are different
types of leaves in the picture. Can
TE

you identify them?

eTq#á T ³Ö¼ mHÕ #î ³ T¢ , yî T T¿£ Ø \T
–H•sTT. ‚eú• sÁ¿£s¿Á ±\T>± –q•fñ¢ M{ì
T

€Å£”\T Å£L&† sÁ¿£s¿Á ±\T>± –+{²sTT. nsÁ{ì

ER

€Å£”qT #áÖXæs? m+Ôá ™|<ŠÝ>± –+³T+<Ã!

B+{Ë¢ uóËÈq+ Å£L&† #ûkÍïsÁT. º+Ôá €Å£”
#áÖXæs? m+Ôá ºq•>± –+³T+<Ã! ¿=‹Ò]
SC

€Å£ ” \qT #á Ö Xæs? mý² –+³T+<Ã

€ý˺+#á+&. ºçÔá+ýË sÁ¿£sÁ¿±\ €Å£”\T
–H•sTT. M{ì“ >·TsÁTï|Ÿ³¼>\· s?

Free Distrubtion by Govt. of T.S. 2019-20 73 73

  Tell and write the names of
the leaves in the picture.

A
ºçÔá + ýË –q• €Å£ ” \ |sÁ T ¢

AN
#î|ŸÎ+&, sjáT+&.
 Do they all look alike?

G
What are the differences?

N
‡ €Å£”\ú• ÿ¹¿ý² –H•jáÖ?
LA
@jûT Ôû&†\TH•sTT?
All leaves don't look
TE

alike. Some are big and the

others are small. The edges
T

and tips are also different.

ER

€Å£”\ú• ÿ¹¿ý² –+&ƒeÚ. ¿=“•

™|<ŠÝ>±, eT]¿=“• ºq•>± –+{²sTT.
SC

y{ì n+#áT\T, ¿=q\T yûsÁTyûsÁT>±

–+{²sTT.

74
 Look at the leaves given below. Observe the edges and tips of the
leaves. (¿ì + ~ €Å£ ” \ n+#á T \T, ¿=q\T mý² –H•jî Ö |Ÿ ] o*+#á + & . )

A
AN
G
Generally, some leaves have smooth edges and others have (rough)
edges touch and see. Some leaves have sharp tips and others have
N
rounded tip. Say about some other leaves.
LA
kÍ<ó‘sÁD+>± ¿=“• €Å£”\T qTqT|ŸÚ n+#áTÔÃ, eT]¿=“• sÁ+|Ÿ|ŸÚ³+#áTÔà –+{²sTT. ¿=“•
€Å£”\ ¿=q\T yîTTq<û*, eT]¿=“• €Å£”\ ¿=q\T >·T+ç&ƒ+>± –+{²sTT. ‚ý² eT]¿=“• €Å£”\
>·T]+º #î|ŸÎ+&.
TE

Collect some leaves. Touch their surface. How did you feel? Are
they soft or rough? Observe and write in the table.
T

MTsÁT ¿=“• €Å£”\qT d¿£]+#á+&. d¿£]+ºq €Å£”\qT #ûÜÔà Ԑ¿ì #áÖ&ƒ+&. qTqT|ŸÚ>± –H•jáÖ?
ER

>·sTÁ Å£”>± –H•jáÖ? |Ÿ]o*+º |Ÿ{켿ý£ Ë sjáT+&.

Names of soft surface leaves Names of rough surface leaves
–|Ÿ]Ôá\+ qTqT|ŸÚ>± –+&û €Å£”\T –|Ÿ]Ôá\+ >·sÁTÅ£”>± –+&û €Å£”\T
SC

Free Distrubtion by Govt. of T.S. 2019-20 75 75

Colourful Leaves
There are different crotons in
Yousuf's house. They are in different
colours. Ramu who came to Yousuf's
house saw the different coloured
leaves and was surprised. Ramu
observed the leaves of a mango tree.

A
He found that the new leaves were

AN
light red in colour, old leaves were
dark green in colour and the leaves about to fall were yellow in colour. Have you
ever seen different coloured leaves? say about them.

G
sÁ+>·T sÁ+>·T\ €Å£”\T
N
jáTÖdŸT|˜t ‚+{Ë¢ sÁ¿s£ ¿Á ±\ ç¿Ã³HŽ yîTT¿£Ø\T –H•sTT. n$ sÁ¿s£ ¿Á ±\ sÁ+>·TýË¢ –H•sTT. jáTÖdŸT|˜t ‚+{ì¿ì
eºÌq seTTÅ£” sÁ+>·T sÁ+>·T\ €Å£”\qT #áÖd¾q|Ÿð&ƒT €XøÌsÁ«+ yûd+¾ ~. seTT eÖ$T& €Å£”\T #áÖXæ&ƒT.
LA
<‘“ º>·TsÁT{²Å£”\T ýñÔá msÁT|ŸÚ sÁ+>·TýË, e­<ŠTsÁT €Å£”\T €Å£”|Ÿ#Ìá sÁ+>·TýË, s*bþjûT €Å£”\T |ŸdTŸ |ŸÚ
sÁ+>·TýË –+&ƒ&+ƒ >·eT“+#&ƒT. eT] MTÂs|Ÿð&îHÕ  sÁ¿s£ ¿Á ±\ sÁ+>·TýË¢ –q• €Å£”\qT #áÖXæs? y{ì
TE

>·T]+º #î|ŸÎ+&.
Take any leaf and MTÅ£” Ôî\TkÍ?
T

observe its
u²<Š+ #î³T¼ €Å£”\ sÁ+>·T, €Å£”
ER

colour, shape, tip ejáTdŸTàqT ‹{ì¼ eÖsÁTÔáT+³T+~.

and surface. How do you feel
when you touch it? Is it rough
SC

or smooth? Smell it. How was

it. Observe the tips? How are
they? Now collect some other
leaves. Fill in the table.

MTsÁ T @<î Õ H  ÿ¿£ €Å£ ” qT Do you know?

rdŸT¿=“ |Ÿ]o*+#á+&. <‘“ sÁ+>·T, Leaves of the trees such as almond, mango etc.
young leaves are maroon in colour and they
€¿±sÁ+, €Å£” ™|Õuó²>·+, ¿ì+~ uó²>·+
become green when they mature.
#áÖ&ƒ+&. n$ mý² –H•sTT? <‘“•

76
#ûÜÔà Ԑ¿ì q|Ÿð&ƒT MTÅ£” mý² n“|¾+º+~? >·sÁTÅ£”>± –+<‘? qTqT|ŸÚ>± –+<‘? €Å£” ydŸq
#áÖ&ƒ+&. € ydŸq mý² n“|¾+º+~? €Å£” ¿=q\qT #áÖ&ƒ+&? ¿=q\T mý² –H•sTT? ¿=“•
€Å£”\qT d¿£]+#á+&. y{ì $es\T ¿ì+~ |Ÿ{켿ý£ Ë sjáT+&.
Name Colour Colour Colour Shape Top Bottom smell
of the of new of old of fallen of tip surface surface
leaf leaves leaves leaves
€Å£” ýñÔá €Å£” eTT<ŠTsÁT s*q €Å£” ¿=q\ ™|Õuó²>·+ ¿ì+~ ydŸq
|sÁT sÁ+>·T €Å£” sÁ+>·T sÁ+>·T €¿±sÁ+ uó²>·+

A
AN
G
N
LA
Shedding of leaves
TE

There is a big tree in Robert's school. All children play under the
shade of the tree during holidays. Robert observed that the tree was losing its
leaves. Robert was worried on seeing the tree without leaves one day. He began
T

to think, “When would the leaves grow again?”

ER

€Å£”\T s\&ƒ+
s‹sY¼ yÞø¢ bÍsÄÁXæ\ýË ™|<ŠÝ #î³T¼ –+~. ™d\eÚsÃEýË¢ |¾\¢\+<ŠsÁÖ € #î³T¼ ú&ƒýË
€&ƒTÅ£”+{²sÁT. #î³T¼Å”£ q• €Å£”\ú• s*bþe&ƒ+ s‹sY¼ #áÖXæ&ƒT. €Å£”\T ýñŔ£ +&† –q• #î³T¼qT
SC

#á֝d dŸ]¿ì s‹sY¼Å”£ u²<óŠ ¿£*Ð+~. #î³T¼Å”£ eT°¢ €Å£”\T m|Ÿð&ƒT ekÍïjîÖ? n“ €ý˺+#ákÍ>±&ƒT.
 Observe and tell which trees shed their leaves?

@jûT #î³T¢ €Å£”\T s\TkÍïjÖî |Ÿ]o*+º #î|ŸÎ+&.

 When do the trees start shedding leaves? (#î³¢ €Å£”\T m|Ÿð&ƒT s\TԐs­?)
 What happens to the leaves which fall off? (s*q €Å£”\T @eTeÚԐsTT?)

 When do the trees get new leaves? (€Å£”\T s*q #î³T¢ m|Ÿð&ƒT º>·T]kÍïs­?)

Free Distrubtion by Govt. of T.S. 2019-20 77 77

 What should be done with the fallen leaves?
Generally, trees shed the leaves. The
Do you know?
surroundings look dirty with the The smoke that
dry leaves. So, we comes out due to
should sweep to burning of the leaves
keep the fallen is injurious to
surroundings health. Instead of

A
clean. burning, the fallen
leaves should be

AN
dumped into a
Compost pit. Don’t
burn them.

G
MTÅ£” Ôî\TkÍ?
s*bþs­q €Å£ ” \qT
N ¿±\Ì&ƒ + e\¢ e#û Ì
LA
bõ>·e\¢ €sÃ>±«“¿ì VŸä“
¿£\T>·TÔáT+~. n+<ŠT¹¿
#îÔqïá T ¿£+bþdŸT¼ >·T+ÔáýË
TE

yûjÖá *. ¿±\Ì>·Ö&ƒ<ŠT.
s*q €Å£”\qT @+ #ûjáÖ*?
kÍ<ó‘sÁD+>± #î³¢ €Å£”\T s*bþÔáT+{²s­. s*q €Å£”\Ôà |Ÿ]dŸs\T
T

n|Ÿ]Xø—çuó„+>± ¿£“|¾kÍïs­. n+<ŠT¿¹ y{ì“ }&Ì |Ÿ]dŸs\qT Xø—çuó„+>± –+#*.

ER

Compost pit :

In Robert's school the members of the school cleaning committee sweep all the
SC

dry leaves and paper etc. every day and throw them into the pit. In the same way
the left over food collected after mid day meals is also thrown into the pit later
they cover the pit with soil. Do you know, why they do this? After a few days they
decay and becomes a good fertilizer. This is used for the plants of the school
garden.

78
¿£+bþdŸT¼ >·T+Ôá
s‹sYy¼ Þø¢ bÍsÄXÁ æ\ýË ç|ŸÜ sÃp #î³¢ qT+º s*q €Å£”\qT, #îÔqïá T }&Ì bÍsÄXÁ æ\ |Ÿ]Xø—çuóԄ á
¿£$T{¡ dŸuT„ó «\T >·T+ÔáýË yûkÍïsTÁ . ný²¹> eT<ó‘«VŸ²•+ uóËÈq+ #ûdq¾ ÔásÇÔá $TÐ*q |Ÿ<‘sœ\“•+{ìú
€ >·T+ÔáýË yûkÍïsTÁ . ¿=+Ôá eT{쓼 ™|qÕ #á\T¢ÔsÁT. ‚ý² m+<ŠTÅ£” #ûkÍïsà Ôî\TkÍ? ¿=~Ý sÃE\Å£” ‚eú•
Å£”[¢bþs­ msÁTeÚ>± eÖsÁTԐs­. ‡ msÁTeÚqT ‹&Ôóý˓ yî­¿£Ø\Å£” yûkÍïsTÁ .
What do you do with fallen leaves in your school ?

A
MT bÍsÄÁXæ\ý˓ s*q €Å£”\qT @+ #ûkÍïsÁT?

AN
Leaves as Food:

G
When Robert returned home after school, he smelt curry being

cooked in the kitchen. When curry leaves and coriander leaves are added to

food, it gives good taste and smell.

N
LA
We use different leaves which give food good smell and taste. Leafy
TE

vegetables are good for health as they provide vitamins. Some leafy vegetables

are cooked and eaten. They must be thoroughly washed before cooking.

€VŸäsÁ+>± €Å£”\T
T
ER

s‹sY¼ ‹&qT+º ‚+{ì¿ì s>±Hû e+³>·~ qT+º Å£LsÁ e+&ƒTÔáTq• ydŸq eºÌ+~. Å£LsÁýË
¿£]yûbÍÅ£”, ¿=ÜïMTsÁ yûjTá >±Hû eT]+Ôá |˜ŸTTeT|˜ŸTTeTý²&û ydŸq eºÌ+~.
SC

Tell and write the names of the leaves that have good smell.

ydŸq e#ûÌ €Å£”\ |sÁT¢ #î|ŸÎ+&. sjáT+&.

eTq+ #ûdTŸ Å£”Hû e+³ýË¢ €Å£”\qT y&ƒ&+ƒ e\¢ €VŸäs“¿ì ydŸqÔÃbͳT, eT+º sÁTº Å£L&†
edŸTï+~. €Å£”Å£LsÁ\T €sÃ>±«“¿ì m+Ôà yûT\T. m+<ŠT¿£+fñ n$ mHÕ $³$Tq¢qT ‚kÍïsTT. M{ì
<‘Çs $³$TqT¢ \_ókÍïsTT. ¿=“• sÁ¿±\ €Å£”Å£LsÁ\qT e+& Ü+{²sÁT. €Å£” Å£LsÁ\qT e+&û eTT+<ŠT
Xø—çuó„+>± ¿£&ƒ>±*.

Free Distrubtion by Govt. of T.S. 2019-20 79 79

 Observe the pictures given below. Name the leaves. How do we
use them? Name the dishes in which you can use them.
¿ì+~ ºçԐ\T #áÖ&ƒ+&. n$ @ €Å£”ýË #î|ŸÎ+&. y{ìÔà @yûT$T #ûkÍïsà #î|ŸÎ+&.

A
AN
G
N
LA
TE

Tell and write the names of some other leafy vegetables you
know.
MTÅ£” Ôî*d¾q eT]¿=“• €Å£”Å£LsÁ\ |sÁT¢ #î|ŸÎ+&. sjáT+&.
T
ER

.......................... .......................... ..........................

.......................... .......................... ..........................

SC

.......................... .......................... ..........................

Let's play and identify the leaves
Collect the leaves of Coriander(dhania), Mint (pudina),
eucalyptus (neelagiri), tamarind (chintha), Lemon
(Nimma), neem (vepa) and tulasi.
Cover the eyes of one student with hand kerchief.
Give any leaf to him/her. Ask him/her to identify the leaf
either by smelling or tasting it. Find out, who identifies
more number of leaves.

80
 @ €Å£”ýË #î|ŸÎ+& #áÖ<‘Ý+!
¿=ÜïMTsÁ, |ŸÚBH, jáTÖ¿£*|Ÿ¼dt (ú\Ð]), º+Ôá, “eTˆ, yû|Ÿ, ÔáT\d¾ €Å£”\qT ¿=“•+{ì“
d¿£]+#á+&.
MTýË ÿ¿£] ¿£Þø¢Å”£ >·+Ôá\T ¿£³¼+&. nÔᓠ#ûÜ¿ì €Å£”qT ‚ºÌ sÁTº ýñ<‘, ydŸq #áÖd¾ €
€Å£” @<à #î|ŸÎeTq+&. mesÁT mÅ£”Øe €Å£”\qT >·T]ïkÍïsà #áÖ&ƒ+&.
Decorating with leaves

A
You have learnt about different shapes, colours, tastes and smells

AN
of leaves.
Do you know on what occasions houses are decorated with leaves? Have
you ever decorated your house with leaves?

G
The picture given below shows how Kamala has decorated her house for
the festival.

€Å£”\Ôà n\+¿£sÁD N
LA
MTsÁT ‚|ŸÎ{ì esÁÅ£” €Å£”\ €¿±s\T, sÁ+>·T\T, sÁTº, ydŸq\ >·T]+º Ôî\TdŸTÅ£”H•sÁT ¿£<‘!
m|Ÿð&î|Ÿð&ƒT ‚+{ì“ €Å£”\Ôà n\+¿£]kÍïsà MTÅ£” Ôî\TkÍ? MT ‚+{ì“ m|Ÿð&îÕH ‚ý²
n\+¿£]+#s?
TE

|Ÿ+&ƒT>·H&ƒT ¿£eT\ ‚+{ì“ mý² n\+¿£]+º+<à ¿ì+~ ºçÔá+ýË #áÖ&ƒ+&.

T
ER
SC

Free Distrubtion by Govt. of T.S. 2019-20 81 81

 Which leaves are used to decorate the house in the above picture?
™|Õ ºçÔá+ýË ‚+{ì“ @jûT €Å£”\Ôà n\+¿£]+#sÁT?
What type of leaves do you use to decorate your house during festivals?
|Ÿ+&ƒT>·\|Ÿð&ƒT MTsÁT @jûT €Å£”\qT n\+¿£sÁDÅ£” –|ŸjÖî ÐkÍïsÁT?
When do you decorate your school with leaves? Which leaves do you use
MT ‹&“ €Å£”\Ôà m|Ÿð&î|Ÿð&ƒT n\+¿£]kÍïsÁT? ‚+<ŠT¿ÃdŸ+ @jûT €Å£”\qT –|ŸjÖî ÐkÍïsÁT?

A
Generally, houses are decorated with the leaves of mango, coconut and

AN
banana during festivals, marriages and fairs(jathara). Such decoration with leaves
makes the house look beautiful.

kÍ<ó‘sÁD+>± |Ÿ+&ƒT>·\T, ™|[¢Þø—,¢ C²ÔásÁ\T È]¹>³|Ÿð&ƒT ‚Þø¢qT eÖ$T&, ¿=‹Ò], nsÁ{ì

G
e+{ì €Å£”\Ôà n\+¿£]kÍïsTÁ . ‚ý² n\+¿£]+#á&+ƒ e\¢ ‚\T¢ n+<Š+>± ¿£“|¾dŸT+ï ~.
N
LA
Colours with leaves:

It was Harika's birthday. She wore a new dress. She

TE

applied henna (gorintaku) on her hands and fingers. She showed

the beautiful designs of henna on her hands to all the children
T

in the school. Everyone appreciated it.

ER

€Å£”\Ôà sÁ+>·T\T
€ sÃE VŸä]¿£ |ŸÚ{ì¼qsÃE. ¿=Ôáï <ŠTdŸT\ï T yûdTŸ Å£”+~. #ûÔTá \Å£” >Ã]+{²Å£” ™|³T¼Å”£ +~. bÍsÄÁXæ\ý˓
SC

|¾\¢\+<Š]¿¡ Ôáq #ûÔTá \Å£” ™|³T¼Å”£ q• n+<ŠyîTq® >Ã]+{²Å£” &CÉÕqT¢ #áÖ|¾+~. |¾\¢\+<ŠsÁÖ VŸä]¿£qT
yîT#áTÌÅ£”H•sÁT. #ý² u²>·T+<ŠH•sÁT.

Draw a henna (mehandi) design in your notebook. Ask your teacher/ family
member about other plants that give colour naturally and list them.

MTsÁT >Ã]+{²Å£”Ôà yûd &CÉÕqTqT MT HóT |ŸÚdŸï¿+£ ýË yûjTá +&. MT Å£”³T+‹ dŸuó„T«\qT,
ýñ<‘ {¡#ásqY T n&Ð sÁ+>·T\“#ûÌ ‚ÔásÁ yîTT¿£Ø\ C²_ԐqT ÔájÖá sÁT#ûjTá +&.

82
 Shapes with leaves
You know that leaves are used for decoration! We can also make
different shapes with leaves. Robert collected all the taller leaves from
the school ground. He pasted them on a white paper and made a picture. All
children saw the diffrent shape made by Robert and appreciated him. Let us see
the shapes made by the Robert?
€Å£”\Ôà €¿±s\T

A
€Å£”\qT n\+¿£sÁD ¿ÃdŸ+ y&ƒÔeT“ Ôî\TdŸTÅ£”H•sÁT ¿£<‘! nsTTÔû €Å£”\Ôà sÁ¿£s¿Á ±ýÉÕq €¿±s\T

AN
Å£L&† #ûjáTe#áTÌ. s‹sY¼ bÍsÄÁXæ\ýË s*q €Å£”\“•+{ìú d¿£]+#&ƒT. y{ì“ Ôî\¢¿±ÐÔá+ MT<Š
nÜ¿ì+º u¤eTˆqT #ûXæ&ƒT. s‹sY¼ #ûdq¾ €¿±s“• #áÖd¾ $T>·Ô |¾\¢\+Ԑ yîT#áTÌÅ£”H•sÁT. s‹sY¼
€Å£”\Ôà #ûdq¾ €¿±s\T #áÖ<‘ÝeÖ!

G
N
LA
TE
T
ER
SC

Now collect leaves and give them the shapes

of different animals and birds. Show them to
your classmates and friends. Exhibit them on
the school Bulletin Board.
MTsÁTÅ£L&† €Å£”\T d¿£]+#á+&. sÁ¿£sÁ¿±\ È+ÔáTeÚ\T,
|ŸÅ£Œ”\ €¿±s\T ÔájáÖsÁT#ûjáT+&. y{ì“ n+<Š]¿¡
#áÖ|Ÿ+&. >Ã&ƒ|ŸçÜ¿£ýË ç|Ÿ<Š]ô+#á+&.
Free Distrubtion by Govt. of T.S. 2019-20 83 83
 Playing with leaves:
Harika saw Robert playing with wind mill. "Where did you buy it?"
She asked. "No, I made it myself," replied Robert. "Teach me too," requested
Harika. How did Robert make the wind mill? Let’s see.
€Å£”\Ôà €³\T
s‹sY¼ >±*|ŸÚeÚÇÔà €&ƒT¿Ãe&ƒ+ VŸä]¿£ #áÖd¾+~. @ <ŠT¿±D+ýË ¿=H•e“ n&Ð+~. HûHû ÔájÖá sÁT
#ûXæqT nH•&ƒT s‹sY¼. HÅ£” Å£L&† Hû]Î+#áT n“ n&Ð+~ VŸä]¿£. >±* |ŸÚeÚÇqT s‹sY¼ mý²

A
ÔájÖá sÁT #ûXæ&à #áÖ<‘Ý+!

AN
1) Take a dried palm leaf and cut it to the length of your
finger.

G
m+&q Ԑ{ì €Å£”qT rdŸT¿=“ #ûÜ yû\+Ôá bõ&ƒeÚ –+&û³³T¢ ¿£Üï]+#*.
2) N
Pierce a thorn or a nail to the piece of palm leaf.
LA
ÔáT+ºq Ԑ{ì €Å£”Å£” ÿ¿£ eTT\T¢qT ýñ<‘ ºq• yûTÅ£”qT >·T#Ì*.
TE

3) Pierce the leaf to a soft twig or straw of millet.

(choppa bendu)
eTT\T¢ ýñ<‘ ºq• yûTÅ£” >·TºÌq Ԑ{ì €Å£”qT ÿ¿£
T

#=|ŸÎuÉ+&ƒTÅ£” ýñ<‘ uÉsÁ&ƒT yîTÔáï>± –+&û ¿£fɼţ” >·T#Ì*.

ER

4) Now run holding it and see how it swirls like a fan!

‚ý² Ԑ{²Å£”Ôà ÔájÖá sÁT #ûdq¾ >±* |ŸÚeÚÇÔà |ŸsÁT> ÜïÔ,û n~ ÐsÁÐs
SC

ÜsÁT>·TÔáT+~.

Discuss with your friends and make different toys with

leaves.
€Å£”\Ôà ‚+¿± @jûT €³edŸTeï Ú\T #ûjTá e#ÃÌ MT $TçÔáT\Ôà #á]Ì+º
ÔájÖá sÁT#ûjTá +& .

84
 Key words / ¿¡\¿£|Ÿ<‘\T

1. Tips / ¿=q\T 6. Compost pit / ¿£+bþdŸT¼ >·T+Ôá

2. Edges / n+#áT\T 7. Fertilizer / msÁTeÚ
3. Rough surface / >·sTÁ Å£”<Šq+
8. nature leaves / eTT<ŠTsÁT €Å£”\T
4. Smooth surface / qTqT|ŸÚ<Šq+
5. New leaves / ýñÔá €Å£”\T 9. Decoration / n\+¿£sÁD

A
What have we learnt? / eTq+ HûsÁTÌÅ£”q•$

AN
 Leaves are of different shapes and sizes. rough. Some are soft and
are rough Some have saw (rough) edge and some have smooth
edges. Some have sharp tips and some have round tips. Some are

G
big and some are small.

N
€Å£”\T sÁ¿£sÁ¿±\T>± –+{²sTT. ¿=“• €Å£”\ n+#áT\T qTqT|ŸÚ>±, eT]¿=“• sÁ+|Ÿ|ŸÚ
n+#áTÔà –+{²sTT. ¿=“• €Å£”\ ¿=q\T yîTTq<û*, eT]¿=“• >·T+ç&ƒ+>±qT –+{²sTT.
LA
 Generally, new leaves are light red, nature leaves dark green and
dried leaves are yellow in colour.
TE

kÍ<ó‘sÁD+>± º>·TsÁT{²Å£”\T ýñÔá msÁT|ŸÚ sÁ+>·TýË, eTT<ŠTsÁT €Å£”\T €Å£”|Ÿ#Ìá sÁ+>·TýË,

s*bþjûT €Å£”\T |ŸdTŸ |ŸÚ sÁ+>·TýË –+{²sTT.
 Leafy vegetables like curry leaf, coriander, spinach and others are
T

good for health. Leafy vegetables should be washed thoroughly

ER

before cooking.
¿£]yûbÍÅ£”, ¿=ÜïMTsÁ, bÍ\Å£LsÁ, ÔóţLsÁ e+{ì €Å£”Å£LsÁ\T Üq&ƒ+ €sÃ>±«“¿ì
m+Ôà yûT\T. €Å£”Å£LsÁ\qT e+&û eTT+<ŠT Xø—çuó„+>± ¿£&>ƒ ±*.
SC

 The leaves of banana and mango are used for decoration. Henna
(mehandi) is used to decorate hands.
nsÁ{ì, eÖ$T& e+{ì €Å£”\qT n\+¿£sÁDÅ£” y&ƒÔsÁT. >Ã]+{²Å£”qT #ûÔáT\Å£”
™|³T¼Å£”+{²sÁT.
 We should not burn dry leaves. They should be thrown into the
compost pit and covered with soil.
s*q #î³¢ €Å£”\qT ¿±\ÌÅ£”+&†, ¿£+bþdŸT¼ >·T+ÔáýË yûd¾ eT{ì¼Ôà ¿£bÍÎ*.

Free Distrubtion by Govt. of T.S. 2019-20 85 85

 DO THIS / ‚$ #ûjáT+&
Conceptual Understanding / $wŸjáÖe>±VŸ²q
1. Name some saw (rough) edged leaves.
sÁ+|Ÿ|ŸÚ³+#áTÔà –q• ¿=“• €Å£”\ |sÁT¢ sjáT+&.
2. Write down the similarities and differences between the leaves of hibiscus
and lotus.

A
ԐeTsÁ, eT+<‘sÁ €Å£”\ eT<óŠ« >·\ bþ*Å£\T, uóñ<‘\T sjáT+&.

AN
G
N
LA
3. Give four examples of leaves which are used as food.
€VŸäsÁ+>± –|ŸjÖî Ð+#û H\T>·T sÁ¿±\ €Å£”\Å£” –<‘VŸ²sÁD*eÇ+&.
TE

4. Find out the names of leaves hidden in the table below.

C U R R Y L E A F
T

O T A M A R I N D
ER

R R R A C T D D M
I B A N O U X O E
SC

A A R G C L X O N
N N A O O A X O T
D A R X N S E M H
E N A X U I X H O
R A X X T X X J L

 Which leaves in the above table can be identified by smell?

 Which leaves in the above table are used for decoration?

86
 ¿ì+~ |Ÿ{켿£ýË ¿=“• €Å£”\ |sÁT¢ –H•sTT. y{ì“ >·T]ï+#á+&.
¿= Üï MT sÁ yû bÍ
º+ Ԑ Å£” >·Ö Ôà \
|ŸÚ B H >Ã+ ³ Å£L
yû |Ÿ yîT+ Ü Å£L sÁ

A
AN
‹ #áÌ * n sÁ {ì
eÖ $T & ÔáT \ d¾

G
 M{ìýË yû{ì“ ydŸq <‘Çs >·T]ï+#áe#áTÌ?
 n\+¿£sÁD¿ÃdŸ+ yû{ì“ y&ƒÔsÁT? N
LA
5. Write the names and uses of some leaves you know.
MTÅ£” Ôî*d¾q ¿=“• €Å£”\ |sÁT¢ sd¾, n$ m+<ŠTÅ£” –|ŸjÖî >·|Ÿ&ƒÔjîÖ sjáT+&.
TE

6. What should be done with fallen leaves?

s*q €Å£”\qT @+ #ûjÖá *?
Draw and Colour the pictures. / u¤eTˆ\T ^jáT+&. sÁ+>·T\T yûjáT+&.
T
ER

1. Draw the pictures of any two leaves that you like. Write their names.
MTÅ£” qºÌq Âs+&ƒT €Å£”\ u¤eTˆ\T ^d¾, y{ì |sÁT¢ sjáT+&.
2. Draw and colour the pictures given below.
SC

¿ì+<Š ‚ºÌq u¤eTˆ\T ^jáT+&. sÁ+>·T\T yûjTá +&.

Free Distrubtion by Govt. of T.S. 2019-20 87 87

 Information Skills - Project work. / dŸeÖ#sÁ HîÕ|ŸÚD²«\T ` çbÍCÉÅ£”¼ |Ÿ“
1. Collect information on leafy vegetables that were cooked in your friends’
houses for the last two days. Fill the table with the particulars.
MT d•V¾²ÔáT\ ‚Þøý¢ Ë¢ >·Ôá s +&ƒT sÃE\T>± @jûT €Å£”\qT €VŸäsÁ|<Ÿ ‘sœ\T>± e+&†sà $es\T
d¿£]+#á+&. |Ÿ{켿ý£ Ë qyîÖ<ŠT #ûjáT+&.

A
Sl.No. Name of the friend Name of the leafy Food Item
vegetable cooked

AN
ç¿£.dŸ+. d•V¾²ÔáT“ |sÁT €Å£” Å£LsÁ|sÁT e+&q |Ÿ<‘sÁœ+

G
N
LA
TE

 How many of them cooked leafy vegetables in their houses?

T

m+ÔáeT+~ ‚ÞøßýË¢ €Å£”Å£LsÁ\qT e+&†sÁT?

ER

 What type of leafy vegetables are cooked in more number of houses?

mÅ£”ØeeT+~ ‚Þø¢ýË¢ @ €Å£”Å£LsÁ\Ôà €VŸäsÁ |Ÿ<‘sœ\T e+&†sÁT?
SC

2. Make different shapes with leaves. Paste them on a chart. Exhibit it in the
class.
€Å£”\Ôà $$<óŠ €¿±s\T ÔájÖá sÁT#ûjTá +&. #sÁTM¼ T<Š nÜ¿ì+#á+&. ÔásÁ>Ü· ýË ç|Ÿ<Š]ô+#á+&.
3. Collect some leaves and keep them in your note book. Remove them after
a week. Paste them on a chart. Exhibit it in the class.
¿=“• €Å£”\qT d¿£]+º, HóT|ŸÚdŸï¿£+ýË ysÁ+sÃE\T –+#á+&. #sÁT¼MT<Š nÜ¿ì+º
ÔásÁ>·Ü>·~ýË ç|Ÿ<Š]ô+#á+&.

88
 Do it and discuss what you saw. / #ûd¾ #áÖ&ƒ+& ` @+ È]Ð+<à #î|ŸÎ+&.
1. Grind hibiscus (mandara) leaves and apply to the left hand. Grind henna
(mehandi) and apply to the right hand. Leave it on for two hours and say
what happened.

eT+<‘sÁ|ŸÚ €Å£”\qT qÖ] m&ƒeT #ûÜ¿ì, >Ã]+{²Å£”qT qÖ] Å£”&#Üû ¿ì ™|³T¼¿Ã+&. Âs+&ƒT
>·+³\ ÔásÇÔá #áÖ&ƒ+&. @+ È]Ð+<à #î|ŸÎ+&.

A
2. Keep any leaf in an old note book for fifteen days. Write down the changes

AN
you observe.

@<îÕH ÿ¿£ €Å£”qT |Ÿ~V²qT sÃE\T bÍÔáHóT |ŸÚdŸï¿£+ýË –+#á+&. mý²+{ì eÖsÁTÎ\T

G
¿£“|¾+#jîÖ sjáT+&.
N
3. Collect different types of leaves of your surroundings and put them in hot
LA
water. After some time take out and observe. What changes did you
observe?
TE

|Ÿ]dŸs\ýË \_ó+#û €Å£”\qT yû&úÞø¢ýË yûjáT+&. ¿=~ݝd|Ÿ{ì ÔásÇÔá rd¾ #áÖ&ƒ+&. mý²+{ì
eÖsÁTÎ\T >·eT“+#sÁT?
T

Appreciation. / ç|ŸXø+dŸ
ER

1. Who made good picture with leaves in your class? What pictures did they
make? Why did you feel that they are good?
SC

MT ÔásÁ>Ü· ýË €Å£”\Ôà mesÁT u²>± u¤eTˆ\T ÔájÖá sÁT#ûXæsÁT? @jûT u¤eTˆ\T ÔájÖá sÁT
#ûXæsÁT? n$ u²>·TH•jáT“ MTÅ£” m+<ŠTÅ£” n“|¾+º+~?
2. What do you do with fallen leaves at your home/school?

MT ‚+{Ë¢ / ‹&ýË €Å£”\T s*q|Ÿð&ƒT MTsÁT @+ #ûkÍïsÁT?

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 Ask a Question. / ç|Ÿ¥•+#á&ƒ+

1. Harini came to Neeraja's residence. She saw leaves of different plants.

She was surprised to see some leaves. She enquired Neeraja about them.
What questions might Harini have asked Neeraja? Write down those
questions. What answers might Neeraja have given?

úsÁÈ y[¢+{ì¿ì VŸ²]Dì eºÌ+~. y[¢+{Ë¢ sÁ¿s£ ¿Á ±\ yîTT¿£Ø\ €Å£”\qT #áÖd¾+~. ¿=“• €Å£”\qT

A
#áÖd¾ €XøÌsÁ«bþsTT+~. y{ì >·T]+º úsÁÈqT n&Ð+~. VŸ²]Dì @ @ ç|ŸXø•\T n&Ð

AN
–+³T+~. € ç|ŸX•ø \T sjáT+&. úsÁÈ @+ Èy‹T\T #î|¾Î –+³T+~?

G
I can do this / Hû“$ #ûjáT>·\qT

N
1. I can classify the leaves on the basis of edges and tips. Yes/No
LA
€Å£”\qT e¯Z¿]£ +#á>\· qT. (sÁ¿±“• ‹{ì¼ yûsÁT #ûjTá >·\qT) WqT / ¿±<ŠT
2. I can explain the uses of leaves. Yes/No
TE

€Å£”\ –|ŸjÖî >±\T $e]+#á>\· qT. WqT / ¿±<ŠT

3. I can draw leaves of different shapes. Yes/No
T

sÁ¿£s¿Á ±\ €Å£”\ u¤eTˆ\T ^jáT>·\qT. WqT / ¿±<ŠT

ER

4. I can ask questions about leaves. Yes/No

€Å£”\qT >·T]+º Ôî\TdŸT¿=qT³Å£” ç|ŸX•ø \T n&ƒ>·>\· qT. WqT / ¿±<ŠT

SC

5. I can collect and tabulate information on leaves. Yes/No

€Å£”\Å£” dŸ+‹+~ó+ºq dŸeÖ#s“• d¿£]+º, |Ÿ{켿ý£ Ë sjáT>·\qT. WqT / ¿±<ŠT

6. Eating leafy vegetables is good for health.

I eat leafy vegetables regularly. Yes/No

€Å£”Å£LsÁ\T Üq&ƒ+ €sÃ>±«“¿ì eT+º~. sÃp €Å£”Å£LsÁ\T Ü+{²qT. WqT / ¿±<ŠT

90
 7. THE FOOD WE EAT ( 7. eTq+ @yûT$T Ü+{²+!)
Ravi has not been attending
the school for the last two
days. He came to school
today. During lunch time, Ramu, Mary, Roja
came to Ravi.

A
sÁ$ Âs+&ƒT sÃE\T>± ‹&¿ì sýñ<ŠT. € sÃCñ ‹&¿ì

AN
e#Ì&ƒT. eT<ó‘«VŸ²• uóËÈq dŸeTjáT+ýË sÁ$ <Š>sZ· ÅÁ ”£ se­,
yûT], sÃC² e#ÌsÁT.

G
Roja : Ravi! Why you have n't come to
school for the last two days?

sÃC² : sÁM! Âs+&ƒT sÃE\qT+º ‹&¿ì m+<ŠTÅ£”

N
LA
sýñ<ŠT?
Ravi : I went to Nalgonda to attend my
TE

uncle's wedding. That is why I didn't come.

sÁ$ : eÖ eÖeTjáT« ™|[¢¿ì qý¤Z+&ƒÅ”£ yîÞ²¢+. n+<ŠT¿¹ sýñ<ŠT.

T

Mary : Oh! Uncle's Wedding! Wow! Did it go well?

ER

yûT] : MT eÖeTjáT« ™|[¢¿ì yîÞ²ßy! ™|[¢ u²>± È]Ð+<‘?

Ravi : Yes! It went on well. They served yummy food in morning, noon and at
SC

night with variety of dishes.

sÁ$ : z! #ý² u²>± È]Ð+~. ™|[¢ýË –<ŠjTá +, eT<ó‘«VŸ²•+, sçÜ sÁ¿£s¿Á ±\ e+³\T #ûXæsÁT.
Ramu : What didyou eat in the wedding ?

se­ : ™|[¢ýË @yûT$T ÜH•eÚ?

Ravi : I ate many varities of dishes.

sÁ$ : #ý² sÁ¿±\ e+³\T ÜH•qT.

91
 Fill in the table with what dishes
Ravi might have eaten in the
marriage.
sÁ$ ™|[¢ýË @yûT$T ܓ –+{²&à ¿ì+~ |Ÿ{켿ý£ Ë sjáT+&.
Morning Afternoon Evening Night
–<ŠjTá + eT<ó‘«VŸ²•+ kÍjáT+çÔá+ sçÜ

A
AN
Do we eat the kind of food eaten
at wedding / parties at home too? Why / Why not?

G
™|[ßÞø¢ýË ÜHûeú• sÃp eTq+ ‚+{Ë¢ Ü+{²eÖ? ÜqeÖ? m+<ŠTe\¢?
N
What kind of food do you eat at home everyday? Fill in the table given
below
LA
MTsÁT MT ‚+{Ë¢ sÃp @$T Ü+{²sà ¿ì+~|Ÿ{켿ý£ Ë sjáT+&.
Morning Afternoon Evening Night
TE

–<ŠjTá + eT<ó‘«VŸ²•+ kÍjáT+çÔá+ sçÜ

T
ER

You wrote about the food you eat everyday.

MTsÁT @yûT$T Ü+{²sà sXæsÁT ¿£<‘!
Ask your friends and fill in the table about the food they eat daily.
SC

eT] MT d•V¾²ÔáT\T m|Ÿð&î|Ÿð&ƒT @yûT$T Ü+{²sà Ôî\TdŸT¿=“ ¿ì+~ |Ÿ{켿ý£ Ë sjáT+&.

Name of the friend Morning Afternoon Night
d•V¾²ÔáT\ |sÁT¢ –<ŠjTá + eT<ó‘«VŸ²•+ sçÜ

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 What do most of them eat in morning, afternoon and at night.
mÅ£”ØeeT+~ ç|ŸÜsÃE –<ŠjTá + Üq•$ @$T{ì? n{²¢¹> eT<ó‘«VŸ²•+, sçÜ @yûT$T ÜH•sÁT?
Why should we eat food? (eTq+ €VŸäsÁ+ m+<ŠTÅ£” ÜHýË Ôî\TkÍ?)
Ravi woke up late. He took a bath hurriedly and rushed to school. As he
was getting late, he went to school without having breakfast. How Ravi would
have felt in the school?
sÁ$ €\dŸ«+>± “ç<Šýñ#&ƒT. >·‹>·u² k͕q+#ûd¾ ‹&¿ì yîÞ²ß&ƒT. €\dŸ«+ neÚÔáT+<Š“ @MT

A
ÜqÅ£”+&† yîÞ²ß&ƒT. ‹&ýË sÁ$¿ì @eT“|¾+º –+³T+<à #î|ŸÎ+&.

AN
Have you ever attended school without eating food?
How did you feel then?

G
MTÂs|ŸÚÎ&îÕH @MT ÜqÅ£”+&† ‹&¿ì yîÞ²ßs! n|Ÿð&ƒT MT¹¿eT“|¾+º+~?
Do you know why we eat food? Every day, we do many types of work. We
N
walk, play, run, fetch water and so on. We need energy to do all these and for
LA
that we need food.
eTq+ m+<ŠT¿ÃdŸ+ ÜHýË Ôî\TkÍ? eTq+ ç|ŸÜsÃE nHû¿£ |ŸqT\T #ûdŸÖï+{²+. q&ƒe&ƒ+,
TE

€&ƒT¿Ã&ƒ+, |ŸsÁTÂ>Ôáï&ƒ+, úÞø—ß Ôûe&ƒ+ ý²+{ì nHû¿£ |ŸqT\T #ûkÍï+. ‡ |ŸqT\ú• #ûjáT&†“¿ì
eTqÅ£” Xø¿ìï ¿±y*. ‚+<ŠT¿ÃdŸ+ eTqÅ£” €VŸäsÁ+ nedŸsÁ+.
Where does our food come from?
T

eTq+ ÜHû €VŸäsÁ+ m¿£Ø& qT+º edŸTï+~?

ER

Do you know where does the food we eat come from? We get vegetables
and fruits from plants. Similarly, we get milk, eggs and meat from animals.
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eTq+ ÜHû €VŸäsÁ+ m¿£Ø& qT+º edŸT+ï <à Ôî\TkÍ? eTq+ €VŸäsÁ+>± ÜHû Å£LsÁ>±jáT\T, |Ÿ+&ƒT¢,
<ŠT+|Ÿ\T e+{ì$ yîTT¿£Ø\qT+º ekÍïsTT. ný²¹> bÍ\T, >·T&ƒT,¢ eÖ+dŸ+ e+{ì$ È+ÔáTeÚ\qT+º
ekÍïsTT.
Look at the pictures in the next page. Say what they are. Circle the things
that come from animals. Tick 'ü' the things that come from plants.
|Ÿ¿£Ø|JýË ºçԐ\T –H•sTT #áÖ&ƒ+&. n$ @$T{Ë #î|ŸÎ+&. È+ÔáTeÚ\qT+º e#ûÌy{ì¿ì » µ
#áT³¼+&. yîTT¿£Ø\qT+º \_ó+#ûy{ì¿ì »üµ ™|³¼+&.

93
 What are the things that come from plants? What are
the things that come from animals?
yîTT¿£Ø\qT+º \_ó+#û$ @$? È+ÔáTeÚ\qT+º \_ó+#û$ @$?

A
AN
G
N
LA
TE
T
ER
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94
 Ravi's mother served him egg curry. Ravi asked his mother how
is egg curry prepared. His mother said that it was prepared using
eggs, green chillies, oil, turmeric, onions and tomatoes. These
eggs come from hens and chillies, turmeric, onions, tomatoes come from plants.
Observe the names of the food items given below. Tick '3' the proper places where
it comes from.
sÁ$¿ì yÞø¢ neTˆ nq•+ ™|{ì+¼ ~. ¿Ã&>T· &ƒT¦ Å£LsÁ yûd+¾ ~. sÁ$ yÞø¢ neTˆqT ¿Ã&>T· &ƒTŦ L£ sÁ mý²

A
#ûkÍïs“Á n&>±&ƒT. ¿Ã&>T· &ƒTŦ L£ sÁýË ¿Ã&>T· &ƒT,¢ |ŸºÌ$TsÁ|¿Ÿ ±jáT\T, qÖHî, |ŸdTŸ |ŸÚ, –*¢bÍjáT\T, ³eÖ{²

AN
yîTT<Š\sTTq$ yûd¾ #ûkÍïs“Á #î|ξ +~. M{ìýË ¿Ã&>T· &ƒT¦ ¿Ã& qT+º edŸT+ï ~. n{²¢>¹ |ŸºÌ$TsÁ|¿Ÿ ±jáT\T,
|ŸdŸT|ŸÚ, –*¢bÍjáT\T, ³eÖ{²\T yîTT<Š\sTTq$ yîTT¿£Ø\qT+º \_ókÍïsTT. ¿ì+<Š ¿=“• €VŸäsÁ|Ÿ<‘sœ\
|sÁT¢ –H•sTT. n$ yû{ìqT+º e#ûÌy{ìÔà ÔájáÖsÁT#ûkÍïsà ¿ì+~|Ÿ{켿£ýË »üµ ™|³¼+&.

G
Food Item From animals From plants From both
€VŸäsÁ|Ÿ<‘sÁœ+ È+ÔáTeÚ\qT+º N yîTT¿£Ø\qT+º Âs+&+{ìqT+º
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Rice/nq•+ 3
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Chicken biryani ÿÿ 3
ºÂ¿HŽ _s«“
Dal/|Ÿ|Ÿð
T

Sambar/kÍ+u²sÁT
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Omlette/€yîT{
¢ Ù
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Bitter gourd
¿±¿£sÁ¿±jáT Å£LsÁ
Potato fry
€\T>·&ƒ¦ Å£LsÁ
Ghee/HîsTT«

Cake/¹¿Å£”

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Bread/çuÉ&Ž

Curd /™|sÁT>·T

Milk/bÍ\T

Raita
(Perugu Pachadi)

A
™|sÁT>·T |Ÿ#áÌ&

AN
Mango pickle

€e¿±jáT/|Ÿ#Ìá &/Ô=Å£”Ø

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Fish Soup

#û|Ÿ\ |ŸÚ\TdŸT N
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Chicken Kabaab

¿Ã&Å£LsÁ
TE

Why do we eat
cooked food?
T

eTqyîT+<ŠTÅ£” €VŸäs“•
ER

e+& Ü+{²+?
You have learnt from where the
food comes. Now let's learn about
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cooked and uncooked food. Mary

came home from school in the
evening. Her friends Roja, Ravi
and Ramu also came with her.
She asked her mother to give
something to eat. Her Mother told
them to take the snacks from the
kitchen cupboard.

96
 Name the snacks Mary might have seen in the cupboard. Which one Mary
might have choosen?

€VŸäsÁ+ m¿£Ø&qT+º edŸT+ï <à Ôî\TdŸTÅ£”H•sÁT ¿£<‘! e+& ÜHû €VŸäsÁ+ @<Ã, e+&ƒÅ”£ +&† ÜHû
€VŸäsÁ+ @<à Ôî\TdŸTÅ£”+<‘+.
yûT¯ kÍjáT+çÔá+ ‹&qT+º ‚+{ì¿ì eºÌ+~. yûT¯Ôà bͳT €yîT d•V¾²ÔáT\T sÃC², sÁ$,
se­ Å£L&† e#ÌsÁT. Üq&†“¿ì @yîTH®  –H•jáÖ n“ yÞø¢ neTˆqT yûT¯ n&Ð+~. ný²ˆsýË
–H•sTT, yî[ß MTÅ£” qºÌq$ rdŸT¿=“ Üq+& n“ #î|ξ +~. ný²ˆsýË yûT¯ @yûT$T #áÖd¾ –+³T+~?

A
@yûT$T ܓ –+³T+<à }V¾²+#á+&. ¿ì+~ |Ÿ{켿ý£ Ë sjáT+&.

AN
Food items seen Food items eaten Food they lilke
#áÖd¾q$ Üq•$ ‚wŸ¼yîT®q$

G
N
LA
Every day we eat different food items like rice, dal, curry, green
gram, milk, ground nut etc; of these some are eaten cooked and
TE

others are eaten raw.

Fill in the table with the food items that you eat cooked or raw.

eTq+ sÃp nq•+, |Ÿ|Ÿð, Å£LsÁ, Xøq>·|Ÿ|Ÿð, bÍ\T, yûsÁTXøq>· ‚ý² sÁ¿£sÁ¿±\ €VŸäsÁ |Ÿ<‘sœ\T
T

Ü+³Ö+{²+. y{ìýË e+& ÜHû$, e+&ƒÅ”£ +&† ÜHû$ –+{²sTT ¿£<‘!

ER

MTsÁT ÜHû y{ìýË e+& ÜHû$, e+&ƒÅ”£ +&† ÜHû$ @yà ¿ì+~ |Ÿ{켿ý£ Ë sjáT+&.
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Cooked Food Raw Food either cooked or raw

e+& ÜHû$ e+&ƒÅ”£ +&† ÜHû$ e+& ýñ<‘ e+&ƒÅ”£ +&† ÜHû$

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 We cook and eat certain food items. While some are eaten raw. Think why

some food items should be eaten only after cooking them.

¿=“• €VŸäsÁ|Ÿ<‘sœ\qT e+& Ü+{²+. eT]¿=“•+{ì“ e+&ƒÅ”£ +&† Üqe#áTÌ. ‚ý² ¿=“•
€VŸäsÁ |Ÿ<‘sœ\qT e+&q ÔásTÁ yÔû m+<ŠTÅ£” ÜHýË Ôî\TkÍ? €ý˺+#á+&.

Food becomes soft and tasty when we cook. Cooked food is easily

A
digestable. A few items of food are not digested without cooking. So food items

AN
should be cooked and eaten. Nutrients are lost, if the food items are over cooked.

e+&ƒ&+ƒ e\¢ €VŸäsÁ+ sÁTº>± –+³T+~. dŸT\uó„+>± JsÁ’eTeÚÔáT+~. e+&ƒÅ”£ +&† Ü+fñ ¿=“•

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JsÁ+’ ¿±eÚ. €VŸäsÁ|<Ÿ ‘sœ\qT –&¿+ì º ÜH*. ¿±“ mÅ£”Øe>± –&¿+ì #áÅL£ &ƒ<TŠ . mÅ£”Øe>± –&¿+ì #á&+ƒ
e\¢ n+<ŠTý˓ bþwŸ¿£|Ÿ<‘sœ\T q¥+ºbþԐs­. N
LA
Which utensils are used to cook? (yû{ìýË e+&ƒTԐsÁT?)
TE

We need cooking utensils to cook food in. What cooking utensils are

used in your house?

T

nq•+ e+&†\H•, |Ÿ|Ÿð, Å£LsÁ ‚ý² @$ #ûjÖá \H• e+³bÍçÔá\T ¿±y*. €VŸäsÁ+ e+&ƒ&†“¿ì MT
ER

‚+{Ë¢ @jûT e+³ bÍçÔá\T –H•sTT?

Observe the picture given below. Different cooking utensils are hidden in
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the picture. Fill the dotted vessel with the colour you like. Name the utensils

seen.

¿ì+~ ºçÔá+ #áÖ&ƒ+&. ‡ ºçÔá+ýË sÁ¿£sÁ¿±\ e+³bÍçÔá\T <‘Ð –H•sTT. ºçÔá+ýË #áT¿£Ø –q•
uó²>±“• MTÅ£” ‚wŸ¼yîTq® sÁ+>·TÔà “+|Ÿ+&. sÁ+>·T “+|¾q ÔásÁTyÔá @yûT$T bÍçÔá\T ¿£“|¾+#jîÖ
#î|ŸÎ+&

98
 A
AN
G
N
LA
TE

Which cooking utensils are seen? Name them. What do we do with them?
T

@jûT e+³bÍçÔá\T ¿£“|¾+#sTT? y{ì |sÁT¢ #î|ŸÎ+&. y{ìÔà @yûT$T #ûkÍïsÁT?

ER

Some of the cooking utensils seen in the above picture would be there
in your house also. Write their names in the table.
SC

‚ý²+{ì e+³bÍçÔáýñ MT ‚+{Ë¢ Å£L&† #ý² –+{²sTT. y{ì |sÁT¢ ¿ì+~ |Ÿ{¿¼ì ý£ Ë sjáT+&.
Name of the cooking utensil used for
e+³bÍçÔá |sÁT <û“¿ì –|ŸjÖî ÐkÍïsÁT.

99
 Identify cooking utensils given below? What items can be cooked
using them? Find out and tell to your class.
¿ì+~ ºçԐ\ýË e+³bÍçÔá\qT >·T]ï+#á&. M{ì“ –|ŸjîÖÐ+º @yûT$T
e+&ƒTԐsÁT? y{ì >·T]+º Ôî\TdŸT¿=“ #î|ŸÎ+&.

A
AN
G
N
LA
TE
T
ER
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100
 Are all the food items cooked in the same way?
nú• ÿ¹¿ý² e+&ƒTԐs?
Nikhil went into the kitchen. His father was cutting brinjal and putting the cut
pieces into a bowl of water. "What are you going to make with brinjal, dad?"
asked Nikhil. Father replied that he was cooking brinjal curry. Nikhil gave tomatoes
and green chilly to his father. His father asked him to wash the vegetables.

A
Father prepared the curry by adding tomatoes, chilles and coriander leaves.

AN
Think, how Nikhil's father made brinjal curry.

“ÏýÙ e+³ ‚+{Ë¢¿ì yîÞ²¢&ƒT. Hq• e+¿±jáT eTT¿£Ø\T ÔásÁT>·TÔáTH•&ƒT. Ôá]Ðq eTT¿£Ø\qT úÞø—¢q•
ÐHî•ýË yûdŸTïH•&ƒT. »e+¿±jáT eTT¿£Ø\Ôà @+ e+&ƒTÔáTH•eÚ? HH•!µ n“ “ÏýÙ n&>±&ƒT. e+¿±jáT

G
Å£LsÁ #ûkÍïq“ Hq• #îbÍÎ&ƒT. “Ïý٠ţL&† ³eÖ{²\T, |ŸºÌ$TsÁ|Ÿ ¿±jáT\T rd¾ ‚#Ì&ƒT. y{ì“
N
¿£&ƒ>e· T“ yÞø¢ Hq• #îbÍÎ&ƒT. “ÏýÙ ¿£&Ѝ Ôî#Ì&ƒT. ³eÖ{²\T, $TsÁ|Ÿ¿±jáT\T, ¿=ÜïMTsÁ n“•+{ìú
LA
ºq• ºq• eTT¿£Ø\T>± Ôá]>±&ƒT. € ÔásÇÔá e+¿±jáT Å£LsÁ e+&†&ƒT. “ÏýÙ yÞøß Hq• e+¿±jáT
Å£LsÁ mý² e+&†&à €ý˺+#á+&.
TE

Findout and discuss how brinjal curry is made in other houses.

e+¿±jáT Å£LsÁqT meÂse] ‚+&ƒ¢ýË mý² e+&ƒTԐsÁT? Ôî\TdŸT¿=“ #î|ŸÎ+&.
T

All food items are not cooked in the same way. The cooking methods are
ER

different for different food items. Observe the food items given below. Find out
and tell how are they cooked.
SC

n“• €VŸäsÁ |Ÿ<‘sœ\qT ÿ¹¿ý²>· e+&ƒsÁT. sÁ¿£sÁ¿±ý €VŸäsÁ |Ÿ<‘sœ\T e+&û $<ó‘q+ yûsÁTyûsÁT>± –
+³T+~. ¿ì+~ €VŸäsÁ |Ÿ<‘sœ\qT #áÖ&ƒ+&. M{ì“ mý² e+&ƒTԐsà Ôî\TdŸT¿=“ #î|ŸÎ+&.
The food items like rice and dal are boiled. Snacks like bajji and samosa
are fried in oil. Corn, chapati and meat are heated on burning coal. Idlies are
cooked on steam. Mango pickle, raita are prepared raw without heating. Different
food items are prepared in various methods. Find out how various food items are
prepared in your house.

101
 nq•+, |Ÿ|Ÿð e+{ì €VŸäsÁ |Ÿ<‘sœ\qT –&ƒ¿£uÉ&ԃ sÁT. ‹J¨\T, dŸyÖî kÍ\T yîTT<Š\sTTq y{ì“
qÖHîýË yûsTTkÍïsTÁ . yîTT¿£ØC¤q• ¿£+Å£”\T, s=fÉ\¼ T, eÖ+dŸ+ yîTT<Š\sTTq y{ì“ “|Ÿð\MT<Š ¿±\TkÍïsTÁ .
‚&ž¢\qT €$] MT<Š –&¿kì ÍïsTÁ . eÖ$T&¿±jáT, ™|sÁT>·T|Ÿ#Ìá & e+{ìy{ì“ yû&#ûjTá Å£”+&†Hû ¿£*|¾
ÔájÖá sÁT #ûkÍïsTÁ . ‚ý² sÁ¿£s¿Á ±\ €VŸäsÁ |Ÿ<‘sœ\qT $$<óŠ |Ÿ<ŠÆÔáTýË¢ e+&ƒTԐsÁT. MT ‚+{Ë¢ yû{ì“
mý² e+&ƒTԐsà Ôî\TdŸT¿=“ #î|ŸÎ+&.

A
AN
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N
LA
TE
T
ER
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102
 Do you know? MTÅ£” Ôî\TkÍ?

 All vegetables should be cooked only after washing thoroughly.

€Å£”Å£LsÁ\T, Å£LsÁ>±jáT\qT u²>± ¿£&Ѝ q ÔásÇÔû e­¿£Ø\T>± ¿Ãd¾ e+&ƒT¿Ãy*.

A
 Nutrients are lost if vegetables are washed after chopping.

AN
€Å£”Å£LsÁ\qT, Å£LsÁ>±jáT\qT e­¿£Ø\T>± ¿Ãd¾q ÔásÁyÔá ¿£&ÐÔû y{ìý˓ bþwŸ¿£
|Ÿ<‘sœ\ú• q¥kÍïs­.

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 Rice should not be washed a lot before cooking.
nq•+ e+&û eTT+<ŠT _jáÖ«“• mÅ£”Øe>± ¿£&ƒ>·ÅL£ &ƒ<ŠT.
N
 Water should not be thrown after the rice is cooked. If we do this
LA
all nutrients would be lost.
nq•+ e+&û³|ŸÚ&ƒT >·+› ysÁÌÅ£”+&† e+&†*. y]ÌÔû <‘+{Ë¢“ bþwŸ¿£ $\Te\T
TE

Ôá>·TÔZ sTT.
 Our everyday meals should contain pulses and leafy vegetables.
ç|ŸÜ sÃp ÜHû €VŸäsÁ+ýË |Ÿ|Ÿð, €Å£”Å£LsÁ\T –+&û³³T¢ #áÖdŸT¿Ãy*.
T

 Vegetables should not be over cooked.

ER

Å£LsÁ>±jáT\T mÅ£”Øe>± –&¿ì+#áÅ£L&ƒ<ŠT.

 Carrots, beetroot, raddish, cucumber, onion, coriander leaves, Mint
(pudina) etc. can be eaten raw.
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¿±«Âs{Ù, ;{ÙsÁÖ{Ù, e­\¢+Ð, <ÃdŸ¿±jáT, –*¢bÍjáT, ¿=ÜïMTsÁ, |ŸÚBH\qT e+&ƒÅ”£ +&ƒ

Üqe#áTÌ.

Key words/¿¡\¿£ |Ÿ<‘\T

1. Food/€VŸäsÁ+ 4 Digestion/JsÁ’+
2. Cooked food/e+& ÜHû$ 5. Cooking utensils/e+³bÍçÔá\T
3. Raw food/e+&ƒÅ”£ +&† ÜHû$ 6. Nutrients/bþwŸ¿£|Ÿ<‘sœ\T

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 What have we learnt? (eTq+ HûsÁTÌÅ£”q•$)
 Food gives us energy.
€VŸäsÁ+e\¢ eTqÅ£” Xø¿ìï \_ódŸTï+~.
 We get food from plants and animals.
yîTT¿£Ø\qT+&, È+ÔáTeÚ\qT+& eTqÅ£” €VŸäsÁ+ \_ódŸT+ï ~.
 We eat some food items cooked while some are eaten raw.
¿=“• €VŸäsÁ|Ÿ<‘sœ\qT e+&, eT]¿=“•+{ì“ e+&ƒÅ£”+&† Ü+{²+.

A
 Food gets tastier when it is cooked. Cooked food is easily digested.

AN
e+&ƒ&+ƒ e\¢ €VŸäsÁ+ sÁTº>± –+³T+~. Ô=+<ŠsÁ>± JsÁ’eTeÚÔáT+~.
 All the food items are not cooked in the same manner.
ÿ¹¿ €VŸäsÁ|Ÿ<‘sœ“• n+<ŠsÁÖ ÿ¹¿ $<óŠ+>± e+&ƒsÁT.

G
 All food items are not cooked in the same way. The food items are

N
cooked either by heating, boiling or frying. Different cooking utensils
are required to cook food.
LA
n“• €VŸäsÁ |Ÿ<‘sœ\qÖ ÿ¹¿ý² e+&ƒsÁT. –&ƒ¿£uɳ¼&ƒ+, yûsTT+#á&ƒ+, ¿±\Ì&ƒ+ ‚ý²
sÁ¿s£ ¿Á ±\T>± e+&ƒTԐsÁT. €VŸäsÁ|<Ÿ ‘sœ\qT e+&ƒ&†“¿ì sÁ¿s£ ¿Á ±\ e+³bÍçÔá\T ¿±y*.
TE

 Nowadays cookers, ovens etc., are being used for cooking.

e+³Å£” Å£”¿£ØsY, zyîHŽ e+{ìy{ì“ ‚|ŸÎ{ì ¿±\+ýË y&ƒTÔáTH•sÁT.
 Vegetables should be washed thoroughly before cooking.
T

e+&û eTT+<ŠT Å£LsÁ>±jáT\qT, €Å£”Å£LsÁ\qT u²>± ¿£&ƒ>±*.

ER

DO THIS (‚$ #ûjáT+&)

SC

Conceptual Understanding / $wŸjáÖe>±VŸ²q

1. What would happen if we do not eat food?
€VŸäsÁ+ Üq¿£bþÔû @eTeÚÔáT+~?
2. Give examples of the food items eaten raw.
e+&ƒÅ”£ +&† ÜHûy{ì¿ì –<‘VŸ²sÁD*eÇ+&.
3. Fill the table by classifying the following.
¿ì+~y{ì“ e¯Z¿£]+º |Ÿ{켿£ýË sjáT+&.

104
 Poori, sapota, dates, eggs, chicken, lady's finger, fish, almond, sugarcane,

brinjal, orange, payasam (Kheer), lemon juice, mango, kanda gadda

(tapioca), bachchali, spinach, coriander, cashewnut, red chilly, banana,

guava, watermelon, potato, onion, sweet potato (Ganusu gadda)

|ŸP¯, dŸbþ{², KsÁÖs¨ +Á , >·T&ƒT,¦ ¿Ã&eÖ+dŸ+, uÉ+&ƒ¿±jáT, #û|\Ÿ T, u²<Š+|Ÿ|ڟ Î, #îsTÁ Å£”, e+¿±jáT,
‹ÔïsTT, bÍjáTdŸ+, “eTˆsÁd+Ÿ , eÖ$T&¿±jáT, ¿£+<Š, ‹#áÌ*, bÍ\Å£LsÁ, ¿=ÜïMTsÁ, J&|Ÿ|Ÿð,

A
$TsÁ|¿Ÿ ±jáT\T, nsÁ{¿ì ±jáT, C²eT¿±jáT, |ŸÚ#áÌ¿±jáT, ‹+>±Þø<TŠ +|Ÿ, –*¢bÍjáT, º\>·&<ƒ TŠ +|Ÿ.

AN
Eaten after being cooked Eaten raw

e+& ÜHû$ e+&ƒÅ£”+&† ÜHû$

G
N
LA
TE
T
ER
SC

4. Which food items are eaten both, cooked and raw?

e+&, e+&ƒÅ”£ +&† Âs+&ƒT $<ó‘\T>± ÜHû$ @$?

5. Name the food items prepared with rice and wheat.
_jáT«+, >Ã<óŠTeT\Ôà #ûd €VŸäsÁ|Ÿ<‘sœ\ |sÁT¢ sjáT+&.
6. List out the cooking utensils in your house?

MT ‚+{Ë¢ @jûT e+³bÍçÔá\T –H•sTT?

105
 Draw and Colour the pictures / u¤eTˆ\T ^d¾ sÁ+>·T\T yûjáT+&.
1. Which cooking utensils are used at your home? Draw the utensil used to
make curries and bajjies?
MT ‚+{Ë¢ nq•+ <û+{Ë¢ e+&ƒTԐsÁT. n{²¢¹> Å£LsÁ\T, ‹J¨\T <û+{Ë¢ #ûkÍïsÁT? y{ì u¤eTˆ\T
^jáT+&.
2. Draw and colour the pictures of fruits you like the most.
MT ¿ìwŸ¼yîTq® |Ÿ+&ƒ¢ u¤eTˆ\T ^d¾ sÁ+>·T\T yûjTá +&.

A
AN
Information Skills - Project work / dŸeÖ#sÁ HîÕ|ŸÚD²«\T ` çbÍCÉÅ£”¼ |Ÿ“
1. Ask any three of your friends and collect the information on what food

G
items did they eat yesterday morning, noon and night. Fill the table with
the particulars.
N
MT $TçÔáT\ýË eTT>·TZ]“ n&Ð “q•{ì sÃEq –<ŠjáT+, eT<ó‘«VŸ²•+, sçÜ @$T ÜH•sÃ
LA
$es\T d¿£]+#á+&. |Ÿ{켿ý£ Ë qyîÖ<ŠT #ûjTá +&.
Sl.No. Name of the friend Food items eaten Food items eaten Food items
TE

in the morning in the afternoon eaten

at night
T

ç¿£.dŸ+. $TçÔáT“ |sÁT –<ŠjTá + Üq•$ eT<ó‘«VŸ²•+ Üq•$ sçÜ Üq•$

ER
SC

106
  What were the common food items eaten by all?

n+<ŠsÁÖ Üq• €VŸäsÁ |Ÿ<‘sÁœyTû ~?

 Which food item was eaten by the most at night?

sçÜ mÅ£”ØeeT+~ Üq• €VŸäsÁ |Ÿ<‘sÁœyTû ~?

A
 How many did not eat in the morning?

AN
–<ŠjTá + Üq“yÞèß+<ŠsTÁ ?

G
2. Observe how the food items rice/dal/curry . are cooked at your home.

N
Write the procedure on a chart and exhibit it in the classroom.
LA
MT ‚+{Ë¢ nq•+ / |Ÿ|Ÿð / Å£LsÁ ... ‚ý² @<îÕH ÿ¿£ €VŸäsÁ|Ÿ<‘sœ“• mý² e+&ƒTԐsÃ
TE

|Ÿ]o*+#á+&. <û“ ÔásÁTyÔá @+ #ûXæsà #sÁT¼MT<Š sd¾ ÔásÁ>·Ü >·~ýË ç|Ÿ<Š]ô+#á+&.

Ask a Question / ç|Ÿ¥•+#á&ƒ+

T
ER

1. Mary visited Rajani's house. She saw Rajani's mother cooking. Mary asked

different questions to Rajani's mother about cooking. What questions she

SC

might have asked? Rajani's mother gave different suggestions regarding

vegetables. What suggestions she might have given?

yûT] sÁÈúyÞø¢ ‚+{ì¿ì yî[¢+~. yÞø¢eTˆ e+³ #ûjáT&ƒ+ #áÖd¾+~. sÁÈúyÞø¢ neTˆ #ûdŸTïq•
e+³qT >·T]+º yûT¯ sÁ¿£s¿Á ±\ ç|ŸX•ø \T n&Ð+~. €yîT @yûT$T ç|ŸX•ø \T n&Ð –+&ƒe#áTÌ?
sÁÈúyÞø¢ neTˆ Å£LsÁ>±jáT\qT >·T]+º sÁ¿£sÁ¿±\ dŸÖ#áq\T ‚ºÌ+~. €yîT @$T dŸÖ#áq\T
‚ºÌ –+&ƒe#áTÌ?

107
 I can do this (Hû“$ #ûjáT>·\qT)

1. I can explain the need for taking food. Yes/No

€VŸäs“• m+<ŠTÅ£” ÜHýË $e]+#á>\· qT. WqT ¿±<ŠT
2. I can classify the food items into cooked and raw food. Yes/No
€VŸäs“• e+& ÜHû$, e+&ƒÅ”£ +&† ÜHû |Ÿ<‘sœ\T>± e¯Z¿]£ +#á>\· qT. WqT / ¿±<ŠT

A
3. I can draw the pictures of different cooking utensils and vegetables.

AN
Yes/No
$$<óŠ e+³bÍçÔá\, Å£LsÁ>±jáT\ ºçԐ\qT ^jáT>·\qT. WqT / ¿±<ŠT

G
4. I can explain the process of cooking. Yes/No
e+³#ûd ç¿£e֓• $e]+#á>\· qT.
N
5. I can explain how food can be cooked without the loss of nutrients.
WqT / ¿±<ŠT
LA
Yes/No
bþwŸ¿£ |Ÿ<‘sœ\T q¥+#áŔ£ +&† €VŸäs“• mý² e+&†ýË #î|ŸÎ>·\qT. WqT / ¿±<ŠT
TE

6. I can ask questions about food items. Yes/No

€VŸäsÁ|Ÿ<‘sœ\qT >·T]+º ç|ŸX•ø \T n&ƒ>·>\· qT. WqT / ¿±<ŠT
T
ER
SC

108
 8. FOOD HABITS ( €VŸäsÁ|ŸÚ n\y³T¢)
All children went on a picnic to Hyderabad during Dussera holidays.
They made friends with the children who came from different places.
They watched different animals in the zoo. All gathered at a place
in the afternoon. They began eating the food they brought from homes. Let’s see
what they are eating....
<ŠdsŸ  ™d\eÚ\ýË ‹& |¾\\¢ +<ŠsÖÁ $VŸäsÁjÖá çÔáŔ£ ™V²Õ ç<‘u²<Ž yîÞ²ßsÁT. n¿£Ø&ƒ yûsTÁ yûsTÁ çbÍ+Ԑ\qT+º

A
eºÌq |¾\¢\+<ŠsÖÁ ¿£*XæsÁT. ysÁ+<Š]¿¡ d•VŸ²+ Å£”~]+~. pbÍsÁTØýË nHû¿£ sÁ¿±\ È+ÔáTeÚ\qT

AN
#áÖkÍsÁT. eT<ó‘«VŸ²•+ ¿±>±Hû |¾\¢\+<ŠsÁÖ ÿ¿£ #Ã{ì¿ì #ûssÁT. ‚+{ì<Š>·ZsÁqT+º Ôî#Tá ÌÅ£”q• €VŸäsÁ
|Ÿ<‘sœ\T Ü+³TH•sÁT. yÞâ¢+ Ü+³TH•sà #áÖ<‘ÝeÖ!

G
H |sÁT ç|ŸkÍ<Ž. eÖ~
N
I am Prasad. I am from
Nizamabad. I am eating
rotis made from millets.
“C²eÖu²<Ž. HûqT C¤q•
LA
Do you know why?
s=fɼ\T Ü+³TH•qT. m+<ŠT¿Ã
Millets are grown in our Ôî\TkÍ? eÖ }ÞËß C¤q•|Ÿ+³
village. That is why most u²>± |Ÿ+&kÍïsÁT. n+<ŠT¹¿
TE

of the people in our mÅ£”ØeeT+~ eÖ }ÞË¢

village eat only rotis in –<ŠjáT+, sçÜ s=fɼýñ
the morning and at night. Ü+{²sÁT.
T
ER

H |sÁT dŸÔá«+. eÖ~

SC

Hello! My name is ¿£¯+q>·sY. HûqT nq•+

Satyam. I am Ü+³TH•qT. eÖ
from Karimnagar. }ÞËß e]|Ÿ+³ u²>±
I am eating rice.
|Ÿ+&kÍïsÁT. n+<ŠT¹¿
Paddy is grown in
our village. So,
eÖ }ÞËß mÅ£”Øe
many people of eT+~ nq•yûT
our village eat Ü+{²sÁT.
rice.

109
 Hi! I am Manjula I come H |sÁ T eT+E\ eÖ~
from Mahaboobnagar Dist.
I am eating fish curry with
eTVŸ²‹ÖuÙ q>·s Y ›ý²¢. Hûq T
rice. My village is near the
nq•+Ôà #û|\Ÿ Å£LsÁ Ü+³TH•qT.
Krishna river. So, fish are eÖ }]¿ì ¿£c͒ q~ <Š>·ZsÁ>± –
available in plenty for us. I +~ ¿±‹{ì ¼ #û | Ÿ \ T u²>±
like to eat fish curry. <=sÁTÅ£”Ԑs­. #û|Ÿ\ |ŸÚ\TdŸ+fñ
HÂ¿+Ôà ‚wŸ¼+.

A
AN
Hello! My name is H |sÁT yî+¿£fñXø—. eÖ~
Venkatesh. I am from $¿±su²<Ž. HûqT n+‹*
Vikarabad. I am drinking Ԑ>·TÔáTH•qT. eÖ }ÞËß

G
ambali (Porridge). We ÔásTT<Š\T (s>·T\T) u²>±
grow ragi in our village. |Ÿ+&kÍïsTÁ . ÔásTT<Š\Ôà #ûd¾q
All the members in my
family like ambali.
n+‹* n+fñ eÖ ‚+{Ë¢
n+<Š]¿¡ ‚wŸ+¼ .
N
LA
TE

You have seen people different food eaten by

What do the people of your village/city eat?
meÂsesÁT @yûT$T Ü+³TH•sà Ôî\TdŸTÅ£”H•sÁT ¿£<‘! eT]
T

MT çbÍ+Ôá+ýË @jûT €VŸäsÁ |Ÿ<‘sœ\T Ü+{²sÁT?

ER

People who live in hilly regions and forests in our state eat different
SC

roots and fruits like guava, Jamun, amla etc, available in their region.
Their food habits depend on the crops grown and the food items avail-
able in their region.

eTq sw+¼Ÿ ýË ¿=+&ƒçbÍ+ԐýË¢qT, n³MçbÍ+ԐýË¢qT “ed¾+#ûyÞø—¢ n&ƒ$ýË <=]¹¿ sÁ¿s£ ¿Á ±\ <ŠT+|Ÿ\T,

ÔáT“¿ì|Ÿ+&ƒT,¢ –d¾], C²eT|Ÿ+&ƒT,¢ n\¢Hsû¹ &ƒT|Ÿ+&ƒT,¢ –&ƒT>·T|Ÿ+&ƒT¢ yîTT<ŠýÉÕqy{ì“ Ü+{²sÁT. n¿£Ø&ƒ
|Ÿ+&û |Ÿ+³\T, \_ó+#û €VŸäsÁ|Ÿ<‘sœ\ €<ó‘sÁ+>± yÞø¢ yÞø¢ €VŸäsÁ|ŸÚ n\y³T¢ –+{²s­.

110
 Cholam (Jowar-Jonna) mostly grown in Rajasthan. People there eat rotis
made with jowar (jonna). Similarly, rotis and pooris are eaten in many
other states like Delhi, Gujarat, Madhya Pradesh and Bihar. Whereas,
Rice is eaten in the southern states like Tamilnadu, Karnataka and Andhra
Pradesh, Kerala and Telangana people eat rice.
sÈk͜HŽ sh+ýË C¤q•\T mÅ£”Øe>± |Ÿ+&ƒTԐsTT. yÞø—¢ C¤q•s=fɼ\T Ü+{²sÁT. nfñ¢
&ó©,¢ >·TÈsÔY, eT<óŠ«ç|Ÿ<ûXÙ, ;VŸäsÁT yîTT<Š\sTTq sçcͼ\ýË >Ã<óŠTeT\Ôà #ûdq¾ s=fɼ\T,

A
|ŸP¯\T mÅ£”Øe>± Ü+{²sÁT. Ôá$TÞøH&ƒT, ¿£s’³¿£, ¿¹ sÁÞ,ø Ôî\+>±D, €+ç<óçŠ |Ÿ<Xû Ù sçcͼ\ýË

AN
e] nq•+ Ü+{²sÁT.
Each region has different food habits. Different kinds of food items are

G
cooked and eaten on different occasions. Many varieties of dishes are cooked

N
during marriages, festivals, birthdays, local fairs (Jatara) etc.
ÿ¿ÃØ çbÍ+Ôá+ýË ÿ¿ÃØ €VŸäsÁ|ŸÚ n\y³T –+³T+~. n<û $<óŠ+>± $$<óŠ dŸ+<ŠsÒÛ\ýË $$<óŠ sÁ¿±\
LA
e+³\T e+&ƒTÅ£”“ Ü+{²sÁT. |Ÿ+&ƒT>·\|Ÿð&ƒT, ™|[ßÞøß|Ÿð&ƒT, |ŸÚ{ìq¼ sÃE\|Ÿð&ƒT, k͜“¿£+>± ÈsÁT|ŸÚ¿=Hû
C²Ôás\Á dŸeTjáT+ýË sÁ¿£s¿Á ±\ e+³\T #ûdTŸ Å£”+{²sÁT.
TE

Fill in the table with the food items that are eaten on various occasions.
m|Ÿð&î|Ÿð&ƒT @ sÁ¿£yîTq® e+³¿±\T Ü+{²sà sjáT+&.
T

Festivals / special occasions Types of food items prepared

ER

(marriages/birthdays)
|Ÿ+&ƒT>·\T / ç|ŸÔû«¿£ dŸ+<ŠsÒÛ\T e+&û sÁ¿£sÁ¿±\ e+³¿±\T
(™|[¢Þø—¢, |ŸÚ{ì¼qsÃE...)
SC

111
 Ask your friends and write down what food items they prepare & eat.
MT $TçÔáT\qT n&Ð yÞø—¢ @jûT sÁ¿±\ e+³¿±\T #ûdŸTÅ£”+{²sà sjáT+&.

After the lunch all began observing the animals at zoo.

|¾\¢\+<ŠsÁÖ Üq&ƒ+ |ŸPsÁïjÖá «¿£

È+ÔáTeÚ\qT #áÖ&ƒkÍ>±sÁT.

A
Sarath : Sujatha! Look at those

AN
pigeons. They are eating grains.

XøsÁÔY : dŸTC²Ô! n~>à € bÍeÚs\qT #áÖ&ƒT.

G
Ð+È\T Ü+³TH•sTT.
Sujatha : Yes, all pigeons have gathered at
N
LA
one place to eat.

dŸTC²Ôá : WqT. bÍeÚs\ú• ÿ¿£#ó #û] Ü+³TH•sTT!

TE
T
ER
SC

112
Raghu : Hey! Ali look at that elephant. What is it eating?
sÁ|˜ŸTT : n©! n~>à @qT>·T #áÖ&ƒT. @+ Ü+³Tq•<Ã!
Ali : Oh! God! The elephant is eating sugarcane hurriedly at a time with its
trunk. Let's go and watch the other animals.
n© : nyîֈ! @qT>·T ™|<ŠÝ ™|<ŠÝ #îsTÁ Å£” >·&ƒ\qT Ô=+&ƒ+Ôà rd¾ HÃ{Ë¢ ™|³T¼¿=“ #á¿£#¿á ±
Ü+{Ë+~. ‚+¿± $TÐ*q È+ÔáTeÚ\qT #áÖ<‘Ý+ |Ÿ<Š+&.
Write down the types of food eaten by the different animals you knwo

A
MTÅ£” Ôî*d¾q È+ÔáTeÚ\T @jûT €VŸäsÁ|<Ÿ ‘sœ\qT Ü+{²jîÖ ¿ì+~ |Ÿ{¿¼ì ý£ Ë sjáT+&.

AN
Name of animal/bird Type of food eaten

È+ÔáTeÚ / |Ÿ¿ìŒ |sÁT ÜHû €VŸäsÁ+

G
Cow Grass
€eÚ
N >·&¦
LA
TE
T
ER
SC

Different animals and birds live around us. They also need food like us. All
animals don't eat the same kind of food. They have different food habits. They
eat different foods like grains, plants, meat, honey, milk, etc.,
eTq #áT³Ö¼ nHû¿£ sÁ¿±\ È+ÔáTeÚ\T, |ŸÅ”£Œ \T –H•s­. eTqý²¹> y{ì¿ì Å£L&† €VŸäsÁ+ nedŸsÁ+.
È+ÔáTeÚ\ú• ÿ¹¿ sÁ¿y£ Tî q® €VŸäsÁ+ rdŸT¿ÃeÚ. y{ì¿ì sÁ¿s£ ¿Á ±\ €VŸäsÁ|ڟ n\y³T¢ –+{²s­. È+ÔáTeÚ\T,
|ŸÅ£Œ”\T sÁ¿£s¿Á ±\ €VŸäsÁ |Ÿ<‘sœ\qT Ü+{²s­. Ð+È\T, yî­¿£Ø\T, eÖ+dŸ+, ÔûHî, bÍ\T... ‚ý²
sÁ¿£s¿Á ±\ €VŸäs“• rdŸT¿=+{²sTT.

113
 Soni stays with her parents and brother. Shall we see how they
take meals?
kþúyÞø¢ ‚+{Ë¢ yÞø¢ neTˆ, Hq•, nq•jáT« –+{²sÁT. yÞø—¢ mý² uóËÈq+ #ûdTŸ Hï •sÃ
#áÖ&ƒ+&.

A
AN
G
N
LA
In Rangaiah's residence, their uncle also stays with them. Observe how
they are taking their meals?
TE

sÁ+>·jTá « yÞø¢ ‚+{Ë¢ yÞø¢ neTˆ Hq•Ôà bͳT eÖeTjáT« Å£L&† –+{²&ƒT. yÞø—¢ mý² uóËÈq+
#ûdŸTHï •sà #áÖ&ƒ+&?
T

You have observed the

above two pictures. Now,
ER

say how the people are

eating at Soni's house?
How the people are eat-
SC

ing at Rangaiah'shouse?
Which is the better way
of eating and why? On
what occasions does the
family eat together? Why should we eat together?
™|Õ s +&ƒT ºçԐ\Ö #áÖXæsÁT ¿£<‘! kþ“ ‚+{Ë¢ yÞø—¢ mý² uóËÈq+ #ûdTŸ Hï •sÁT?
sÁ+>·jTá «yÞø¢ ‚+{Ë¢ mý² uóËÈq+ #ûdŸTHï •sÁT?
@ sÁ¿+£ >± uóËÈq+ #ûjTá &ƒ+ eT+º~? m+<ŠTÅ£”?
Å£”³T+‹ dŸuT„ó «\+<ŠsÖÁ m|Ÿð&î|ðŸ &ƒT ¿£*d¾ Ü+{²sÁT? m+<ŠTÅ£” ¿£*d¾ ÜH*?

114
 Relatives came to Soni's house for a festival. Meals were arranged
for all at a time. Soni's father and brother served them. look at the
picture given below.
|Ÿ+&ƒT>·Å”£ kþúyÞø¢ ‚+{ì¿ì ‹+<óTŠ eÚ\T e#ÌsÁT. ‹+<óTŠ eÚ\+<Š]¿¡ ÿ¹¿kÍ] uóËÈH\T
@sÎ³T #ûXæsÁT. M]¿ì kþúyÞø¢ nq•jáT«, Hq• e&+¦ #sÁT. ‡ ºçÔá+ #áÖ&ƒ+&.

A
AN
G
N
LA
TE

When do many people eat together as in the above picture?

T

What kind of work do you do when many people eat together?

™|ÕÕ ºçÔá+ýËý²>· m|Ÿð&î|Ÿð&ƒT mÅ£”ØeeT+~ ¿£*d¾ Ü+{²sÁT?
ER

mÅ£”ØeeT+~ ¿£*d¾ ÜHû³|Ÿð&ƒT MTÂsÕÔû @ |ŸqT\T #ûkÍïsÁT?

Generally, all the people including elders and children sit together and eat
SC

during marriages, birthday parties and festivals. This inculcates the value that
"all are one and equal." It is good for the family to sit and eat together every day
and share their happenings of the day.

kÍ<ó‘sÁD+>± ™|[ßÞø—ß, |ŸÚ{ì¼q sÃE yû&ƒT¿£\T, |Ÿ+&ƒT>·\ dŸeTjáT+ýË n+<ŠsÁÖ ¿£*d¾

Ü+{²sÁT.¿£*d¾ Üq&ƒ+e\¢ eTqeT+Ԑ ÿ¿£Øfñ nHû uó²eq ¿£\T>·TÔáT+~. Å£”³T+‹ dŸuT„ó «\+<ŠsÖÁ ç|ŸÜsÃE
€ sÃE È]Ðq $wŸjáÖ\ >·T]+º eÖ{²¢&ƒTÔáÖ ¿£*d¾ Üq&ƒ+ nHû~ eT+º n\y³T.

115
 Can everybody eat everything? (n+<ŠsÁÖ nú• Üq>·\s?)

Mahesh brought roasted corn cob (mokkajonna kanki)while returning to home

from school. He tried to feed it to his brother in the cradle. His mother refused this
as his brother was an infant and he could not eat it. Then he rushed to his
grandfather to offer him the same. He also refused saying he could not eat it.
eTV²XÙ ‹&qT+º ‚+{ì¿ì e#û̳|Ÿð&ƒT ¿±*Ìq yî­¿£ØC¤q• ¿£+¿ì ÿ¿£{ì ¿=“ Ôî#Ì&ƒT. ‚+{ì¿ì

A
s>±Hû –jáÖ«\ýË –q• Ôáe­ˆ“¿ì yî­¿£ØC¤q• ¿£+¿ì ܓ|¾+#áuËjáÖ&ƒT. ºq• |¾\¢\Å£” ¿£+¿ì

AN
ܓ|¾+#áÅL£ &ƒ<ŠT n+~ neTˆ. nsTTÔû ԐÔájTá «Å£” ‚kÍïq“ |ŸsÁT> ÔáTïŔ£ +³Ö ԐÔájTá « <Š>·ZsÁŔ£ yîÞ²¢&Tƒ .
¿£+¿ì ÜqT ԐÔájÖá «! nH•&ƒT. ԐÔájTá « H¿=<ŠT,Ý HûqT ÜqýñqT nH•&ƒT.
Why did the mother say that corn should not be given to the baby brother?

G
Why did the grandfather say that he cannot eat corn?
Who can eat corn in your house?
N
Ôáe­ˆ“¿ì yî­¿£ØC¤q• ¿£+¿ì ܓ|¾+#=<ŠÝ“ neTˆ m+<ŠTÅ£” #î|¾Î+~?
LA
ԐÔájTá « ¿£+¿ì“ m+<ŠTÅ£” ÜqýñqH•&ƒT?
MT ‚+{Ë¢ yî­¿£ØC¤q• ¿£+¿ì“ meÂsesÁT Üq>·\sÁT?
TE

Why some food items connot be eaten by infants and old people. Ask your
elders and know what items do old people eat. What food items infants do eat?
Fill the table with the particulars.
T

#á+{ì|¾\¢\T, e­dŸ*yÞø—ß ‚+¿± yû{ì“ ÜqýñsÁT. eTTdŸ*yÞø—¢ @yûT$T Üq>·\sÁT? #á+{ì

ER

|¾\\¢ T @yûT$T Üq>·\sÁT?

Persons Food items they can eat Food items they cannot eat
Üq>·*Ðq$ Üqýñ“$
SC

Infantse/#á+{ì|¾\¢\T

Old people/e­dŸ*yÞø—¢

Others/‚ÔásÁT\T

116
 Infants don't have teeth. They can't chew the food. So, they are given
either milk or soft food. People lose their teeth in old age. So, old people
also cannot chew. They also eat soft food. In this way, food habits change
according to age. As eating good food is important. At the same time, following
good habits is also important. We should wash our hands and legs with soap
before eating. We should not spill the food on the floor and waste it.
ºq•|¾\¢\Å£” <Š+Ԑ\T –+&ƒeÚ. q$T* ÜqýñsÁT. ¿±‹{ì¼ bÍ\T ԐÐkÍïsÁT. yîTÔáï{ì €VŸäs“•
™|&ƒÔsÁT. ný²¹> <Š+Ԑ\Týñ“ e­dŸ*yÞø—¢ >·{ì¼ edŸTeï Ú\T qeT\ýñsÁT. ‚ý² ejáTdŸTàqT‹{ì¼ Å£L&†
€VŸäsÁ|ŸÚ n\y³¢ýË Ôû&†\T+{²s­. eT+º €VŸäsÁ+ rdŸT¿Ãe&ƒ+ m+Ôá eTTK«yîÖ eT+º n\y³T¢

A
–+&ƒ&+ƒ Å£L&† n+Ôû eTTK«+. ÜHûeTT+<ŠT Ôá|ŸÎ“dŸ]>± dŸ‹TÒÔà #ûÔTá \T, ¿±Þø—¢ ¿£&Tƒ ¿ÃØy*. €VŸäsÁ

AN
|Ÿ<‘sœ\qT ç¿ì+<Š yûjáTs<ŠT, e<ó‘ #ûjáTs<ŠT. Üq• ÔásÁyÔá € dŸœý²“• Xø—çuó„+ #ûjáÖ*.
Key words (¿¡\¿£ |Ÿ<‘\T)

G
1. Eating together/¿£*d¾ Üq&ƒ+
2. Food items/€VŸäsÁ |Ÿ<‘sœ\T
3. Food habits/€VŸäsÁ|ŸÚ n\y³T¢ N
LA
4. Washing hands and legs/¿±ÞøS¢ #ûÔTá \Ö ¿£&Tƒ ¿ÃØe&ƒ+
What have we learnt? (eTq+ HûsÁTÌÅ£”q•$)
TE

 The food habits of a region depend on crops grown and the availability
of food items.
ÿ¿£ çbÍ+Ôá+ýË €VŸäsÁ|ŸÚ n\y³T¢ n¿£Ø&ƒ |Ÿ+&û |Ÿ+³\T, \_ó+#û €VŸäsÁ |Ÿ<‘sœ\™|Õ
€<ó‘sÁ|Ÿ& –+{²sTT.
T

 Special dishes are prepared during festivals and marriages.

|Ÿ+&ƒT>·\T, ™|[ßÞø¢ dŸeTjáT+ýË ç|ŸÔ«û ¿£yîTq® e+³\T e+&ƒTÅ£”+{²sÁT.
ER

 Animals and birds also need food. They have different kinds of food
habits.
È+ÔáTeÚ\Å£”, |ŸÅ£Œ”\Å£” Å£L&† €VŸäsÁ+ nedŸsÁ+. M{ì¿ì sÁ¿£sÁ¿±\ €VŸäsÁ|ŸÚ n\y³T¢
SC

–+{²sTT.
 All members of the family should eat together. This helps in the distribution
of food items equally among all the members. We feel happy when we
eat together.
‚+{Ë¢ yÞø¢+<ŠsÖÁ ¿£*d¾ ÜH*. B“e\¢ n+<ŠsÁÖ n“• €VŸäsÁ|Ÿ<‘sœ\qT ÔáÐq+Ôá>± ÜHû
ne¿±XøeTT+³T+~. ¿£*d¾ Ü+fñ dŸ+ÔÃwŸ+>± –+³T+~.
 Food habits change according to age.
ejáTdŸTàqT‹{ì¼ €VŸäsÁ|ŸÚ n\y³T¢ eÖsÁTÔáT+{²sTT.
 We should wash our hands and legs with soap before eating.
Üq&†“¿ì eTT+<ŠT ¿±Þø—¢ #ûÔTá \T dŸ‹TÒÔà ţ&Tƒ ¿ÃØy*.

117
 DO THIS (‚$ #ûjáT+&)
Conceptual Understanding/$wŸjáÖe>±VŸ²q

1. What are the common food items eaten mostly in your locality?
MT çbÍ+Ôá+ýË mÅ£”ØeeT+~ @jûT €VŸäsÁ|Ÿ<‘sœ\T Ü+{²sÁT?
2. Give examples of grass eating animals and grains eating birds.
>·&¦ ÜHû È+ÔáTeÚ\T, Ð+È\T ÜHû È+ÔáTeÚ\Å£” –<‘VŸ²sÁD*eÇ+&.
3. Food is valuable what should we do to avoid its wastage ?

A
€VŸäsÁ+ #ý² $\TyîÕq~¿£<‘! <‘“• e<¸‘ ¿±Å£”+&† #áÖ&†\+fñ eTqyûT+#ûjÖá *?

AN
4. Mention the differences between the food habits of a dog and a goat.
Å£”¿£Ø €VŸäsÁ|ŸÚ n\y³¢Å”£ , yûT¿£ €VŸäsÁ|ŸÚ n\y³¢Å”£ eT<óŠ« Ôû&†ýñ$T{ì?
5. Why is it good to eat together?

G
n+<ŠsÖÁ ¿£*d¾ uóËÈq+ #ûjTá &ƒ+ m+<ŠTe\¢ eT+º~?
6.
N
Tick ‘ü’ the healthy food habits you have from among the following:
‡ ¿ì+~ €VŸäsÁ|ŸÚ n\y³T¢ MTÅ£” –+fñ »üµ #ûjáT+&.
LA
 I wash my hands and legs before eating food.
€VŸäsÁ+ ÜHûe­+<ŠT, ÔásÇÔá #ûÔTá \T Xø—çuó„+>± ¿£&Tƒ Å£”Ø+{²qT.
TE

 I clean the plate before and after eating.

ÜHûe­+<ŠT, ÔásTÁ yÔá ¿£+#“• Xø—çuó„+>± ¿£&ƒT>·TԐqT.
 I would not throw and spill the food on the floor
T

while eating.
ER

ÜHû³|Ÿð&ƒT €VŸäsÁ|Ÿ<‘sœ\qT Hû\MT<Š |Ÿ&“ƒ jáT«qT.

 I close the utensils which contain food items with lids.
SC

€VŸäsÁ|Ÿ<‘sœ\T –+&û bÍçÔá\MT<Š e¶Ôá\T –+#áTԐqT.

 I don't eat unhygienic and road side food.
sÃ&ƒ¢MT<Š, n|Ÿ]Xø—çuó„eTsTTq #ó¢ nyûTˆ |Ÿ<‘sœ\qT ¿=qqT, ÜqqT.
 I sit with everybody and we all eat together.
n+<Š]Ôà ¿£*d¾ Ü+{²qT.
 I don't waste food.
€VŸäsÁ|Ÿ<‘sœ\qT e<¸‘ #îjTá «qT.

118
 Draw and Colour the pictures /u¤eTˆ\T ^jáT+&. sÁ+>·T\T yûjáT+&.
1. Observe the pictures given below. Draw them. Write about them.
¿ì+~ u¤eTˆqT #áÖ&ƒ+&. ^jáT+&. <‘“ >·T]+º sjáT+&.

SOAP

A
AN
HAND WASH

Information Skills - Project work/dŸeÖ#sÁ HîÕ|ŸÚD²«\T ` çbÍCÉÅ£”¼ |Ÿ“

G
1. Ask any five of your friends and know about the time they eat together at
their home. Tick ‘ü’ at the proper place.
N
MT $TçÔáT\T ×<ŠT>·T]“ n&Ð yÞø—¢ ‚+{Ë¢ m|Ÿð&î|Ÿð&ƒT ¿£*d¾ uóËÈq+ #ûkÍïsà |Ÿ{켿ý£ Ë »üµ
#ûjáT+&.
LA
Sl.No. When do they eat together?
Name of the friend
m|Ÿð&ƒT ¿£*d¾ uóËÈq+ #ûkÍïsÁT?
TE

ç¿£.dŸ+. $TçÔáT“ |sÁT

Morning Afternoon Night
T
ER
SC

In whose houses are people eating together for more number of times?
When do they eat together? And on what occasions?
meÂse] ‚Þø¢ýË mÅ£”ØekÍsÁT¢ ¿£*d¾ Ü+³TH•sÁT? m|Ÿð&ƒT ¿£*d¾ Ü+{²sÁT?

119
 Appreciation/ç|ŸXø+dŸ

1. Name the children who wash their hands and legs before eating in your
class? Who eats without wasting food? Are they keeping the floor clean ?
What would you do?
MT ÔásÁ>·ÜýË meÂsesÁT ç|ŸÜ sÃp ÜHû eTT+<ŠT ¿±ÞøS¢ #ûÔáT\Ö ¿£&ƒTÅ£”Ø+³TH•sÁT? n{²¢¹>
¿£+#á+ýË @MT $T>·\Å£”+&†, ¿ì+<Š |Ÿ&Ń ”£ +&† meÂsesÁT Xø—çuó+„ >± Ü+³TH•sÁT? Üq• ÔásyÁ Ôá
€ dŸœý²“• Xø—çuó„+>± –+#áTÔáTH•s? MTÂsÕÔû @+ #ûkÍïsÁT?

A
Ask a Question

AN
1. Gopi brought a plate for lunch without washing his hands and legs. His
friends advised him to wash his hands and legs first. Gopi questioned his
friends. What questions Gopi might have asked? Are they right? If you

G
were Gopi’s friend. What would you tell him?

N
>Ã|¾ eT<ó‘«VŸ²•+ bÍsÄÁXæ\ýË #ûÔTá \T, ¿±Þø—¢ ¿£&Tƒ ¿ÃØÅ£”+&†Hû uóËÈq+ #ûjTá &†“¿ì ¿£+#á+
rdŸT¿=“ e#Ì&ƒT. >Ã|¾$TçÔáT\T >Ã|¾“ #ûÔTá \Ö, ¿±ÞøS¢ ¿£&Tƒ ¿ÃØeT“ #îbÍÎsÁT. >Ã|¾yÞø¢ $TçÔáT*•
LA
ç|ŸX•ø \T n&>±&ƒT. € ç|ŸX•ø \T @yîT® –+{²sTT? n$ dŸÂsÕqyûH? MTÂsÕÔû >Ã|¾¿ì @$T #îbÍïsÁT?
TE

I can do this/Hû“$ #ûjáT>·\qT

1. I can explain that food habits differ for different regions. Yes/No
T

çbÍ+Ԑ\qTu{ì¼ €VŸäsÁ|ŸÚ n\y³T¢ yûsÁT>± –+{²jáT“ $e]+#á>\· qT. WqT / ¿±<ŠT

ER

2. I can explain the food habits of animals and birds. Yes/No

È+ÔáTeÚ\, |ŸÅ”£Œ \ €VŸäsÁ|ŸÚ n\y³¢ >·T]+º #î|ŸÎ>·\qT. WqT/ ¿±<ŠT
3. I can explain the advantages of eating together. Yes/No
SC

‚+{Ë¢yÞø¢+<ŠsÖÁ ¿£*d¾ Üq&ƒ+ e\¢ ¿£*>¹ ç|ŸjÖî ÈH\qT $e]+#á>\· qT. WqT / ¿±<ŠT
4. I can prepare a table showing the details of food items. Yes/No
ÜHû €VŸäsÁ|Ÿ<‘sœ\ |Ÿ{켿£ ÔájÖá sÁT#ûjTá >·\qT. WqT / ¿±<ŠT
5. I can practice and explain good food habits. Yes/No
eT+º €VŸäsÁ|ŸÚ n\y³¢qT $e]+#á>·\qT, bÍ{ì+#á>\· qT. WqT / ¿±<ŠT
6. I can ask questions and explain food habits. Yes/No
€VŸäsÁ|ŸÚ n\y³¢qT >·T]+º ç|Ÿ¥•+#á>\· qT. WqT / ¿±<ŠT

120
 9. OUR VILLAGE (eTq ç>±eT+)
Rangapuram is surrounded by small hills. A river flows nearby.
The river is the only source of water to the village. The houses
are side by side in the village. There is a water tank and water is
provided through taps. The village is inhabited by different artisans. Now, let's
observe at the picture of Rangapuram.

A
sÁ+>±|ŸÚsÁ+ ç>±eT+ #áT³Ö¼ ºq•, ºq• ¿=+&ƒ\T –H•sTT. ç>±e֓¿ì <Š>sZ· ýÁ Ë q~ ç|ŸeV¾²dŸT+ï ~.

AN
ç>±e֓¿ì q~ú¹s €<ó‘sÁ+. ç>±eT+ýË ‚Þø—¢ |Ÿ¿£Ø|Ÿ¿£ØHû –+{²sTT. ç>±eT+ýË úÞøß{²«+Å£” –+~.
úÞøßqT qý²¢\ <‘Çs e<ŠT\TԐsÁT. ç>±eT+ýË nHû¿£ |ŸqT\T #ûdyÞø—¢ –H•sÁT. ‚|ŸÚ&ƒT sÁ+>±|ŸÚsÁ+
ç>±eTºçԐ“• |Ÿ]o*<‘ÝeÖ!

G
N
LA
TE
T
ER
SC

Free Distrubtion by Govt. of T.S. 2019-20 121121

 How can you say that the above picture represents a village?
™|Õ ºçÔá+ ÿ¿£ ç>±e֓¿ì (|ŸýÉ¢³Ö]¿ì) dŸ+‹+~ó+ºq<Š“ m+<ŠT¿£qe#áTÌ?
Observe the above picture, and talk about it.
™|Õ ºçÔá+ €<ó‘sÁ+>± ç>±eT+ n+fñ @$T{Ë #î|ŸÎ+&?
From the above picture what do you think a village is ?
™|Õ ºçÔá+ýË –+&ûy{ì >·T]+º eÖ{²¢&ƒ+&?

A
You have seen how the village Rangapuram is in the picture.
Observe the picture given below and say what else is there in

AN
Rangapuram?
sÁs>±|ŸÚsÁ+ ç>±eT+ mý² –q•<à ºçÔá+ýË #áÖkÍsÁT ¿£<‘! sÁ+>±|ŸÚsÁ+ ç>±eT+ýË ‚+¿±
@yûT$T –H•jîÖ ¿ì+~ ºçÔá+ýË #áÖ&ƒ+&. #î|ŸÎ+&.

G
N
LA
TE
T
ER
SC

Name the things which are there in Rangapuram village?

sÁ+>±|ŸÚsÁ+ ç>±eT+ýË @yûT$T –H•sTT?
What else are there in your village?
MT ç>±eT+ýË @yûT$T –H•sTT?

122
 In Rangapuram village there are streets, different types of houses,
gram panchayat, veterinary hospital, school, primary health sub
Centre, post and telegraph office, temple, mosque and church.
Do you know about these institutions?
sÁ+>±|ŸÚsÁ+ ç>±eT+ýË M<óTŠ \T, sÁ¿s£ ¿Á ±\ ‚Þø—ß, ‹&, >·T&, eTdÓ<TŠ , #á]Ì, ç>±eT |Ÿ+#sTTÜ, çbÍ<¸$Š T¿£
€sÃ>·« –|Ÿ¹¿+ç<Š+, |ŸX—ø yîÕ<Š«Xæ\, bÍsÄÁXæ\, bþkͼ|˜ÓdŸT –H•sTT ¿£<‘! M{ì“ >·T]+º MTÅ£” Ôî\TkÍ?
Gram panchayat office or Village
Secretariat / ç>±eT|Ÿ+#sTTÜ ¿±s«\jáT+

A
ýñ<‘ ç>±eT dŸºy\jáT+

AN
This is Rangapuram's gram panchayat
office. The members of gram panchayat
do many works like supplying water,

G
cleaning the drains and streets,

N
maintaining street lights etc.
LA
‚~ sÁ+>±|ŸÚs+Á ç>±eT|Ÿ+#sTTÜ ¿±s«\jáT+. ç>±eT|Ÿ+#sTTÜ ysÁT ç>±e֓¿ì eT+ºú{ì dŸs|Á sŸ˜ 
#ûjTá &ƒ+,M<óTŠ \T, ¿±\Te\T Xø—çuó„+ #ûjTá &ƒ+, M~ó BbÍ\T yûjTá &ƒ+ ý²+{ì$ #ûdŸT+ï {²sÁT.
TE

What kind of work does your gram panchayat do?

MT }] |Ÿ+#sTTrysÁT @@ |ŸqT\T#ûkÍïsTÁ ?
Post and Telegraph Office (Post Office) / bþkͼ|˜ÓdŸT
T

This is post and telegraph office. We post the

ER

letters,save money, do life insurance etc. through this

office.
‚~ Ôá+Ü`ÔábÍ\ ¿±s«\jáT+. B“<‘Çs –Ôáïs\qT,
SC

&ƒ‹TÒ\qT #ûsyÁ j û Tá &ƒ+, &ƒ‹TÒ <‘#áT¿Ãe&ƒ+, J$Ôá;eó Ö yîTT<Š\sTTq

|ŸqT\T #ûkÍïsTÁ .
Have you seen the post box of your village? What do
you think would be posted in it?
MT }]ý˓ bþdt¼u²¿ùà #áÖXæs? <‘“ýË @yûT$T yûdŸT+ï {²sÁT?
What does the post man do? What is his name?
bþdt¼eÖHŽ @ @ |ŸqT\T #ûkÍï&Tƒ ? €jáTq |sÁT @$T{ì?

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 Primary Health Centre / çbÍ<¸Š$T¿£ €sÃ>·« ¹¿+ç<Š+
Health
Center There is a Primary Health Centre in the village with
Primary
a doctor and few health workers. The health
workers create awareness on health and
hygiene among the villagers, conduct pulse polio
programmes and give medicines to treat minor
illnesses etc.

A
ç>±eT+ýË çbÍ<¸$Š T¿£ €sÃ>·«¿¹ +ç<Š+ –+~. ‡ ¿¹ +ç<Š+ýË yî<Õ TŠ «&ƒT, €sÃ>·«

AN
¿±sÁ«¿£sÁï\T+{²sÁT. €sÃ>·« ¿±sÁ«¿£sÁï\T ç|ŸÈ\Å£” €sÃ>·« $wŸjáÖ\qT >·T]+º
Ôî\T|ŸÚÔáÖ+{²sÁT. |ŸýÙà bþ*jîÖ ¿±sÁ«ç¿£eÖ\T “sÁÇV¾²kÍïsTÁ . ºq•ºq• sÃ>±\Å£” eT+<ŠT\T ‚dŸÖ+ï {²sÁT.

G
Who gives polio drops in your village?
MT ç>±eT+ýË bþ*jîÖ #áT¿£Ø\T mesÁT yûkÍïsÁT?
N
Do you have health centre in your village?
LA
What are the different kinds of work it does?
MT ç>±eT+ýË €sÃ>·«¹¿+ç<Š+ –+<‘? n~ @ @ |ŸqT\T #ûdŸT+ï ~?
TE

Veterinary Hospital / |ŸXø—yîÕ<Š«Xæ\

We go to hospital when we suffer
T

Veterin
ary Ho
from illness. In the same way the cattle is spital
ER

taken to the veterinary hospital.

eTqÅ£” sÃ>±\T eºÌq|Ÿð&ƒT €dŸT|ŸçÜ¿ì mý²

SC

yîÞÔø yîÖ, ný²¹> |ŸXø—eÚ\Å£” sÃ>±\T eºÌq|ŸÚ&ƒT

y{ì“ |ŸX—ø eÚ\ €dŸT|ŸçÜ¿ì rdŸT¿Â ÞøԐsÁT.

Ask and write when the cattle is taken to hospital?

|ŸX—ø eÚ\qT m|Ÿð&î|Ÿð&ƒT €dŸT|ŸçÜ¿ì rdŸT¿Â ÞøԐsà n&Ð sjáT+&.
What happens if there is no veterinary hospital in your village / locality?
|ŸX—ø yîÕ<Š«Xæ\ ýñ¿b£ þÔû @eTeÚÔáT+~?

124
 Bank / u²«+Å£”
Grameen
a Bank There is a grameena bank in Rangapuram
as the population of the village is high.
People save their money in the bank. The
bank gives loans to the villagers for their
needs. They return the money to the bank

A
in instalments.

AN
sÁ+>±|ŸÚsÁ+ ç>±eT+ýË ÈHuó² mÅ£”Øe>± –+&ƒ&+ƒ e\¢ ç>±MTD u²«+Å£” Å£L&† –+~. ç|ŸÈ\T &ƒ‹TÒqT
u²«+Å£”ýË <‘#áTÅ£”+{²sÁT. ç|ŸÈ\ nedŸs\Å£” u²«+Å£”\T n|Ÿð\T Å£L&† ‚kÍïsTT. y{ì“ ysTT<‘\
sÁÖ|Ÿ+ýË Ü]Ð #î*¢dŸÖï –+{²sÁT.

G
Ask your elders and know what are the other uses of a bank?
N
™|<ŠÝy]“ n&Ð u²«+Å£”\e\¢ ‚+¿± @yûT$T ý²uó²\T –H•jîÖ Ôî\TdŸT¿=“ #î|ŸÎ+&.
LA

School / bÍsÄÁXæ\
TE

There is an upper primary

school in Rangapuram. The students
T

who complete their studies here, go to

ER

other village schools to continue their

higher studies.
SC

sÁ+>±|ŸÚsÁ+ ç>±eT+ýË çbÍ<¸Š$T¿Ãq•Ôá

bÍsÄÁXæ\ –q•~. ‚¿£Ø&ƒ #á<ŠTeÚ |ŸP]ï#ûdq¾ ysÁT ™|Õ #á<ŠTeÚ\ ¿=sÁŔ£ bõsÁT>·T ç>±e֓¿ì yîÞøԐsÁT.

What happens if there is no school?

bÍsÄÁXæ\ ýñ¿b£ þÔû @eTeÚÔáT+~?

Where do your villagers go for higher studies?
MT ç>±eT+ýË ™|Õ #á<ŠTeÚ\Å£” m¿£Ø&¿ì yîÞøԐsÁT?

Free Distrubtion by Govt. of T.S. 2019-20 125125

 Water tank / úÞøß{²«+Å£”
The water is pumped from the water tank to taps. The
water tank is cleaned once a week.Chlorine is mixed
with water to purify it. The purified water is released to
the taps. We should see that water is not wasted
through the taps. The village sarpanch should be
informed about the leakages in pipes and about
wastage of water.

A
úÞø ß {²«+Å£ ” \ qT+& ú{ì “ qý²¢ \ Å£ ” e<Š T \TԐsÁ T .

AN
úÞøß{²«+Å£”qT ys“¿ì ÿ¿£kÍ] ¿£&Tƒ >·TԐsÁT. úÞøßýË ¿Ã¢]HŽqT ¿£*|¾ Xø—~Æ#ûd¾ qý²¢\Å£” e<ŠT\TԐsÁT.
ú{ì“ e<¸‘ #îjTá «>·Ö&ƒ<ŠT. qý²¢ qT+º úsÁT e<ó‘bþÅ£”+&† #áÖ&†*. úsÁT e<¸‘ neÚÔáTH•, ™|Õ|ŸÚýË¢
©¹¿J –H• yî+³Hû ç>±eT dŸsÎÁ +#YŔ£ Ôî*jáT#îjÖá «*.

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From where do you bring water in your village?

N
MT ç>±eT+ýË ú{ì“ m¿£Ø&qT+º Ôî#áTÌÅ£”+{²sÁT?
What are the uses of a water tank?
LA
úÞøß{²«+Å£” –|ŸjÖî >·yTû $T{ì?
Places of worship / çbÍsÁœH eT+~s\T
TE

Observe the pictures given below. What can you see? Who go to these
places? When do they go?
¿ì+~ ºçÔá+ #áÖ&ƒ+&. @yûT$T –H•sTT? M{ì¿ì meÂsesÁT yîÞøԐsÁT? m|Ÿð&î|Ÿð&ƒT yîÞ²ïsÁT?
T
ER
SC

What are the places of worship in your village?

Who goes to these places? When do they go?
‚ý²¹> MT ç>±eT+ýË @yûT$T –H•sTT? y{ì¿ì meÂsesÁT
yîÞøԐsÁT? m|Ÿð&î|Ÿð&ƒT yîÞøԐsÁT?

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 Transport in Rangapuram Village /
sÁ+>±|ŸÚsÁ+ ç>±e֓¿ì s¿£bþ¿£\T
How do we travel to a village? Let us know the transport facilities
of Rangapuram. Which vehicles are there in Rangapuram?
What kind of vehicles are there in Rangapuram as in the picture below :-
eTq+ @<îÕH }]¿ì yîÞ²¢\+fñ mý² yîÞøԐ+ ? eT] sÁ+>±|ŸÚsÁ+ ç>±e֓¿ì s¿£bþ¿£\T mý²
–+{²jîÖ Ôî\TdŸTÅ£”+<‘eÖ! sÁ+>±|ŸÚsÁ+ ç>±eT ºçÔá+ýË @jûT yVŸ²H\T –H•jîÖ #î|ŸÎ+&.

A
AN
G
N
LA
TE
T
ER
SC

A bus comes to Rangapuram in the morning and evening. The villagers go

to the nearby villages by an auto. The farmers use bullock-cart for the agricultural
work. The students go by bus to other villages for higher studies.
sÁ+>±|ŸÚsÁ+ ç>±e֓¿ì –<ŠjTá +, kÍjáT+çÔá+ ‹dŸTà edŸTï+~. <Š>]·Z çbÍ+Ԑ\Å£” €{ËýË
yîÞÔø sÁT. }]ýË e«ekÍjáT<‘sÁT\T m&ƒ‹¢ +&“ bõ\+ |ŸqT\Å£” y&ƒTÔáÖ+{²sÁT. bÍsÄXÁ æ\ $<‘«sÁT\œ T
™|Õ #á<ŠTeÚ\ ¿=sÁŔ£ bõsÁT>·T ç>±e֓¿ì ‹dŸTàýË yî[ß edŸÖï –+{²sÁT.

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 Which vehicles come to your village?
MT ç>±e֓¿ì @jûT yVŸ²H\T edŸÖ+ï {²sTT?
Which vehicles do your villagers use for travelling?
MT ç>±eT+ýË yÞø—¢ @jûT yVŸ²H\ýË ç|ŸjÖá D+#ûkÍïsÁT?
Now you have known about the social institutions in a village and trans-
port facilities of Rangapuram.

A
sÁ+>±|ŸÚsÁ+ ç>±eT+ýË –q• kÍe֛¿£ dŸ+dŸœ\T, ç|ŸjÖá D kÍ<óŠH\qT >·T]+º Ôî\TdŸTÅ£”H•sÁT

AN
¿£<‘!
Do you know what kind of work the people of Rangapuram do? Most of
the villagers do agriculture. Some work as labourers. The others do different

G
kinds of work. There are black smiths, potters and other professionals. Some

N
villagers are well educated and work in offices. Some own small shops and do
business. All the younger children study in their village school only. Older children
LA
go to other villages for higher studies. All the women in the village are educated.
They also do some jobs and earn their livelihood.
TE

eT] € ç>±eT+ýËyÞø—¢ @jûT |ŸqT\T #ûkÍïsà Ôî\TkÍ? mÅ£”Øe eT+~ e«ekÍjáT+ #ûkÍïsÁT.
¿=+ÔáeT+~ Å£L*|ŸqT\T #ûkÍïsÁT. ‚+¿± ç>±eT+ýË sÁ¿£sÁ¿±\ |ŸqT\T #ûdyÞø—¢H•sÁT. ¿£eTˆ],
Å£”eTˆ] yîTT<Š\sTTq eÔáT\ï yÞø—¢ Å£L&† –H•sÁT. ný²¹> ç>±eÖ\ýË u²>± #á<ŠTeÚ¿=“ –<ë>±\T
T

#ûdyÞø—¢ Å£L&† –H•sÁT. eT]¿=+ÔáeT+~ ºq•ºq• <ŠT¿±D²\T ™|³T¼¿=“ y«bÍsÁ+ #ûkÍïsÁT. ‹&
ER

‡&ƒT |¾\¢\+<ŠsÁÖ € }] ‹&ýËHû #á<ŠTeÚÅ£”+{²sÁT. ™|<ŠÝ |¾\¢\T bõsÁT>·Ö]¿ì yî[¢ ™|Õ #á<ŠTeÚ\T
#á<ŠTeÚÅ£”+³TH•sÁT. ç>±eT+ý˓ €&ƒyÞø—¢ Å£L&† n+<ŠsÁÖ #á<ŠTeÚÅ£”q•y¹s! yÞø—¢ÅL£ &† @<à ÿ¿£
|Ÿ“ #ûd¾ &ƒ‹TÒ dŸ+bÍ~+#áT¿=+³TH•sÁT.
SC

What are the different kinds of work your village people do?
MT ç>±eT+ýË @ @ |ŸqT\T #ûdysÁTH•sÁT?
You have now learnt about the facilities in Rangapuram. All villages will
not have many of these facilities. These facilities lead to village development.
sÁ+>±|ŸÚsÁ+ ç>±eT+ýË @$T –H•jîÖ Ôî\TdŸTÅ£”H•sÁT ¿£<‘! ‚ý²+{ì kå¿£s«\T n“• ç>±eÖýýË
–+&ƒ¿b£ þe#áTÌ. n“• kå¿£s«\Ö –+fñHû ç>±eT+ n_óe~Æ #î+<ŠTÔáT+~.

128
 Key words / ¿¡\¿£ |Ÿ<‘\T
1 Village / ç>±eT+ 7. Health worker / €sÃ>·« ¿±sÁ«¿£sÁï
2. Gram panchayat / ç>±eT |Ÿ+#jáTr 8. Places of worship / çbÍsÁH œ eT+~s\T
3. Bank / u²«+Å£” 9. Transport facilities / sÁyD² kå¿£s«\T
4. Veterinary hospital / |ŸXø—yîÕ<Š«Xæ\ 10. Social Institutions / kÍe֛¿£ dŸ+dŸ\
œ T
5. Primary health sub centre / 11. Life insurance / J$Ôá;eó Ö

A
çbÍ<¸Š$T¿£ €sÃ>·« ¹¿+ç<Š+ 12. Polio drops / bþ*jîÖ #áT¿£Ø\T

AN
6. Postoffice / bþkͼ|˜ÓdŸT

What have we learnt? / eTq+ HûsÁTÌÅ£”q•$

G
 Generally, a village has Gram panchayat , bank, veterinary
hospital, school, primary health centre, post office, temple,
mosque, church. N
LA
kÍ<ó‘sÁD+>± ç>±eT+ýË ç>±eT|Ÿ+#jáTÜ, u²«+Å£”, |ŸX—ø yî<Õ «Š Xæ\, bÍsÄXÁ æ\, çbÍ<¸$Š T¿£
€sÃ>·« ¹¿+ç<Š+, bþkͼ|˜ÓdŸT, >·T&, eTdÓ<ŠT, #á]Ì –+{²sTT.

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Gram panchayat does different kinds of work like cleaning of

drains, maintaining street lights, clearing garbage, supplying water,
etc.
ç>±eT|Ÿ+#jáTÜ eTT]¿ì ¿±\Te\T Xø—çuó„+ #ûsTT+#á&+ƒ , M~óBbÍ\T yûjTá &ƒ+,
T

#îÔqáï T rd¾yûjTá &ƒ+, eT+ºú{ì dŸsÁ|˜Ÿs #ûjTá &ƒ+ ý²+{ì |ŸqT\T #ûdŸT+ï ~.
ER

 A village gets much needed help from a bank, post office, school,
primary health centre, veterinary hospital, gram panchayat etc;
ç>±eT+ýË u²«+Å£”, bþkͼ|dӘ TŸ , ‹&, €sÃ>·« ¿¹ +ç<Š+, |ŸX—ø yî<Õ «Š Xæ\, ç>±eT |Ÿ+#jáTÜ
SC

e+{ì dŸ+dŸœ\T –+&ƒ&+ƒ e\¢ m+Ôà yûT\T ÈsÁT>·TÔáT+~.

 Villages will have transport facilities. Different vehicles travel on
the road every day.
ç>±eÖ\Å£” sÁyD² eÖsZ\T –+{²sTT. $$<óŠ sÁ¿±\ sÁyD² kÍ<óŠH\T eºÌ
yîÞø—ÔáT+{²sTT.
 Different kinds of workers / artisans live in villages.
ç>±eT+ýË $$<óŠ sÁ¿±\ |ŸqT\T #ûdyÞø—¢ –+{²sÁT.

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 DO THIS / ‚$ #ûjáT+&
Conceptual Understanding / $wŸjáÖe>±VŸ²q
1. What are there in Rangapuram?
sÁ+>±|ŸÚsÁ+ ç>±eT+ýË @yûT$T –H•sTT?
2. Name the places of worship in your village/Street.
MT }sâ / y&ƒýË –q• çbÍsÁœHeT+~s\ |sÁT¢ sjáT+&.

A
3. What would happen if there was no school in your village?

AN
MT ç>±eT+ýË ‹& ýñÅ£”+fñ @eTòÔáT+~?
4. What are the uses of a bank in a village?

G
ç>±eT+ýË u²«+Å£” –+fñ ¿£*>¹ ý²uó²\T @$T{ì?
N
5. Write the similarities and differences between a bank and a post office.
u²«+Å£”, bþkͼ|˜ÓdŸT\ eT<óŠ« bþ*¿£\T uóñ<‘\T sjáT+&.
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TE

Draw and Colour the pictures / u¤eTˆ\T ^jáT+&. sÁ+>·T\T yûjáT+&.

1. Draw and Colour the picture of the school given below.
bÍsÄÁXæ\ u¤eTˆ ^jáT+&. sÁ+>·T\T yûjTá +&.
T
ER
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130
 Information Skills - Project work / dŸeÖ#sÁ HîÕ|ŸÚD²«\T ` çbÍCÉÅ£”¼ |Ÿ“
2. Fill in the table with the institutions that are present in Rangapuram.
Tick (4) against the institutions which are present in your village also.
sÁ+>±|ŸÚsÁ+ ç>±eT+ýË @yûT$T –H•jîÖ ¿ì+~|Ÿ{켿ý£ Ë sjáT+&. y{ìýË MT ç>±eT+ýË –q•
y{ì¿ì »üµ ™|³¼+&.
Sl.No. Institutions in Rangapuram Institutions in your village

A
sÁ+>±|ŸÚsÁ+ ç>±eT+ýË –q•$ MT ç>±eT+ýË –q•$

AN
1.

2.

3.

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4.

5. N
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6.
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 Which institutions of Rangapuram are present in your village also?

sÁ+>±|ŸÚsÁ+ ç>±eT+ýË –q•y{ìýË, @$ MT }]ýË –H•sTT?
 What is there in Rangapuram but not in your village?
sÁ+>±|ŸÚsÁ+ ç>±eT+ýË –+& MT }]ýË ýñ“$ @$?
T

 Which things are there in your village but not in Rangapuram?

ER

sÁ+>±|ŸÚsÁ+ ç>±eT+ýË ýñŔ£ +&† MT }]ýË –q•$ @$?

3. Know about the names and services provided by the social institutions of
your village. Fill in the table with the particulars pertaining to your village.
SC

MT ç>±eT+ý˓ kÍe֛¿£ dŸ+dŸœ\ |sÁT,¢ n$ #ûd |ŸqT\qT Ôî\TdŸT¿=“ #î|ŸÎ+&, sjáT+&.

Sl.No. Social Institution Work they do
ç¿£.dŸ+. kÍe֛¿£ dŸ+dŸœ\T n$ #ûd |ŸqT\T

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 Appreciation / ç|ŸXø+dŸ
1. You have learnt the uses of a bank, post office, school, hospital etc. of a
village. What are you thinking about their services.
ç>±eT+ýË ‹&, u²«+Å£”, bþkͼ|˜ÓdŸT, yîÕ<Š«Xæ\ yîTT<Š\sTTq$ –+fñ @jûT ý²uó²\T –H•jîÖ
Ôî\TdŸTÅ£”H•sÁT ¿£<‘! y{ì de\ >·T]+º úeÚ @eTqTÅ£”+³TH•eÚ?
Ask a Question / ç|Ÿ¥•+#á&ƒ+

A
1. Chinnaiah went to Rangapuram. He wanted to know about Rangapuram.

AN
For this, he went to the school and met the teachers. He enquired about
the village. What are the questions Chinnaiah might have asked? What
are the answers teachers might have given?

G
ºq•jáT« sÁ+>±|ŸÚs“¿ì yîÞ²¢&Tƒ . sÁ+>±|ŸÚsÁ+ >·T]+º Ôî\TdŸT¿Ãy\qTÅ£”H•&ƒT. ‚+<ŠTÅ£” ‹&¿ì
N
yî[¢ –bÍ<ó‘«jáTT\qT ¿£*Xæ&ƒT. }]“ >·T]+º n&>±&ƒT. ºq•jáT« @yûT$T ç|ŸXø•\T
n&>±&ƒT. –bÍ<ó‘«jáTT\T @yûT$T Èy‹T\T #î|ξ –+{²sÁT.
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I can do this / Hû“$ #ûjáT>·\H?
TE

1. I can explain what a village is. Yes/No

ç>±eT+ n+fñ $e]+#á>\· qT. WqT / ¿±<ŠT
2. I can explain about the services given by the social
T

institutions of a village. Yes/No

ER

ç>±eT+ý˓ kÍe֛¿£ dŸ+dŸœ\T, n$ #ûd |ŸqT\T >·T]+º

$e]+#á>\· qT. WqT / ¿±<ŠT
3. I have known the uses of social institutions of our
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village and I can use them. Yes/No

ç>±eT+ý˓ dŸ+dŸœ\ –|ŸjÖî >±\T Ôî\TdŸT¿=H•qT.
y{ì“ –|ŸjÖî Ð+#áT¿Ã>·\qT. WqT / ¿±<ŠT
4. I can draw and colour the picture of a school. Yes/No
bÍsÄÁXæ\ u¤eTˆ ^d¾ sÁ+>·T\T yûjTá >·\qT. WqT / ¿±<ŠT
5. I can ask questions on a village Yes/No
ç>±eT+ >·T]+º ç|ŸX•ø \T n&ƒ>·>·\qT. WqT / ¿±<ŠT

132
 10. DIFFERENT TYPES OF HOUSES ( sÁ¿£sÁ¿±\ ‚Þø—¢)
We all need houses to live in. We live in houses to protect
ourselves from heat, cold,rain and dust. Birds and animals also
build their house like us. Do all our houses look alike? One
evening, Santosh and Sarala were coming home along with their
parents from their field. Sarala and Santosh climbed a hill which was at the road
side. They looked at the houses of the village. Let’s watch what type of houses

A
were there and how did they look like!
eTq+<Š]¿¡ –+&ƒ&†“¿ì ‚Þø—¢ nedŸsÁ+. m+&ƒ, yq, #á*, <ŠTeTTˆ, <óŠÖ[ yîTT<Š\sTTq

AN
y{ìqT+º sÁ¿D£Œ bõ+<Š&†“¿ì ‚Þø¢ýË “ydŸ+ –+{²+. eTqý²¹> |ŸÅ”£Œ \T, È+ÔáTeÚ\T
Å£L&† “ykÍ\qT @sÎ³T#ûdTŸ Å£”+{²sTT. nsTTÔû eTq+ “ed¾+#û ‚Þø¢ú•
ÿ¹¿ý² –+{²jáÖ? ÿ¿£sÃE kÍjáT+çÔá+ dŸ+ÔÃwt, dŸsÞÁ ø yÞøß neֈ Hq•\ÔÃ

G
¿£*d¾ bõ\+ qT+& ‚+{ì¿ì edŸTHï •sÁT. dŸsÁÞ,ø dŸ+ÔÃwt <‘]|Ÿ¿Ø£ Hû –q• ¿=+&ƒ
N
m¿±ØsÁT. ¿=+&ƒ™|qÕ T+º ç>±eT+ý˓ ‚Þøq¢ T #áÖXæsÁT. n$ mý² ¿£“|¾+#jîÖ,
@jûT sÁ¿±\ ‚Þø—¢ –H•jîÖ #áÖ<‘ÝeÖ!
LA
TE
T
ER
SC

Do all the houses look alike? which are the kind of houses are there?
Are they close by? Or are they far away from one another?
‚Þø¢ú• ÿ¹¿ sÁ¿+£ >± –H•jáÖ? @ jûT sÁ¿±\ ‚Þø—¢ –H•sTT?
ç>±eT+ý˓ ‚Þø¢ú• |Ÿ¿Ø£ |Ÿ¿Ø£ Hû –H•jáÖ? ýñ¿£ <ŠÖsÁ<ŠÖsÁ+>± –H•jáÖ?

133
 You have learnt about the houses in Sarala’s village. You have seen that
the houses in the village are side by side. Do the houses in your village appear in
the same manner? What are different kinds of houses in your village? What are
the use of houses built one beside the other in a village?

dŸsÁÞø ç>±eT+ý˓ ‚Þø—¢ mý² –H•jîÖ Ôî*d¾+~ ¿£<‘! ç>±eT+ýË sÁ¿£sÁ¿±\ ‚Þø—¢ |Ÿ¿£Ø
|Ÿ¿£ØHû –+&ƒ&ƒ+ #áÖXæsÁT ¿£<‘! eT] MT }ÞË¢ Å£L&† ‚Þø—¢ ‚ý²¹> –H•jáÖ? MT }ÞË¢ @ @ sÁ¿±\
‚Þø—¢ –H•jîÖ sjáT+&. ç>±eT+ýË ‚Þø¢ú• |Ÿ¿Ø£ |Ÿ¿Ø£ Hû –+&ƒ&+ƒ e\¢ ¿£*>¹ ý²uó„+ @$T{ì?

A
Temporary Residences (ԐԐØ*¿£ “ykÍ\T):

AN
Santosh came to school. He was looking very dull. Joseph asked
him the reason for his dullness. “Our huts fell down because of

G
strong winds and heavy rains last night,” replied Santosh. “Where are you staying
now?” Asked Joseph. “They provided tents for us outside the town,” replied
N
Santosh. Have you ever seen tents? Where did you see them? Why are the
LA
tents laid? Think...
dŸ+ÔÃwt ‹&¿ì e#Ì&ƒT. dŸ+ÔÃwt ~>·T\T>± –+&ƒ&+ƒ C˙d|˜t #áÖXæ&ƒT. »m+<ŠTÅ£” ný² –H•eÚ?µ
n“ C˙d|˜t n&>±&ƒT. »sçÜ >±*yq eºÌ+~ ¿£<‘! eÖ >·T&™d\ú• |Ÿ&b þjáÖs­µ n“ dŸ+ÔÃwt
TE

#îbÍÎ&ƒT. »ns­Ôû ‚|Ÿð&ƒT MTsÁT m¿£Ø&ƒ –+³TH•sÁT?µ n“ C˙d|˜t n&>±&ƒT. »eÖ¿ÃdŸ+ }] ‹jáT³
&ûs\T yûXæsÁTµ n“ dŸ+ÔÃwt #îbÍÎ&ƒT. MTÂs|Ÿð&îÕH &ûs\T #áÖXæs? y{ì“ m|Ÿð&ƒT #áÖXæsÁT?
m+<ŠT¿ÃdŸ+ yûd¾ –+{²sÁT? €ý˺+#á+&.
T
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134
 People who migrate, circus troops arrange temporary residences.
Whenever floods, cyclone, earth quakes, and tsunamis and fire
accidents occur temporary shelters are provided to the victims.
}sÁÖs dŸ+#sÁ+#ûdyÞø—,¢ dŸsØÁ dtyÞø—¢ ԐԐØ*¿£ “ykÍ\qT @sÎ³T #ûdTŸ Å£”+{²sÁT.
esÁ<\Š T, ÔáTb˜ÍHŽ\T, dŸTHMT\T, uóք ¿£+bÍ\T, nЕç|ŸeÖ<‘\T e+{ì$ #óT#ûdTŸ Å£”q•|Ÿð&ƒT
‚Þø—¢ ¿ÃýËÎsTTqyÞø¢Å”£ ԐԐØ*¿£ “ykÍ\T @sÎ³T #ûkÍïsÁT.

A
Santosh went to Hyderabad to attend his uncle’s marriage. He saw large

AN
pipes beside the road. He
was surprised when he
saw some people residing

G
in them. Do people reside
in the pipes also!” he
thought. “Why are they re-
N
LA
siding in the pipes?” He
questioned his uncle.
TE

Think .What his uncle

might have told him?
T

dŸ+ÔÃwt yÞø¢ eÖeTjáT« ™|[¢¿ì |Ÿ³¼D²“¿ì yîÞ²¢&ƒT. sÃ&ƒT¦ |Ÿ¿£Øq –q• ™|<ŠÝ ™|<ŠÝ ™|Õ|ŸÚ\qT
#áÖXæ&ƒT. yîÞ<¢â ‘]ýË n+<ŠTýË ¿=+<ŠsTÁ “ydŸ+ –+³TH•sÁT. n~ #áÖd¾ dŸ+ÔÃwtŔ£ €XøÌsÁ«+ ¿£*Ð+~.
ER

‚ý² ™|Õ|ŸÚýË¢ Å£L&† “ydŸ+ –+{²s? nqT Å£”H•&ƒT. »™|Õ|ŸÚýË¢ m+<ŠTÅ£” “e d¾dŸTHï •sÁT?µ n“ yÞø¢
eÖeTjáT«qT n&>±&ƒT. yÞø¢ eÖeTjáT« @+ #î|¾Î –+{²&à €ý˺+#á+&.
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Which facilities will not be available to the people who reside in

pipes and tents?

Think and write. What difficulties do they face?

&ûsýË¢, ™|Õ|ŸÚýË¢ “ydŸ+ –+&ûy]¿ì @jûT kå¿£s«\T –+&ƒyà sjáT+&.

&ûs\T, ™||Õ ÚŸ \T e+{ì ԐԐØ*¿£ “ykÍýË¢ –+&ûy]¿ì @jûT ‚‹Ò+<ŠT\T –+{²s­?

135
 During droughts and when there is no work in the village, some people
migrate to towns for livelihood. These people, start living in tents, huts and pipes
temporarily, when they don’t find houses.
¿£sÁTeÚ eºÌq|Ÿð&ƒT, }ÞË¢ |ŸqT\T ýñ¿£bþs­q|ŸÚ&ƒT ¿=+ÔáeT+~ –bÍ~ó¿ÃdŸ+ |Ÿ³¼D²\Å£”
e\dŸbþÔáT+{²sÁT. ‚ý² |Ÿ³¼D²\Å£” yî[¢qy]¿ì –+&ƒ&†“¿ì ‚Þø—¢ –+&ƒeÚ. MÞø—¢ ¿=+ÔáeT+~ <‘]
|Ÿ¿£Øq U²°>± ¿£“|¾+#û ™|Õ|ŸÚýË¢>±“, U²°dŸœý²ýË¢ &ûs\T yûdŸTÅ£”“ ýñ<‘ >·T&™d\T yûdŸTÅ£”“ >±“
ԐԐØ*¿£+>± “ydŸ+ –+{²sÁT.

A
Santosh saw a big building in the town. “Oh god, What a big building! Who resides

AN
in this?” he questioned his uncle. Open space is very less in towns. So, to give
shelter to many families this type of big buildings are built. These are called
apartments,” replied his uncle.

G
dŸ+ÔÃwt |Ÿ³D¼ +ýË ™|<ŠÝ uóe„ H“•
#á Ö Xæ&ƒ T ? »nyî Ö ˆ! m+Ôá
N mÔá T ï > ± –+<Ã! B+{Ë¢
LA
mesÁT+{²sÁT? n“ eÖeTjáT«qT
n& > ±&ƒ T . |Ÿ ³ ¼ D ²ýË¢ dŸ œ \ +
ÔáŔ£ Øe>± –+³T+~. ¿±‹{ì¼ –
TE

q• dŸ\œ +ýËHû mÅ£”Øe Å£”³T+u²\T

“ydŸ + –+&ƒ & †“¿ì M\T>±
‚ý²+{ì ™|<Š Ý ™ |<Š Ý uó „ e H\T
T

¿£&ԃ sÁT. M{ì“ nbÍsYy¼ Tî +³T¢

ER

n+{²sÁ “ eÖeTjá T «
dŸ+ÔÃwtŔ£ #îbÍÎ&ƒT.
SC

Have you
ever seen
this type of
buildings?
‚ý²+{ì$
MT s |Ÿ ð &î Õ H 
#áÖXæs?

136
 Apartment type of housing is seen more in cities. Generally, one family lives
in one house. But in an apartment many families live together. Accordingly thse are
built. The residence in which one family lives in an apartment is called a flat.
Each apartment has nearly 10 to 30 flats. In big cities we can find an apartment
which has 100 flats also.
nbÍsYy¼ Tî +³T¢ q>·sýË¢ mÅ£”Øe>± –+{²s­. kÍ<ó‘sÁD+>± ÿ¿£ Å£”³T+‹+ ÿ¿£ ‚+{Ë¢ –+³T+~.
nbÍsÁTy¼ Tî +{Ë¢ nHû¿£ Å£”³T+u²\T –+{²sTT. ‚+<ŠT¿£qT>·TD+>± nbÍsÁTy¼ Tî +³T¢ ¿£&ԃ sÁT. nbÍsÁTy¼ Tî +{Ë¢

A
ÿ¿£ Å£”³T+‹+ “ydŸ+ –+&û uó²>±“• b˜Í{¢ Ù n+{²sÁT. ÿ¿£ nbÍsY¼yTî +{Ë¢ dŸTeÖsÁT 10 qT+º 30
Å£”³T+u²\ esÁŔ£ “ydŸ+ –+&ƒ&†“¿ì b˜Í¢³T¢ –+{²sTT. ™|<ŠÝ q>·sýË¢ 100 esÁŔ£ b˜Í³¢ T¢ –q•

AN
nbÍsY¼yTî +³T¢ Å£L&† –H•sTT.
You know that people live in tents, pipes, apartments etc., Observe the

G
picture given below. Say, which type of house is yours?
&ûs\T, ™|Õ|ŸÚ\T, nbÍsY¼yTî +³¢ >·T]+º Ôî\TdŸTÅ£”H•sÁT ¿£<‘! ‡ ¿ì+~ ºçԐ\T #áÖ&ƒ+&.
M{ìýË MT ‚\T¢ @ sÁ¿£yîTq® <à #î|ŸÎ+&. N
LA
TE
T
ER
SC

Do you know what type of houses your friends are residing in? Ask
your friends about them. Fill in the table with the particulars.
eT] MT $TçÔáT\T –+&û ‚Þø—¢ mý²+{ìyà Ôî\TkÍ MTÅ£”? MT $TçÔáT\qT n&ƒ>+· &. mý²+{ì
‚Þø¢ýË¢ “ed¾dŸTïH•sà ¿ì+~ |Ÿ{켿£ýË sjáT+&.

137
 Name of the friend ($TçÔáT“ |sÁT) Type of house (‚\T¢ sÁ¿£+)
1
2
3
4
5

A
AN
Your friends also prepared the table. Ask them and know how many are residing
in similar types of houses? In which type of houses most of your friends live in?

G
MTý²¹> MT $TçÔáT\T Å£L&† |Ÿ{켿£ ÔájÖá sÁT #ûXæsÁT ¿£<‘! yÞø¢qT n&Ð MT ÔásÁ>Ü· ýË m+ÔáeT+~ @
N
sÁ¿£yîTq® ‚Þø¢ýË “ed¾dŸTHï •sà Ôî\TdŸT¿Ã+&. mÅ£”ØeeT+~ @ sÁ¿£yîTq® ‚Þø¢ýË “ed¾dŸTHï •sà #î|ŸÎ+&.
LA
TE

Do you know? (MTÅ£” Ôî\TkÍ?)

T
ER

This house is built with This is a boat house. We can This is an Igloo. We can

wood. We can find it in find it in Kerala and Kashmir. find it in cold regions. This
SC

earth quake zones. is built with ice.

‚~ ¿£\|ŸÔà ¿£{ì¼q ‚\T¢. ‚~ |Ÿ&eƒ ‚\T¢. ¿±oˆsY, ¿¹ sÁÞø sçcͼýË¢ ‚~ »‚>·Ö¢µ. eT+#áT çbÍ+ԐýË¢
uóք ¿£+bÍ\T e#ûÌ çbÍ+ԐýË¢ ‚ý²+{ì ‚Þø—¢ –H•sTT. –+³T+~. B“• eT+#áTÔà ¿£³T¼
–+{²sTT. Å£”+{²sÁT.

138
 Roofs of houses (‚+&ƒ¢ ™|Õ¿£|Ÿð\T)

You know about houses.

Do you know about the roofs of the houses? The top portion of a house is called
roof. Observe the pictures of various types of roofs given below.
‚+&ƒ¢ >·T]+º Ôî\TdŸTÅ£”H•sÁT ¿£<‘!

A
‚+{ì ™|Õ¿£|Ÿð n+fñ MTÅ£” Ôî\TkÍ! ‚+{ì¿ì ™|Õq –+&û uó²>±“• ‚+{ì ™|Õ¿£|Ÿð n+{²sÁT. ¿=“•

AN
‚+&ƒ¢ ™|Õ¿£|Ÿð ºçԐ\T ¿ì+<Š –H•sTT #áÖ&ƒ+&.

G
N
LA
TE
T
ER
SC

Do all the roofs look alike? Some are slanting. The others are flat. How
are the roofs of your village/street? What type of roofs are seen mostly in your
village?
n“• ‚+&ƒ¢ ™|Õ¿£|Ÿð\Ö ÿ¹¿ý² –H•jáÖ? ¿=“• @³y\T>± –H•sTT ¿£<‘! eT]¿=“• ‚Þø¢ ™|Õ¿£|Ÿð\T
‹\¢ý²>± #á<ŠTqT>± –+{²sTT. eT] MT ç>±eT+ / y&ƒý˓ ‚Þø¢ ™|Õ¿£|Ÿð\T mÅ£”Øe>± mý² –H•jîÖ
#î|ŸÎ+&.

139
 Do you know?(#ûd¾ #áÖ&ƒ+&)

why the roofs are slanting? ‚Þø¢ ™|Õ¿£|Ÿð\T m+<ŠTÅ£” @³y\T>± –+{²jîÖ Ôî\TkÍ?

Take three iron sheets or slates or pieces of card board. Place one sheet
on the floor. Keep the second sheet on the brick as shown in the picture. Keep
the third sheet slanting on two bricks placed one above the other. Which one
slants more?

A
eTÖ&ƒT ¹sÅ£”\T ýñ<‘ |Ÿ\¿£\T ýñ<‘ ý²eÚbÍ{ì >·{ì¼ n³¼qT rdŸT¿Ãy*. ÿ¿£<‘“• Hû\™|Õq

AN
–+#á+&. Âs+&ƒe <‘“• ÿ¿£ ‚³T¿£Å£” €“+º –+#á+&. eTÖ&à <‘“• Âs+&ƒT ‚³T¿£\™|Õ €“+º
–+#á+&. ‚ý² –+ºq|Ÿð&ƒT @~ mÅ£”Øe @³y\T>± –+³T+~?

G
N
LA
TE

Sheet placed on Sheet placed against Sheet placed against

the floor a brick two bricks
ÿ¿£ ‚³T¿£Å£” €“+º –+#á&ƒ+ Âs+&ƒT ‚³T¿£\Å£” €“+º
T

Hû\™|Õ –+ºq ¹sÅ£”

–+ºq ¹sÅ£”. –+ºq ¹sÅ£”.
ER

Take a glass of water. Pour water on the first, second and third sheet.
Observe and tell from which sheet water flows down quickly?
‚|Ÿð&ƒT >±¢dŸTýË úsÁT rdŸT¿Ã+&. yîTT<Š{ì<‘“™|Õq bþjáT+&. ÔásÇÔá Âs+&Ã<‘“™|Õq bþjáT+&.
SC

€ ÔásÇÔá eTÖ&Ã<‘“™|Õq bþjáT+&. <û“™|Õq bþd¾q úsÁT mÅ£”Øe Ô=+<ŠsÁ>± ¿ì+~¿ì bþsTT+~?
Give reason(m+<ŠT¿Ã #î|ŸÎ+&.)
If the roofs are slanting the water slides and flows down quickly. Hence,
the roofs are built slanting. Due to this the water does not stagnate but comes
down quickly during rainy season.
™|Õ ¿£|ðŸ \T @³y\T>± –+&ƒ&+ƒ e\¢ úsÁT yû>+· >± ¿ì+<ŠÅ”£ bþÔáT+~. n+<ŠT¿¹ ‚Þø¢ ™|¿Õ |£ ðŸ \T @³y\T>±
“]ˆkÍïsÁT. B“e\¢ esü¿±\+ýË yq |Ÿ&q|Ÿð&ƒT ‚+{ì ™|Õ¿£|Ÿð™|Õq |Ÿ&q úÞø—¢ C²] ¿ì+~¿ì ekÍïsTT.

140
 The roofs of some of the cemented buildings are not slanting. Then
how does the water come down in the buildings?
uó„eH\ ™|Õ¿£|Ÿð\T @³y\T>± –+&ƒeÚ ¿£<‘! esÁü|ŸÚúsÁT ¿ì+~¿ì mý² edŸT+ï ~?
Though the roofs of buildings and apartments look flat they do have slight
slant. Arrangements are made for the water to go down from a corner. From
there the water goes down through pipes.
We live in different types of houses. They are tiled houses, thatched huts,
houses with sheeted roofs ; buildings etc; these are permanent houses. Some

A
people live in temporary houses like tents, pipes etc; Apartments are there in

AN
cities. Similarly, in certain areas houses are being built according to the needs.

Key words (¿¡\¿£|Ÿ<‘\T)

G
1. Types of houses (‚Þø¢ sÁ¿±\T) 2. Migrating people (dŸ+#sÁ+)
Apartment (nbÍsY¼yîT+{Ù) 4. Flat (b˜Í¢{Ù)
3.
5. Roof (@³y\T)
N
6. slant roof (‚Þø¢ ™|Õ¿£|Ÿð)
LA
7. Igloo (‚>·Ö¢) 8. Boat house (|Ÿ&ƒe ‚Þø—¢)
9. Temporary residence (ԐԐØ*¿£ “ydŸ+)
TE

What have we learnt? (eTq+ HûsÁTÌÅ£”q•$)

 Houses are different types like huts, tiled houses, sheeted
T

houses,buildings and apartments.

>·T&™d\T, ™|+Å£”{ìޗø ß, ¹sÅ£”\ ‚Þø—¢, &†u² ‚Þø—ß, ‹VŸQÞø n+ÔádŸT\œ e+{ì sÁ¿£s¿Á ±\ ‚Þø—ß
ER

–+{²sTT.
 Temporary residences are arranged at the time of floods, cyclones.
Migrating people live in temporary residence like tents.
SC

esÁ<Š\T, ÔáTb˜ÍHŽ\T eºÌq|ŸÚ&ƒT ԐԐØ*¿£ “ykÍ\T @sÎ³T #ûkÍïsÁT. dŸ+#sÁ+ #ûd

yÞø—¢, e\dŸ yî[ßqyÞø—¢ &ûs\e+{ì ԐԐØ*¿£ “ykÍýË¢ –+{²sÁT.
 As cities have apartments other areas have wooden houses, boat houses
and Igloos.
q>·sýË¢, |Ÿ³¼D²ýË¢ nbÍsY¼yîT+³T¢ –q•fñ¢ ¿=“• çbÍ+ԐýË¢ eT+#áTÔà ¿£{ì¼q ‚Þø—¢, ¿£\|ŸÔÃ
¿£{qì¼ ‚Þø—,¢ |Ÿ&eƒ ‚Þø—¢ Å£L&† –+{²sTT.
 When the roofs are slanting the rain water flows down quickly.
‚Þø¢ ™|Õ¿£|ŸÚÎ\T @³y\T>± –+&ƒ&+ƒ e\¢ esÁü+úsÁT yû>+· >± ¿ì+<ŠÅ”£ C²]bþÔáT+~.

141
 DO THIS (‚$ #ûjáT+&)

Conceptual Understanding / $wŸjáÖe>±VŸ²q

1. Which of the following houses are temporary houses? And why?

Tents, apartments, sheeted house, pipes.

¿ì+~ ‚Þø¢ýË @$ ԐԐØ*¿£ “ykÍ\T? m+<ŠTÅ£”?

A
&ûs\T, nbÍsY¼yîT+³T¢, ¹sÅ£”\ ™w&ƒT¦, ™|Õ|ŸÚ\ýË “ydŸ+.

AN
2. Mention any four types of houses in your surroundings.

MT “ydŸ çbÍ+Ôá+ýË –+&û sÁ¿£sÁ¿±\ ‚Þø¢qT >·T]+º #î|ŸÎ+&.

G
3. Why are the roofs of houses slanting?

‚+{ì ™|¿Õ |£ ڟ Î\T @³y\T>± –+{²sTT. m+<ŠTÅ£”?

N
LA
4. Tell and Write the differences and similarities between the houses given
below.
TE

¿ì+~ Âs+&ƒT ‚Þø¢ýË bþ*¿£\T, uóñ<‘\T #î|ŸÎ+&. sjáT+&.

T
ER
SC

142
 Draw and Colour the pictures / u¤eTˆ\T ^jáT+&. sÁ+>·T\T yûjáT+&.
1. Draw and Colour the picture given below.
¿ì+~ u¤eTˆ ^jáT+&. sÁ+>·T\T yûjTá +&.

A
AN
G
2.
N
Draw and Colour the picture of your house. Write about your house.
MT ‚+{ìu¤eTˆ ^d¾ sÁ+>·T\T yûjTá +&. MT ‚\T¢ >·T]+º sjáT+&..
LA
Information Skills - Project work/dŸeÖ#sÁ HîÕ|ŸÚD²«\T ` çbÍCÉÅ£”¼ |Ÿ“
TE

1. Observe the roofs of the houses in your surroundings. Fill in the table with
the particulars of the roofs.
MT ‚+{ì #áT³T¼ç|Ÿ¿Ø£ \ ¿=“• ‚Þø¢qT #áÖ&ƒ+&. y{ì ™|Õ¿£|ŸÚÎ\T mý² –H•jîÖ ¿ì+~ |Ÿ{켿ý£ Ë
T

sjáT+&.
ER

Sl.No. Type of house Type of roof (‚+{ì ™|Õ¿£|ŸÚÎ)

ç¿£.dŸ+. ‚+{ì sÁ¿£+
Slanting roof Flat roof
SC

#á<ŠTqT>± @³y\T>±
1.
2.
3.
4.
5.
6.

143
 1. What type of houses are more in number?
@ sÁ¿£yîTq® ‚Þø—¢ mÅ£”Øe>± –H•sTT?
2. Observe and tell about the roofs of the houses.
‚Þø¢ ™|Õ¿£|Ÿð\T mý² –H•sTT?
2. Make a model of a house using paper, pieces of card boards, match sticks
and grass.
uÉ+&ƒT,¢ ¿±ÐԐ\T, n³¼\T, ¿£çsÁ|ŸÚ\¢\T, >·&“¦ –|ŸjÖî Ð+º ‚+{ì qeTÖH ÔájÖá sÁT #ûjTá +&.

A
Appreciation / ç|ŸXø+dŸ

AN
1. What help can be given to the people who live in tents and pipes? How
would you help them?
>·T&†s\T, &ûs\T, ™|Õ|ŸÚýË¢ “ydŸ+ –+&ûy]¿ì eTq+ mý²+{ì dŸVŸäjáT+ #ûjTá e#áTÌ? MTsÁT

G
yÞø¢Å£” @yûT$T dŸVŸäjáT+ #ûkÍïsÁT?
Ask a Question / ç|Ÿ¥•+#á&ƒ+ N
LA
1. Santhosh has seen the people residing in apartments and pipes. Joseph
asked his uncle different questions about them. What he might have asked?
TE

What questions would you ask?

dŸ+ÔÃwt ™VÕ²<‘su²<ŠTýË nbÍsY¼yTî +{ÙýË, ™|Õ|ŸÚýË¢ “ydŸ+ –+&ûyÞø¢qT #áÖXæ&ƒT ¿£<‘! y{ì
>·T]+º dŸ+ÔÃwt yÞø¢ eÖeTjáT«qT sÁ¿£s¿Á ±\ ç|ŸX•ø \T n&>±&ƒT. € ç|ŸX•ø \T @yîT® –+{²sTT?
MTÂsÕÔû @ ç|ŸX•ø \T n&ƒT>·TԐsÁT?
T

I can do this/Hû“$ #ûjáT>·\qT

ER

1. I can explain about different kinds of houses. Yes/No

SC

$$<óŠ sÁ¿±\ ‚Þø¢ >·T]+º $e]+#á>\· qT. WqT / ¿±<ŠT

2. I can tell the differences between slanting roofs and flat roofs. Yes/No
#á<ŠTqT>± –q• ™|Õ¿£|ŸðÅ£”, @³y\T ™|Õ¿£|ŸðÅ£” >·\ Ôû&†\qT#î|ŸÎ>·\qT WqT / ¿±<ŠT
3. I can draw and colour pictures of different types of houses. Yes/No
$$<óŠ sÁ¿±\ ‚ÞøßqT ^d¾, sÁ+>·T\T yûjTá >·\qT. WqT / ¿±<ŠT
4. I can collect and tabulate the information about the houses. Yes/No
‚Þø¢Å”£ dŸ+‹+~ó+ºq dŸeÖ#s“• d¿£]+º |Ÿ{켿ý£ Ë sjáT>·\qT. WqT / ¿±<ŠT
5. I can ask questions about different types of houses. Yes/No
sÁ¿£s¿Á ±\ ‚Þø¢qT >·T]+º ç|Ÿ¥•+#á>·\qT. WqT / ¿±<ŠT

144
 11. CLEAN HOUSE IS THE BEAUTIFUL HOUSE
(Xø—çuó„yîT®q ‚ýñ¢ n+<ŠyîT®q ‚\T¢)
One day Rangaiah went to the village, ‘Indravelli’ with his son,
Murali to meet his friend Kesav. It was a tribal village. Rangaiah
knew many of the villagers. He greeted everyone on the way
and reached Kesav’s house. This is Kesav uncle’s house. Shall we see how
Kesav’s house is!

A
ÿ¿£sÃEq sÁ+>·jTá « Ôáq d•V¾²ÔáT&ƒT ¿¹ XøyqŽ T ¿£\e&†“¿ì Ôáq ¿=&ƒTÅ£” eTTsÁ[Ôà ¿£*d¾ ‚+ç<Šy*î ¢

AN
ç>±e֓¿ì yîÞ²¢&Tƒ . n~ ÿ¿£ €~yd¾ ç>±eT+. € }ÞË¢ sÁ+>·jTá «Å£” Ôî*d¾qyÞø—¢ #ý²eT+~ –H•sÁT.
<‘] bõ&ƒT>·TH n+<Š]ú |Ÿ\¿£]dŸÖï ¿¹ XøyŽ ‚+{ì¿ì yîÞ²¢&Tƒ . »»eTTsÁ°! ‚<û ¿¹ XøyŽ eÖeTjáT« ‚\T¢µµ mý²
–+<à #áÖ<‘ÝeÖ !

G
N
LA
TE
T
ER
SC

145
 How nice uncle’s house is! Why did Murali say so?
eÖeTjáT« ‚\T¢ m+Ôáu²>·T+<à n“ eTTsÁ[ m+<ŠTÅ£” nH•&ƒT?
What do you see on the walls of the house?
‚+{ì>Ã&ƒ\ MT<Š @+ ¿£“|¾dŸTHï •s­?
Does your house look like this same? How is it different?
MT ‚\T¢ Å£L&† ‚ý²¹> –+<‘? Ôû&† @$T{ì?

Rangaiah and
Murali returned to

A
their village after

AN
four days. Murali made good friend-
ship with the new comer Jahangir in
the class.

G
Jahangir took Murali to his
house. Seeing the flower plants in
front of the house Murali said, “they
N
LA
are beautiful.” Jahangir told Murali
that they have many plants around
TE

their house.
sÁ+>·jTá «, eTTsÁ[ H\T>·T sÃE\ ÔásÇÔá yÞø¢ }]¿ì Ü]Ð e#ÌsÁT. bÍsÄÁXæ\ýË eTTsÁ[¿ì
yÞø¢ ÔásÁ>·ÜýË ¿=Ôáï>± #û]q ÈVŸ²+^sYÔà eT+º d•VŸ²+ Å£”~]+~.
T

ÈVŸ²+^sY, eTTsÁ[“ yÞø¢ ‚+{ì¿ì rdŸT¿Â Þ²¢&Tƒ . ‚+{ìe­+<ŠT |ŸP\yî­¿£Ø\T #áÖd¾ eTTsÁ[ ‡
ER

yî­¿£Ø\T m+Ôá u²>·TH•jîÖ! nH•&ƒT. eÖ ‚+{ì#Tá ³Ö¼ ‚+¿± #ý² yîTT¿£Ø\T –H•sTT nH•&ƒT
ÈVŸ²+^sY.
What are the things you see in front of Jahangir’s house?
SC

ÈVŸ²+^sY ‚+{ìe­+<ŠT @yûT$T –H•s­?

Where are the shoes kept?
#î|Ÿð\T m¿£Ø&ƒ –H•s­?
Jahangir and Murali both went inside. Murali felt happy on seeing Jahangir’s
house. He said, “your house is very nice.” Why do you think Murali said so?

ÈVŸ²+^sY, eTTsÁ[ ‚<ŠÝsTÁ ‚+{ì ýË|Ÿ*¿ì yîÞ²ßsÁT. ÈVŸ²+^sY ‚\T¢ #áÖd¾ eTTsÁ[¿ì #ý²
€q+<Š+ ¿£*Ð+~. »MT ‚\T¢ #ý² u²>·T+~µ nH•&ƒT. eTTsÁ[ ‚ý² m+<ŠTÅ£” n“ –+&ƒe#áTÌ?

146
 A
AN
G
Where and how are the books kept? ‚+{Ë¢ |ŸÚdŸï¿±\T m¿£Ø&ƒ –H•s­? mý² –H•s­?
Where are the clothes? <ŠTdŸT\ï T m¿£Ø&ƒ –H•s­?
N
How are the walls of the house? ‚+{ì>Ã&ƒ\T mý² –H•s­?
LA
Murali went to his friend Vijay’s house with his sister Saritha on
sunday. Observe the picture of Vijay’s house given below.
€~ysÁ+H&ƒT eTTsÁ[ Ôáq n¿£Ø dŸ]ÔáÔà ¿£\d¾ $ÈjYTyÞøß ‚+{ì¿ì yîÞ²¢&Tƒ .
TE

$ÈjYT ‚\T¢ #áÖ&ƒ+&.

T
ER
SC

147
 They found plastic covers and waste paper in front of Vijay’s house. Murali
and Saritha went inside. Vijay’s house can be seen in this picture.
$ÈjYT ‚+{ìe­+<ŠTy¿ì{Ë¢ |Ÿ&ûdq¾ bÍ¢d¾¼¿ù dŸ+#áT\T, ºÔáTï ¿±ÐԐ\T ¿£“|¾+#sTT. eTTsÁ[,
dŸ]Ôá ‚<ŠÝsÖÁ $ÈjYT ‚+{Ë¢¿ì yîÞ²¢sTÁ . yÞø¢¿ì $ÈjYT yÞø¢ ‚+{ìýË|Ÿ\ ‚ý² ¿£“|¾+º+~.

A
AN
G
N
LA
You have seen Vijay’s house. Is this the way a house should be? Think
TE

$ÈjYT ‚\T¢ mý² –+<à #áÖXæsÁT ¿£<‘! ‚\T¢ ‚ý²¹>H –+&†*à+~! €ý˺+#á+&?
What should be removed from the front of Vijaya’s house? Tell
and Write.
T

$ÈjYT ‚+{ìe­+<ŠT Ô=\Ð+#*àq$ @yà #î|ŸÎ+&. sjáT+&?

How can we keep the front yard of our house clean?
ER

‚+{ìeTT+<ŠT dŸœý²“• mý² Xø—çuó„+>± –+#áT¿Ãe#ÃÌ #î|ŸÎ+&?

Where are the foot wear kept? How can we arrange them?
#î|Ÿð\T m¿£Ø&ƒ –H•s­? mý² dŸsÁT¿Ý Ãy*?
SC

Why are the mosquitoes and house flies in the house?

‚+{Ë¢ ‡>·\T, <ÃeT\T m+<ŠTÅ£” e­dŸTsÁTÅ£”H•s­?
Where are the clothes? How should you arrange the clothes?
<ŠTdŸT\ï T m¿£Ø&ƒ –H•s­? <ŠTdŸT\ï qT mý² –+#áT¿Ãy*?
How are the books and toys? How will you arrange and keep
them in the right place?
|ŸÚdŸï¿±\T, €³edŸTeï Ú\T mý² –H•s­? MTÂsÕÔû mý² ™|³T¼Å”£ +{²sÁT?
Which house do you like? Jahangir’s or Vijay’s? Why?
ÈVŸ²+^sY, $ÈjYT ‚Þø¢ýË¢ MTÅ£” me] ‚\T¢ qºÌ+~? m+<ŠTÅ£”?

148
 Murali’s family went to a relative’s marriage to a village. They
returned home after one week. Their small house has only one
room. When they came back they found the front of the house
dirty due to the wind and dust. They also found dust on the floor. They swept the
room with a broom stick and the trash was taken out and thrown into the dust
bin. All started cleaning the house together. Murali and Saritha arranged the
books in an order on the shelves.
eTTsÁ°yÞø¢ neTˆ, Hq•, n¿£Ø n+<ŠsÁÖ ¿£*d¾ ‹+<óŠTeÚ\ ‚+{Ë¢ ™|[¢¿ì }]¿ì yîÞ²¢sÁT. ysÁ+

A
ÔásÇÔá Ü]Ð e#ÌsÁT. yÞø¢~ ÿ¹¿ >·~ –q• ºq• ‚\T¢. ‚+{ì¿ì e#ûÌ dŸ]¿ì ‚+{ìe­+<ŠT >±*¿ì

AN
¿=³T¼¿=“ eºÌq #îÔáï ¿£“|¾+º+~. Hû\+Ԑ <ŠTeTTˆÔà “+&+~. N|ŸÚsÁTÔà }&Ì, y¿ì{Ë¢“ #îÔáïqT
@] #îԋïá T³¼ýË yûXæsÁT. ú{ìÔà >·~“ ¿£&> ±sÁT. n+<ŠsÖÁ ¿£*d¾ ‚+{ì“ Xø—çuó+„ #ûjTá &ƒ+ yîTT<Š\T™|{²¼sTÁ .
dŸ]Ôá, eTTsÁ[ ¿£*d¾ >·~ýË |ŸÚdŸï¿±\qT #á¿Ø£ >± n\eTsýË dŸ]HÝ sÁT.

G
They watered the plants, dusted and arranged the photos and toys on the
television. Murali’s father and mother arranged the kitchen utensils properly.
N
Observe how they have arranged their things in their house in the picture given
LA
below.
yîTT¿£Ø\Å£” úsÁT bþXæsÁT. dŸ]Ôá fÉ*$ÈHŽMT<Š –q• <ŠTeTTˆ ÔáT&º dŸ]™Ý |{ì¼+~. eTTsÁ°yÞø¢
Hq•, neTˆ e+³ kÍeÖq¢qT dŸ¹sXÝ æsÁT. yÞø—¢ mý² dŸsÁTÝÅ£”H•sà ¿ì+~ ºçÔá+ýË #áÖ&ƒ+&.
TE
T
ER
SC

149
 Do you do your household work like Murali and Saritha?
eTTsÁ[, dŸ]Ôáý²>· MTsÁT Å£L&† MT ‚+{ì|ŸqT\T #ûkÍïs?
Do you keep your house clean? If so, how?
MT ‚+{ì“ Xø—çuó„+>± –+#áTÅ£”+{²s?
Where do you keep your books, pens, pencils after studying?
#á<ŠTeÚÅ£”q• ÔásyÁ Ôá MT |ŸÚdŸï¿±\qT, ™|qT•\qT, ™|“àÞø¢qT m¿£Ø&ƒ ™|&ƒÔsÁT?
Do you arrange your clothes? If not, who does it for you?

A
MT <ŠTdŸT\ï qT MT¹s dŸsÁTÝŔ£ +³TH•s? ýñ<Š+fñ mesÁT dŸsÁTÔÝ sÁT?

AN
What would you do when you find waste paper and dust in your house?
‚+{Ë¢ º+|d¾q ¿±ÐԐ\T, |sÁTÅ£”bþsTTq <ŠTe­ˆ ¿£“|¾dï MT¹s+ #ûkÍïsÁT?

G
Some houses look clean. When we look at other houses we feel we can

N
arrange the things more properly. Some look ugly. Hut, tiled house or pucca
house, whatever may be the house, when we arrange the things properly they
LA
become convenient and Pleasant.
¿=“• ‚Þø—¢ #áÖ&ƒeTT#á̳>± –+{²s­. ¿=“• ‚Þø¢qT #á֝dï eT]+Ôá eT+º>± dŸsÁT¿Ý Ãe#áTÌ
TE

n“|¾dŸTï+~. eT]¿=+ÔáeT+~ ‚Þø—¢ #áÖ&ƒ>±Hû e­]¿ì>± –H•jáT“|¾dŸTï+~. |ŸP]\T¢, ™|+Å£”{ì\T¢,

&†u² ‚\T¢ mý²+{ì<îÕH dŸ¹s! ‚+{Ë¢ edŸTeï Ú\qT bõ+~¿£>± neTsÁTÌÅ£”+fñ Xø—çuó„+>±, kå¿£sÁ«+>±
–+³T+~. €VŸä¢<Š¿£s+Á >±qT –+³T+~.
T
ER

What would happen if we leave the dust and garbage as it is in

the house without cleaning?
eTq ‚Þø¢ýË ç|ŸÜ sÃp bþ>·jûT« e­]¿ì, #îÔáï, e«sÁœ|Ÿ<‘sœ\qT b͹sjáTÅ£”+&†
SC

ný²¹> e~ýñdï @eTeÚÔáT+~?

Every house has some dust every day. We ourselves should
clean it. Where should we throw the garbage of our house? Think
and say. Observe the pictures given below :

ç|ŸÜ ‚+{Ë¢ m+Ôà ¿=+Ôá #îÔáï –+³T+~. MT¹s #îÔqáï T }&Ì Xø—çuó„+#ûdTŸ ¿Ãy*. eTq ‚+{Ë¢
–q• eTT]¿ì, #îÔ,ïá e«sÁœ |Ÿ<‘sœ\qT m¿£Ø&ƒ yûdï u²>·T+³T+<à #î|Ο +&. ¿ì+~ ºçԐ\qT |Ÿ]o*+#á+&.

150
 A
AN
Observe the picture and tell where the garbage is
being thrown?

G
ºçÔá+ýË #îÔáïqT m¿£Ø&ƒ yûdŸTïH•sÁT?
Where should we dispose the garbage?
N
#îÔáïqT m¿£Ø&ƒ yûjáÖ*?
LA
Where should you dispose the garbage of your
house?
MT ‚+{ì #îÔqáï T m¿£Ø&ƒ yûkÍïsÁT?
TE

Who clears the garbage of your street and when?

MT M~óýË #îÔqáï T m|Ÿð&ƒT, mesÁT Ô=\ÐkÍïsÁT?
T

When we leave the garbage without clearing foul smell comes from it.
ER

Mosquitoes and house flies increase. This type of house looks dirty and ugly. We
feel uncomfortable to live in it. It makes us unhealthy. Hence, all dirt should be
cleaned from time to time. The house should be kept neat and clean.
SC

‚+{Ë¢ bþ>·s­q #îÔ,áï e«sÁœ |Ÿ<‘sœ\qT ný²¹> e~ýñdï <ŠTsÇdŸq edŸT+ï ~. ‡>·\T, <ÃeT\T
ekÍïs­. ný²+{ì ‚\T¢ n|Ÿ]Xø—çuó+„ >± –+³T+~. eTqÅ£” º¿±Å£”qT, nHsÃ>±«“• ¿£*ÐdŸT+ï ~. n+<ŠT¿¹
e«sœ\qT yî+³Hû Ô=\Ð+#*. ‚+{ì“ Xø—çuó„+>± –+#áT¿Ãy*.
Key words / ¿¡\¿£ |Ÿ<‘\T
1. Beautiful house / n+<ŠyîT®q ‚\T¢
2. Arranging things properly / edŸTeï Ú\qT dŸ]™Ý |³T¼¿Ãe&ƒ+
3. Cleaning the house / ‚+{ì“ Xø—çuó„+#ûdTŸ ¿Ãe&ƒ+
4. garbage. / ‚+{Ë¢“ e«sÁœ|Ÿ<‘sœ\T

151
 What have we learnt? / eTq+ HûsÁTÌÅ£”q•$
l House looks clean and beautiful when it is cleaned and the things
are arranged properly.
‚+{ì“ Xø—çuó„+>± –+#áT¿Ãe&ƒ+, ‚+{Ë¢ edŸTeï Ú\qT #á¿Ø£ >± dŸsÁT¿Ý Ãe&ƒ+ e\¢ ‚\T¢
n+<Š+>± –+³T+~.
l If the things are scattered in the house it looks dirty and becomes
inconvenient to live in.

A
‚+{Ë¢“ edŸTeï Ú\T º+<ŠseÁ +<Šs>Á ± |Ÿ&û dï ‚\T¢ n|Ÿ]Xø—çuó+„ >± –+&ƒ&ƒyTû ¿±Å£”+&†
eTqÅ£” nkå¿£s«Á +>± Å£L&† –+³T+~.

AN
l All the dust and garbage should be thrown into the dust bin to
make the house neat and clean.
‚+{ì“ Xø—çuó„+>± –+#á&†“¿ì ‚+{Ë¢“ #îԐï #î<‘sÁ+ e+{ìy{ì“ #îÔáïÅ£”+&žýË

G
yûjáÖ*.
l
N
We should help our family in need and keep our house clean.
eTq+ ‚+{ì“ Xø—çuó+„ >± –+#áT¿Ãe&†“¿ì nedŸsyÁ Tî q® |ŸqT\ýË dŸVäŸ jáT+ #ûjÖá *.
LA
DO THIS / ‚$ #ûjáT+&
TE

Conceptual Understanding / $wŸjáÖe>±VŸ²q

1. How does a house become dirty?

T

‚\T¢ yû{ìe\¢ n|Ÿ]Xø—çuó„+ neÚÔáT+~?

ER

2. Say and write four things you do to keep your house clean?
MT ‚+{ì“ Xø—çuó„+>± –+#áT¿Ãe&†“¿ì MTsÁT #ûd¾q H\T>·T |ŸqT\qT #î|ŸÎ+&, sjáT+&.
SC

3. What do you do every day to make your house clean and beautiful? Tick
‘ü’ at proper places.

MT ‚\T¢ n+<Š+>± Xø—çuó„+>± –+&†\+fñ ç|ŸÜ sÃp MTsÁT @+ #ûkÍïsà »Pµ ™|³¼+&.
 I keep my books in proper order./ |ŸÚdŸï¿±\T dŸsÁTÝŔ£ +{²qT.

 I fold the blankets after waking up. / “ç<Š ýñ#¿£ |Ÿ¿£Ø‹³¼\T rkÍïqT.
 I keep the footwear in proper place.
#î|Ÿð\qT ç|ŸÜsÃp n$ –+&û k͜q+ýË ™|&ƒÔqT.

152
  I clean the floor when it gathers dust.
<ŠTe­ˆÔà –q• Hû\qT }&ƒTkÍïqT ýñ<‘ ÔáT&º Xø—çuó„+ #ûkÍïqT.
 I remove the dust gathered at the corners of the walls.
>Ã&ƒ\ e¶\ýË¢ bþ>·jûT« ‹ÖEqT Ô=\ÐkÍïqT.
 I water the plants of my house every day.
yî­¿£Ø\Å£” ç|ŸÜsÃp úsÁT bþkÍïqT.
 I put the garbage into the dust bin. / ‚+{Ë¢“ #îÔáïqT #îÔáïÅ£”+&žýË yûkÍïqT.
 I never use plastic bags. / bÍ¢d¾¼¿ù u²«>·T\qT –|ŸjÖî Ð+#áqT.

A
4. We should dispose the dust and garbage every day. What happens if we

AN
don’t do it on the same day?
‚+{Ë¢ bþ>·sTTq #îÔqáï T, eTT]¿ì“ m|ŸÎ{ìÅ£|ŸÚÎ&ƒT b͹sjáÖ*. ýñŔ£ +fñ @eTeÚÔáT+~?

G
5. Clean house is a beautiful house. Why?
Xø—çuó„yîTq® ‚ýñ¢ n+<ŠyîTq® ‚\T¢. m+<ŠTe\¢?

Draw and Colour the pictures / u¤eTˆ\T

N ^jáT+&. sÁ+>·T\T yûjáT+&.
LA
1. Go through the lesson. Draw the picture of a beautiful house from the
TE

lesson. Colour it.

bÍsÄÁ+ #áÖ&ƒ+&. bÍsÄÁ+ý˓ n+<ŠyîTq® ‚+{ìu¤eTˆqT ^jáT+&. sÁ+>·T\T yûjTá +&.

Information Skills - Project work / dŸeÖ#sÁ HîÕ|ŸÚD²«\T ` çbÍCÉÅ£”¼ |Ÿ“

T
ER

1. Visit the houses of your friends. Observe them and fill the table with the
particulars.
MT $TçÔáT\ ‚Þø¢Å”£ yîÞ+ø¢ &, yÞø¢ ‚Þø—¢ mý² –H•jîÖ #áÖd¾ ¿ì+~ |Ÿ{켿ý£ Ë sjáT+&.
SC

Sl.No. Name of the friend Is the house clean? Why

Or not clean?
$TçÔáT“ |sÁT ‚\T¢ Xø—çuó„+>± –+<‘? ýñ<‘? m+<ŠTe\¢?
1.
2.
3.
4.

153
 Whose houses are clean? And why? Whose houses are not clean and
why? What would you do to make the house clean?
meÂse] ‚Þø—¢ Xø—çuó„+>± –H•sTT? m+<ŠTe\¢? meÂse] ‚Þø—¢ Xø—çuó„+>± ýñeÚ? m+<ŠTe\¢?
‚Þø—¢ Xø—çuó„+>± –+&†\+fñ qTyûÇ+ #ûjÖá *?
Appreciation / ç|ŸXø+dŸ
1. Ravi returned home from the school in the evening. Shoes were scattered
in front of the house. The dried clothes had fallen down. He ignored them,
threw his bag into the house and went to play. Is this the right thing to do?

A
What would you do if you were in his place?

AN
sÁ$ kÍjáT+çÔá+ bÍsÄÁXæ\qT+º ‚+{ì¿ì e#Ì&ƒT. ‚+{ìeTT+<ŠT º+<ŠsÁe+<ŠsÁ>± #î|ŸÚÎ\T
–H•sTT. €¹sd¾q ‹³¼\T ¿ì+<Š|Ÿ& –H•sTT.‚yûM |Ÿ{ì¼+#áT¿ÃÅ£”+&† Ôáq |ŸÚdŸï¿±\ dŸ+º“
‚+{Ë¢ yûd¾ €&ƒT¿Ã&†“¿ì ‹jáT³Å£” yîÞ²ß&ƒT. ‚ý² #ûjTá &ƒ+ dŸ]jî®Tq |ŸHHû ? MTÂsÕÔû @+

G
#ûkÍïsÁT?
Ask a Question / ç|Ÿ¥•+#á&ƒ+
N
1. Murali and Saritha went to Vijay’s house. Their house looked dirty. What
LA
questions Murali and Saritha might have asked Vijay regarding cleanliness
of the house. What answers Vijay might have given?
eTTsÁ[, dŸ]Ôá, $ÈjYTyÞøß ‚+{ì¿ì yîÞ²¢sÁT. yÞø¢ ‚\T¢ n|Ÿ]Xø—çuó„+>± –+~. n|Ÿ]Xø—çuó„+>±
TE

–q• ‚+{ì“ >·T]+º eTTsÁ[, dŸ]Ôá $ÈjYT“ @jûT ç|ŸX•ø \T n&Ð –+{²sÁT? $ÈjYT @$T
dŸeÖ<ó‘H\T #î|¾Î –+{²&ƒT?
Can I do this? / Hû“$ #ûjáT>·\H?
T
ER

1. I can differentiate between a clean house and

an unclean house. Yes/No
|Ÿ]Xø—çuó„yîTq® ‚+{ì¿ì n|Ÿ]Xø—çuó„yîTq® ‚+{ì¿ì eT<óŠ«>·\ uóñ<‘\T #î|ŸÎ>·\qT. WqT / ¿±<ŠT
SC

2. I also help to keep the house clean. Yes/No

‚+{ì“ Xø—çuó„+>± –+#á&†“¿ì HûqT Å£L&† dŸVŸäjáT|Ÿ&ԃ qT. WqT / ¿±<ŠT
3. I can prepare a tabular form and explain whose Yes/No
houses are clean and why ?
meÂse] ‚Þø—¢ |Ÿ]Xø—çuó„+>± –H•sTT m+<ŠTÅ£”?
|Ÿ{켿£ ÔájÖá sÁT#ûd¾ $e]kÍïqT. WqT / ¿±<ŠT
4. I can draw the picture of a beautiful house. Yes/No
n+<ŠyîTq® ‚+{ì u¤eTˆ ^jáT>·\qT. WqT / ¿±<ŠT
5. I can ask questions about the cleanliness of house. Yes/No
n|Ÿ]Xø—çuó„yîTq® ‚Þø¢qT >·T]+º ç|ŸX•ø \T n&ƒ>·>\· qT. WqT / ¿±<ŠT

154
 12. GEMS OF CLAY
Gouthami’s family wants to arrange an idol of lord Ganesha on
the occasion of Vinayaka chavithi at their home. Gouthami
requested her grandpa to come with her to buy the idol of Ganesh.
Both went to the market to buy the idol. They found colourful dolls on the way.
$HjáT¿£ #á$Ü eºÌ+~. >šÔá$TyÞø¢ ‚+{Ë¢ $HjáTÅ£”“ $ç>·VŸ²+ ™|{²¼\qT Å£”H•sÁT. n+<ŠT¿ÃdŸ+
>šÔá$T ԐÔájTá «qT $HjáTÅ£”“ $ç>·VŸ²+ ¿=+<‘eT“ n&Ð+~. ԐÔájTá «, >šÔá$T ¿£*d¾ $ç>·VŸ²+

A
¿=q&†“¿ì ‹C²sÁTÅ£” yîÞ²ßsÁT. <‘]ýË ÿ¿£#ó sÁ¿£s¿Á ±\ u¤eTˆ\T ¿£“|¾+#sTT.

AN
Goutami : Look, grandpa! how nice
these telephone and
remote models are?

G
>šÔá$T : ԐÔá j á Ö «! ‡ fÉ * b˜ þ qT,
]yîÖ{Ù u¤eTˆ\T #áÖ&ƒ+&.
m+Ôáu²eÚH•jîÖ! N
LA
Grandpa : Yes, they are made of plastic.
ԐÔájTá « : n$ bÍ¢d¾¼¿Ôù à #ûdq¾ u¤eTˆ\T.
Goutami : Grandpa, look at these dolls. How
TE

smooth they are!

>šÔá$T : ԐÔájÖá « ‡ u¤eTˆ\T #áÖ&ƒ+&. m+Ôá
qTq•>± eÚH•jîÖ!
T

Grandpa : Oh! these are wooden dolls from

ER

Nirmal in our state. It is famous for

these dolls.
ԐÔájTá « : ‚$ ¿=jáT« u¤eTˆ\T. eTq sh+ý˓ “sÁˆýÙ
SC

‡ u¤eTˆ\Å£” ç|Ÿd¾~Æ #î+~+~.

Goutami : Grandpa, look at these

‘Ganesh’ idols. How
beautiful they are! Let’s
buy them Grandpa.

>šÔá$T : ԐÔájÖá « ‡ u¤eTˆ\T #áÖ&ƒ+&. m+Ôá u²eÚH•jîÖ! ‚$ ¿=+<‘+ ԐÔájÖá «.

155
Grandpa : They are good to look at but they are made of ‘Plaster of paris’.
They are harmful to environment. Look at this Ganesh idol. This is
made of clay. This is not harmful to environment. This is cheap
also.
ԐÔájáT« : n$ #áÖ&ƒ&†“¿ì #ý² u²>·TH•sTT, ¿±“ n$ bÍ¢dŸ¼sY €|˜t bÍ]dtÔà ÔájÖá sÁT#ûXæsÁT.
n$ |Ÿs«esÁD²“¿ì VŸä“#ûkÍïsTT. ‡ >·D|ŸÜ ç|ŸÜeT #áÖ&ƒT, ‚~ eT{ì¼Ôà #ûd¾q
ç|ŸÜeT. ‚~ n“•{ì¿£H• #ê¿£, |Ÿs«esÁD²“¿ì @ eÖçÔá+ VŸä“ ¿£*Ð+#á<ŠT.

A
Goutami liked the clay idol. They bought it and moved further. At one
place they found Deepanthas ‘Pramidalu’ (clay lamps) in different shapes. Let’s

AN
buy them also, requested Goutami. “Do you know, these are also made of clay?”
asked grandpa. Goutami looked at them amazed.

G
>šÔá$T¿ì eT{ì¼Ôà #ûdq¾ u¤eTˆ\T Å£L&† q#ÌsTT. y{ì“ ¿=qT¿=ؓ eTT+<ŠTÅ£” ¿£~ý²sÁT.
¿=+#î+ eTT+<ŠTÅ£” yîÞ²¢¿£ n¿£Ø&ƒ BbÍ+Ôá\T sÁ¿s£ ¿Á ±\ sÁ+>·T sÁ+>·T\ €¿±s\ýË ¿£“|¾+#sTT. ԐÔájÖá «!
N
n$ Å£L&† ¿=+<‘+ n+~ >šÔá$T. »‡ BbÍ+Ôá\T Å£L&† eT{ìÔ¼ à #ûdq¾ yû, Ôî\TkÍ!µ nH•&ƒT ԐÔájTá «.
LA
>šÔá$T¿ì €XøÌsÁ«+ yûd+¾ ~.
TE
T
ER
SC

156
Do you know? MTÅ£” Ôî\TkÍ?

A
AN
G
N
LA
TE
T
ER
SC

Idols are made with clay or plaster of paris for Vinayaka Chavithi.
We must use clay idols only. Because they dissolve easily in water.
Water will not be polluted.
$HjáT¿£#$á Ü |Ÿ+&ƒT>·Å”£ $HjáTÅ£”“ ç|ŸÜeTqT eT{ì¼Ôà ýñ<‘ bÍ¢dŸ¼sY €|˜t bÍ]dtÔà #ûkÍïsÁT.
nsTTÔû eT{ì¼Ôà #ûdq¾ ç|ŸÜeTHû eTq+ y&†*. m+<ŠT¿£+fñ eT{ì¼ç|ŸÜeTqT ú{ìýË yûdq¾ |Ÿð&ƒT
úÞøßýË ¿£]ÐbþÔáT+~. úsÁT ¿£\Tw¾Ô+á ¿±Å£”+&† –+³T+~.

157
 What other items can be made with clay, other than dolls?
eT{ì¼Ôà u¤eTˆýñ ¿±Å£”+&† ‚+¿± @yûT$T #ûkÍïsà #î|ŸÎ+&.
Observe the pictures given below. What are they? What are they made
up of? How are they used?
¿ì+~ u¤eTˆ\qT #áÖ&ƒ+&. M{ì“ @eT+{²sÁT? ‚$ <û+Ôà ÔájáÖsÁT #ûXæsà Ôî\TkÍ? m+<ŠTÅ£”
–|ŸjÖî ÐkÍïsà #î|ŸÎ+&.

A
AN
G
N
LA
TE
T
ER
SC

Do you also have things made with clay at your home? Find out and name them.
‚ý²+{ì eT{ì¼Ôà #ûdq¾ edŸTeï Ú\T MT ‚+{Ë¢ Å£L&† –H•jáÖ? y{ì |sÁT¢ Ôî\TdŸT¿=“ #î|ŸÎ+&.
We have learnt about the things that are made with clay. We use
pots, ranjans and kujas for filling water. The water in these utensils
will be cool during summer. The ranjans of Adilabad district are
very popular. The clay utensils are also used to store grains like paddy, jowar
etc. Very big clay drums are used to store water for cattle to drink.

158
 eTq+ eT{ì¼Ôà #ûd edŸTeï Ú\ >·T]+º Ôî\TdŸTÅ£”H•+ ¿£<‘! Å£”+&ƒ\T, Å£LC²\T, sÁ+ÈqT
e+{ìy{ìýË ú{ì“ “+|ŸÚ¿=“ y&ƒT¿=+{²+. yûd$Ÿ ¿±\+ýË M{ìý˓ úsÁT #á\¢>± –+³T+~. eTq
sh+ýË €~ý²u²<Ž ›ý²¢ýË ÔájÖá sÁjTû « sÁ+ÈqT\T ç|Ÿd¾<ŠÆyîTq® $. ×Ôû eT{ì¼bÍçÔáýË¢ e&ƒT,¢ C¤q•\T
e+{ì <ó‘H«\qT Å£L&† “\Te#ûkÍïsTÁ . |ŸX—ø eÚ\” úsÁT Ԑ>·&†“¿ì ™|<ŠÝ™|<ŠÝ eT{ìÔ¼ =fÉ\¼ qT –|ŸjÖî ÐkÍïsTÁ .
On Deepavali festival lights are lit in the ‘deepantha’s’ made of clay. But
these days in addition to clay deepantha’s colourful metal and glass deepantha’s

A
are also used. Small plants are grown in flower pots, made of clay. Do you know
how these are made?

AN
BbÍe[ |Ÿ+&ƒT>·Å”£ eT{ì¼Ôà #ûdq¾ BbÍ+ÔáýË¢ BbÍ\T yî*ÐkÍïsÁT. ¿±“ ‚{¡e\ eT{ì¼ÔÃbͳT
>±E, ýËVŸ²+Ôà #ûdq¾ sÁ+>·T sÁ+>·T\ BbÍ+ÔáýË¢ BbÍ\qT yî*ÐdŸTHï •sÁT. |ŸP\Ô=³¢ýË eT{켓 “+|¾

G
ºq•ºq• yîTT¿£Ø\qT ™|+#áTԐsÁT. ‡ |ŸP\Ô=³T¢ Å£L&† eT{ì¼Ôà #ûd¾qyû.
N
Do you know how these clay utensils are made? Rajaiah brings clay
LA
and makes pots. Let’s see how Rajaiah makes the pots. Observe the
picture given below.
TE
T
ER
SC

Rajaiah brings clay to make the pots. He soaks the clay in water and
kneads
Å£”+&ƒ\T #ûjTá &†“¿ì sÈjáT« ‹+¿£eT{켓 it with legs to make it soft.
ÔîkÍï&ƒT. ‹+¿£ eT{ì¼ýË úÞø—¢ bþd¾ HquÉ{ì¼ ¿±*ÔÃ
#ý²d|ŸÚ Ô=¿ìØ yîTÔáï>± #ûkÍï&ƒT.

159
 A
He takes the soft clay and rolls it on He taps the pot made on the wheel

AN
potter’s wheel. Then he shapes the clay (Sare) with a wooden plate (Salapa)
into pot, with hands. to get the correct shape.
yîTÔá“ï eT{ìe¼ TT<ŠqÝ T rdŸTÅ£”“ Å£”eTˆ] kÍÂs™|qÕ ™|{ì¼ kÍÂsMT<Š ÔájÖá s qÕ Å£”+&ƒqT dŸs qÕ €¿±sÁ+ e#ûÌý²

G
Ü|ŸðԐ&ƒT. #ûÜÔà ţ”+&ƒ €¿±s“• ÔájáÖsÁT #î¿£ØÔà #ûd¾q dŸ\|ŸÔà ¿=&ƒÔ&ƒT.
#ûkÍï&ƒT.
N
LA
TE
T

He dries the pots in shade

He bakes the dried pots in a Kiln
ER

first and then under the sun.

m+&ƒÅ”£ €]q Å£”+&ƒ\qT €e+ýË ™|{ì¼ ¿±\TkÍï&Tƒ .
ÔájáÖÂsÕq Å£”+&ƒ\qT yîTT<Š³ ú&ƒýË €sÁ“ºÌ
ºesÁÅ£” m+&ƒýË €sÁuÉ&ƒÔ&ƒT.
SC

The pots, ranjans, flower pots etc. are made in the same way and sold in
the market. People purchase the pots tap by tapping the pots to get the sound
“Tung ..Tung ..Tung. Why do people like that? Think

‚ý² ÔájáÖÂsqÕ Å£”+&ƒ\T, Å£LC²\T, sÁ+ÈqT\T, Ô=³T¢ yîTT<Š\sTTq y{ì“ n+>·&ý Ë ýñ<‘ ‹C²sÁTýË
neTTˆÔsÁT. Å£”+&ƒ\qT ¿=Hû³|Ÿð&ƒT y{ì™|Õ yû*Ôà ¿=&Ôû ³+>´, ³+>´eT“ #á|Ÿð&ƒT edïHû ¿=+{²sÁT.
ný² m+<ŠTÅ£” #ûkÍïsà €ý˺+#á+&.

160
 A
AN
G
N
LA
TE

Clay utensils are very good to use. Our ancestors used more clay
utensils. Their cost is very less.

eT{ì¼bÍçÔá\T #ý² çXâwŸ÷yîTq® $. eTq |ŸP¯ÇÅ£”\T eT{ì¼bÍçÔá\Hû n~ó¿+£ >± y&ûysÁT. M{ì K¯<ŠT Å£L&†
T

#ý² ÔáŔ£ Øe.

ER

Different articles are made with clay. We use them for various purposes. Once
Goutami visited their relatives’ house and saw different things in their house.
SC

They were made with plastic, aluminium, clay, iron, steel, wood etc. What things
she might have seen that are made of clay and other material? Fill in the table
with the particulars.

eT{ì¼Ôà sÁ¿£s¿Á ±\ edŸTeï Ú\T ÔájÖá sÁT#ûkÍïsTÁ . y{ì“ eTq+ –|ŸjÖî Ð+#áTÅ£”+{²+. >šÔá$T ÿ¿£kÍ]
yÞø¢ #áT{²¼\ ‚+{ì¿ì yî[+¢ ~. yÞø¢ ‚+{Ë¢ sÁ¿£sÁ¿±\ edŸTïeÚ\qT #áÖd¾+~. € edŸTeï Ú\T bÍ¢d¾¼¿ù,
n\Ö«$T“jáT+, eT{ì¼, ‚qTeTT, dÓ¼\T, ¿£çsÁ yîTT<Š\sTTq y{ìÔà #ûdq¾ $. €yîT @yûT$T edŸTeï Ú\qT
#áÖd¾ –+³T+~? n$ yû{ìÔà ÔájáÖÂsqÕ yà ¿ì+~ |Ÿ{켿ý£ Ë sjáT+&.

161
 Sl.No. Things seen Tickout »üµ the material they are made of
Alumi-
ç¿£.dŸ+K« #áÖd¾q edŸTïeÚ\T Steel Plastic nium Clay Wood Iron
n\Ö«
dÓ\¼ T bÍ¢d¾¼¿ù $T“jáT+ eT{ì¼ ¿£çsÁ ‚qTeTT
1. Bucket ü

A
AN
Utensils made of which material are used mostly in houses?
Utensils made of which material are used rarely in the houses?

G
Why did the use of clay utensils decrease ?
‚ÞøßýË yû{ìÔà ÔájÖá sÁT#ûdq¾ bÍçÔá\T mÅ£”Øe>± y&ƒTÔáTH•sÁT?
N
‚ÞøßýË yû{ìÔà ÔájÖá sÁT#ûdq¾ bÍçÔá\T ÔáŔ£ Øe>± y&ƒTÔáTH•sÁT?
LA
eT{ì¼bÍçÔá\ y&ƒ¿£+ m+<ŠTÅ£” ÔáÐZ+~?
TE

How nice they are! (nuËÒ m+Ôá

u²>·TH•jîÖ!)
T

Goutami saw different

ER

vegetables and fruits in her relatives’

house. She thought that they were
very nice. She took them and
SC

observed with surprise. Do you

know, why? They were all made of
clay and painted with colours. You
can also see them in the picture. You
can also make them. Take clay and
mix with a little water. Make it into soft dough. Make shapes of different vegetables
and fruits. Paint them with colours.

162
>šÔá$T yÞø¢ #áT{²¼\ ‚+{Ë¢ sÁ¿s£ ¿Á ±\ Å£LsÁ>±jáT\qT, |Ÿ+&ƒq¢ T #áÖd¾+~. m+Ôá u²>·TH•jîÖ nqTÅ£”q•~.
y{ì“ rdŸT¿=“ #áÖd¾+~. €XøÌsÁ«bþsTT+~. m+<ŠT¿Ã Ôî\TkÍ! neú• eT{ì¼Ôà #ûd,¾ sÁ+>·T\T yûdq¾ $.
€ u¤eTˆ\qT MTsÁÖ #áÖ&ƒ+&. M{ì“ MTsÁT Å£L&† ÔájÖá sÁT #ûjTá e#áTÌ. ‹+¿£eT{켓 rdŸT¿=“ úÞø¢ÔÃ
¿£\|Ÿ+&. yîTÔáï{ì eTT<ŠÝ>± #ûjTá +&. <‘+Ôà ţLsÁ>±jáT\T, |Ÿ+&ƒ¢ u¤eTˆ\qT ÔájÖá sÁT #ûjTá +&.
sÁ+>·T\T yûjTá +&.
Key words/¿¡\¿£ |Ÿ<‘\T

A
1. Wooden utensils dolls (¿=jáT«u¤eTˆ\T) 2. Clay (eT{ì¼u¤eTˆ\T)

AN
3. Clay dolls (eT{ì¼bÍçÔá\T) 4. Clay (‹+¿£eT{ì¼)

5. Potter’s wheel (Sare) (Å£”eTˆ]kÍÂs) 6. Wooden plate (Salapa) (dŸ\|Ÿ)

G
What have we learnt?


N
Pots, ranjans, flower pots, pramidalu etc.. are made up of clay.
LA
eT{ì¼Ôà ţ”+&ƒ\T, sÁ+ÈqT\T, Å£LC²\T, |ŸP\Ô=³T¢, BbÍ+Ôá\T yîTT<Š\sTTq$
ÔájáÖsÁT#ûkÍïsÁT.
TE

 Clay dolls are also kept in ‘Bommala Koluvu’.

u¤eTˆ\ ¿=\TeÚýË eT{ì¼Ôà #ûdq¾ u¤eTˆ\qT Å£L&† ™|&ƒÔsÁT.

T

 We should use clay idol of Ganapathi on Vinayaka Chavithi.

ER

$HjáT¿£#$á Ü |Ÿ+&ƒT>·Å”£ eT{ì¼Ôà #ûdq¾ >·D|ŸÜ $ç>·VŸä\qT ™|{²¼*.

 The potter uses the potter’s wheel to make the pots with clay.
SC

‹+¿£eT{ì¼Ôà ţ”eTˆ] kÍÂsqT –|ŸjÖî Ð+º Å£”+&ƒ\qT ÔájÖá sÁT #ûkÍïsÁT.

 Our ancestors used more clay utensils.

eTq |ŸP¯ÇÅ£”\T eT{ì¼bÍçÔá\Hû n~ó¿+£ >± y&ûysÁT.

 Now-a-days, the usage of clay utensils is decreasing.

‡ eT<󊫿±\+ýË eT{ì¼bÍçÔá\ y&ƒ¿£+ ÔáÐZ+~.

163
 DO THIS / ‚$ #ûjáT+&

Conceptual Understanding / $wŸjáÖe>±VŸ²q

1. Give three examples of utensils made with clay.
eT{ì¼Ôà ÔájÖá sÁT#ûd edŸTeï Ú\Å£” eTÖ&ƒT –<‘VŸ²sÁD\T #î|ŸÎ+&, sjáT+&.
2. Tell and write the differences between glass utensils and clay utensils.

A
dÓ\¼ TbÍçÔá\Å£”, eT{ì¼bÍçÔá\Å£” uóñ<‘\qT #î|ŸÎ+&, sjáT+&.

AN
3. Which clay utensils are there in your house? How are they used?
MT ‚+{Ë¢ eT{ì¼Ôà #ûdq¾ edŸTeï Ú\T @yûT$T –H•sTT? y{ì“ <û“¿ì –|ŸjÖî ÐkÍïsÁT?

G
Draw and Colour the pictures / u¤eTˆ\T ^jáT+&. sÁ+>·T\T yûjáT+&.
1. Draw and colour the pictures given below. N
LA
TE
T
ER

Information skills - Project work

SC

1. Visit the market and collect the particulars of different clay utensils sold
and prepare a table. Find out and write their price.
‹C²sÁTÅ£” yî[¢ eT{ìÔ¼ à ÔájÖá sÁT#ûdq¾ @jûT edŸTeï Ú\T neTTˆÔáTH•sà y{ì |Ÿ{¿¼ì £ ÔájÖá sÁT#ûjTá +&.
ný²¹> y{ì <óŠsÁ m+Ôà Ôî\TdŸT¿=“ sjáT+&.
2. Make different vegetables and fruits with clay. Paint them with colours.
eT{ìÔ¼ à sÁ¿s£ ¿Á ±\ Å£LsÁ>±jáT\T, |Ÿ+&ƒ¢ u¤eTˆ\qT ÔájÖá sÁT #ûjTá +&. y{ì¿ì sÁ+>·T\T yûjTá +&.

164
 Appreciation / ç|ŸXø+dŸ

1. You have learnt that different things are made with clay. What are the uses
of these items made with clay? How would you appreciate people like
Rajaiah who make materials with clay?
eT{ì¼Ôà sÁ¿£s¿Á ±\ edŸTeï Ú\T, u¤eTˆ\T ÔájÖá sÁT#ûkÍïsÁ“ Ôî\TdŸT¿=H•sÁT ¿£<‘! ‚ý² eT{ì¼ÔÃ
#ûd¾q edŸTïeÚ\T y&ƒ&ƒ+ e\¢ ¿£*¹> –|ŸjîÖ>±\T @$T{ì? eT{ì¼Ôà edŸTïeÚ\T ÔájáÖsÁT#ûd

A
sÈjáT« ý²+{ìyÞø—¢ ¿£*dï MTsÁT mý² n_óq+~kÍïsÁT?

AN
Ask a Question

1. If the potter Rajaiah, and the clay doll maker Sitamma visit your class,
which questions will you ask them? List out?

G
MT ÔásÁ>Ü· >·~¿ì eT{ì¼Ôà ţ”+&ƒ\T #ûd sÈjáT«, u¤eTˆ\T #ûd dÓÔeá Tˆ edï MTsÁT yÞø¢qT
@jûT ç|ŸXø•\T n&ƒT>·TԐsÁT? N
LA
I can do this/Hû“$ #ûjáT>·\qT
TE

1. I can tell the similarities and differences between clay

utensils and other utensils. Yes/No
T

eT{ì¼bÍçÔá\Å£”, ‚ÔásÁ bÍçÔá\Å£” bþ*¿£\T, uóñ<‘\T #î|ŸÎ>·\qT WqT / ¿±<ŠT

ER

2. I can explain the process of making pots. Yes/No

eT{ì¼Ôà ţ”+&ƒ\qT mý² #ûkÍïsà $e]+#á>\· qT. WqT / ¿±<ŠT
3. I can make different vegetables and fruits with clay. Yes/No
SC

eT{ì¼Ôà sÁ¿£s¿Á ±\ Å£LsÁ>±jáT\T, |Ÿ+&ƒ¢ u¤eTˆ\T ÔájÖá sÁT#ûjTá >·\qT. WqT / ¿±<ŠT
4. I can draw and colour the pictures of clay utensils. Yes/No
eT{ì¼bÍçÔá\ u¤eTˆ\T ^d¾ sÁ+>·T\T yûjTá >·\qT. WqT / ¿±<ŠT
5. I can tell items made with clay. Yes/No
eT{ì¼Ôà @ @ edŸTeï Ú\qT #ûkÍïsà $e]+#á>\· qT. WqT / ¿±<ŠT
6. I can ask questions about clay utensils and dolls. Yes/No
eT{ì¼bÍçÔá\qT, u¤eTˆ\qT >·T]+º ç|ŸX•ø \T n&ƒ>·>\· qT. WqT / ¿±<ŠT

165
 13. COLOURFUL DRESSES
(sÁ+>·T sÁ+>·T\ ‹³¼\T)
Lakshmi went to market along with her parents to buy new clothes
for festival. They saw different types of clothes in the shop. Her
parents bought new clothes for both Lakshmi and her brother.
They bought clothes for themselves too. What are the different types of clothes

A
Lakshmi's parents might have bought? Think .Fill in the table.

AN
neֈHq•\Ôà ¿£*d¾ \¿ìŒˆ |Ÿ+&ƒT>·Å”£ ‹³¼\T ¿=qT¿ÃØe&†“¿ì ‹C²sÁTÅ£” yî[¢+~. yÞø—¢ n¿£Ø&ƒ
‹³¼\ <ŠT¿±D+ýË sÁ¿£sÁ¿±\ ‹³¼\T #áÖXæsÁT. yÞø¢ neֈHH• \¿ìŒˆ¿ì, yÞø¢ nq•jáT«Å£” Å£L&†

G
‹³¼\T ¿=H•sÁT. neֈHq•\T Å£L&† ‹³¼\T ¿=qTÅ£”ØH•sÁT. \¿ìŒˆyÞø¢ neֈHq•\T meÂse]¿ì @jûT
‹³¼\T ¿=H•sà }V¾²+#á+&. ¿ì+~ |Ÿ{켿£ýË sjáT+&. N
LA
Clothes purchased Clothes purchased Clothes purchased Clothes purchased
for Lakshmi for Lakshmi's brother for mother for father
\¿ìŒˆ¿ÃdŸ+ ¿=q•$ \¿ìŒˆyÞø¢ nq•jáT« neTˆ¿ÃdŸ+ ¿=q•$ Hq•¿ÃdŸ+ ¿=q•$
TE

¿ÃdŸ+ ¿=q•$
T
ER
SC

Lakshmi and her brother are small children. Laxmi’s Parents are elders.
Do all people purchase the same types of clothes? Do they purchase
different types of clothes? Observe the picture given below. Which of them are
worn by children? Which of them are worn by elders? Look, tell and write.
\¿ìŒˆ, yÞø¢ nq•jáT« ºq• |¾\¢\T ¿£<‘! yÞø¢ neֈ Hq•\T ™|<ŠÝyÞø—¢ ¿£<‘! MsÁ+<ŠsÁÖ ÿ¹¿ sÁ¿£yîT®q
‹³¼\T ¿=qTÅ£”ØH•s? yûsÁTyûsÁT ‹³¼\T ¿=H•s? ¿ì+~ u¤eTˆ\T #áÖ&ƒ+&. M{ìýË @$ |¾\¢\T
yûdTŸ ¿=Hû$? @$ ™|<ŠÝ\T yûdTŸ ¿=Hû$? #î|ŸÎ+&.

166
 A
AN
G
N
LA
The dresses worn by children and elders would be different. Which clothes
are worn by the children, males and females of your house? Write in the
table.
TE

ºq•|¾\¢\T yûdTŸ Å£”Hû ‹³¼\T, ™|<ŠÝyÞø—¢ yûdTŸ Å£”Hû ‹³¼\T yûsÁTyûsÁT>± –+{²sTT ¿£<‘! eT] MT ‚+{Ë¢
ºq•|¾\¢\T, eT>·yÞø—¢, €&ƒyÞø—¢ yûdŸTÅ£”Hû ‹³¼\T @$? ¿ì+~ |Ÿ{켿ý£ Ë sjáT+&.
T

Dresses worn Dresses worn Dresses worn

by children by males by females
ER

ºq•|¾\¢\T yûdŸTÅ£”Hû eT>·yÞø—ß yûdŸTÅ£”Hû €&ƒyÞø—ß yûdTŸ Å£”Hû

‹³¼\T ‹³¼\T ‹³¼\T
SC

Which of the above dresses do you like? Why?

™|Õ y{ìýË úÅ£” @ <ŠTdŸT\ï T n+fñ ‚wŸ¼+? m+<ŠTÅ£”?

167
 Lakshmi wore new frock and went to Mary's house. "This frock is
nice. Where did you buy it?" asked Mary. Lakshmi replied that her
father bought it from the shop. Mary told that her father also bought a cloth and
got it stitched for Christmas. Lakshmi wore a readymade frock. Mary's father got
the clothes stitched.

\¿ìë ¿=Ôáï>šqT yûdTŸ Å£”“ yûT¯yÞø¢ ‚+{ì¿ì yî[+¢ ~. ‡ >šqT u²>·T+~. m¿£Ø&~? n“ yûT¯ n&Ð+~.

A
eÖ Hq• cÍ|ŸÚýË ¿=H•&ƒ“ \¿ìë #î|¾Î+~. yûT¯ yÞø¢ Hq• Å£L&† ç¿ìde¼t Tdt |Ÿ+&ƒT>·Å”£ ‹³¼ ÔîºÌ

AN
>šqT Å£”{ì¼+#&ƒ“ #î|¾Î+~. \¿ìë ÔájáÖsÁT>± –q• Âs&žyûT&Ž >šqT yûdŸTÅ£”+~ ¿£<‘! yûT¯¿ì yÞø¢ Hq•
‹³¼ ¿=“ Å£”{ì¼+#&ƒT ¿£<‘!

G
Which dresses do you get stitched?
Which readymade dresses do we use?
N
MTÂsÕÔû @ @ <ŠTdŸT\ï T Å£”{ì¼+#áT¿=+{²sÁT?
LA
Å£”³¼Å”£ +&† HûsÁT>± ¿=qTÅ£”Ø“ –|ŸjÖî Ð+#û ‹³¼\T @$?
TE

We wear clothes to protect ourselves from heat, rain and cold. We wear
special dresses during winter and rainy seasons to protect ourselves from cold
and rains. Observe the pictures given below. Say when do we wear such dresses.
T

eTq Xø¯s“• m+&ƒ, yq, #á* yÔesÁD²\qT+º ¿±bÍ&ƒT¿Ãe&†“¿ì ‹³¼\T yûdTŸ Å£”+{²+. #á*¿±\+ýË
ER

#á*qT+º ¿±bÍ&ƒT¿Ãe&†“¿ì, yH¿±\+ýË Ôá&eƒ Å£”+&† –+&ƒ&†“¿ì ç|ŸÔ«û ¿£yTî q® <ŠTdŸT\ï T yûdTŸ Å£”+{²+.
¿ì+~ºçԐ\T #áÖ&ƒ+&. n$ m|Ÿð&ƒT <óŠ]kÍïsà #î|ŸÎ+&.
SC

168
 We all wear clothes. It is essential for us. People belonging to
different places and different religions wear various types of
dresses according to their culture and tradition.

Observe the pictures given below. Who wear these? Tell what are their special-
ties?
n+<Šs+Á ‹³¼\T yûdTŸ Å£”+{²+. ‚~ ÿ¿£ eTTK«yîTq® nedŸs+Á . $$<óŠ çbÍ+Ԑ\ yÞø—,¢ $$<óŠ eTԐ\yÞø—
¢ yÞø¢ dŸ+ç|Ÿ<‘jáÖ\qT ‹{ì¼ sÁ¿£sÁ¿±\ <ŠTdŸTï\T <óŠ]kÍïsÁT. ¿ì+~ ºçԐ\T #áÖ&ƒ+&. M{ì“ mesÁT

A
<óŠ]kÍïsÁT? y{ì ç|ŸÔ«û ¿£Ô\á T @$T{Ë #î|Ο +&?

AN
G
N
LA
TE

Generally, people wear special dresses during festivals, marriages and

other occasions. Do you also wear special dresses on birthday and other special
occasions? What special dresses do you wear? Do your friends also wear spe-
T

cial dresses?
ER

kÍ<ó‘sÁD+>± |Ÿ+&ƒT>·\T, ™|[¢Þø—¢ e+{ì dŸ+<ŠsÒÛ\ýË ç|ŸÔ«û ¿£+>± –+&û <ŠTdŸT\ï qT <óŠ]kÍïsÁT.
MTsÁT Å£L&† |Ÿ+&ƒT>·\T, ýñ<‘ Xø—u󄿱s«\T ýñ<‘ |ŸÚ{ì¼qsÃEe+{ì dŸ+<ŠsÒÛ\ýË mý²+{ì <ŠTdŸT\ï T
yûdTŸ Å£”+{²sÁT? MT $TçÔáT\T Å£L&† MTý²¹> yûdTŸ Å£”+{²s?
SC

School going children wear special dress called ‘uniform’. Similarly, differ-
ent professions like police, doctors, nurses, lawyers, pilots, chefs have special
dresses. Observe the pictures given below. Say who wears these dresses?
‹&¿ì yîÞ⢠|¾\¢\T ‹&¿ì ç|ŸÔ«û ¿£yîT®q <ŠTdŸTï\T, n+fñ jáT֓b˜Í+ yûdTŸ Å£”+{²sÁT ¿£<‘! $$<óŠ eÔáTï\
yÞø—¢ Å£L&† |ŸqT\T #ûd³|Ÿð&ƒT ç|ŸÔ«û ¿£yîTq® <ŠTdŸT\ï qT yûdTŸ Å£”+{²sÁT. bþ©dŸT\T, &†¿£¼sÁT,¢ qsÁTà\T,
ý²jáTsÁT,¢ $eÖq+ q&| ™|ÕýɳT¢, ™|<ŠÝ™|<ŠÝ VŸ²Ã³Þø¢ýË e+³\T e+&ûyÞø—ß (#î|˜t\T) ç|ŸÔ«û ¿£yîT®q
<ŠTdŸTï\T <óŠ]kÍïsTÁ . ¿ì+~ ºçԐ\T #áÖ&ƒ+&. M{ì“ @jûT eÔáT\ï yÞø—ß <óŠ]kÍïsà #î|ŸÎ+&.

169
 A
AN
G
N
LA
The bus drivers, conductors, cleaners, factory workers, security guards
also wear special dresses during work. Sportspersons playing at District,
TE

State, National and International level also wear special dresses.

‹dŸTà ç&îÕesÁT¢, ¿£+&ƒ¿£¼sÁT,¢ ¿¡¢qsÁT¢, ¿£sˆ>±sýË¢ |Ÿ“#ûd ¿±]ˆÅ£”\T, ™dÅ£L«]{¡ >±sÁT\¦ T yîTT<Š\sTTq
T

yÞø—¢ Å£L&† |Ÿ“#ûd dŸeTjáT+ýË ç|ŸÔ«û ¿£yîTq® <ŠTdŸT\ï qT <óŠ]kÍïsÁT. eTq<ûXø ›ý²¢, sçwŸ¼, C²rjáT,
ER

n+Ôás¨rjáT k͜sTT ç¿¡&†¿±sÁT\T $$<óŠ €³\ bþ{¡\T, ç¿¡&ýƒ Ë¢ bÍý¤ZHû yÞø—¢ Å£L&† €³ý²&û³|Ÿð&ƒT
ç|ŸÔû«¿£yîT®q <ŠTdŸTï\T yûdŸTÅ£”+{²sÁT.
SC

Like wise who work in your area ? What kind of dress do they need.
eT] MT çbÍ+Ôá+ýË ‚ý² @jûT |ŸqT\T #ûdyÞø—H¢ •sÁT? yÞø—¢ @ jûT <ŠTdŸT\ï T <óŠ]kÍïsÁT.
You have learnt that we wear different kinds of dresses. Wearing clothes
is important but wearing clean clothes is more important. We should wear clean
clothes every day after taking bath. Hand kerchiefs and towels also should be
washed every day.

170
eTq+ sÁ¿£sÁ¿±\ <ŠTdŸTï\T yûdŸTÅ£”+{²eT“ Ôî\TdŸTÅ£”H•sÁT ¿£<‘! eTq+ <ŠTdŸTï\T yûdŸT¿Ãe&ƒ+ m+Ôá
eTTK«yîÖ, Xø—çuóy„ Tî q® y{ì“ yûdTŸ ¿Ãe&ƒ+ n+Ôá¿+£ fñ eTTK«+. Ôá|Ο “dŸ]>± ç|ŸÜ sÃp –<ŠjTá + k͕q+
#ûjTá >±Hû –Ü¿ìq <ŠTdŸT\ï T yûdTŸ ¿Ãy*. eTq+ y&ƒTÅ£”Hû #ûÜsÁTeÖ\T (<Šd)Óï , ÔáTyÞø—¢ e+{ì$ Å£L&†
ç|ŸÜ sÃp –ÔáT¿=ؓ y&ƒT¿Ãy*.
Do you know? MTÅ£” Ôî\TkÍ?
Cotton clothes are made with cotton qÖ\T ‹³¼\qT |ŸÜï<‘sÁ+Ôà HûkÍïsÁT.
thread. Silk clothes are made with the |Ÿ ³ T¼ | Ÿ Ú sÁ T >· T \qT+º e#û Ì <‘sÁ + ÔÃ

A
thread that comes from silk worms. |Ÿ³T¼‹³¼\T HûkÍïsÁT.

AN
What type of clothes were worn in the past ?
>·Ôá+ýË mý²+{ì ‹³¼\T yûdŸTÅ£”HûysÁT!

G
We wear different types of clothes now. Of these some are stitched and

N
others are readymade. Which types of clothes were worn by our grandparents?
which type of Clothes were worn by your parents during their childhood? Were
LA
they same as the present day dresses? Find out and write in the table.
‚|Ÿð&ƒT eTq+ sÁ¿£s¿Á ±\ ‹³¼\T yûdTŸ Å£”+³TH•+. M{ìýË ¿=“• Å£”{ì¼+#áTÅ£”q•$ ¿±>±, eT]¿=“•
TE

HûsTÁ >± ÔájáÖÂsqÕ $. y{ìHû s &žyTû &Ž ‹³¼\T>± ¿=qT¿=Ø+³TH•+. >·Ô+á ýË n+fñ eTq ԐÔájTá «\T,
HqeTˆ\T, neTˆeTˆ\T yÞø¢ ºq•|Ÿð&ƒT mý²+{ì <ŠTdŸTï\T yûdŸTÅ£”HûysÁT? ný²¹> neֈHq•\T yÞø¢
ºq•Ôáq+ýË @jûT <ŠTdŸT\ï T yûdTŸ Å£”HûysÁT? n$ ‚|Ÿð&ƒT ºq•|¾\\¢ T yûdTŸ Å£”+³Tq• <ŠTdŸT\ï ý²¹> –+&ûy?
T

Ôî\TdŸT¿=“ |Ÿ{켿ý£ Ë sjáT+&.

ER

Dresses worn by parents Dresses worn by Dresses worn by today’s

in their childhood grandparents in children
their childhood
neֈHq•\T ºq•|Ÿð&ƒT ԐÔájáT«, HjáTqeTˆ yÞø¢ ‚|Ÿð&ƒT ºq•|¾\¢\T
SC

yûdŸTÅ£”q• ‹³¼\T ºq•Ôáq+ýË yûdŸTÅ£”q• ‹³¼\T yûdŸTÅ£”+³Tq• ‹³¼\T

171
 Let’s draw the designs (eTq+ &CÉÕqT¢ yû<‘ÝeÖ!)
Any dress looks beautiful due to the designs and colour. We
select them by seeing the design and colour. Observe the pictures given below.
How are they? Which of them do you like? Why?
@ ‹³¼ýÉÕH sÁ+>·T\T, y{ì™|Õq –+&û &CÉÕq¢ e\¢ n+<Š+>± ¿£“|¾kÍïsTT. M{ì“ ‹fñ¼ qºÌqy{ì“
m+|¾¿£ #ûdTŸ Å£”+{²+. ¿ì+~ ºçԐ\T #áÖ&ƒ+&. n$ mý² –H•sTT? y{ìýË MTÅ£” @~ qºÌ+~?
m+<ŠT¿Ã #î|ŸÎ+&.

A
AN
G
N
LA
TE

Do you know, we also can draw the designs?

‚ý² eTq+ Å£L&† &CÉÕqT¢ yûjTá e#áTÌ! MTÅ£” Ôî\TkÍ?

T
ER

Lets draw the designs(&CÉÕqT¢ yû<‘ÝeÖ!)

Visit your nearest tailor and collect a few pieces of cloth.
SC

MT <Š>·ZsÁýË –q• (<Š])¨ <Š>·ZsÁŔ£ yî[¢ ‹³¼eTT¿£Ø\T d¿£]+#á+&.

Take a lady's finger. Cut it across. Dip a piece in ink
or in any colour and print on white paper or cloth in
designs you like.
ÿ¿£ uÉ+&ƒ¿±jáTqT rdŸT¿Ã+&. <‘“• n&ƒ¦+>± ¿ÃjáT+&.
e­¿£ØqT sÁ+>·TýË ýñ<‘ ‚+Å£”ýË e­+#á+&. Ôî\¿¢ ±ÐÔá+ MT<Š ýñ<‘
‹³¼MT<Š e­ç~+#á+&. MT¿ìwŸ¼yîTq® &CÉÕHŽ yûdŸT¿Ã+&.

172
Take potato pieces or use your fingers or ftoes. Dip them in colour and draw
patterns you like.
‚ý² uÉ+&ƒ¿±jáT eTT¿£Ø\Ôà bͳT €\T>·&ƒ¦ eTT¿£Ø\T ýñ<‘ #ûÜu¤³qyûÞø—,¢ bÍ<ŠeTTç<Š\T yîTT<Š\sTTq
y{ì“ sÁ+>·TýË eTT+º Å£L&† sÁ¿£s¿Á ±\ &CÉÕqT¢ yûjTá e#áTÌ.
Key words (¿¡\¿£ |Ÿ<‘\T)
1. Need for clothes (‹³¼\ nedŸsÁ+)

A
2. Different types of clothes (sÁ¿£sÁ¿±\ ‹³¼\T)
3. Clothes according to professions (eÔáTï\qT‹{ì¼ ‹³¼\T)

AN
4. Clothes according to seasons (yÔesÁD²“•‹{ì¼ ‹³¼\T)
5. Clean clothes (Xø—çuó„yîT®q ‹³¼\T) 6. Designs (&CÉÕqT¢)

G
7. Readymade clothes (Âs&žyûT&Ž ‹³¼\T) 8. Stitched clothes (Å£”{ì¼+#áTÅ£”Hû ‹³¼\T)
9. Uniform (jáT֓b˜ÍsÁ+)

What have we learnt? (eTq+

N HûsÁTÌÅ£”q•$)
LA
 Clothes are our basic needs. Children, elders, males and females wear
different clothes.
TE

<ŠTdŸT\ï T eTqÅ£” çbÍ<¸Š$T¿£ nedŸs+Á . |¾\¢\T, ™|<ŠÝ\T, €&ƒyÞø—,¢ eT>·yÞø—¢ $$<óŠ sÁ¿±\
<ŠTdŸTï\T <óŠ]kÍïsÁT.
 Some people purchase readymade clothes and others purchase cloth
T

and get them stitched.

ER

¿=+ÔáeT+~ Âs&žyTû &Ž ‹³¼\T ¿=qTÅ£”Ø+fñ, eT]¿=+ÔáeT+~ ‹³¼ ¿=“ Å£”{ì¼+#áT Å£”+{²sÁT.
 Special clothes are worn according to the traditions and on festivals,
and marriages.
SC

kÍ+ç|Ÿ<‘jáÖ\qT ‹{ì¼ |Ÿ+&ƒT>·\T, ™|[¢Þø—e¢ +{ì dŸ+<ŠsÒÛ\ýË ç|ŸÔ«û ¿£ <ŠTdŸT\ï T <óŠ]kÍïsÁT.

 Different professionals wear special dresses while going to work.
$$<óŠ eÔáT\ï ysÁT |Ÿ“#ûd³|Ÿð&ƒT € eÜï¿ì dŸ+‹+~ó+ºq ç|ŸÔ«û ¿£ <ŠTdŸT\ï T <óŠ]kÍïsÁT.
 Different types of clothes are worn according to the seasons.
yÔesÁD²“• ‹{ì¼ ¿±ý²qT>·TD+>± $$<óŠ sÁ¿±\ <ŠTdŸT\ï T yûdTŸ Å£”+{²sÁT.
 Different designs are drawn with colours on the clothes.
‹³¼\ MT<Š sÁ+>·T\Ôà sÁ¿£sÁ¿±\ &CÉÕHŽ\T yûkÍïsÁT.

173
 DO THIS (‚$ #ûjáT+&)
Conceptual understanding/$wŸjáÖe>±VŸ²q

1. Why should we wear clothes?

eTq+ ‹³¼\T m+<ŠTÅ£” yûdŸT¿Ãy*?
2. Give three examples of the clothes worn by children, females and males.
|¾\¢\T, €&ƒyÞø—,¢ eT>·yÞø—¢ <óŠ]+#û ‹³¼\Å£” eTÖ&ûd¾ –<‘VŸ²sÁD\T sjáT+&.

A
3. Which are the special type of clothes work by professionals.

AN
@jûT eÔáT\ï yÞø—¢ m³Te+{ì ç|ŸÔ«û ¿£yîTq® <ŠTdŸT\ï T <óŠ]kÍïsÁT?
4. Write the similarities and differences between the clothes of males and
females.

G
eT>·yÞø¢ ‹³¼\Å£”, €&ƒyÞø¢ ‹³¼\Å£” bþ*¿£\T, uóñ<‘\T sjáT+&.
N
5. Which clothes do you like, readymade or stitched? Why? Give three reasons.
Å£”{ì¼+#áTÅ£”q• ‹³¼\T, ¿=qTÅ£”Ø“ yûdTŸ Å£”Hû (Âs&žyTû &Ž) ‹³¼\ýË MTÅ£” @e+fñ ‚wŸ¼+? m+<ŠTÅ£”?
LA
eTÖ&ƒT ¿±sÁD²\T #î|ŸÎ+&. sjáT+&.
6. Why should we wear clean clothes?
TE

eTq+ Xø—çuó„yîTq® ‹³¼\T yûdTŸ ¿Ãy* ¿£<‘! m+<ŠTÅ£”?

T

Draw and Colour the pictures/u¤eTˆ\T ^jáT+&. sÁ+>·T\T yûjáT+&.

ER

1. Observe the design given below. You also draw the design. Colour it as
you like.
SC

¿ì+~ &CÉÕHqŽ T #áÖ&ƒ+&. MTsÁÖ ^jáT+&. MTÅ£” qºÌq sÁ+>·T\T yûjTá +&.

174
 2. Draw and colour the dresses you like.

MTÅ£” qºÌq <ŠTdŸT\ï u¤eTˆ\T ^d¾, sÁ+>·T\T yûjTá +&.

3. Different designs are there on sarees. You observe the sarees in your
house and draw the design you like in your note book. Exhibit it in the
class.

NsÁ\MT<Š sÁ¿£sÁ¿±\ &CÉÕqT¢ –+{²s­ ¿£<‘! MTsÁT Å£L&† MT ‚+{Ë¢ NsÁ\qT #áÖd¾ MTÅ£”

A
qºÌq &CÉÕHŽqT HóT|ŸÚdŸï¿+£ ýË ^jáT+&. ç|Ÿ<Š]ô+#á+&.

AN
Information skills - project work/dŸeÖ#sÁ HîÕ|ŸÚD²«\T ` çbÍCÉÅ£”¼ |Ÿ“
1. Ask your friends and collect the information on what clothes do they bought

G
for Festivals. Fill the table with the particulars.

N
MT $TçÔáT\q&Ð |Ÿ+&ƒT>·\Å£” yÞø—¢ ¿=qTÅ£”Øq• ‹³¼\ $es\T d¿£]+º, |Ÿ{켿ý£ Ë sjáT+&.
LA
Type of Readymade or
Sl.No. Name of the friend Festival Clothes Stitched
TE

ç¿£.dŸ+. $TçÔáT“ |sÁT |Ÿ+&ƒT>· |sÁT @ ‹³¼\T Âs&žyûT&Ž ‹³¼ý²?

¿=H•sÁT? Å£”{ì¼+#áTÅ£”q•y?
T
ER
SC

 What type of clothes are purchased by more people? On what occa-

sions are clothes purchased?

mÅ£”ØeeT+~ ¿=q• ‹³¼\T @$? @jûT |Ÿ+&ƒT>·\Å£” ¿=H•sÁT?

175
  Did the people purchased readymade clothes more or they got clothes

stiched.
mÅ£”ØeeT+~ Âs&žyTû &Ž$ ¿=qTÅ£”ØH•s? ýñ¿£ ‹³¼\T¿=“ Å£”{ì¼+#áTÅ£”H•s?
2. Collect cloth pieces of your choice and design. Paste them on a chart and
exhibit.
MTÅ£” qºÌq &CHÕÉ \Ž Tq• ‹³¼e­Å£Ø\qT d¿£]+#á+&. y{ì“ #sÁTM¼ T<Š nÜ¿ì+º ç|Ÿ<]Š ô+#á+&.

A
3. Collect the pictures of clothes worn by the people in different regions?

AN
Paste them on a chart and exhibit.
$$<óŠ çbÍ+Ԑ\ ysÁT <óŠ]+#û <ŠTdŸTï\ ºçԐ\qT ysï|ŸçÜ¿£\ qT+& d¿£]+º, #sY¼™|Õ
nÜ¿ì+#á+&.

G
Appreciation ç|ŸXø+dŸ

1.
N
Some people don't have proper cothes to wear. People who lose their
LA
property due to floods, earth quakes, cyclones and fire accidents also do
not have clothes to wear. How can we help such people?
TE

¿=+ÔáeT+~¿ì yûdTŸ ¿Ã&†“¿ì dŸÂsqÕ ‹³¼\T+&ƒeÚ. ný²¹> nЕç|ŸeÖ<‘\T, esÁ<Š\T, uó„Ö¿£+bÍ\T,

ÔáTb˜ÍqT\T yîTT<Š\sTTq y{ìe\¢ Å£L&† nú• ¿ÃýËÎsTTqyÞøÅ¢ ”£ Å£L&† ‹³¼\T –+&ƒeÚ. ‚ý²+{ì
T

yÞø¢Å”£ eTq+ mý² dŸVŸäjáT+ #ûjTá e#áTÌ?

ER

Ask a Question/ç|Ÿ¥•+#á&ƒ+
SC

1. Lakshmi's parents purchased clothes from the shop. What questions they
might have asked the shop keepers? Why should we ask questions at the
time of purchasing clothes?

‹³¼\T ¿=q&†“¿ì \¿ìŒˆyÞø¢ neֈHq•Ôà cÍ|ŸÚÅ£” yî[¢+~ ¿£<‘? \¿ìŒˆyÞø¢ neֈHq•\T

cÍ|ŸÚýË ‹³¼\yûTˆyÞøq¢ T @yûT$T ç|ŸX•ø \T n&Ð –+{²sÁT? eTq+ ‹³¼\T ¿=Hû³|Ÿð&ƒT m+<ŠTÅ£”
ç|Ÿ¥•+#*?

176
 I Can do this / Hû“$ #ûjáT>·\qT
1. I can explain the importance of clothes. Yes/No
‹³¼\ €eXø«¿£Ôqá T $e]+#á>\· qT. WqT / ¿±<ŠT
2. I can tabulate the different details about clothes. Yes/No
sÁ¿£s¿Á ±\ ‹³¼\Å£” dŸ+‹+~ó+ºq $es\qT |Ÿ{켿ý£ Ë sjáT>·\qT. WqT / ¿±<ŠT

A
3. I can identify different clothes worn by various professionals. Yes/No

AN
$$<óŠ eÔáTï\ysÁT yûdŸTÅ£”Hû ‹³¼\qT >·T]ï+#á>\· qT. WqT / ¿±<ŠT
4. I wear clean clothes daily. Yes/No
Xø—çuó„yîTq® <ŠTdŸT\ï T <óŠ]kÍïqT. WqT / ¿±<ŠT

G
5. I can draw different designs on the clothes. Yes/No
sÁ¿£s¿Á ±\ &CÉÕq¢ u¤eTˆ\T ^jáT>·\qT. N WqT / ¿±<ŠT
LA
6. I can ask questions about different kinds of clothes. Yes/No
sÁ¿£sÁ¿±\ ‹³¼\ >·T]+º ç|ŸXø•\T n&ƒ>·>·\qT. WqT / ¿±<ŠT
TE
T
ER
SC

177
 14. WHERE ARE THESE PLACED?
@yû$ m¿£Ø&î¿£Ø&ƒ?
Bindu is studying in 3rd standard. There are many children in the class,
Raju, Rama, Satish and others. They all sit in rows on the benches. Shall we see
their class?

A
_+<ŠT eTÖ&à ÔásÁ>Ü· #á<ŠTeÚÔáTq•~. _+<ŠTÔÃbͳT sE, sÁeT, dŸrwt ‚ý² #ý²eT+~
|¾\¢\TH•sÁT. yÞø¢+<ŠsÖÁ esÁTdŸýË uÉ+N\MT<Š Å£LsÁTÌH•sÁT. yÞø¢ ÔásÁ>Ü· >·~“ #áÖ<‘ÝeÖ!

AN
G
N
LA
TE
T
ER
SC

178
  Who sat in the front row?
e­+<ŠTesÁTdŸýË Å£LsÁTÌq•yÞè¢esÁT?
 Who sat in the last row?
yîqT¿£esÁTdŸýË Å£LsÁTÌq•yÞè¢esÁT?
 Who are there in the middle row?
eT<óŠ«esÁTdŸýË meÂsesÁT –H•sÁT?
 Read the names written in the table. Write the names of students who are
in front or behind, to the right and to the left sides of them.

A
¿ì+~ |Ÿ{켿£ý˓ |sÁ¢qT #á<Še+&. M]¿ì e­+<ŠT, yîq¿£, Å£”&, m&ƒeT |Ÿ¿£Øq meÂsesÁT –H•sÃ

AN
|Ÿ{켿£ýË sjáT+&.
Name of the student In front behind right left

G
$<‘«]œ |sÁT e­+<ŠT yîqT¿£ Å£”& m&ƒeT
Bindu (_+<ŠT)

Mary (yûT])
N
LA
Ismail (‚k͈s­ýÙ)

Raheem (sÁVÓ²+)
TE

You have seen the class room of Bindu. Discuss with your friends
about the places of students. Write down in the picture.
T

_+<Š T yÞø ß Ôá s Á > · Ü >· ~ #á Ö XæsÁ T ¿£ < ‘!

meÂsesÁT m¿£Ø&ƒ Å£LsÁTÌH•sà MT $TçÔáT\Ôà #á]Ì+#á+&. ¿ì+~
ER

ºçÔá+ýË sjáT+&.
SC

179
 You have written the places of Bindu’s friends in the class room. How
many students are there in your class? Can you show the places of
your classmates? Imagine, the square given below is your class room.
Now, observe your class room and tell
_+<ŠTyÞø¢ Ôás>Á Ü· >·~ mý² –+<Ã, meÂsesÁT m¿£Ø&î¿Ø£ &ƒ Å£LsÁTÌH•sà sXæsÁT ¿£<‘! eT] MT Ôás>Á Ü· >·~ýË
m+ÔáeT+~ –H•sÁT? meÂsesÁT m¿£Ø&ƒ Å£LsÁTÌ+{²sà #áÖ|Ÿ>\· s? ¿ì+~ #á<Šs“• MT ÔásÁ>Ü· >·~
nqT¿Ã+&. _+<ŠTyÞø¢ ÔásÁ>Ü· >·~ý²>± MT ÔásÁ>Ü· >·~ýË
 Where is the black board?

A
Black Board
q\¢‹\¢ m¿£Ø&ƒ –+~?

AN
 Where is the chair?
Å£”¯Ì m¿£Ø&ƒ –+~?
 Where is the table?

G
fñ‹TýÙ m¿£Ø&ƒ –+~?

 Name the students who sit in the front row. N

LA
eTT+<ŠTesÁTdŸýË meÂsesÁT Å£LsÁTÌ+{²sÁT? y] |sÁT¢ sjáT+&.
 Name the students who sit in other rows.
TE

$T>·Ô esÁTdŸýË¢ meÂsesÁT Å£LsÁTÌ+{²sà yÞø¢ |sÁT¢ sjáT+&.

You have written the names of students and their places in your class
room. Now, let’s see Bindu’s school building.
T

MT ÔásÁ>Ü· >·~ýË meÂsesÁT m¿£Ø&ƒ Å£LsÁTÌ+{²sà |Ÿ³+ýË #áÖXæsÁT ¿£<‘! _+<ŠTyÞø¢ ‹&“ #áÖ<‘ÝeÖ?
ER
SC

180
 Do you know, we can draw Bindu’s school building in this way
also? Observe the map.
_+<ŠTyÞø¢ ‹&“ ‚ý² Å£L&† ^jáTe#áTÌ Ôî\TkÍ? € ‹& |Ÿ³+ #áÖ&ƒ+&.

A
AN
G
N
LA
TE
T
ER

There are seven rooms in the ground floor and seven rooms in
SC

the first floor. Eight coconut trees are in the campus. We can draw
the picture of school with symbols as shown in the above picture.
How many rooms are there in your school? Which trees are there in the
campus? how many trees are there?

_+<ŠTyÞø¢ ‹&ýË ¿ì+<Š @&ƒT >·<ŠT\T, ™|Õq Å£L&† @&ƒT >·<ŠT\T –H•sTT. ný²¹> U²°dŸœ\+ýË m“$T~
¿=‹Ò]#î³T¢ –H•sTT. € ‹&u¤eTˆqT ™|Õq #áÖ|¾q $<óŠ+>± >·TsÁTï\Ôà ^jáTe#áTÌ. eT] MT ‹&ýË
m“• >·<ŠT\T –H•sTT? U²°dŸœ\+ýË @jûT #î³T¢ –H•sTT? m“• –H•sTT?

181
Draw the map of your school on a white paper as shown above.
MTsÁT MT ‹& |Ÿ{²“• ™|Õq #áÖ|¾q $<óŠ+>± Ôî\¢¿±ÐÔá+ MT<Š ^jáT+&.
Before drawing assign a symbol for trees.
MTsÁT ^jáT&†“¿ì eTT+<ŠT #î³¢¿ÃdŸ+ ÿ¿£ >·TsÁTqï T @sÁÎsÁT#áT¿Ãy*.
Observe the position of doors in the classroom and draw the map as shown
above.
>·<ŠT\Å£” Ôá\T|ŸÚ\T m¿£Ø&ƒ –H•jîÖ #áÖd¾ ™|Õq #áÖ|¾q $<óŠ+>± ^jáÖ*.

A
Locate the compound wall, gate, flag post etc; and draw the map using symbols.
‹&¿ì ç|ŸVŸ²¯>Ã&ƒ, ‹&¹>³T, CÉ+&†>·<îÝ e+{ì$ m¿£Ø&ƒ –H•jîÖ #áÖd¾ u¤eTˆýË >·TsÁT\ï Ôà #áÖbÍ*.

AN
Let’s know what are there in Bindu’s village ? See in the picture below,
that are seen on the way from Bindhu’s home to school and discuss with your

G
friends.

N
_+<ŠTyÞøß }]ýË @yûT$T –H•jîÖ, _+<ŠT sÃp ‚+{ìqT+º ‹&¿ì e#û̳|Ÿð&ƒT <‘]ýË @yûT$T
¿£“|¾kÍïjîÖ ¿ì+~ ºçÔá+ýË #áÖ&ƒ+&. MT $TçÔáT\Ôà ¿£*d¾ #á]Ì+#á+&.
LA
SCHOOL
TE
T
ER

Rekha’s House
SC

_+<ŠT
‚\T¢

Bindu’s
House

182
  Whose house is nearer to the school? Bindu’s or Rekha’s?
‹&¿ì me] ‚\T¢ <Š>·Zs>Á ± –+~? _+<ŠT<‘? ¹sK<‘?
 What are the places on the way to school (via) park from Bindu’s residence?
_+<ŠT bÍsÁTØMT<ŠT>± bÍsÄÁXæ\Å£” yîÞ⢠<‘]ýË @yûT$T –H•sTT?
 How many routes can Bindu take to go to school? Show with arrow line.
_+<ŠT ‹&¿ì @ @ eÖsZ\ýË yîÞøße#ÃÌ ^Ôá\T ^d¾ #áÖ|Ÿ+&.
We cannot show the school, houses, hospital, park, bore pump exactly as
they are on a map. These are indicated by symbols.

A
ÿ¿£ çbÍ+Ôá+ýË –+&û ‚Þø—,¢ bÍsÄÁXæ\, €dŸÎçÜ, Ôó, uËsÁTu²$ yî­<Š\sTTq y{ì“ –q•$ –q•³T¢>±

AN
ºçÔá+ýË #áÖ|Ÿ&+ƒ M\T|Ÿ&ƒ<ŠT. ‚ý²+{ì y{ì“ >·TsÁT\ï Ôà dŸÖºkÍïsÁT.
Use the following symbols. Indicate the different places of
Bindu’s village on the map with symbols.

G
¿ì+~ >·TsÁT\ï qT –|ŸjÖî Ð+#á+&. _+<ŠTyÞøß }] |Ÿ³+ýË @yû$ m¿£Ø&ƒ –H•jîÖ
>·TsÁT\ï Ôà #áÖ|Ÿ+&.
N
LA
Building
&†u² ‚\T¢
TE

Thacthed hut
|ŸP]\T¢
Hand pump
#ûÜ|Ÿ+|ŸÚ
T

Hospital
ER

€dŸT|ŸçÜ
Temple
>·T&
SC

School
‹&
Well
u²$
Post office
bþkͼ|˜ÓdŸT
Park
bÍsYØ

183
 You have seen Bindu’s village map. Symbols are used in this map. Can
you draw the route map from your residence to your school? Do the following.
_+<ŠTyÞø¢ }]|Ÿ³+ #áÖXæsÁT ¿£<‘! B+{Ë¢ >·TsÁT\ï T™|{ì¼ #áÖbÍsÁT. eT] MT }sÁT / y&ƒ qT+º MT
‹&¿ì e#ûÌ <‘]“ ^jáT>·\s? ‚+<ŠT¿ÃdŸ+ ¿ì+~ $<óŠ+>± #ûjTá +&.
 First of all locate your school in the middle. Put the symbol as S .
yîTT<Š{ MT ‹&“ eT<óŠ«ýË >·T]ï+#á+&. <‘“¿ì >·TsÁTï ™|³¼+&.
 Locate your house with the symbol

A
MT ‹&qT+º MT ‚\T¢ m¿£Ø&ƒ –+<à >·T]ï+#á+&. <‘“¿ì >·TsÁTï ™|³¼+&.

AN
 Locate the houses of your friends. Put symbols for them also.
ný²¹> MT $TçÔáT\ ‚Þø—¢ Å£L&† m¿£Ø&ƒ –H•jîÖ >·T]ï+#á+&. y{ì¿ì Å£L&† >·TsÁT\ï T ™|³¼+&.
 Now draw the road/route to your school from your house.

G
‚|ŸÚ&ƒT MT ‚+{ì qT+& MT ‹&¿ì sÃ&ƒT¦ / <‘]“ ^jáT+&.
 Similarly, draw the road/route from the houses of your friends to school.
N
ný²¹> MT $TçÔáT\ ‚Þø¢qT+º Å£L&† ‹&¿ì sÃ&ƒTq¦ T ^jáT+&.
LA
 Now, observe what all are present on the right and left side of the road
TE

from your house to school. If a tree is there mark , mark for temple,

mark the masjid as , mark the church as , mark the post office
T

as PO , mark the hospital and mark the park as .

ER

‚|Ÿð&ƒT MT ‚+{ìqT+º ‹&¿ì e#ûÌ ÔÃeýË sÃ&ƒT¦Å”£ m&ƒeTyîÕ|ŸÚ, Å£”&yîÕ|ŸÚ @yûT$T –H•jîÖ

#áÖ&ƒ+&. ÿ¿£yûÞø #î³T¼ –+fñ >·TsÁTï ™|³¼+&. >·T& –+fñ ™|³¼+&. eTdÓ<ŠT –+fñ
SC

>·TsÁTï ™|³¼+&. #á]Ì –+fñ >·TsÁTï ™|{²¼*. bþkͼ|˜ÓdŸT –+fñ PO >·TsÁTï ™|³¼+&.
VŸäd¾Î³ýÙ –+fñ >·TsÁTï ™|{²¼*. bÍsÁTØ –+fñ –+#á+&.
You have drawn the road map from your residence to your school. You
can draw the map of your village in this way. Similarly, we can draw different
maps of village or other places by using symbols.
MT ‹&qT+º MT ‚Þø¢Å”£ yîÞ⢠<‘]“ |Ÿ³+ýË #áÖXæsÁT ¿£<‘! ‚ý² MT ç>±eT|Ÿ{²“• ^jáTe#áTÌ. ný²¹>
MT }sÁT >·T]+#îÕH, @ çbÍ+Ôá+ >·T]+#îÕH >·TsÁT\ï T –|ŸjÖî Ð+º |Ÿ{²\T ^jáTe#áTÌ.

184
 Key words (¿¡\¿£ |Ÿ<‘\T)
1. Map (|Ÿ³+) 2. Place (çbÍ+Ôá+)
3. Symbols (>·TsÁTï\T) 4. Front and back (eTT+<ŠT yîqT¿£)
5. Route (eÖsÁZ+)

What have we learnt? (eTq+ HûsÁTÌÅ£”q•$)

A
AN
 Drawing different maps like class room, school, street, village etc;

ÔásÁ>Ü· >·~, ‹&, M~ó, ç>±eT+ ... ‚ý² n“• |Ÿ{²\Ö ^jáTe#áTÌ

G
 The places like school, hospital, park etc; are indicated by symbols.

N
|Ÿ³+ýË bÍsÄÁXæ\, €dŸT|ŸçÜ, bÍsÁTØ e+{ìy{ì“ >·TsÁT\ï Ôà dŸÖºkÍïsÁT.
LA
 Symbols help us to go from one place to other.

ÿ¿£ #óTqT+º eTs=¿£ #Ã{ì¿ì yîÞ&ø¢ †“¿ì >·TsÁT\ï T –|ŸjÖî >·|Ÿ&ƒÔsTT.

TE

DO THIS (‚$ #ûjáT+&)

T
ER

Conceptual Understanding / $wŸjáÖe>±VŸ²q

1. What are the places on right and left side of the road from your residence
to your school?
SC

MT ‚+{ìqT+º bÍsÄÁXæ\Å£” yîޗø ÔáÖ –+fñ @$ @yîÕ|ŸÚq –H•sTT?

Right side ..................................
Å£”&yîÕ|ŸÚq
Left side ..................................
m&ƒeTyî|Õ ÚŸ q

185
2. Whose houses are there around your house? Say and Write.

MT ‚+{ì¿ì @ yîÕ|ŸÚq me] ‚\T¢ –q•<à #î|ŸÎ+&.

Right side Left side Front side Behind
Å£”&yîÕ|ŸÚ m&ƒeTyîÕ|ŸÚ eTT+<ŠT yîqT¿£

A
AN
Mapping Skills / |Ÿ³HîÕ|ŸÚD²«\T

G
1. Observe the map.

N
LA
With the help of symbols, say
what are there in Ramu’s village.

TE

Draw the route map from

Ramu’s residence to hospital.
 Show the different routes from
T

Ramu’s residence to school.

|Ÿ³+ #áÖ&ƒ+&.
ER

 >·TsÁT\ï T €<ó‘sÁ+>± seTTyÞø¢ }]ýË @yûT$T –H•jîÖ #î|ŸÎ+&.

 seTT ‚+{ìqT+& VŸäd¾Î³ýÙÅ£” yîÞ⢠<‘]“ ^jáT+&.
SC

 seTT ‚+{ìqT+º ‹&¿ì yîÞ⢠<‘sÁT\qT #áÖ|Ÿ+&.

Information Skills - Project work / dŸeÖ#sÁ HîÕ|ŸÚD²«\T ` çbÍCÉÅ£”¼ |Ÿ“

1. Collect the particulars of different places present in your street/ village.
Post office, Police Station, Primary Health Centre, school, temple, bank,
hospital etc.. Give each place a symbol. Draw the roads and streets of
your village. Locate and show the different places on the map. Prepare the
map of your village. List down points about how these places function in
order to help and support the children.

186
 MT ç>±eT+ýË / y&ƒýË @yûT$T –H•jîÖ $es\T d¿£]+#á+&. (bþkͼ|˜ÓdŸT, ‹&, >·T&,
u²«+Å£”, bþ©dt dw¼ HŸ ,Ž çbÍ<¸$Š T¿£ €sÃ>·« ¿¹ +ç<Š+, #ê¿£<sŠó \Á <ŠT¿±D+, yî<Õ «Š Xæ\ yîTT<Š\sTTq$).
ÿ¿=Ø¿£Ø <‘“¿ì ÿ¿£ >·TsÁTïqT ¹¿{²sTT+#áT¿Ã+&. MT ç>±eT+ý˓ M<óŠT\qT, sÃ&ƒ¢qT ^jáT+&.
ç>±eT+ýË @yû$ m¿£Ø&ƒ –H•jîÖ >·TsÁT\ï Ôà |Ÿ³+ýË #áÖ|Ÿ+&. ç>±eT|Ÿ³+ ÔájÖá sÁT#ûjTá +&.
n$ #ûd |ŸqT\T, n$ u²\\Å£” @$<óŠ+>± dŸVŸäjáT|Ÿ&ԃ jîÖ sjáT+&.
Ask a Question / ç|Ÿ¥•+#á&ƒ+

A
1. Bindu’s friends wanted to draw the village map. To know about it they went
to their teacher. They asked their teacher different questions. Similarly,

AN
what questions would you ask your teacher to draw your village map?
Write down the questions.

G
_+<ŠTyÞø¢ $TçÔáT\+Ԑ }]|Ÿ³+ ^jáÖ\“ nqTÅ£”H•sÁT. ‚+<ŠT¿ÃdŸ+ yÞø+¢ <ŠsÖÁ yÞø¢ {¡#sá Y
<Š>·Z]¿ì yîÞ²¢sÁT. {¡#ásqY T sÁ¿£s¿Á ±\ ç|ŸXø•\T n&>±sÁT. ný²¹> MTsÁT Å£L&† MT }sÁT / y&ƒ
N
|Ÿ³+ ^jáT&†“¿ì {¡#ás“Y @jûT ç|ŸX•ø \T n&ƒT>·TԐsÁT? y{ì“ sjáT+&.
LA
2. What are the other situations, where you take the help of your teacher?
MTsÁT @, jûT dŸ+<ŠsÒÛ\ýË MT {¡#ásY dŸVŸäjáT+ bõ+<ŠTԐsÁT ?
TE

I Can do this / Hû“$ #ûjáT>·\qT

T
ER

1. I can read a map. Yes/No

HûqT |Ÿ{²“• #á<ŠTe>·\qT. WqT / ¿±<ŠT
2. I can understand the symbols on a map. Yes/No
SC

|Ÿ³+ýË dŸÖº+#û >·TsÁTï\qT nsÁœ+ #ûdŸT¿Ã>·\qT. WqT / ¿±<ŠT

3. I can draw the route map from my residence to school. Yes/No
‚+{ìqT+º ‹&¿ì <‘]“ ^jáT>·\qT. WqT / ¿±<ŠT
4. I can draw the maps of my class room and school. Yes/No
ÔásÁ>Ü· , ‹& |Ÿ{²\T ^jáT>·\qT. WqT / ¿±<ŠT
5. I can ask questions on map drawing. Yes/No
ç>±eT|Ÿ³+ ^jáT&†“¿ì ç|ŸX•ø \T n&ƒ>·>·\qT. WqT / ¿±<ŠT

187
 15. WATER - OUR NEEDS
(úsÁT ` eTq nedŸs\T)

A
AN
G
N
LA
All the children are singing the following song. You also sing and also
TE

talk about the song. Let’s sing!

ÔásÁ>·ÜýË |¾\¢\+<ŠsÁÖ ¿£*d¾ ‡ bͳ bÍ&ƒTÔáTH•sÁT. MTsÁÖ bÍ&ƒ+&. bͳ
>·T]+º eÖ{²¢&ƒ+&.
T

Rain! Rain! Rain!

.
You are very fine; º³|Ÿ³ ºqTÅ£”\ yq ` ºsÁTÈýÉ¢í Å£”]d yq
ER

Buckets full of water Hû\+Ԑ Ôá&| yq ` VŸ²]$ýÉ¢í $]dH?

Flow into rivers ;
Water in streams q\¢ eT‹TÒ\Ôà €¿±Xø+ýË ¿£~ýñ ‡ yq
Flows all through;
>±*ÔásÁ>·\ kÍjáT+Ôà C²\Ty¹s ‡ yq
SC

Run and jump in

Quick quick quick;
Rain! Rain! Rain!
È\È\ >·\>·\ b͹s dŸeÇ& ‡ yq
You are very fine; #îsÁTeÚ\T, u²eÚ\T “+&ƒT>· “+| ‡ yq.
Lakes, wells, ponds
Filled with sounds; n+<Š] <‘VŸ²+ rsÁÌ>· ~Ðe#ûÌ ‡ yq
The sky glows
With rainbow colours;
JesXø—\“•{ì¿ì Je<ó‘sÁ ‡ yq
Leaves turns green |Ÿd¾& |Ÿ+³\ “eÇ>± |ŸsÁTÂ>Ôûï ‡ yq
Dancing with glee;
Rain! Rain! Rain! |Ÿ]dŸs\qT |Ÿ#Ìá <Šq+Ôà “+| ‡ yq.
You are very fine

188
 Where does the rain water flow?
yqúsÁT m¿£Ø&î¿Ø£ &¿ì #ûsÁTÔáT+~?
Where do we get water from?
úsÁT m¿£Ø&î¿£Ø&ƒ \_ódŸT+ï ~?
We get water from streams, canals, wells, lakes, ponds, rivers etc;
Generally, we get water from wells, taps, hand pumps and streams and store
them and use for our needs.

A
y>·T\T, e+¿£\T, ¿±\Te\T, u²eÚ\T, #îsÁTeÚ\T, q<ŠT\ e+{ì ú{ìeqsÁT\qT+º eTqÅ£” úsÁT

AN
\_ódŸT+ï ~. kÍ<ó‘sÁD+>± eTq+ u²eÚ\T, Å£”Þ²sTT\T, #ûÜ|Ÿ+|ŸÚ, ¿±\Te\ qT+& úÞø¢qT Ôî#Tá Ì¿=“
bÍçÔáýË¢ “\e #ûdTŸ ¿=“ nedŸs\¿ÃdŸ+ y&ƒTÅ£”+{²+.

G
In Salim’s house the following containers are used for storing water.
Observe them.
N
dŸ©+yÞø¢ ‚+{Ë¢ úÞø—¢ “\Te #ûdŸT¿Ãe&†“¿ì ‡ ¿ì+~ bÍçÔá\T –|ŸjÖî ÐkÍïsÁT. y{ì“ #áÖ&ƒ+&.
LA
TE
T
ER
SC

If we fill water completely in the above containers .

ºçÔá+ýË #áÖ|¾q bÍçÔáýË¢ úsÁT “+&ƒT>± “+|¾Ôû `
Then, which container holds more water?
<û+{Ë¢ úsÁT mÅ£”Øe>± |Ÿ&Tƒ ÔáT+~?
In which containers do you store water at your home?
MT ‚+{Ë¢ @jûT bÍçÔáýË¢ úsÁT “\Te #ûkÍïsÁT?

189
 We use steel pots, clay pots, buckets, cement tubs etc; to store water in
our houses. We use this water for all our needs.

eTq+ ‚Þø¢ýË ú{ì“ “\Te –+#áT¿Ãe&ƒ+¿ÃdŸ+ _+<î\T, Å£”+&ƒ\T, ‹Â¿³T¢, d¾yTî +³T Ô=fɼ\T
yîTT<ŠýÉÕq$ –|ŸjÖî ÐkÍï+. eTq nedŸs\Å£” y&ƒTÅ£”+{²+.

Why do we need water? / eTqÅ£” úsÁT m+<ŠTÅ£” nedŸsÁ+?

We use water for various purposes right from morning to night.

A
Observe the pictures given below. What are the people doing?

AN
eTq+ ç|ŸÜsÃp “ç<Šýñºq|ŸÎ{ìqT+º sçÜ “ç<ŠbþjûTesÁÅ£” ú{ì“ nHû¿£ nedŸs\Å£”
–|ŸjÖî Ð+#áTÅ£”+{²+. ¿ì+~ ºçԐ\qT #áÖ&ƒ+&. yÞø—¢ @+ #ûdŸTHï •sÁT?

G
N
LA
TE
T
ER
SC

Discuss with your friends and write for what other purposes we
use water.

úÞø—¢ ‚+¿± @jûT |ŸqT\Å£” –|ŸjîÖÐkÍïyîÖ MT $TçÔáT\Ôà #á]Ì+º sjáT+&.

What are the different kinds of work which require more water?
What kinds of work require less water?

@jûT |ŸqT\Å£” úsÁT mÅ£”Øe ¿±y*? @jûT |ŸqT\Å£” úsÁT ÔáŔ£ Øe ¿±y*?

190
Is water essential for plants? / yîTT¿£Ø\T ‹Ôá¿£&†“¿ì úsÁT nedŸsÁeÖ?
You have learnt that water is essential for us. Do you know who else needs
water? Is water essential for plants? Think .. to know about it , do the following.

eTqÅ£” úÞø—¢ nedŸsÁ+ n“ Ôî\TdŸTÅ£”H•sÁT ¿£<‘! eTqý²¹> ‚+¿± yû{ì¿ì úÞø—¢ nedŸsÁyîÖ
Ôî\TkÍ? eTqÔà bͳT yîTT¿£Ø\Å£” Å£L&† úsÁT nedŸsÁeÖ? €ý˺+#á+&. ‚+<ŠT¿ÃdŸ+ ¿ì+~ $<óŠ+>±
#ûjáT+&.

A
Do this and observe what happens. /
#ûd¾ #áÖ&ƒ+&. @+ È]Ð+<à #î|ŸÎ+&.

AN
Take two plants and water only one plant daily. Continue this for one week.
Observe the two plants after one week. Write down the observations and your

G
experiences in the table below.
Âs+&ƒT yî­¿£Ø\qT rdŸT¿Ã+&. ÿ¿£<‘“¿ì sÃp úÞø—¢ bþjáT+&. Âs+&à <‘“¿ì úÞø—¢ bþjáT¿£+&.
N
‚ý² ysÁ+ sÃE\T #ûjTá +&. ÔásÇÔá € Âs+&ƒT yîTT¿£Ø\qT #áÖ&ƒ+&. @$T È]Ð+<à |Ÿ{켿ý£ Ë
LA
sjáT+&.
TE

What happened/@+ È]Ð+~?

Day
ysÁ+ Plant - 1 Plant - 2
1e yîTT¿£Ø 2e yîTT¿£Ø
T

Monday
ER

kþeTysÁ+
Tuesday
eT+>·ÞøysÁ+
SC

Wednesday
‹T<óŠysÁ+
Thursday
>·TsÁTysÁ+ Plant - 1 Plant - 2
Friday
Xø—ç¿£ysÁ+
Saturday
Xø“ysÁ+
Sunday
€~ysÁ+

191
 Plants would dry, if there is no water. Hence, we should water
plants every day in our school. When plants grow nicely they
look beautiful.
úÞø—¢ ýñ¿£bþÔû yî­¿£Ø\T y&bþԐsTT. n+<ŠT¹¿ eTq ‚Þø¢ýË, bÍsÄÁXæ\ýË –+&û yî­¿£Ø\Å£”
sÃp úÞø—¢ bþjáÖ*. n|Ÿð&û yî­¿£Ø\T u²>± ™|sÁT>·TԐs­. n+<Š+>± ¿£“|¾kÍïs­.
Salim is a member of clean and green Committee of school. He and his friends
planted rose, hibiscus plants, etc; in the school compound and watered them
regularly. The plants began to blossom after a few days. The teachers appreciated

A
Salim for his work in the school assembly. Teachers requested the other children

AN
to water plants of the school every day.
dŸ©+ bÍsÄÁXæ\ |Ÿ]Xø—çuó„Ôá ¿£$T{¡ýË dŸuó„T«&>± –H•&ƒT. $TçÔáT\Ôà ¿£*d¾ bÍsÄÁXæ\ýË >·Tý²_,
eT+<‘sÁ+, >·Hû•sÁT e+{ì yî­¿£Ø\T ÔîºÌ H{²&ƒT. y{ì¿ì sÃE úÞø—¢ bþXæ&ƒT. ¿=~Ý sÃE\Å£” € #î³¢ú•

G
|ŸP\T |ŸPXæs­. çbÍsÁœHdŸeTjáT+ýË –bÍ<ó‘«jáTT\T dŸ©+ #ûd¾q |Ÿ““ yîT#áTÌÅ£”H•sÁT. ‹&ýË
|¾\¢\+<ŠsÖÁ yî­¿£Ø\Å£” úÞø—¢ bþjáÖ\“ #îbÍÎsÁT.
N
Do you water the plants at your home and school? Water your plants daily
LA
at home/school. How do you feel when the flowers blossom? Discuss with your
friends.
TE

eT] MTsÁT Å£L&† ‚ý² #Ŕ£ úÞø—¢ bþdŸTHï •s? MT ‚+{Ë¢ ýñ<‘ ‹&ýË #Ŕ£ , yîTT¿£Ø\Å£”
úÞø—¢ bþjáT+&. MTsÁT úÞø—¢bþd¾ ™|+#áTÔáTq• yîTT¿£ØÅ£” |ŸP\T |ŸPdï MTÅ£” mý² n“ÎdŸT+ï <Ã! #î|ŸÎ+&.

Animals also need water Do you know?

T
ER

One day Madhu came to Kishan’s

house. He found small water containers here and
there. When Kishan poured water into them hens
SC

came and started drinking. Madhu felt happy on

seeing the way hens were drinking water. What
do you understand by this? As water is essential
for plants and us, in the same way the animals Once, camel drinks water
it can stay without water
also require water. Give some examples to show for a number of days. It
water is essential for animals. Discuss with your drinks a lot of water when
friends. is available and stores it in
the body.

192
È+ÔáTeÚ\Å£” úÞø—¢ nedŸsÁ+ MTÅ£” Ôî\TkÍ?
ÿ¿£sÃE eT<óŠT, ¿ìwŸHŽ ‚+{ì¿ì e#Ì&ƒT. ¿ìwŸHŽ ‚+{Ë¢ n¿£Ø&ƒ¿£Ø&ƒ
ºq• ºq• ú{ìbÍçÔá\T ¿£“Î+#s­. ¿ìwŸHŽ € bÍçÔáýË¢ úÞø—¢
bþjáT>±Hû ¿ÃÞø—¢ eºÌ úÞø—¢ Ԑ>·kÍ>±s­. ¿Ã& úÞø—¢ Ԑ¹> $<ó‘q+
#áÖd¾q eT<óTŠ Å£” uóý„ ñ eTT#áÌfñd+¾ ~. B“• ‹{ì¼ MT¹¿$T Ôî*d¾+~?
eTqÅ£L, yîTT¿£Ø\Å£L úsÁT nedŸsÁeTTq•fñ¢ È+ÔáTeÚ\Å£” Å£L&†
úsÁT nedŸs+Á . È+ÔáTeÚ\Å£” Å£L&† úsÁT nedŸsÁeT“ #î|ŸÎ&†“¿ì

A
¿=“• –<‘VŸ²sÁD\T #î|Ο +&. MT $TçÔáT\Ôà ¿£*d¾ €ý˺+#á+&. ÿ+fÉ ÿ¿£kÍ] úÞøq¢ T ԐÐÔû #ý²

AN
sÃE\ esÁ Å £ ” úÞø — ¢ Ԑ>· Å £ ” +&†
Which animals have you seen drinking water?
–+&ƒ>\· T>·TÔáT+~. úÞø—¢ <=]¿ìq|ŸÚ&ƒT
MTsÁT @ @ È+ÔáTeÚ\T úÞø—¢ Ԑ>·&ƒ+ #áÖXæsÁT?
u²>± ԐРú{ì“ Ôáq Xø¯sÁ+ýË “\Te

G
What are the other purposes, where animals
#ûdŸTÅ£”+³T+~.
require water other than drinking?
È+ÔáTeÚ\Å£” úÞø—¢ Ԑ>·&†“¹¿ ¿±Å£”+&† ‚+¿± m+<ŠT¿ÃdŸ+
nedŸsÁ+?
N
LA
Water is essential for plants, animals and human beings to survive.
TE

yî­¿£Ø\T, È+ÔáTeÚ\T, eTqTwŸ§«\T ‹Ôá¿&£ †“¿ì úÞø—¢ nedŸsÁ+.

What type of water should we drink? /
eTq+ mý²+{ì ú{ì“ Ô>±*?
T
ER

Madhu and Kishan were playing in the school. Madhu became thirsty. He
immediately ran and tried to dip the glass in to the water pot. On seeing this,
Kishan advised him not to dip the glass into the water with hands. Why did Kishan
SC

ask Madhu not to do that? What happens when we dip the glass into the water
with hands? Think ...

eT<óŠT, ¿ìwŸHŽ bÍsÄÁXæ\ýË €&ƒTÅ£”+³TH•sÁT. eT<óŠTÅ£” <‘VŸ²+ yûd+¾ ~. yî+³Hû |ŸsÁT> ÔáTïŔ£ +³Ö
yî[¢ >±¢dTŸ qT Å£”+&ƒýË e­+#áuËjáÖ&ƒT. ¿ìwŸHŽ yî+³Hû eT<óŠT #ûs­ |Ÿ³T¼Å”£ “ ný² úÞø¢ýË >±¢dTŸ ÔÃ
bͳT #ûܓ e­+#áe<ŠÝ“ nH•&ƒT. ¿ìwŸHŽ eT<óŠTÔà ‚ý² m+<ŠTÅ£” n“ –+{²&ƒT? #ûÔÃï >±¢dTŸ qT
|Ÿ³T¼¿=“ HûsTÁ >± Å£”+&ƒýË eTT+ºÔû @eTòÔáT+<Ã? €ý˺+#á+&.

193
 Do the experiment and tell what happened.

#ûd¾ #áÖ&ƒ+&. @+ È]Ð+<à #î|ŸÎ+&.

Kishan brought two big glass tum-
blers. He filled both with water. He asked
Madhu to dip his hand into the water of one
glass. Madhu did the same. What would

A
have happened? You also do the same. Ob-

AN
serve how the colour of the water changes
when you dip your hands into it. Observe
1st Glass 2nd Glass

G
the colour of water in the second tumbler. 1e >±¢dŸT 2e >±¢dŸT
which tumbler’s water became dirty? What
did you learn from this?
N
LA
¿ìwŸHŽ s +&ƒT ™|<ŠÝ>±E >±¢dTŸ \T rdŸT¿=#Ì&ƒT. Âs+&+{ì“ ú{ìÔà “+bÍ&ƒT. ÿ¿£ >±¢dTŸ ý˓
úÞø¢ýË eT<óŠT #ûs­“ e­+#áeTH•&ƒT. eT<óŠT ný²¹> #ûXæ&ƒT. @+ È]Ð –+³T+~? MTsÁT Å£L&† ‚ý²¹>
TE

#ûd¾ #áÖ&ƒ+&. yîTT<Š{ì >±¢dTŸ ýË MT #ûܓ eTT+#á+&. >±¢dTŸ ý˓ ú{ìsÁ+>·T mý² eÖ]+~? Âs+&Ã
>±¢dŸTý˓ úsÁT mý² –+~? @ >±¢dŸTý˓ úsÁT eTT]¿ì>± eÖ]+~? ‡ eTT]¿ì m¿£Ø&qT+º eºÌ+~?
T

B“•‹{ì¼ MT¹s$T Ôî\TdŸT¿=H•sÁT?

ER

When we play and do different work our hands become dirty with dust,
microbes and impurities. When we dip our hands into the water without washing,
SC

they get units the water. If we drink this water we get diseases. Hence, we should
drink clean water, which does not have any impurities in it.

eTq+ €&ƒTÅ£”Hû³|Ÿð&ƒT, |ŸqT\T #ûd³|Ÿð&ƒT eTq #ûÔáT\Å£” <ŠTe­ˆ, <óŠÖ[, eT*H\T

n+³TÅ£”+{²s­. #ûÔTá \qT ¿£&Tƒ ¿ÃØÅ£”+&†, Ԑ¹>ú{ìýË #ûÔTá \qT ™|&Ôû € eT*H\ú• ú{ìýË¿ì #ûsÔÁ s­.
ný²+{ì úÞø—¢ ԐÐÔû sÃ>±\T ekÍïs­. ¿±‹{ì¼ <ŠTeTTˆ, <óŠÖ[ eT*H\T ¿£\Teq³Te+{ì |Ÿ]Xø—çuó„yîT®q
úsÁT Ԑ>±*.

194
 You know that wells, lakes, ponds and streams contain water.
Observe the picture of a pond given below.

u²eÚ\T, Å£”+³\T, #îsTÁ eÚ\T, ¿±\Te\T yîTT<Š\sTTq y{ìýË úsÁT –+³T+<Š“

Ôî\TdŸT¿£<‘! ¿ì+~ #îsTÁ eÚ u¤eTˆ #áÖ&ƒ+&.

A
AN
G
N
LA
TE

What are the people doing in the pond?

#îsTÁ eÚýË meÂsesÁT @yûT$T #ûdŸTHï •sÁT?
T

What happens to the water when they do such things?

ER

yÞø—¢ #ûdŸTqï • |ŸqT\e\¢ #îsÁTeÚý˓ úsÁT @eTòÔáT+~?

What happens when we drink this water?
‡ #îsTÁ eÚý˓ úÞø—¢ ԐÐÔû @eTòÔáT+~?
SC

When the clothes are washed and utensils are cleaned in the pond more
impurities get added to the water. Besides this, harmful bacteria will reach the
water. We call this dirty and unclean water as ‘Polluted water.’ When we drink
this water our body gets infections and it leads to jaundice, cholera, vomiting,
loose motions etc.
#îsÁTeÚ\T, u²eÚýË¢ #îԐï #î<‘sÁ+, <ŠTeTTˆ, <óŠÖ[ÔÃbͳT ‹³¼\T –Ôá¿£&ƒ+, bÍçÔá\T ¿£&ƒ>·&ƒ+
e+{ìy{ìe\¢ eT*H\T #ûsÁԐsTT. y{ìÔÃbͳT eTqÅ£” VŸä“#ûd ç¿ìe­\T Å£L&† ú{ìýË¿ì #ûsÁԐs­.
‚ý²+{ì úsÁTqT »n|Ÿ]Xø—çuó„yîTq® úsÁTµ ýñ<‘ »¿£\Tw¾ÔáyîTq® úsÁTµ n“ n+{²sÁT. ‚ý²+{ì úÞø—¢ ԐÐÔû
y+ÔáT\T, $¹s#áH\T, ¿±yîTsÁT,¢ ¿£\s e+{ì sÃ>±\T ekÍïs­.

195
 Good Habits / eT+º n\y³T¢
We get most of the diseases by drinking polluted water. Hence,
we should take some precautions. We should have good and clean habits. What
are they? Think

eTqÅ£” e#ûÌ y«<óŠTýË¢ mÅ£”Øe y«<óŠT\T ¿£\Tw¾ÔáyîTq® ú{ì“ Ô>·&+ƒ e\¢Hû ekÍïs­.
‚+<ŠT¿ÃdŸ+ eTq+ ¿=“• C²ç>·Ô\áï T rdŸT¿Ãy*. eTqÅ£” eT+º n\y³T¢ –+&†*! n$

A
@yîT® –+{²jîÖ €ý˺+#á+&.

AN
We should take water from the pot with a ladel (Garite) and
pour it into the glass.

G
Å£”+&ƒý˓ ú{ì“ >·]fÉÔà >±¢dŸTýË bþdŸT¿=“ Ԑ>±*.
N
While drinking water the glass should not touch our mouth.
LA
>±¢dTŸ Ôà úÞø—¢ Ԑ¹>³|ŸÚ&ƒT HÃ{ì¿ì €“+º Ԑ>·Å£L&ƒ<ŠT. >±¢dŸT mÜï Ԑ>±*.
We should not drink water from wells and tanks.
TE

#îsÁTeÚýË¢“, u²eÚýË¢“ úsÁT Ԑ>·>·Ö&ƒ<ŠT.

The treated water which comes from taps and bore wells only
should be drunk. Filtered water is safe to drink.
T

uËsÁT, qý²¢\ <‘Çs e#ûÌ dŸTsÁ¿ìŒÔáyîTq® úsÁT eÖçÔáyûT Ԑ>±*Ñ e&ƒuËd¾q úsÁT
ER

eÖçÔáyTû Ԑ>±*.
Plastic water bottles should not be reused.
SC

ÿ¿£kÍ] y&q, eT+<Š+ýñ“ bÍ¢d¾¼¿ù dÓkÍýË úÞø—¢ Ԑ>·s<ŠT.

The plastic dissolves in the water and the water becomes
poisonous. If plastic is to be used, thicker plastic bottles only
should be used.
bÍ¢d¾¼¿ù dÓkÍý˓ úÞø¢ýË bÍ¢d¾¼¿ù ¿£]Ðbþs­ $wŸ|Ÿ<‘sœ\T #ûsÁԐs­.
eT+<ŠyîT®q bÍ¢d¾¼¿ù dÓkÍýËHû úÞø—¢ Ôî#áTÌ¿Ãy*.

196
 Is pure water available to all? /
Xø—çuó„yîT®q úÞø—¢ n+<Š]¿¡
n+<ŠTu²³TýË –+{²jáÖ?
There is a tap in Rajani’s house.
They use only the tap water. There is no
tap in Venkanna’s house. They bring
water from the road side public tap. See

A
the surroundings of the public tap in the

AN
picture.

sÁȓ yÞø¢ ‚+{Ë¢ qý²¢ –+~. qý²¢ýË eºÌq

úÞø¢qT eÖçÔáyTû y&ƒTÅ£”+{²sÁT. yî+¿£q• y[¢+{Ë¢

G
qý²¢ ýñ<ŠT. yÞø—¢ M~óý˓ qý²¢ <Š>·ZsÁ úÞø—¢
Ôî#áTÌÅ£”+{²sÁT. € M~ó qý²¢ <Š>·ZsÁ mý² –+<Ã
¿ì+~ ºçÔá+ #áÖ&ƒ+&.
N
LA
What happens if we bring and drink the water from such surroundings?
‚ý²+{ì |Ÿ]dŸs\ý˓ úÞø—¢ Ôî#Tá ÌÅ£”“ ԐÐÔû @eTòÔáT+~?
TE

What should we do to have clean surroundings at the public tap?

M~ó qý²¢ <Š>·ZsÁ Xø—çuó„+>± –+&†\+fñ eTq+ @+ #ûjÖá *?
T

Generally, people use pots and drums to store water. Some people use
ER

ranjans(big size earthen pot) to store water. Have you drunk water from ranjan
any time? How will it be? Fill a ranjan with water and observe after one hour.
What did you observe? Ranjan’s water would be very cool. Rajani observed a
SC

bubble top water (filtered water can) in her uncle’s house and she saw the water
purifier that functions with electricity. “What is this for?” She asked her uncle.
“This purifies water,” replied her uncle. Does any one get water in water can or
bubble tops in your village? Why do they get water from these? Who else has
water purifier at their home? Know the details and tell.
kÍ<ó‘sÁD+>± ú{ì“ _+<îýË¢, Å£”+&ƒýË¢ “+|¾ ™|³T¼¿=+{²sÁT. ¿=+ÔáeT+~ ‚Þø¢ýË sÁ+ÈqTýË Å£L&†
ú{ì“ “+|¾ ™|³T¼Å”£ +{²sÁT. sÁ+ÈqTýË úÞø—¢ qTyîÇ|Ÿð&îÕH Ԑ>±y? mý² –+{²sTT? sÁ+ÈqTýË
úÞø—¢bþd¾q ÔásÇÔá ÿ¿£ >·+³ ÔásÁyÔá #áÖ&ƒ+&. @+ >·eT“+#sÁT? sÁ+ÈqTý˓ úsÁT #á\¢>±

197
 A
AN
–+³T+~. sÁȓ yÞø¢ eÖeTjáT« ‚+{Ë¢ y³sY ‹‹TýÙqT #áÖd¾+~. n{²¢¹> ¿£Âs+³T <‘Çs ú{ì“
Xø—~Æ#û d |Ÿ]¿£s“• #áÖd¾+~. ‚~ m+<ŠT¿£“ n&Ð+~. »‚~ ú{ì“ Xø—~Æ#ûdŸTï+~µ n“ sÁȓ¿ì yÞø¢
eÖeTjáT« #îbÍÎ&ƒT. eT] MT }ÞË¢ Å£L&† ‚ý² úÞø¢¿±«qT ýñ<‘ ‹‹TýÙàÔà úÞø—¢ Ôî|¾Î+#áTÅ£”+³TH•s?

G
m+<ŠTÅ£” Ôî|ξ +#áT¿=+³TH•sÁT? ‚+¿± meÂse] ‚Þøý¢ Ë ú{ì“ Xø—~Æ#û d |Ÿ]¿£s\T –H•jîÖ Ôî\TdŸT¿=“
#î|ŸÎ+&.
N
LA
When we mix chlorine tablets or bleaching powder in water the bacteria.

ú{ìýË ¿Ã¢]HŽ _Þø¢\T yûjáT&ƒ+ ýñ<‘ ;¢º+>´ bå&ƒsÁT yûdï ú{ìý˓ ç¿ìeTT\T #á“bþԐsTT.
TE

Water Scarcity / ú{ì¿=sÁÔá

There is a well in Rajani’s
residence. One summerday
T

her mother tried to get water from the well and

ER

dropped the bucket with rope. But the bucket

did not touch the water. Though the rope is
long it could not reach the water level. “Why
SC

the water is not reachable?” asked Rajani. “As

this is summer, the water level dropped down,
and became unreachable” replied her mother.

sÁȓy[¢+{Ë¢ #û<uŠ ²$ –+~. sÁȓyÞøe¢ Tˆ yûd$Ÿ ýË ‹Â¿{ÙqT u²$ýË¿ì e~*+~. ¿±ú ‹Â¿{ÙŔ£
úÞø—¢ n+<Šýñ<ŠT. Ԑ&ƒT dŸ]bþýñ<ŠT. Ԑ&ƒT rdŸTÅ£”“sÁeTˆ“ sÁȓ¿ì #î|¾Î+~. Ԑ&ƒT –+~ ¿£<‘! eT°¢
m+<ŠTÅ£”? n“ n&Ð+~ sÁȓ. yûd$Ÿ ¿±\+ ¿£<‘! u²$ýË úÞø—¢ ýËÔáTÅ£” yîÞ²¢s­. ‹Â¿{ÙÅ£” n+<Š&ƒ+
ýñ<ŠT n“ sÁȓ yÞø¢ neTˆ #î|¾Î+~.

198
 What made the water level drop in well? Why?
‚ý² u²$ý˓ úsÁT ýË|Ÿ*¿ì m+<ŠTÅ£” yî[¢ –+³T+~?
In which season does the water in the wells decreases?
@ ¿±\+ýË u²$ýË úsÁT Ôá>·TZÔáT+~? m+<ŠTÅ£”?
The wells and ponds would dry up during summer. Water in the bore wells
also decreases. The villagers wouldn’t get sufficient water. This situation is called
‘Water Scarcity’. For these villages, water is supplied through tankers by

A
government. Did this situation arise any time in your village? Did they bring

AN
water by tankers any time? Why did they bring? on what other occasions is
water brought by tankers?

G
yûd$Ÿ ¿±\+ýË u²eÚ\T, #îsTÁ eÚ\T m+&bþԐsTT. uËsÁTu²eÚýË¢ Å£L&† úsÁT n&ƒT>·+{ìbþÔáT+~.
}Þø¢ýË ÈH“¿ì nedŸs“¿ì #*q+Ôá úÞø—¢ <=sÁ¿£eÚ. ‚ý²+{ì |Ÿ]d¾œÜHû »ú{ì m<ŠÝ&µ n+{²sÁT.
N
ný²+{ì dŸeTjáÖýË¢ ç|Ÿuó„TÔáÇyûT {²«+¿£sÁ¢<‘Çs ú{ì“ dŸsÁ|˜Ÿs #ûdŸT+ï ~. ‚ý² MT ç>±eT+ýË m|Ÿð&îÕH
LA
È]Ð+<‘? {²«+¿£sâ ú{ì“ m|Ÿð&îÕH Ôî#Ìs? m+<ŠTÅ£” ÔîºÌ –+{²sÁT? ‚+¿± @jûT dŸ+<ŠsÒÛ\ýË
{²«+¿£sÁ¢ýË ú{ì“ ÔîkÍïsÁT?
TE
T
ER
SC

What difficulties do we face when water is not available during summer?

yûd$Ÿ ýË úsÁT <=sÁ¿Ø£ bþÔû @ @ ‚‹Ò+<ŠT\T ¿£\T>·TԐs­?
What should be done to avoid water scarcity in summer?
yûd$Ÿ ýË ú{ì¿=sÁÔá rs\+fñ @+ #ûjÖá *?

199
 Conservation of water / ú{ì“ bõ<ŠT|ŸÚ #ûjáT&ƒ+
Rahim came to Hyderabad during summer holidays. He saw a large
pit with water in the back yard of his uncle’s house. “Why is this pit built?” he
asked his uncle. “This is water harvesting pit. During rainy season, to avoid the
wastage of rain water it is diverted into this pit. This increases ground water.
Increasing water deposits is very important and also, saving and conserving
water is equally important,” replied uncle.

A
sÁVÓ²+ yûd$Ÿ ™d\eÚýË¢ ™VÕ²<Šsu²<ŽÅ”£ e#Ì&ƒT. yÞø¢ ºH•q• ‚+{ì™|sÁ{Ë¢ –q• ™|<ŠÝ >·T+ÔáqT

AN
#áÖXæ&ƒT. »‚~ m+<ŠTÅ£”?µ n“ n&>±&ƒT sÁVÓ²+. ‚~ ‚+Å£”&ƒT >·T+Ôá. esü¿±\+ýË esÁü|ŸÚ ú{ì“, ‡
>·T+ÔáýË¿ì eT[¢dï uó„Ö$TýË ú{ì“\Te\T ™|sÁT>·TԐsTT. ú{ì“\Te\T ™|+#áT¿Ãe&ƒ+ m+Ôá eTTK«yîÖ,
ú{ì“ bõ<ŠT|ŸÚ>± y&ƒT¿Ãe&ƒ+ Å£L&† n+Ôû eTTK«+ n“ sÁVÓ²+yÞø¢ ºH•q• #îbÍÎ&ƒT.

G
You know that water should be saved and preserved. Now, observe the
pictures given below. What did you understand? N
LA
ú{ì“ bõ<ŠT|ŸÚ>± y&†*. ¿±bÍ&ƒT¿Ãy* n“ Ôî\TdŸTÅ£”H•sÁT ¿£<‘! eT] ¿ì+~ ºçԐ\T
#áÖ&ƒ+&. M{ì“ #áÖd¾ MT¹s+ ç>·V¾²+#sÁT?
TE
T
ER

What is happening to the water in the first picture? Why is it happening?

SC

yîTT<Š{ì ºçÔá+ýË úsÁT @eTòÔáTq•~? ‚ý² m+<ŠTÅ£” ÈsÁT>·TÔáTq•~?

What is happening in the second picture? On what other occasions water
gets wasted?
Âs+&à ºçÔá+ýË @+ ÈsÁT>·TÔáTq•~? ‚+¿± ‚ý² m|Ÿð&î|Ÿð&ƒT úsÁT e<ó‘ neÚÔáT+~?
Observe the third picture. How is water getting wasted? Who incurs loss
due to this?
eTÖ&à ºçÔá+ #áÖ&ƒ+&. úsÁT mý² e<ó‘ neÚÔáTq•~? B“e\¢ me]¿ì qwŸ¼+ ¿£\T>·TÔáT+~?
What should be done to stop the wastage of water on such occasions?
‚ý²+{ì dŸ+<ŠsÒÛ\ýË úsÁT e<󑿱ţ”+&† –+&ƒ{²“¿ì @+ #ûjÖá *?

200
 Water is very important for us. Water is essential to live. We should not
waste valuable water. We should save and use water and drink purified water
only. Driniking polluted water causes us many diseases.

úsÁT eTqÅ£” m+Ôà eTTK«yîTq® ~. eTq+ J$+#á&†“¿ì úsÁT nedŸsÁ+. ‚ý²+{ì ú{ì“ e<¸‘
#ûjáTÅ£L&ƒ<ŠT. bõ<ŠT|ŸÚ>± y&†*. |Ÿ]Xø—çuó„yîT®q ú{ìHû Ԑ>±*. ¿£\Tw¾ÔáyîT®q ú{ì“ Ô>·&ƒ+ e\¢ nHû¿£
y«<óŠT\T ekÍïsTT.
Stop wastage of water – Save water – It is our duty

A
ú{ì e<¸‘qT n]¿£&ƒ<‘+ ` ú{ì“ bõ<ŠT|ŸÚ>± y&ƒTÅ£”+<‘+ ` ‚~ eTq ¿£sÁïe«+

AN
Key words / ¿¡\¿£ |Ÿ<‘\T

G
1. Water deposits / ú{ì“\Te\T 4. Polluted water / Å£\Tw¾ÔáyîT®qúsÁT
2. Uses of water / ú{ì –|ŸjÖî >±\T 5. N
Wastage of water / ú{ì“ e<¸‘#ûjáT&ƒ+
LA
3. Purified water / |Ÿ]Xø—çuó„yîT®q úsÁT 6. Water harvesting pit / ‚+Å£”&ƒT >·T+Ôá
TE

What have we learnt? / eTq+ HûsÁTÌÅ£”q•$

 We get water from streams, canals, lakes, ponds, wells , rivers
etc;
T

y>·T\T, ¿±\Te\T, u²eÚ\T, #îsÁTeÚ\T, q<ŠT\T e+{ì ú{ìeqsÁT\qT+º úsÁT

ER

\_ódŸTï+~.
 Water is used for drinking, washing clothes, cleaning utensils,
bathing, etc;
SC

Ԑ>·&ƒ+, ‹³¼\T –Ôá¿£&ƒ+, bÍçÔá\T ¿£&ƒ>·&ƒ+, k͕q+#ûjáT&ƒ+ e+{ìy{ì¿ì

ú{ì“ –|ŸjîÖÐkÍïsÁT.
 Water is essential for animals, plants and human beings to live.
È+ÔáTeÚ\T, yîTT¿£Ø\T, eTqTwŸ§«\T ‹Ôá¿£&†“¿ì úsÁT nedŸsÁ+.
 Generally water is stored in pots, buckets, tubs, steel drums,
tanks etc;
kÍ<ó‘sÁD+>± ú{ì“ Å£”+&ƒ, ‹Â¿{Ù, _+<î, Ô={ì¼, {²«+¿ù\ýË “\Te#ûkÍïsÁT.

201
  We get diseases by drinking polluted water.
¿£\Tw¾ÔáyîT®q ú{ì“ Ô>·&+ƒ e\¢ nHû¿£ y«<óŠT\T ekÍïsTT.
 Water should be saved and used. Purified water only should be
used for drinking.
ú{ì“ bõ<ŠT|ŸÚ>± y&ƒT¿Ãy*. Xø—çuó„yîT®q ú{ì“ eÖçÔáyûT Ԑ>±*.
 We should see that no water is wasted through pipes, tanks and
taps.

A
™|Õ|ŸÚ\qT+º, {²«+Å£”\qT+º, qý²¢\ qT+& úsÁT e<¸‘ ¿±Å£”+&† #áÖ&†*.

AN
DO THIS / ‚$ #ûjáT+&

G
Conceptual Understanding / $wŸjáÖe>±VŸ²q
1. What happens if there is no water? N
LA
úsÁT ýñÅ£”+fñ @eTeÚÔáT+~?
2. Give few examples of water resources. Which water resources are there
TE

in your area?
ú{ì eqsÁT\Å£” ¿=“• –<‘VŸ²sÁD\T #î|ŸÎ+&. MT çbÍ+Ôá+ýË –q• ú{ìeqsÁTýñ$?
3. How do you store water in your house?
T

MT ‚+{Ë¢ ú{ì“ yû{ìýË “\Te #ûkÍïsÁT?

ER

4. On what occasions water is wasted in your house? How do you prevent it?
MT ‚+{Ë¢ m|ŸÚÎ&î|ŸÚÎ&ƒT úsÁT e<¸‘ neÚÔáT+~? B“• n]¿£³¼&†“¿ì MT¹s+ #ûkÍïsÁT?
SC

5. Give examples of how water get wasted in your surroundings and locality.
MT |Ÿ]dŸsýË¢ úsÁT m¿£Ø&î¿Ø£ &ƒ e<¸‘ neÚÔáT+<à –<‘VŸ²sÁD\T #î|ŸÎ+&.
6. Which water is good to drink? Pond water or tap water? Why?
#îsTÁ eÚ úÞø—¢, qý²¢ úÞø¢ýË¢ @$ Ԑ>·&†“¿ì eT+º~? m+<ŠTÅ£”?
7. We should use water sparingly. Write any five things you can do in this
regard?
ú{ì“ eTq+ bõ<ŠT|ŸÚ>± y&†* ¿£<‘! ‚+<ŠT¿ÃdŸ+ MTsÁT #ûd ¿£údŸ+ 5 |ŸqT\T sjáT+&.

202
8. Why should we all drink purified water?
eTqeT+<ŠsÁ+ |Ÿ]Xø—çuó„yîTq® úsÁT Ԑ>±*? m+<ŠT¿£+fñ .................................
9. In some areas water is supplied by tanker for drinking and other purposes.
What should be done to stop the wastage of water?
¿=“• çbÍ+Ԑ\ýË Ô>·&†“¿ì, ‚ÔásÁ nedŸs\Å£” Å£L&† {²«+¿£sÁTýË úÞø¢qT dŸsÁ|˜Ÿs #ûkÍïsÁT.
€ çbÍ+Ôá+yÞø—¢ ú{ì“ bõ<ŠT|ŸÚ>± mý² y&ƒT¿Ãy*? e<¸‘¿±Å£”+&† @yûT$T #ûjÖá *?

A
Draw and Colour the pictures. / u¤eTˆ\T ^jáT+&. sÁ+>·T\T yûjáT+&.

AN
1. What containers are used to store water at your home? Draw pictures.
MT ‚+{Ë¢ ú{ì“ <û+{Ë¢ “\Te#ûkÍïsÁT? y{ì u¤eTˆ\T ^jáT+&.

G
N
LA
TE
T
ER
SC

Information Skills - Project work / dŸeÖ#sÁ HîÕ|ŸÚD²«\T`çbÍCÉÅ£”¼ |Ÿ“

1. We drink water every day. Do you know how many times do we drink
water? Do you want to know? Then do this. Count how many glasses of
water you drink from morning to night? Fill in the table with the particulars.
eTq+ ç|ŸÜ sÃp úÞø—¢ Ԑ>·TԐ+ ¿£<‘! m“•kÍsÁT¢ Ԑ>·TԐyîÖ Ôî\TdŸTÅ£”+<‘eÖ! MTsÁT
–<ŠjTá +qT+º sçÜ |Ÿ&Tƒ ¿=Hû esÁŔ£ m“• >±¢dTŸ \ úsÁT Ԑ>·TԐsà ýÉ¿Øì +#á+&. € $es\qT
¿ì+~ |Ÿ{켿£ýË sjáT+&.

203
 Time of drinking water How many glasses?
úÞø—¢ ԐÐq dŸeTjáT+ m“• >±¢dTŸ \T úÞø—¢ Ԑ>±sÁT?

A
AN
G
 How many glasses of water you drank the whole day?


N
ÿ¿£ sÃEÅ£” yîTTÔáï+ m“• >±¢dTŸ \T úÞø—¢ Ԑ>±eÚ?
At what time you drank more water? / @ dŸeTjáT+ýË mÅ£”Øe kÍsÁT¢ úÞø—¢ Ԑ>±eÚ?
LA
 You friends also wrote the information. Ask them and find out how
many glasses of water they drank?
TE

úý²¹> MT $TçÔáT\T Å£L&† sXæsÁT ¿£<‘! yÞø—¢ Å£L&† m“• >±¢dTŸ \T Ԑ>±sà Ôî\TdŸT¿Ã+&?
 Who drank more than you did? / ú ¿£+fñ mÅ£”Øe úÞø—¢ ԐÐq yÞø—¢ mesÁT?
 Who drank less than you? Who drank the most?
T

ú¿£+fñ ÔáÅ£”Øe úÞø—¢ ԐÐq yÞø—¢ mesÁT? n+<Š] ¿£+fñ mÅ£”Øe úÞø—¢ mesÁT Ԑ>±sÁT?
ER

 Who drank the least? / n+<Š]¿£+fñ ÔáÅ£”Øe úÞø—¢ ԐÐ+~ mesÁT?

Appreciation / ç|ŸXø+dŸ
SC

1. One day Latha was going to her friend’s house to play. On the way, some
people were washing their clothes without turning the tap off and told them
not to waste water.
\Ôá ÿ¿£sÃEq €&ƒT¿Ãe&†“¿ì Ôáq d•V¾²ÔáTs\T ‚+{ì¿ì yîÞø—ÔáTq•~. <‘]ýË qý²¢ (Å£”Þ²sTT)
<Š>·ZsÁ ¿=+<ŠsÁT ‹³¼\T –ÔáTÅ£”ÔáTH•sÁT. €yîT qý²¢qT €|¾yûd¾ n¿£Ø&ƒTq•y]¿ì ú{ì“ e<¸‘
#ûjTá e<ŠÝ“ $e]+º+~.
Is the work done by Latha good or bad? Why?
\Ôá #ûdq¾ |Ÿ“ eT+º<‘? ¿±<‘? m+<ŠTÅ£”?

204
 Ask a Question / ç|Ÿ¥•+#á&ƒ+
1. Somu wanted to know about the saving and purifying of water. He went to
his teacher. What questions Somu might have asked his teacher? What
answers teacher might have given?
kþeTT ú{ì bõ<ŠT|ŸÚ >·T]+º, úsÁT |Ÿ]Xø—çuó„+ ¿±e&ƒ+ >·T]+º Ôî\TdŸT¿Ãy\qTÅ£”H•&ƒT.
‚+<ŠT¿ÃdŸ+ yÞø¢ {¡#ásTÁ <Š>]·Z ¿ì yîÞ²¢&Tƒ . kþeTT yÞø¢ {¡#ásTÁ qT @yûT$T n&Ð –+{²&ƒT?

A
{¡#ásTÁ @+ #î|¾Î –+{²sÁT?

AN
2. Once Jangu came to Hyderabad. He saw that water is supplied by tankers.
Jangu was surprised. “Why should water be brought by tankers?” He

G
questioned Hussain’s grandpa about it. What Jangu might have asked?
What would you ask if you were in his place?
N
È+>·T ÿ¿£kÍ] ™VÕ²<Šsu²<ŠTÅ£” e#Ì&ƒT. n¿£Ø&ƒ {²«+¿£sÁ¢ýË úÞø—¢ Ôûe³+ #áÖXæ&ƒT. È+>·TÅ£”
LA
#ý² €XøÌsÁ«+ n“|¾+º+~? {²«+¿£sÁ¢ýË úsÁT Ôûe&ƒ+ m+<ŠT¿£“? n¿£Ø&û –q• VŸQdàHŽ
ԐÔáqT n&>±&ƒT. È+>·T #ý² ç|ŸX•ø \T n&>±&ƒT. úyîÕÔû @yûT$T n&ƒT>·TԐeÚ?
TE

I can do this / Hû“$ #ûjáT>·\qT

T

1. I can tell the resources from where we can get water. Yes/No
ER

@jûT eqsÁT\qT+º eTqÅ£” úsÁT \_ódŸT+ï <à #î|ŸÎ>·\qT. WqT / ¿±<ŠT

2. I can explain how water gets polluted. Yes/No
úsÁT mý² n|Ÿ]Xø—çuó„+ neÚÔáT+<à #î|ŸÎ>·\qT. WqT / ¿±<ŠT
SC

3. I can explain how and why water should be saved. Yes/No

ú{ì“ bõ<ŠT|ŸÚ>± mý², m+<ŠTÅ£” y&ƒT¿ÃyýË #î|ŸÎ>·\qT. WqT / ¿±<ŠT
4. I can locate the water resources of our area. Yes/No
eÖ çbÍ+Ôá+ý˓ ú{ìeqsÁT\qT >·T]ïkÍïqT. WqT / ¿±<ŠT
5. I can ask questions about the wastage and saving of water. Yes/No
ú{ì e<¸‘, bõ<ŠT|ŸÚ >·T]+º ç|Ÿ¥•+#á>·\qT. WqT / ¿±<ŠT

205
 16. LET'S GO TO COUNTRY SIDE (}]¿ì bþ<‘+)
Abdullah left for Mumbai with his father and mother for their

relatives marriage. They went to the railway station by an .

A
The to Mumbai came and stopped at the platform. Abdullah and his

AN
parents got in to the They travelled all night and reached Mumbai in

the morning. They went to their relative's house which was nearby, in a

G
N
, pulled by a horse. The next morning they went to the airport by a
LA
to receive their uncle who was coming from America. There, they
TE

saw an . They met their uncle who got down from the

and reached home in a . In the evening, they visited the Elephanta

T
ER

caves, which is in the middle of the sea in a . The next day, the
marriage was held grandly. They brought the wedding gifts and articles home in
SC

a . All of them returned after the marriage.

n‹TÝý²¢ yÞø¢‹+<óŠTeÚ\ ‚+{Ë¢ ™|[ß¿ì neֈ Hq•\Ôà ¿£*d¾ eTT+u²sTT ‹jáT\T<ûs&ƒT.

yÞø¢+Ԑ ¿£*d¾ ‚+{ì qT+º ÂsÕýñǝd¼wŸHŽÅ£” ýË yîÞ²¢sÁT. bÍ¢{Ùb˜ÍsÁ+MT~¿ì eTT+u²sTT yîÞâ¢

206
 eºÌ €Ð+~. n‹TÝý²¢, yÞø¢ neֈHH• eTT+u²sTT yîÞ⢠m¿±ØsÁT.

ÂsÕ\TýË sçÔá+Ԑ ç|ŸjÖá D+#ûd¾ –<ŠjTá + eTT+u²sTT¿ì #ûsÁTÅ£”H•sÁT. ÂsÕýñǝd¼wŸHŽÅ”£ <Š>·Zs>Á ± –q•

‹+<óŠTeÚ\ ‚+{ì¿ì ýË yîÞ²¢sÁT. –<ŠjáT+ nyîT]¿±qT+º ™|[¢¿ì edŸTïq•, yÞø¢

A
AN
eÖeTjáT«qT ¿£\TdŸT¿Ãe&†“¿ì ýË $eÖHçXøjÖá “¿ì yîÞ²¢sTÁ . n¿£Ø&ƒ

#áÖXæsÁT. ~Ðq eÖeTjáT«qT ¿£\TdŸT¿=“ n+<ŠsÁÖ ýË ‚+{ì¿ì

G
#ûsTÁ ¿=H•sÁT. kÍjáT+çÔá+ N
ýË dŸeTTç<Š+ eT<óŠ«ýË –q• m*™|˜+{² >·TVŸ²\Å£” yîÞ²¢sÁT.
LA
eTsÁTdŸ{ì sÃEq ™|[¢ u²>± È]Ð+~. ™|[¢ kÍeÖqT¢ ýË yûdTŸ ¿=“ n+<ŠsÁÖ
TE

ÜsÁT>·T ç|ŸjÖá DeTjáÖ«sÁT.

T

What do you understand by journey?

ER

ç|ŸjÖá D+ n+fñ @$T{ì?

Name the vehicles Abdullah travelled by?
SC

n‹TÝý²¢ @ @ yVŸ²H\ýË ç|ŸjÖá Dì+#&ƒT?

Name vehicles he saw?

@ @ yVŸ²H\T #áÖXæ&ƒT?
Name the vehicles you saw in the above passage? Which vehicles did you travel by?

™|Õ yVŸ²H\ýË MTsÁT yû{ì“ #áÖXæsÁT? yû{ìýË ç|ŸjÖá Dì+#sÁT?

207
 You know the different vehicles Abdullah saw and travelled.
Vehicles are used to travel from one place to another. We can
reach our destination using these vehicles.
n‹TÝý²¢ @jûT yVŸ²H\T #áÖXæ&Ã, yû{ìýË ç|ŸjÖá Dì+#&à Ôî\TdŸTÅ£”H•sÁT ¿£<‘! yVŸ²H\T ÿ¿£
çbÍ+Ôá+qT+º eTs=¿£ çbÍ+Ԑ“¿ì yîÞø¢&†“¿ì –|ŸjîÖ>·|Ÿ&ƒÔsTT. M{ìýË ç|ŸjáÖD+ #ûd¾ eTq+
yîÞ²¢\qTÅ£”q• çbÍ+Ԑ\Å£” #ûseÁ #áTÌ.
Till now, you have learnt different modes of transport. Some of these are
move on land, some sail on water and some fly in the air. Observe the picture

A
given below. Name the vehicles and their mode of travelling.

AN
‚|ŸÎ{ì esÁÅ£” $$<óŠ sÁ¿£sÁ¿±\ yVŸ²H\qT >·T]+º Ôî\TdŸTÅ£”H•sÁT ¿£<‘! M{ìýË ¿=“• ú{ìýË
ç|ŸjÖá DìkÍïsTT, eT]¿=“• >±*ýË ç|ŸjÖá DìkÍïsTT, ‚+¿=“• Hû\MT<Š ç|ŸjÖá DìkÍïsTT. ¿ì+~ ºçԐ“•
#áÖ&ƒ+&. @yû$ m¿£Ø&ƒ ç|ŸjÖá DìdŸTHï •jîÖ #î|ŸÎ+&.

G
N
LA
TE
T
ER
SC

Do you know the names of vehicles which travel on land, water and
air? Fill in the table.
Hû\MT<Š, ú{ìMT<Š, >±*ýË ç|ŸjÖá Dì+#û yVŸ²H\T MTÅ£” Ôî\TkÍ? y{ì |sÁ¢qT ¿ì+~ |Ÿ{켿ý£ Ë
sjáT+&.

208
Vehicles that run on land Vehicles that sail on water Vehicles that fly in the air
Hû\MT<Š ç|ŸjÖá Dì+#û$ ú{ìýË ç|ŸjÖá Dì+#û$ >±*ýË ç|ŸjÖá Dì+#û$

Which of these, vehicles are in your village city?

A
MT }]ýË @ @ sÁ¿±\ yVŸ²H\T –H•sTT?
Observe the pictures given below. Colour the ones which are used in

AN
your village/city.
¿ì+~ ºçԐ\T #áÖ&ƒ+&. M{ìýË MT }]ýË –|ŸjÖî Ð+#ûy{ì¿ì sÁ+>·T\T yûjTá +&

G
N
LA
TE
T
ER
SC

209
 You have identified the vehicles in above picture which are used for travel-
ling in your village/city. What are the other vehicles used in your village/city other
than the ones shown in the above picture?
MT }]ýË yû{ì“ ç|ŸjáÖD²“¿ì –|ŸjîÖÐdŸTïH•sà >·T]ï+#sÁT ¿£<‘! ‚$ ¿±Å£”+&† ‚+¿± @jûT
yVŸ²H\qT MT }]ýË ç|ŸjÖá Dì+#á&†“¿ì –|ŸjÖî ÐkÍïsÁT?
Name the vehicles you use to reach nearby places from your area?
Name the vehicles that are used to travel to faraway places? Name

A
the vehicles that are used to travel to very far off places? Fill in the
table with their names.

AN
MTsÁTq• #óTqT+º <Š>]·Z çbÍ+Ԑ\Å£” yîÞ&ø¢ †“¿ì @ yVŸ²H\qT –|ŸjÖî ÐkÍïsÁT? <ŠÖsÁ+>± –q•
}sÁ¢Å£” yû{ìýË yîÞ²ïsÁT. dŸT<ŠÖsÁ çbÍ+Ԑ\Å£” yû{ìýË yîÞ²ïsà #î|ŸÎ+&. y{ì“ ¿ì+~ |Ÿ{켿£ýË sjáT+&.

G
Vehicles used to Vehicles used to Vehicles used to reach
reach nearby places reach faraway places
<Š>·Z] çbÍ+Ԑ\Å£” <ŠÖsÁ çbÍ+Ԑ\Å£”
N much distant places
#ý² <ŠÖsÁ çbÍ+Ԑ\Å£”
LA
yîÞø¢&†“¿ì yîÞø¢&†“¿ì (dŸT<ŠÖsÁ çbÍ+Ԑ\Å£”) yîÞø¢&†“¿ì
TE

Different vehicles are used according to the distance and time. People go on foot
T

to the very near by places. They also go by cycle, auto, rickshaw, boat, horse
cart (tonga) etc. People go by bus, train, car, motor cycle, jeep etc; to reach
ER

distant places and to other countries they travel by aeroplane and ships.
ç|ŸjáÖDì+#û <ŠÖsÁ+, nedŸs“• ‹{ì¼ $$<óŠ sÁ¿±\ yVŸ²H\qT –|ŸjîÖÐkÍïsÁT. <Š>·ZsÁ>±
–+&û ç|Ÿ<ûX擿ì q&º yîÞøԐsÁT. ™dÕ¿ìýÙ, €{Ë, ]¿Œ±, |Ÿ&ƒe, >·TçsÁ|ŸÚ ‹+& e+{ì yVŸ²H\™|Õ Å£L&†
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yîÞÔø sÁT. <ŠÖsÁ+>± –+&û çbÍ+Ԑ\Å£” ‹dŸTà, Âs\Õ T, ¿±sÁT, yîÖ{²sY ™d¿Õ ýì Ù, J|ŸÚ e+{ìy{ìýË¢ yîÞÔø sÁT.
#ý² <ŠÖsÁ çbÍ+Ԑ\Å£”, $<ûXæ\Å£” $eÖH\ýË, z&ƒ\ýË ç|ŸjÖá DìkÍïsÁT.
Suraram is a village nearer to the forest. The villagers go to the
forest every now and then. They go to the forest for honey, gum,
soap, nuts etc.. But there is no road in the forest.
dŸÖssÁ+ }sÁT n&ƒ$¿ì <Š>sZ· >Á ± –+~. € }]ý˓yÞø—¢ n|Ÿð&ƒ|ðŸ &ƒT n&ƒ$¿ì yîޗø ÔáÖ –+{²sÁT.
‹+¿£, ÔûH,î Å£”+Å£”&ƒT¿±jáT\T yîTT<Š\sTTq y{ì¿ÃdŸ+ n&ƒ$¿ì yîÞøԐsÁT. nsTTÔû n&ƒ$ýË¿ì bþe&†“¿ì
sÃ&ƒT¦ ýñ<ŠT.

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 What do they use to travel to the forest? Think .
MÞø—ß n&ƒ$ýË¿ì yîÞø¢&†“¿ì <û“™|Õq yîÞøԐsà €ý˺+#á+&.
Buses also come to Suraram. The buses don't ply to the villages which
are far away from suraram as they don’t have roads. How do people travel to
such villages? All the villagers of Suraram wanted to go to the fair of Mallanna on
the occasion of Sivarathri. For this, they arranged for a special bus. All of them
went to Komaravelli fair and returned in the same bus.

A
dŸÖssÁ+ }]¿ì ‹dŸTà\T Å£L&† ekÍïsTT. dŸÖssÁ+qT+º ‚+¿± <ŠÖsÁ+>± –+&û ç>±eÖ\Å£”

AN
sÃ&ƒT¦ kå¿£s«Á + ýñ¿b£ þe&ƒ+e\¢ ‹dŸTà\T yîÞø¢eÚ. eT] ‚ý²+{ì ç>±eÖ\Å£” mý² yîÞøԐsÁT? ¥esçÜ¿ì
dŸÖssÁ+ }sâ“yÞø¢+<ŠsÁÖ eT\¢q• C²ÔásÁŔ£ yîÞ²¢\qTÅ£”H•sÁT. ‚+<ŠT¿ÃdŸ+ yÞø—¢ ÿ¿£ ‹dŸTàqT

G
eÖ{²¢&Tƒ Å£”H•sÁT. ‹dŸTàýË n+<ŠsÖÁ ¥esçÜ¿ì eT\¢q• C²ÔásÁŔ£ ¿=eTsÁyî*¢ yî[¢ e#ÌsÁT.

N
On what occasions do people arrange for special buses?
@jûT dŸ+<ŠsÒÛ\ýË ç|ŸÔ«û ¿£+>± ‹dŸTà\T eÖ{²¢&Tƒ Å£”“ yîÞøԐsÁT?
LA
How do they go if there are no buses to the village?
ÿ¿£yûÞø € }Þø¢Å£” ‹dŸTà\T ýñÅ£”+fñ mý² yîÞøԐsÁT?
TE

There are many villages without bus facility. What vehicles are used in
these villages to travel? How do the villagers travel when there are no buses to
their villages?
T

‹dŸTà kå¿£s«Á +ýñ“ }sÁT¢ ‚+¿± –H•sTT. ‚ý²+{ì }sÁ¢ýË @jûT ç|ŸjÖá D kÍ<óŠH\T –+{²sTT?
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ný²¹> ¿=“• }Þø¢Å”£ ‹dŸTà\T seÚ. ný²+{ì }Þø¢ý˓ yÞø—¢ mý² ç|ŸjÖá D²\T #ûkÍïsÁT?
Read the names of the following vehicles. Find out the areas where they
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are used?
¿ì+~ ç|ŸjÖá D kÍ<óHŠ \ |sÁq¢ T #á<eŠ +&. y{ìýË @yû$, @jûT çbÍ+ԐýË¢ –|ŸjÖî ÐkÍïsTÁ ? €ý˺+º
sjáT+&.
Bicycle Bullock-cart Auto Scooter Tractor Rickshaw
™dÕ¿ýì Ù m&ƒ¢‹+& €{Ë dŸÖسsY ç{²¿£¼sY ]¿Œ±
Jeep Bus Van Lorry Car Boat

J|t ‹dŸTà y«HŽ ý²¯ uÉÕ¿ù |Ÿ&ƒe

211
 Vehicles used to Vehicles to travel to Vehicles used
Vehicles used other villages
travel to the to attend marriages
in forests where
villages which and fairs
have no roads there are no buses
n³MçbÍ+Ôá+ýË sÃ&ƒT¦ýñ“ }sÁ¢Å£” ‹dŸTàýñ“ }sÁ¢ C²ÔásÁ\Å£”, ™|[¢Þø¢Å£”
ÜsÁ>·&†“¿ì yîÞø¢&†“¿ì qT+º ‚ÔásÁ yîÞø¢&†“¿ì
–|ŸjÖî >·|Ÿ&û$ –|ŸjÖî >·|Ÿ&û$ }sÁ¢Å£” yîÞø¢&†“¿ì –|ŸjÖî >·|Ÿ&û$
–|ŸjÖî >·|Ÿ&û$

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AN
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N
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People need different vehicles to travel. Many villages have well roads
laid villagers here travel by buses. When there are no proper roads,
villagers travel by bullock-carts, bicycles, motor cycles and autos.
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ç|ŸÜ }]ý˓ yÞø¢ÅL£ ç|ŸjÖá D+ #ûjTá &†“¿ì sÁ¿£s¿Á ±\ yVŸ²H\T nedŸsÁeTòԐsTT. #ý² }sÁ¢Å£”
sÃ&ƒT¦ kå¿£s«Á + –+~. ‚ý²+{ì }sÁ¢Å”£ ‹dŸTà\T ekÍïsTT. ‹dŸTà\ýË ‚ÔásÁ }sÁ¢Å”£ yîÞøԐsÁT. sÃ&ƒT¦
kå¿£sÁ«+ ýñ“ }sâ yÞø—¢ ‚ÔásÁ }sÁ¢Å£” yîÞø¢&†“¿ì m&ƒ¢‹+&ƒ¢qT, ™dÕ¿ìÞø¢qT, yîÖ{²sY ™dÕ¿ìÞø¢qT, €{Ë\qT,
T

J|ŸÚ\qT –|ŸjÖî ÐkÍïsTÁ .

ER
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212
 Bulls are used to pull carts. In some places horses are used to pull certain
carts. Elephants, donkeys, camels are also used for travelling. Observe the pic-
tures given below. Have you ever seen these?
‹+&ƒ¢qT ý²>·&†“¿ì m&ƒ¢qT –|ŸjîÖÐkÍï+. ¿=“• ‹+&ƒ¢qT ý²>·&†“¿ì >·Tçs\qT Å£L&† ¿£&ƒÔsÁT.
@qT>·T\T, >±&<Š\T, ÿ+fÉ\qT Å£L&† ç|ŸjÖá D²\Å£” –|ŸjîÖÐkÍïsÁT. ¿ì+~ ºçԐ\T #áÖ&ƒ+&. M{ì“
MTÂs|Ÿð&îÕH #áÖXæs?

A
AN
G
N
LA
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T
ER
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Nowadays, the usage of bullock-carts and horse pulled

carts has decreased. Why? Think.

‡ eT<óŠ« ¿±\+ýË m&ƒ¢‹+&ƒ¢, >·TçsÁ|ŸÚ ‹+&ƒ¢ y&ƒ¿£+ ÔáÐZ+~ ¿£<‘!

m+<ŠT¿Ã €ý˺+#á+&.
In some villages the people use bus, van, lorry, tractor to attend the
marriages and fairs. In few other villages they still use bullock-carts to travel from
one place to the other.

213
¿=“• }sÁ¢ýË ™|[¢Þø¢Å£”, C²ÔásÁ\Å£” yîÞø¢&†“¿ì ‹dŸTà, y«HŽ, ý²¯, ç{²¿£¼sÁ¢ýË yîÞø—ÔáÖ+{²sÁT. eT]¿=“•
}sÁ¢ýË ‚|ŸÎ{ì¿¡ Å£L&† m&ƒ¢‹+&ƒ¢™|ÕHû ÿ¿£ }] qT+º eTs=¿£ }]¿ì yîÞø—ÔáÖ+{²sÁT.
Name the vehicles do you use to attend marriages and fairs in your village?
eT] MT }]ýË C²Ôás\Á T, ™|+&¢Þø—¢ e+{ìy{ì¿ì yû{ì™|Õq yîÞøԐsÁT?
Some villagers migrate to other places
in search of employment. They take the re-
quired goods with them, they travel by bul-

A
lock-carts, tractors and vans. In some other

AN
places people travel by boats.
¿=+ÔáeT+~ yÞø¢ }]ýË |ŸqT\T <=sÁ¿£¿£ yû¹s }Þø¢Å£” e\dŸ yîÞø—ÔáT+{²sÁT. ‚ý²+{ì yÞø—¢ ÔáeTÅ£”

G
nedŸsyÁ Tî q® kÍeTçГ ÔáeTÔà rdŸT¿Â ÞøԐsÁT. ‚+<ŠT¿ÃdŸ+ m&ƒ‹¢ +&, ç{²¿£s¼ TÁ ,¢ y«HŽ\MT<Š yîޗø ÔáT+{²sÁT.
¿=“• çbÍ+Ԑ\ýË |Ÿ&eƒ ýË¢ Å£L&† ç|ŸjÖá D+ #ûdŸT+ï {²sÁT.
N
LA
Is this the right way to travel? ‚ý² ç|ŸjáÖD+ #ûjáTe#Ì?
Observe the pictures given below. How are the people travelling? What
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happens when we travel in this manner? Think ...

¿ì+~ ºçԐ\T #áÖ&ƒ+&. yû{ìýË ç|ŸjÖá D+ #ûdŸTHï •sÁT? ‚ý² ç|ŸjÖá D+ #ûjTá &ƒ+e\¢ @+ ÈsÁ>e· #áTÌ?
€ý˺+#á+&.
T
ER
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 A
AN
G
N
LA
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T
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What did you learn from the above pictures?

It is dangerous to travel in this manner. We should not travel as shown
above.

¿ì+~ ºçԐ\T #áÖ&ƒ+&. yû{ìýË ç|ŸjÖá D+ #ûdŸTHï •sÁT? ‚ý² ç|ŸjÖá D+ #ûjTá &ƒ+e\¢ @+ ÈsÁ>e· #áTÌ?
€ý˺+#á+&.

215
 Were the vehicles in the past similar to the ones in the

present? ‚|Ÿð&ƒT eTq+ #áÖdŸTïq• yVŸ²H\T >·Ôá+ýË Å£L&† –+&ûy?

Nowadays autos, scooters, bicycles, buses, trains, aeroplanes, boats etc.

are used for travelling. Were these vehicles used in the past? How did the people

in the olden days travel? Ask your elders and grandparents and know about the

A
vehicles of their time. How did they travel in their times?

AN
‚|Ÿð&ƒT €{Ë\T, dŸÖسsÁT,¢ ™d¿Õ Þì —ø ,¢ ‹dŸTà\T, s ÞÕ —ø ,¢ $eÖH\T, |Ÿ&eƒ \T yîTT<Š\sTTq y{ì“ ç|ŸjÖá D²\T
#ûjTá &†“¿ì –|ŸjÖî ÐdŸTHï •sÁT. ‚$ |ŸPsÁÇ¿±\+ýË Å£L&† –+&ûy? ‚$ ýñ“ ¿±\+ýË mý² ç|ŸjÖá D+

G
#ûdysÁT? MTsÁT MT }]ý˓ ™|<ŠyÝ ]“ ýñ<‘ ԐÔájTá «qT ýñ<‘ eTTdŸ*yÞøq¢ T, neTˆeTˆqT, Hq•eTˆqT
N
‚ý² me]HîHÕ  n&ƒ>+· &. yÞø—¢ ºq•Ôáq+ýË m¿£Ø&¿Â HÕ  ç|ŸjÖá Dì+#\+fñ mý² ç|ŸjÖá D+ #ûdysÁT?
LA
Ôî\TdŸT¿=“ #î|ŸÎ+&.
Can you do this? MTsÁÖ ‚ý² #ûjáT>·\s?
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Take a few match boxes. Join all the boxes with a rope or a wire as

shown in the picture. Fix

T

rubber lids of injection

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bottles to all the boxes

as tyres. Tie a string in front of the boxes. Your toy train is ready to play. Pull the
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string and play. What other things can be used to make a toy train? Think ...

¿=“• U²° nÐZ™|fɼ\T rdŸT¿Ã+&. nÐZ™|fɼ\“•+{ìú ÿ¿£ <‘“Ôà ÿ¿£{ì <‘sÁ+ÔÃ>±“ r>·Ôà >±“
¿£³+¼ &. ç|ŸÜ ™|fÉż L£ ‚+È¿£HŒ Ž dÓkÍ e¶ÔáŔ£ –|ŸjÖî Ð+#û sÁ‹ÒsÁT\qT #á翱\T>± _Ð+#á+&. e­+<ŠTq•
nÐZ™|fɼţ” <‘sÁ+ ¿£{ì¼ ý²Å£”Ø+³Ö yîÞøß+&. nÐZ™|fɼ Âs\Õ TÔà €³\T €&ƒT¿Ã+&. nÐZ™|fɼ\Ôà ¿±Å£”+&†
‚+¿± yû{ìÔà ‚ý² ÔájÖá sÁT #ûdTŸ ¿Ãe#áTÌ? #ûd¾ #áÖ&ƒ+&.

216
 Key words (¿¡\¿£ |Ÿ<‘\T)
1. Journey (ç|ŸjáÖD+)
2. Modes of transport (ç|ŸjáÖD kÍ<óŠH\T)
3. Vehicles (yVŸ²H\T)
4. Air transport (>±*ýË ç|ŸjáÖDì+#û$)
5. Vehicles that sail on water (ú{ìMT<Š ç|ŸjáÖDì+#û$ )

A
6. Vehicles that run on the land (Hû\MT<Š ç|ŸjáÖDì+#û$)

AN
7. Animals used for travel (ç|ŸjáÖD²“¿ì È+ÔáTeÚ\T)
8. Hazards / dangers of travelling (ç|ŸjáÖD²ýË¢ ç|ŸeÖ<‘\T)
9. Modes of transport in olden days (|ŸPsÁÇ¿±\+ý˓ ç|ŸjáÖD kÍ<óŠH\T)

G
What have we learnt? eTq+ HûsÁTÌÅ£”q•$
N
LA
 People use different vehicles to travel from one place to another.
ÿ¿£ çbÍ+Ôá+qT+º eTs=¿£ çbÍ+Ôá+ yîÞøß&†“¿ì yVŸ²H\qT –|ŸjÖî ÐkÍïsÁT.
 Different modes of transport are used for journeys
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ç|ŸjÖá D²“¿ì ‹dŸTà, €{Ë, Âs\Õ T, $eÖq+, |Ÿ&eƒ ý²+{ì kÍ<óŠH\qT –|ŸjÖî ÐkÍïsÁT.
 Animals like bull, camel ,donkey ,horse, elephant are also used as
different means of transport.
T

m&ƒ¢‹+&ƒT¢, >·TçsÁ|ŸÚ‹+&ƒ¢qT Å£L&† ç|ŸjáÖD²“¿ì –|ŸjîÖÐkÍïsÁT. ný²¹> ÿ+fÉ\qT,

ER

>±&<Š\qT, @qT>·T\qT Å£L&† n¿£Ø&ƒ¿£Ø&ƒ ç|ŸjáÖD²“¿ì y&ƒTÔáTH•sÁT. nsTTÔû M{ì

y&ƒ¿£+ ÔáÐZ+~.
 Different vehicles are used depending on the distance to be travelled.
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ç|ŸjÖá Dì+#û <ŠÖsÁ+, nedŸs“• ‹{ì¼ $$<óŠ sÁ¿±\ yVŸ²H\qT –|ŸjÖî ÐkÍïsÁT.
 Travelling in heavily packed vehicles with excess travellers is
dangerous. Travelling in private vehicles like tractors, jeeps, lorries
should be avoided.
¿ì¿Øì ]d¾q yVŸ²H\ýË, mÅ£”ØeeT+~ m¿ìØq €{Ë\ýË ç|ŸjÖá Dì+#á&+ƒ ç|ŸeÖ<Š¿£s+Á .
ný²¹> ç™|Õy³û T yVŸ²HýÉÕq J|ŸÚ\T, ç{²¿£¼sÁT,¢ ý²¯\T yîTT<Š\sTTq y{ìýË ç|ŸjÖá D+
#ûjáT>·Ö&ƒ<ŠT.

217
 DO THIS (‚$ #ûjáT+&)
Conceptual Understanding/$wŸjáÖe>±VŸ²q

1. What is journey? What are the vehicles you have travelled by till now ?

ç|ŸjÖá D+ n+fñ @$T{ì? MTsÁT @jûT yVŸ²HýË¢ ç|ŸjÖá Dì+#sÁT?

2. Read the names of following vehicles. Write them in the table.

A
Lorry, bus, auto, train, trolly auto, aeroplane, boat, donkey, horse, bullock-

AN
cart, helicopter, jeep, horse cab, bicycle, rickshaw, camel, elephant, tractor.

¿ì+~ yVŸ²H\ |sÁT¢ #á<Še+&. y{ì“ |Ÿ{켿£ýË sjáT+&.

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ý²¯, ‹dŸTà, €{Ë, ÂsÕ\T, ç{²© €{Ë, $eÖq+, |Ÿ&ƒe, >±&<Š, >·TçsÁ+, m&ƒ¢‹+&, ™V²*¿±|˜Ÿ¼sY,
N
J|ŸÚ, >·TçsÁ|ŸÚ ‹+&, >±&<Š, ™dÕ¿ì\T, ]¿Œ±, ÿ+fÉ, @qT>·T, ç{²¿£¼sY.
LA
Run on the land Sail on the water Fly in the air
Hû\MT<Š yîÞ$⢠ú{ì MT<Š yîÞâ¢$ >±*ýË yîÞâ¢$
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T
ER
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3. Write the similarities and differences between a bicycle and a motor cycle.

™dÕ¿ýì ÙÅ£”, yîÖ³sY ™dÕ¿ýì ÙÅ£” eT<óŠ« bþ*¿£\T, uóñ<‘\T sjáT+&.

4. Which animals are used as a mean of transport?

™dÕ¿ýì ÙÅ£”, yîÖ³sY ™dÕ¿ýì ÙÅ£” eT<óŠ« bþ*¿£\T, uóñ<‘\T sjáT+&.

218
5. Observe the pictures given below.
ºçԐ\T #áÖ&ƒ+&.

A
AN
It is dangerous to travel as shown in the pictures because
ºçԐýË¢ #áÖ|¾q $<óŠ+>± ç|ŸjáÖDì+#á&ƒ+ ç|ŸeÖ<Š¿£sÁ+. m+<ŠTe\¢q+fñ............................

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...............................................................................................................
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...............................................................................................................
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...............................................................................................................
Draw and colour the pictures /u¤eTˆ\T ^jáT+&. sÁ+>·T\T yûjáT+&.
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1. Draw the pictures of any two vehicles you like. Name them.
MTÅ£” qºÌq Âs+&ƒT yVŸ²H\ u¤eTˆ\T ^jáT+&. |sÁT¢ sjáT+&.
T

Information Skills - Project work /dŸeÖ#sÁ HîÕ|ŸÚD²«\T ` çbÍCÉÅ£”¼ |Ÿ“

ER

1. Observe the vehicles that ply in your street for one hour on Sunday. Fill the
table with the particulars.
€~ysÁ+H&ƒT ÿ¿£ >·+³d|ŸÚ MT M~óýË Ü]Ðq yVŸ²H\qT #áÖ&ƒ+&. |Ÿ{켿ý£ Ë sjáT+&.
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Name of the vehicle No. of vehicles

Ü]Ðq yVŸ²q+ |sÁT Ü]Ðqy{ì dŸ+K«

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 Name the vehicle you have seen the most? Name vehicle you saw the
least?
@ yVŸ²H\T mÅ£”Øe>± Ü]>±sTT? @ yVŸ²H\T ÔáŔ£ Øe>± Ü]>±sTT?
2. Make a cart and a bus with clay, card board etc. Exhibit them in your
class.
‹+¿£eT{ì¼, #=|ŸÎuÉ+&ƒT,¢ n³¼eTT¿£Ø\Ôà ‹dŸTàqT / ‹+&“ ÔájáÖsÁT#ûjTá +&. ç|Ÿ<Š]ô+#á+&.
Appreciation / ç|ŸXø+dŸ
1. We use vehicles and animals to travel. What should be our attitude to-
wards animals?

A
ç|ŸjÖá D²“¿ì yVŸ²Hýñ ¿±Å£”+&†, È+ÔáTeÚ\T Å£L&† –|ŸjÖî >·|Ÿ&ƒTÔáTH•sTT ¿£<‘! y{ì|Ÿ³¢

AN
eTq+ mý² –+&†*?
2. Whose models of bus/cart were best in your class? Why did you like
them?

G
MT ÔásÁ>Ü· ýË ‹dŸTà / ‹+& u¤eTˆ\T mesÁT u²>± ÔájÖá sÁT #ûXæsÁT? n$ MTÅ£” m+<ŠTÅ£”
u²>± q#ÌsTT ?
Ask a question / ç|Ÿ¥•+#á&ƒ+ N
1. Abdulla went to his grandpa to know about the vehicles that were used in
LA
olden days. What questions Abdullah might have asked his grandpa?
>·Ô+á ýË ç|ŸjÖá Dì+#á&†“¿ì yû{“ì –|ŸjÖî Ð+#ûysà Ôî\TdŸT¿Ã&†“¿ì n‹TÝý²¢ ԐÔájTá « <Š>sZ· ÅÁ ”£
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yîÞ²¢&Tƒ . n‹TÝý²¢ ԐÔájTá «qT @yûT$T ç|ŸX•ø \T n&Ð –+&ƒe#áTÌ.

I can do this / Hû“$ #ûjáT>·\qT
T
ER

1. I can tell about the moving vehicles in our area. Yes/No

eÖ çbÍ+Ôá+ýË @ @ yVŸ²H\T ÜsÁT>·TÔáTH•jîÖ #î|ŸÎ>·\qT. WqT / ¿±<ŠT
2. I can explain about the modes of transport.
I can write them in a table. Yes/No
SC

2 ç|ŸjÖá DkÍ<óŠH\ >·T]+º $e]kÍïqT. y{ì“ |Ÿ{켿ý£ Ë skÍïqT. WqT / ¿±<ŠT

3. I can draw the pictures of vehicles. Yes/No
yVŸ²H\ u¤eTˆ\T ^jáT>·\qT. WqT / ¿±<ŠT
4. I can tell which vehicles people use on different occasions. Yes/No
@jûT dŸ+<ŠsÒÛ\ýË @jûT yVŸ²H\qT –|ŸjÖî ÐkÍïsà #î|ŸÎ>·\qT. WqT / ¿±<ŠT
5. I can explain which animals are used for travelling. Yes/No
ç|ŸjÖá D²“¿ì @jûT È+ÔáTeÚ\qT –|ŸjÖî ÐkÍïsà #î|ŸÎ>·\qT. WqT / ¿±<ŠT
6. I can ask questions related to different means of transport Yes/No
ç|ŸjÖá DkÍ<óŠH\qT >·T]+º ç|ŸX•ø \T n&ƒ>·>\· qT. WqT / ¿±<ŠT

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