5TH CLASS EVS SEM-1 - Watermark

ENVIRONMENTAL STUDIES
Class - 5
Text Book Development Committee
Editorial Board
Ms. Vetriselvi. K IAS
Special Officer, English Medium Project, CSE-AP, Amaravati.
Dr. B. Pratap Reddy MA., B.Ed., Ph.D.

Director - SCERT, AP, Amaravati.
Sri. D. Madhusudhana Rao MA., B.Ed.

Director - Government Textbook Press, AP, Amaravati.
Editors
Dr. K. N. Shoba M.A., M.Phil., Ph.D (English), M.A. (Edu.)
Asst. Professor, Anna University, Chennai.
Dr. E. Uday Bhaskar Reddy Prof. (Retd.) Dr. Suman Bandi Prof.
Andhra University, Visakhapatnam. Regional Institute of English, Bangalore.
Dr. K. Sreeramulu Prof. (Retd.) Dr. R. Pardhasaradhi

Head of the Dept. of Zoology, Associate Professor and Head,
VSR & NVR College, Nagarjuna University. Sri Y.N. College, Narsapur.
Dr. D. Gopala Krishna Principal (Retd.) Dr. G. Chenna Reddy Associate Prof.
IASE, Rajamahendravaram. Acharya Nagarjuna University, Guntur.
Dr. N. Upendar Reddy Prof. (Retd.) Dr. P. Vinay Kumar Principal, DIET
SCERT, Hyderabad. Angaluru, Krishna (Dt.).
Dr. V. Raghava Rao Lecturer (Retd.)

APRJC, Hyderabad.
Published by Samagra Shiksha, Government of Andhra Pradesh, Amaravati.
www.apteachers360.com
© Government of Andhra Pradesh, Amaravati
First Published 2020
All rights reserved
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 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 subsequent purchaser.
The copy right holder of this book is the
Commissioner of School Education,
Amaravati, Andhra Pradesh.
This book has been printed on 70 G.S.M. SS Maplitho

Title Page 200 G.S.M. White Art Card
Free distribution by Samagra Shiksha, Government of Andhra Pradesh
Printed in India
at the A.P. Govt. Text Book Press
Amaravati
Andhra Pradesh
ii
Co-ordinators
Dr. T. V. S. Ramesh M.Sc., M.Ed., Ph.D.
Dept. of C&T, SCERT, AP.
Sri D. David M.Sc., M.Ed. Smt S. Umamaheswari M.Sc., B.Ed.
Assessment Cell, SCERT, AP Digital Education, SCERT, AP
Authors
Sri. M. Hari Prasad SA (BS),
ZPHS, Giddaluru, Kurnool District
Sri. K. Vijay Kumar SA (BS),
MPUPS, PC Pyapili, Vajrakarur, Ananthapuram District
Sri. V. Srinivasulu SA (BS),
MPUPS, Chintalapalli, Kurnool District
Sri. C. Nagendra Prasad SGT,
MPPS GC Palem, Bandiatmakur, Kurnool District
Smt. V. Madhavi SGT,
MPUPS, Venkatagiri, Rajamahendravaram, E.G. District
Sri. T. Vajra Narasimha Reddy SA (BS),
MPUPS, 1st Ward - Girls, Kadiri, Ananthapuram District
Smt. M. Bharathamma HM,
ZPHS, Satiwada, Srikakulam District
Smt. J. Anitha SGT,
MPPS, Pavuluru, Inkollu, Prakasam District
Dr. S. Rajeswari SA (PS),
Assesment Cell, Nellore, SPSR Nellore District
Smt. K. Sabitha Lakshmi SA
ZPHS, Kannurupalem, Visakhapatnam District
Smt. V.M. Kiranmayi, SGT
MPUPS, Mattamgudem, Lingapalem(M), West Godavari District
Illustrators
Uttam
Sri. P. Ramachandra Rao, MPPS, Jakeru, Vizianagaram District
Sri. T. Kalidasu, ZPHS, Vepagunta, Visakhapatnam
DTP & Designing

Star
Published byMedia Services,
Government Hyderabad.
of Andhra Pradesh, Amaravati
Sri. A. Ramaraju, Lasya Graphics, Vijayawada.
iii
Foreword
The Government of Andhra Pradesh has unleashed a new era in school education by introducing
extensive curricular reforms from the academic year 2020-21. The Government has taken up curricular
reforms intending to enhance the learning outcomes of the children with focus on building solid foundational
learning and to build up an environment conducive for an effective teaching-learning process. To achieve
this objective, special care has been taken in designing the textbooks to achieve global standards.
As a part of the curricular reform, in order to ensure quality transaction of textbooks, handbooks
are given to teachers with elaborate lesson plans for better pedagogical techniques. For the practice of
the students, workbooks are given which will reinforce the learning in the classroom. Parental handbooks
are prepared to impart awareness regarding the teaching-learning process to the parent community. QR
codes are incorporated in the beginning of each lesson to enable learning outside the classroom.
Semester system is going to be implemented from this academic year for 1 to 5 classes.
Environmental studies textbooks have been developed in bilingual approach. In this textbook, eleven
lessons have been incorporated on various themes like Family, Plants and Animals around us, Our body,
Food, Water, Shelter, Travel, Relations, Games and Recreations etc. In order to reinforce the concepts,
several projects and activities are given to inculcate scientific temperament. Questions are framed for
each lesson to recapitulate the conceptual understanding and to achieve competencies required for
project work, drawings and model makings. Each lesson is provided with eye catching illustrations to
engage the children. The key concepts of the lessons are included under key words and the salient
features of the lessons are given under the title "What we have learnt " for the review of the important
concepts. An effort has been made to relate the scientific concepts with the real-life events thereby
developing and promoting scientific temperament.
We are grateful to Honourable Chief Minister Sri.Y.S. Jagan Mohan Reddy for being our source
of inspiration to carry out this extensive reform in the education department. We extend our gratitude to
Dr.Audimulapu Suresh, Honourable Minister of Education for striving towards qualitative education.
Our special thanks to Sri. Budithi Rajsekhar, IAS, Principal Secretary, School Education,
Sri. Vadrevu Chinaveerabhadrudu, IAS, Commissioner, School Education, Ms. Vetriselvi.K, IAS, Special
Officer for their constant motivation and guidance.
We convey our thanks to the textbook writers who studied curriculum from Chicago to Singapore
and recommended best practices across the globe to reach global standards. Our heartfelt thanks to NCERT,
SCERT of Kerala, Tamilnadu and Karnataka in designing the textbooks. We also thank our textbook
writers, editors, artists and layout designers for their contribution in the development of this textbook. We
invite constructive feedback from the teachers and parents in further refinement of the textbook.
Dr. B. Pratap Reddy

Director
SCERT, Andhra Pradesh
iv
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Instructions to the Teachers
 Children should understand, observe, explore and love their environment. Hence, the text book
on Environmental studies at primary level is given the title ‘Our World’.
 The syllabus and lessons are written according to the context of our Andhra Pradesh State and the
themes based on the learning outcomes of the National Council For Educational Research And
Training (NCERT).
 The contents of the lessons are prepared on the themes family, plants and animals, food and water,
where do we live, communication and transport, our traditions and cultures and our universe.
 There are eleven lessons under seven themes. Each lesson is enriched with colourful pictures to
make children understand the concepts better.
 Every lesson starts with either a real life situation or child experiences. It give opportunity to hands
on experience.
 Children are encouraged to talk about the concepts and their experiences in the classroom.
 Activities are designed in such a way that the children observe and explore their surroundings,
discuss with their friends, family members, elders and collect the information, tabulate the data, do
experiments, participate in activities and projects.
 This textbook focuses mainly on the processing skills. Hence whole classroom, groups or individual
activities, logos and Q.R codes are also given to specify the different activities . The cat logo poses
a question for children to observe their surroundings and the practices to be followed. The bird
logo comes up with certain suggestions and practices children can do.
 Exercises are given not only to know what children have learnt, but also to exhibit and express
their creativity, experiences and thoughts. So all children should be given a chance to participate in
the activities.
 In each lesson there is an activity ‘Let us do’, to give scope for children to explore. Children
should do these activities either individually or in a group.
 There is another activity by the title ‘Think and Discuss.’A scope is provided for the children to
think and discuss them with teachers or elders. Children should identify them independently.
 ‘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. Salient features of
the lesson are given by the title ‘What we have learnt’. Children should be made to read these
features. These are given to review the concept.
 In each and every lesson, the activities are incorporated keeping in view the Continuous and
Comprehensive Evaluation (C.C.E).
 Teacher should note down the progress of children based on the competencies achieved.
 If 80% of the children can do this, then only the next lesson should be taken up and remedial
coaching should be conducted for those children lagging behind.
vi
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 ªªÄ˝À∫+#·+&ç`#·]Ã+#·+&çμμ nH˚ ø£è‘·´+ |æ\\¢ T ‘·eT düV≤ü #·sT¡ \T, ñbÕ<Ûë´j·TT\T, ô|<ä\› ‘√ Ä˝À∫+∫ #·]Ã+#˚+<äT≈£î
M\T>± s¡÷bı+<ësTT. |æ\¢\T yê{Ïì kı+‘·>± ìs¡«Væ≤+#ê*.
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ne>±Vü≤q #˚düT≈£îHêïs√ ‘Ó\TdüTø√e&ÜìøÏ M{Ï >∑T]+∫ |æ\¢\‘√ e÷{≤¢&ç+#ê*.
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Áb˛‘·‡Væ≤+#ê*.
 ìs¡+‘·s¡ düeTÁ>∑ eT÷˝≤´+ø£q+ #˚jT· &ÜìøÏ M\T>± Á|ü‹ bÕsƒ+¡ ˝Àì ªªnuÛ´Ñ düq+ yÓTs¡T>∑T|üs#¡ T· ø√+&çμμ o]¸ø˝£ À Á|üXï¯ \T
Çe«ã&Ü¶sTT. M{Ïì |æ\¢‘√ kÕ<Ûäq #˚sTT+#ê*.
 80% eT+~ |æ\¢\T ‘·s¡>∑‹øÏ ìπs›•+∫q kÕeTsê∆´\qT kÕ~Û+#ês¡ì ìsê∆]+#·T≈£îqï ‘·s¡Tyê‘· e÷Á‘·y˚T ‘·s¡Tyê‘·
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ñbÕ<Ûë´j·TT&ÉT ]õwüºs¡T˝À qyÓ÷<äT #Ój·÷´*.
vii
Our National Anthem | C≤rj·T ^‘·+
Jana-gana-mana-adhinayaka jaya he »q>∑DeTq n~ÛHêj·Tø£ »j·TùV≤!
Bharata-bhagya-vidhata uÛ≤s¡‘· uÛ≤>∑´$<Ûë‘ê!
Panjaba-Sindhu-Gujarata-Maratha |ü+C≤ã, dæ+<ÛTä , >∑T»sê‘·, eTsêsƒê,
Dravida-Utkala-Banga Á<ë$&É, ñ‘·ÿfi¯, e+>±!
Vindhya-Himachala-Yamuna-Ganga $+<Û´ä , Væ≤e÷#·\, j·TeTTHê, >∑+>±!
uchchala-jaladhi-taranga ñ#·Ã\ »\~Û ‘·s+¡ >±!
Tava Subha name jage, ‘·e X¯óuÛHÑ êy˚T C≤π>!
tave subha asisa mage, ‘·e X¯óuÛÑ Ä•wü e÷"π>
gahe tava jaya-gatha. >±ùV≤ ‘·e »j·T>±<∏ë!
Jana-gana-mangala-dayaka jaya he »q>∑D eT+>∑fi¯<ëj·Tø£ »j·TùV≤!
Bharata-bhagya-vidhata. uÛ≤s¡‘· uÛ≤>∑´ $<Ûë‘ê!
Jaya he, Jaya he, Jaya he, »j·TùV≤! »j·TùV≤! »j·TùV≤!
jaya jaya jaya jaya he. »j·T »j·T »j·T »j·TùV≤!!
- Rabindranath Tagore - s¡M+Á<äHê<∏é sƒê>∑÷sY
Pledge | Á|ü‹»„
India is my country. All Indians are my brothers and sisters.
I love my country and I am proud of its rich and varied heritage.
I shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.
- Pydimarri Venkata Subba Rao
uÛ≤s¡‘<· X˚ +¯ Hê e÷‘·èuÛ÷Ñ $T. uÛ≤s¡rj·TT\+<äs÷¡ Hê dü¨<äsT¡ \T.
H˚qT Hê <˚XÊìï Áù|$TdüTÔHêïqT. düTdü+|üqïyÓTÆq, ãVüQ$<ÛäyÓTÆq Hê <˚X¯ yês¡dü‘·« dü+|ü<ä Hê≈£î >∑s¡«ø±s¡D+.
BìøÏ ns¡Ω‘· bı+<ä&Üì¬ø’ düs¡«<ë H˚qT ø£èwæ #˚kÕÔqT.
Hê ‘·*<¢ +ä Á&ÉT*ï, ñbÕ<Ûë´j·TT*ï, ô|<ä\› +<ä]ï >ös¡$kÕÔqT. Á|ü‹yê]‘√qT eTsê´<ä>± q&ÉT#·Tø=+{≤qT.
»+‘·Te⁄\|ü≥¢ <äjT· ‘√ ñ+{≤qT.
Hê <˚X¯+|ü≥¢, Hê Á|ü»\|ü≥¢ ùdyêìs¡‹‘√ ñ+{≤qì Á|ü‹»„ #˚düTÔHêïqT.
yê] ÁX‚j÷Ó _Ûeè<äT˝∆ Ò Hê Äq+<ëìøÏ eT÷˝+.
- ô|’&çeTÁ] yÓ+ø£≥ düTu≤“sêe⁄
viii
Learning Outcomes - Academic Standards
The Learning outcomes - academic standards to be achieved through the Class - 5 Text book
'Our World' 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 among the children.
1) Conceptual Understanding : Children should understand the different concepts given

in the 11 lessons of this text book. They should compare these with their real life
experiences. They should be able to give examples, say similarities and differences,
classify, explain and tell the reasons.
2) Questioning and Hypothesis: Children should be able to question about the

surroundings, situations and incidents they have seen and observed.
3) Doing and Explaining: Children should be able to do 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 used.
4) Information Skills - Projects : Children should grasp, note, tabulate and analyze the
things by observation, reading and discussing with others. They should be able to infer
the analysis and do the generalization. They should participate actively in the projects.
Projects should be exhibited and explained by them in the class.
5) Drawing and Model Making: Children should be able to explain the concepts by
drawing and colouring the pictures and by making models.
6) Appreciation: Good attitudes should be developed among the children. They should
recognize and appreciate the greatness of animals, birds, plants and people of their
society. The values like kindness, co-operation, working together etc., should be
inculcated. They should be able to identify and appreciate the diversities of the
surroundings and society. They should be able to appreciate different food habits, life
styles, cultures and traditions. Personal hygiene, good food habits, doing the personal
work by themselves, helping the elders and children with special needs should be
encouraged.
ix
$<ë´ Á|üe÷D≤\T - nuÛÑ´düq |òü*‘ê\T
5e ‘·s>¡ ‹∑ bÕsƒ´¡ |ü⁄düøÔ +£ ªªeTq Á|ü|+ü #·+μμ <ë«sê kÕ~Û+#ê*‡q $<ë´ Á|üe÷D≤\T øÏ+<ä Çe«ã&Ü¶sTT. $<ë´ dü+e‘·‡s¡+
|üPs¡Ôj˚T´ dü]øÏ $<ë´s¡Tú\T M{Ïì kÕ~Û+#ê*. á $<ë´ Á|üe÷D≤\≈£î nqT>∑TD+>± uÀ<ÛäHêuÛÑ´düq Á|üÁøÏj·T\T #˚|ü{≤º*.
á øÏ+<ä Çe«ã&çq HÓ’|ü⁄D≤´\T |æ\¢\˝À n_Ûeè~∆ #˚j·÷*.
1) $wüj·÷e>±Vü≤q : |æ\\¢ T bÕsƒ´¡ |ü⁄düøÔ +£ ˝Àì $$<Ûä uÛ≤eq\qT ns¡+ú #˚dTü ø=ì, ì»J$‘· dü+|òTü ≥q\‘√ b˛\TkÕÔsT¡ .
yês¡T H˚sT¡ Ã≈£îqï uÛ≤eq\≈£î ñ<ëVü≤s¡D\T Çe«&É+. b˛*ø£\T uÒ<ëÛ \T #Ó|Œü &É+. eØZø]£ +#·&+É , ø±s¡D≤\qT $e]kÕÔsT¡ .
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>∑TD≤\T n\yê≥T #˚dTü ≈£î+{≤s¡T.
ENVIRONMENTAL STUDIES
|ü]düsê\ $C≤„q+
Class (‘·s¡>∑‹) -5
Semester (ôd$TdüºsY) - 1
Lesson No. Lesson Name No. of Periods Month Pages
bÕsƒ¡+.dü+. bÕsƒ¡+ ù|s¡T |”]j·T&ÉT¢ HÓ\ ù|J\T
1. Migration of People 10 June 2-21
Á|ü»\T ` e\dü\T pHé
2. Climate change 11 July 22-39

yê‘êes¡D e÷s¡TŒ E˝…’
3. Clothes we wear 9 July 40-53

eTq+ <Ûä]+#˚ <äTdüTÔ\T E˝…’
4. Know our Organ Systems 9 August 54-73

eTq nej·Te eédüú\ >∑T]+∫ ‘Ó\TdüT≈£î+<ë+ Ä>∑wüßº
Teacher corner Student corner
Learning outcomes:
Pupils will be able to
• understand the concept of migration and its effect.
• analyze family needs and economic fulfilments.
• understand economic conditions of the family.
• know about the Government schemes available.
Hello! Aunty, How are you? We

are all fine. Recently we have
got transfer from Madanapalle
to Tirupati. We have taken a
nice house. It is very nice and
convenient, please visit once.
Have you seen any

family in your
neighbourhood who
moved to a new place?
Migration is a seasonal movement of people from one place to another place in

search of better livelihood. Sometimes it changes the structure of the families.
Migration affects children in different ways. Sometimes children are taken along with
them to the new place, which may have an impact on their education, sometimes they
are left with their grandparents or guardians.
2 Class - 5 Our World
nuÛÑ´düq |òü*‘ê\T :
$<ë´s¡T\ú ≈£î dæ~+∆ #˚ kÕeTsê∆´\T:
• e\dü uÛ≤eqqT yê{Ï Á|üu≤Û yêìï ne>±Vü≤q #˚dTü ≈£î+{≤s¡T.
• ≈£î≥T+ã nedüsê\qT Ä]úø+£ >± m˝≤ HÓsy¡ s˚ T¡ Ãø√yê˝À $X‚w¢ kæ ÕÔsT¡ .
• ≈£î≥T+ã+ jÓTTø£ÿ Ä]úø£ dæ‹ú >∑‘T· \qT ns¡+∆ #˚dTü ≈£î+{≤s¡T.
• Á|üuTÑÛ ‘·«+ n+~+#˚ $$<Ûä |ü<øä∏ ±\ >∑T]+∫ ‘Ó\TdüT≈£î+{≤s¡T.
Vü≤˝À! n‘·Ôj·÷´, MTs¡T m˝≤ ñHêïs¡T? Çø£ÿ&É

y˚TeT+<äs+¡ øπ eå Ty˚T. á eT<Û´ä q e÷≈£î eT<äq|ü*¢
qT+&ç ‹s¡T|ü‹ ã~© nsTT´+~. Çø£ÿ&É #·øÿ£ ì Ç\T¢
rdüT≈£îHêïeTT. Ç\T¢ kÂø£s´¡ +>± ñ+~. M\T #·÷düT≈£îì
ˇø£kÕ] Çø£ÿ&çøÏ s¡+&ç.
MT |ü]düsê\˝À @<ÓH’ ê ≈£î≥T+ã+

ø=‘·Ô ÁbÕ+‘êìøÏ yÓ[flb˛e&É+
m|ü&ÓH’ ê #·÷kÕsê ?
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e\dü e\q ø=ìïkÕs¡T¢ Äj·÷ ≈£î≥T+u≤\˝À e÷s¡TŒ\T »s¡>e∑ #·TÃqT.
e\dü, |æ\\¢ ô|’ nH˚ø£ s¡ø±\T>± Á|üu≤Û e+ #·÷|ü⁄‘·T+~. ø=ìïkÕs¡T¢ ‘·*<¢ +ä Á&ÉT\T |æ\\¢ qT ‘·eT‘√ bÕ≥T e\dü rdüT≈£îb˛‘ês¡T.
n~ |æ\¢\ #·<äTe⁄\ MT<ä Á|üuÛ≤e+ #·÷|ü⁄‘·T+~. ø=ìïkÕs¡T¢ ‘·*¢<ä+Á&ÉT\T e\dü b˛e≥+ e\q |æ\¢\T yê] ‘ê‘·j·T´
neTàeTà ˝Ò<ë dü+s¡ø£å≈£î\ <ä>∑Zs¡ ñ+&çb˛‘ês¡T.
‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 3
Reasons for migration
There are two reasons for people to migrate. They are:
1. Natural reasons
2. Economical reasons
Calamities like flood, cyclone, earthquake etc. are the natural reasons for
migration. Reasons like job transfers, poverty are economical reasons for
migration.
Hi, I'm Kondaiah. We moved
Hi, I'm Kumari, we have no to Vijayawada because we
lost our home and crop in the
property. My father works as a
Cyclone. It affected many
daily wage labour. So, we
families in our area. My father
moved to Chennai. He is paid is working as a Security guard
well here. But the cost of living at the ATM centre. My mother
is more than our village. is working as a maid. I will join
in a school for this year.
Hi, I'm Praveen, my

father is working in a
bank. He is transferred
to Tirupati. We are
moving next week.
Hi, I'm Pallavi. We moved to

Guntur, because my brother
joined a college and my father I'm Somaiah, I'm
started a new business. But I unable to go to school
love my beautiful village. regularly because we
don't live in a
permanent place. We
move in search of
livelihood. But I want to
continue my studies.
Are there any newcomers to your class who migrated from

another place? Discuss the reasons for migration.
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#·<Tä e⁄ø√yê\ì ñ+~.
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yê] e\dü≈î£ ø±s¡D≤\T #·]Ã+#·+&ç.
‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 5
Think and Discuss What are the effects of
Migration ?
Effects of Migration
Rajaiah moved from Giddalur to Chennai due to famine
and started working there. But his earnings could not
fulfill the needs of the family. So his wife and his son
Srinu also left for Chennai. All the members of his family
started to work there. Thus Srinu turned as a child
labour to support his parents.
Kumar's son Madhu went abroad in search of a

job, to support his family. He educated his children,
built a comfortable house and bought a farm. Few years
later, he returned to his village and now leading a
peaceful life.
You can find some group of people migrating

seasonally. One such group of people are tobacco pluckers
(Pachhaku Labourers). In Prakasam district, tobacco is
the main crop. So, they employ labourers who come from
neighbouring districts in search of work. People move with
their families and their children are sent to the nearest
Government schools.
Slums
There is a rapid migration from rural
to urban areas. Due to this, temporary
shelters, scarcity of facilities,
population density are increasing.
People are getting attracted to urban
culture. Thus, poverty, informal
economy, poor planning are leading to
the formation of slum areas in the
urban regions. The government has
been implementing rural development
programmes in villages to stop
migration by strengthening economic
activity in rural areas.
Ä˝À∫+#·+&ç - #·]Ã+#·+&ç e\dü e\q ø£*>π Á|üu≤Û e+ @$T{Ï?
e\dü Á|üuÛ≤e+
ø£s¡e⁄ ø±s¡D+>± sê»j·T´ ‘·q kı+‘· }s¡T –<ä›\÷s¡T e<ä* #ÓHÓïÌ yÓ[fl nø£ÿ&É
|üqT\T #˚düT≈£î+≥THêï&ÉT. ø±˙ n‘·ì dü+bÕ<äq ≈£î≥T+ã nedüsê\T
rs¡Ã˝Òøb£ ˛‘·T+~. n+<äTe\q n‘·ì uÛ≤s¡´, ø=&ÉT≈£î ÁoqT ≈£L&Ü #ÓHïÓ øÌ Ï yÓfi≤fls¡T.
≈£î≥T+ã+˝Àì yês¡+<äs¡÷ |üì #˚j·T&É+ yÓTT<ä\T ô|{≤ºs¡T. á $<Ûä+>± ÁoqT
‘·*¢<ä+Á&ÉT\≈£î düVü‰j·T+ #˚j·TT≥≈£î u≤\ ø±]à≈£î&ç>± e÷sê&ÉT.
≈£îe÷sY ø=&ÉT≈£î eT<ÛäT ñ<√´>∑+ ì$T‘·Ô+ $<˚XÊ\≈£î yÓfi≤fl&ÉT.

‘·q ≈£î≥T+u≤ìøÏ düV‰ü j·T|ü&≥É + ø√dü+ ‘·q |æ\\¢ qT u≤>± #·~$+#·T≈£î+≥THêï&ÉT.
eT+∫ Ç\T¢ ø£≥Tº≈î£ Hêï&ÉT. bı˝≤ìï ≈£L&Ü ø=qT≈£îÿHêï&ÉT. ø=+‘·ø±\+ ‘·sê«‘· ‘·q
kı+‘· }s¡T ‹]>=∫Ã Vü‰sTT>± J$‘·+ >∑&TÉ |ü⁄‘·THêï&ÉT.
ø±˝≤qT>∑TD+>± |üqT\ø√dü+ e\dü yÓfi‚fl ≈£L©\qT eTq+ #·÷dü÷Ô

ñ+{≤+. n˝≤+{Ï yêπs Á|üø±X¯+ õ˝≤¢˝Àì bı>±≈£î ø√ùd e\dü ≈£L©\T (|ü#êÃ≈£î
≈£L©\T). bı>±≈£î Á|üø±X¯+ õ˝≤¢ Á|ü<Ûëq |ü+≥. n+<äTe\q nø£ÿ&ç ¬s’‘·T\T
bıs¡T>∑T õ˝≤¢\ qT+&ç e\dü ≈£L©\qT bı>±≈£î ø√‘·≈£î s¡|æŒ+#·T≈£î+{≤s¡T.
á ≈£L©\T ≈£î≥T+u≤\‘√ bÕ≥T e\dü ekÕÔs¡T. Ä ø±\+˝À ‘·eT |æ\¢\qT
<ä>∑Zs¡˝Àì Á|üuÛÑT‘·« bÕsƒ¡XÊ\\≈£î |ü+|ækÕÔs¡T.
eTT]øÏyê&É
|ü ˝ … ¢ \ qT+&ç |ü ≥ º D ≤\≈£ î e\dü $|ü Ø ‘· + >±
ô|]–b˛‘·T+~. Bì e\q ‘ê‘êÿ*ø£ ìyêkÕ\T, edü‘T· \
ø=s¡‘,· »qkÕ+Á<ä‘· ô|]– b˛‘·THêïsTT. Á|ü»\T |ü≥Dº
dü+düÿè‹øÏ Äø£]¸‘T· \T ne⁄‘·THêïs¡T. ù|<ä]ø£+, Ä]úø£
ìj·T+Á‘·D ˝Òø£b˛e&É+ Á|üD≤[ø£ ˝À|ü+ |ü≥ºD
ÁbÕ+‘ê\˝À eTT]øÏyê&É\T @s¡Œ&É&ÜìøÏ ø±s¡D+
ne⁄‘·THêïsTT. Á>±MTD ÁbÕ+‘ê\ Ä]úø£ n_Ûeè~∆øÏ
Á|üuTÑÛ ‘ê«\T nH˚ø£ ø±s¡´Áø£e÷\T #˚|≥ü &º +É <ë«sê á
e\dü\qT ‘·–+Z #·&ÜìøÏ ø£èwæ #˚dTü HÔ êïsTT.
‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 7
Where is my place ?
On a rainy day Babulu did not attend his duty in the
market yard. He sat with his daughter, Swapna and
his son, Manoj. They were waiting for their mother
Subbulu. Two years back Babulu's family moved from
Chalama village to Visakhapatnam City. They started
working as daily labourers. The money they got was
not enough.
Sometimes he thinks of his village. In those days Babulu lived together with
their relatives and friends in their village. All the people helped each other at good
and bad times. They enjoyed working on the agricultural farms or catching fish from
the nearby ponds. But here everything seems so different. The day passes running
around for work.
Did Babulu’s life change due to shifting from his village to a town?
Collect information about families that have migrated to your surroundings / village?
Sl.No. No. of families Reason
Think and Discuss
• Krishna says that migration improves the economic status. Do you agree?
• Does it have any effect on the basic needs of a family?
Now-a-days money is required to fulfil basic needs of the family. In olden days
a family is led by the eldermost person and they lived as a joint family.
e÷ }s¡T mø£ÿ&É ?
es¡¸+ ø±s¡D+>± u≤ãT\T e÷¬sÿ{Ÿj·÷s¡T¶˝À |üìøÏ b˛˝Ò<äT. ‘·q |æ\¢\T dü«|üï,
eTH√CŸ‘√ Ç+{À¢H˚ ñHêï&ÉT. |æ\¢\T ‘·eT ‘·*¢ düTãT“\T ø√dü+ #·÷düTÔHêïs¡T.
¬s+&ÉT dü+e‘·‡sê\ ÁøÏ‘·+ u≤ãT\T ≈£î≥T+ã+ #·\eT Á>±eT+ qT+&ç
$XÊK|ü≥ï+ e\dü e#êÃs¡T. yês¡T s√E ≈£L©\T>± Jeq+ >∑&ÉT|ü⁄‘·THêïs¡T.
yê] dü+bÕ<äq Ç+{Ï nedüsê\≈£î dü]b˛e&É+ ˝Ò<äT.
n|ü&É|ü &ÉT u≤ãT\TøÏ ‘·q kı+‘· }s¡T >∑Ts=ÔdTü +Ô ~. Ä s√E˝À¢
u≤ãT\T ‘·q |ü˝˝¢… À ã+<ÛTä e⁄\T, ùdïVæ≤‘·T\‘√ ø£*dæ ñ+&˚yê&ÉT. yês¡+<äs÷¡ ø£wdºü Tü U≤˝À¢ ˇø£]ø=ø£sT¡ kÕj·T+ #˚dTü ≈£î+≥÷
ñ+&˚yês¡T. bı\+˝À dü+‘√wü+>± eékÕj·T |üqT\T #˚dTü ø=H˚yês¡T. <ä>sZ∑ ˝¡ Àì #ÓsT¡ e⁄˝À #˚|\ü T |ü≥Tºø=H˚yês¡T. ø±˙ Çø£ÿ&É
|ü]dæ‘ú T· \T |üP]Ô>± _Ûqï+>± ñHêïsTT. |üqT\T yÓ‘T· ø√ÿe&É+˝ÀH˚ s√E\T >∑&∫É b˛‘·THêïsTT.
u≤ãT\T ‘·q kı+‘· }s¡T qT+&ç |ü≥ï+ e\dü sêe&É+ e\q n‘·ì J$‘·+ u≤>∑T|ü&+ç <ë ?
MT }]˝À/ MT |ü]düsê\˝À ø=‘·>Ô ± e\dü e∫Ãq ≈£î≥T+u≤\ $esê\T ùdø£]+#·+&ç.

e.HÓ+. ≈£î≥T+u≤\ dü+K´ e\dü≈£î ø±s¡D+
Ä˝À∫+#·+&ç - #·]Ã+#·+&ç
• e\dü e\q Ä]úø£ dæ‹ú >∑‘T· \T yÓTs¡T>∑T|ü&‘É êj·Tì ø£èwüí n+≥THêï&ÉT. n‘·ì‘√ MTs¡T @ø°u$ÑÛ kÕÔsê ?
• ˇø£ ≈£î≥T+ã+ Ä]úø£ dæ‹ú >∑‘T· \ô|q’ e\dü Á|üu≤Û e+ #·÷|ü>\∑ <ë ?
Á|üdTü ‘Ô · s√E˝À¢ ˇø£ ≈£î≥T+ã+ ø£˙dü nedüsê\T rs¡&ÜìøÏ &ÉãT“\T nedüs+¡ . kÕ<Ûës¡D+>± >∑‘+· ˝À ñeTà&ç
≈£î≥T+ã+˝À ≈£î≥T+ã ô|<ä› Ä ≈£î≥T+u≤ìøÏ eTT+<äT ñ+&ç q&ç|+æ #˚yês¡T.
‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 9
Does your mother or father make a list of their expenses?
Family Budget
Veeraiah is the owner of an acre of land. He rears five
buffaloes. He is living by selling milk. He earns about
` 10,000 per month. He has two children, Satish and
Nirmala. Both of them are studying. Both the children have
a habit of saving money. They put the money in their piggy
bank. He plans the family budget every month and saves in
a bank for future needs. Bank gives some money as interest
on savings.
How do you save your pocket money?

Do your parents have bank account?
Think and Discuss
• Which is preferable, saving money or spending money?

• What will you do with the money you save?
• What is interest?
MT ‘·*¢ >±˙ ‘·+Á&ç >±˙ ≈£î≥T+ã Ks¡TÃ\ $esê\ C≤_‘ê sêdü÷Ô ñ+{≤sê ?
≈£î≥T+ã |ü<äT› (ã&Ó®{Ÿ)

Ms¡j·T´≈£î mø£s¡+ bı\+ ñ+~. ◊<äT π><Ó\qT ô|+#·T≈£î+≥THêï&ÉT. bÕ\T neTTà‘·÷
Jeq+ ø=qkÕ–düTÔHêï&ÉT. n˝≤ HÓ\≈£î |ü~ y˚\T dü+bÕ~kÕÔ&ÉT. n‘·ìøÏ Ç<ä›s¡T |æ\¢\T
dürwt, ìs¡à\. yê]<ä›s¡÷ #·<äTe⁄≈£î+≥THêïs¡T. yê]<ä›]ø° &ÉãT“\T <ë#·Tø=H˚ n\yê≥T
ñ+~. yê]øÏ Ç∫Ãq &ÉãT“\qT &ç;“˝À <ë#·T≈£î+{≤s¡T. Ms¡j·T´ ≈£L&Ü ‘·q Ä<ëj·T+,
Ks¡TÃ\ $esê\T ˝…ø£ÿ sêdüTø=ì uÛÑ$wü´‘·TÔ nedüsê\≈£î u≤´+≈£î˝À &ÉãT“qT
<ë#·T≈£î+{≤&ÉT. ‘·qT <ë#·T≈£îqï &ÉãT“≈£î e&û¶ s¡÷|ü+˝À u≤´+≈£î ø=+‘· &ÉãT“ ÇdüTÔ+~.
˙e⁄ @ $<Û+ä >± &ÉãT“\T <ë#·T≈£î+{≤e⁄ ?

MT ‘·*<¢ +ä Á&ÉT\øÏ u≤´+ø˘ U≤‘ê ñ+<ë ?
Ä˝À∫+#·+&ç - #·]Ã+#·+&ç
• &ÉãT“\T <ë#·Tø√e&É+ eT+∫ n\yê{≤? ˝Òø£ &ÉãT“\T Ks¡TÃô|≥º&+É eT+∫ n\yê{≤? m+<äT≈£î?
• ˙e⁄ <ë#·T≈£îqï &ÉãT“\‘√ @$T #˚kÕÔe⁄?
• e&û¶ n+fÒ @$T{Ï?
‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 11
Rakesh is a plumber. He earns around ` 10,000 per month. His son, Ravi spends
a lot of money. He does not save his pocket money which is given by his parents or
relatives. Ravi keeps asking his father money, for his expenditure.
Pie chart (or a circle chart) is a circular graph, which

is divided into parts to show proportions in numbers.
A pie-chart showing the budget of two families are given below. Let us observe
Whose expenditure is high?
• Which family saves money?

• Can you identify the family that has a proper economic planning?
• Economic planning of which family will you follow in your future?
A family budget is a statement which shows how a family's income

is spent on various items for comforts, luxuries and other needs.
It shows the distribution of the family income to various items of expenditure.

It teaches the value of money to the members of family.
A household budget helps you to identify the areas of maximum expenditure,
and unnecessary expenditure and helps to save money by cutting the unnecessary
expenditure.
sêπøwt ≈£îfi≤sTT |üqT\T #˚d÷ü Ô ñ+{≤&ÉT. n‘·qT HÓ\≈£î |ü~ y˚\T dü+bÕ~kÕÔ&TÉ . n‘·ì ø=&ÉT≈£î s¡$, &ÉãT“\T
m≈£îÿe>± Ks¡TÃ #˚dTü +Ô {≤&ÉT. n‘·ìøÏ ‘·*<¢ +ä Á&ÉT\T, ã+<ÛTä e⁄\T Ç∫Ãq &ÉãT“\T <ë#·Tø=H˚ n\yê≥T ˝Ò<Tä . s¡$ ‘·q
nedüsê\≈£î ‘·+Á&çì &ÉãT“\T n&ÉT>∑T‘·÷ ñ+{≤&ÉT.
ªô|#’ êsYμº nH˚~ eè‘êÔø±s¡+˝À ^j·Tã&çq ˇø£ sπ U≤ ∫Á‘·+. Ç~ n+¬ø\qT uÛ≤>±\

s¡÷|ü+˝À dü÷∫+#·&ÜìøÏ ñ|üj÷Ó >∑|&ü TÉ ‘·T+~.
¬s+&ÉT ≈£î≥T+u≤\ |ü<äT› $esê\T ªô|’#êsYºμ s¡÷|ü+˝À øÏ+<ä Çe«ã&çq~. |ü]o*+#·+&ç.
@ ≈£î≥T+ã+ Ks¡TÃ\T m≈£îÿe>± ñHêïsTT ?

• @ ≈£î≥T+ã+ &ÉãT“\qT Ä<ë #˚düTÔHêïs¡T ?
• ô|’ yê{Ï˝À &ÉãT“\qT dü¬s’q Ä]úø£ Á|üD≤[ø£‘√ Ks¡TÃ #˚düTÔqï ≈£î≥T+u≤ìï >∑T]Ô+#·>∑\sê ?
• @ ≈£î≥T+ã+ jÓTTø£ÿ Ä]úø£ Á|üD≤[ø£qT <ä>∑Zs¡ uÛÑ$wü´‘·TÔ˝À MTs¡T bÕ{ÏkÕÔs¡T?
ˇø£ ≈£î≥T+ã+ |ü<Tä › (ã&Ó{® Ÿ) nH˚~, Ä ≈£î≥T+ã+ ‘·q Ä<ëj·÷ìï @@ n+XÊ\ ø√dü+ (nedüsê\T,
kÂø£sê´\T, $˝≤kÕ\T eT]j·TT Ç‘·se¡ TT\T) Ks¡TÃ #˚kÕs√ ‘Ó*j·TCÒùd ˇø£ |ü{øºÏ .£
≈£î≥T+ã |ü<Tä › (ã&Ó{® Ÿ) nH˚~ ˇø£ ≈£î≥T+ã+ jÓTTø£ÿ Ä<ëj·T+. $$<Ûä s¡ø±\ Ks¡TÃ\≈£î @$<Û+ä >± |ü+#·ã&çq<√
#·÷|ædTü +Ô ~. Ç~ ≈£î≥T+ã düuTÑÛ ´\≈£î &ÉãT“ jÓTTø£ÿ $\TeqT ‘Ó*j·TCÒdTü +Ô ~.
Ç~ &ÉãT“\qT @$<Û+ä >± Ks¡TÃ #˚j÷· ˝À >∑T]Ô+#·&ÜìøÏ düV≤ü ø£]düT+Ô ~. nqedüs¡ Ks¡TÃ\T ‘·–+Z #·Tø√e&ÜìøÏ
ñ|üj÷Ó >∑|&ü TÉ ‘·T+~. nqedüs¡ Ks¡TÃ\T ‘·–+Z #·Tø√>∑*–‘˚ eTq+ Á|üdTü ‘Ô ,· uÛ$Ñ wü´‘·TÔ nedüsê\T rs¡TÃø√>∑\T>∑T‘ê+.
‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 13
What are the benefits
of savings?
• Helps in emergency
• Gives finacial independence
• Limits debt
Find out from your parents the monthly expenditure of the family. Fill in the table:
Month Prov
Proviisions Vegetables Power Bill Cable Bill Mobile Bill Others
Activity
Put a tick mark () on the expenditure you feel is essential in a family.
S.No Expenditure Necessity Comfort Luxuries

1. Provisions
2. Clothes
3. Vegetables
4. House
5. Food
6. Car
7. Cot
8. Gold Ornaments
9. School Bag
10. Shoes
Note:
Necessity : The basic needs of human beings require to survive.
Comfort : Comfort are needs, which are lighter necessities, allows us to lead a
comfortable living.
Luxury : Luxury is a state of greatest comfort at high expenses.
Think and Discuss
• Did you notice any unnecessary expenses in your

family budget? If so, list them out.
MT≈£î ‘Ó\TkÕ bı<äT|ü⁄ e\q ø£*π>
Á|üjÓ÷»Hê˝Ò$T{Ï?
• n‘·édüs¡ |ü]dæú‘·T\˝À ñ|üjÓ÷>∑|ü&ÉT‘·T+~.
eTq+ #˚<ë›+ • Ä]úø£ kÕ«‘·+Á‘·´+ ÇdüTÔ+~.
• Ks¡TÃ ‘·–ZdüTÔ+~.
MT ≈£î≥T+ã+ jÓTTø£ÿ HÓ\yêØ Ks¡TÃ\ $esê\qT MT ‘·*<¢ +ä Á&ÉT\qT n&ç– ‘Ó\TdüTø√+&ç. |ü{øºÏ ˝£ À sêj·T+&ç.
HÓ\ düs¡≈£î\T ≈£Ls¡>±j·T\T ø£¬s+{Ÿ _\T¢ πøãT˝Ÿ _\T¢ yÓTTu…’˝Ÿ _\T¢ Ç‘·se¡ TT\T
ø£è‘·´+
øÏ+<ä #·÷|æ+#·ã&çq n+XÊ\T (nedüsê\T, kÂø£sê´\T, $˝≤kÕ\T) @ $uÛ≤>±ìøÏ #Ó+<äT‘êjÓ÷ >∑T]Ô+∫ {Ïø˘ () #˚jT· +&ç.
e.HÓ+. n+X¯eTT nedüsê\T kÂø£sê´\T $˝≤kÕ\T
1. ì‘êédüs¡ düs¡T≈£î\T
2. ã≥º\T
3. ≈£Ls¡>±j·T\T
4. Ç\T¢
5. ÄVü‰s¡+
6. ø±s¡T
7. eT+#·+
8. ã+>±s¡T ÄuÛÑs¡D≤\T
9. dü÷ÿ\T u≤´>∑T
10. ã÷≥T¢
dü÷#·q:
nedüsê\T : eTqTwüß\T ã‘·ø£&ÜìøÏ ø±e\dæq ø£˙dü dü<äTbÕj·÷\T.
kÂø£sê´\T : düTKe+‘·yÓTÆq J$‘·+ >∑&É|ü&ÜìøÏ nedüs¡yÓTÆq dü<äTbÕj·÷\T.
$˝≤kÕ\T : m≈£îÿe Ks¡TÃ‘√ ≈£L&çq, m≈£îÿe düTKe+‘·yÓTÆq dü<äTbÕj·÷\T.
Ä˝À∫+#·+&ç - #·]Ã+#·+&ç
• MT ≈£î≥T+ã |ü<äT›˝À @yÓ’Hê nqedüs¡|ü⁄ Ks¡TÃ\T >∑eTì+#êsê?
>∑eTìùdÔ, n$ @$T{À sêj·T+&ç.
‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 15
Our School - Our Right
Ramya and Preethi are cousins. Ramya's father is a
cobbler. They live in different villages. When
Preethi's father visited Ramya's house, he found
that Ramya dropped out of school. Preethi wanted
to encourage Ramya to join school again. So, she
wrote a letter.
Ongole,
19th July, 2020.
Dear Ramya,
Are you doing well? We are all fine. Last week
when my father visited you, he said that you are not
going to school anymore. I understand your economic
conditions. Our Government is providing support to the
children through various schemes in the schools, which
benefit us very much.
The Government provides Mid-Day Meal,
Uniforms and Text books.
books We are given Iron and Folic
Acid Tablets and there is a monthly Eye check- up also.
Scholarships are provided for further studies.
Education loan facility also helps us for our higher
studies.
So, please avail yourself of the services and join
school again.
With Love,
Preethi
Can you mention any other schemes provided by our government for
education?
eTq ã&ç - eTq Vü≤≈£îÿ
s¡eT´, Á|”‹ ã+<ÛTä e⁄\T. s¡eT´ ‘·+Á&ç #Ó|⁄ü Œ\T ≈£î&É‘ê&ÉT. yê]<äs› T¡ y˚sT¡ y˚sT¡
#√≥¢ ñ+{≤s¡T. ˇø£s√E Á|”‹ yêfi¯fl Hêqï s¡eT´ yêfi¯fl Ç+{ÏøÏ yÓ[flq|ü⁄Œ&ÉT,
s¡eT´ ã&ç e÷H˚dæq $wüj·÷ìï >∑eTì+#ê&ÉT. $wüj·T+ ‘Ó\TdüT≈£îqï
Á|”‹, s¡eT´qT eT∞fl ã&ç˝À #˚s¡eTì Áb˛‘·‡Væ≤dü÷Ô ñ‘·Ôs¡+ sêdæ+~.
ˇ+>√\T,
19 p˝…’, 2020.
Á|æj·TyÓTÆq s¡eT´≈£î,
m˝≤ ñHêïe⁄ s¡eT´? H˚qT u≤>±H˚ ñHêïqT. qTe⁄« ã&ç e÷ìy˚dæq $wüj·T+ Hêqï #ÓbÕŒ&ÉT.
˙ |ü]dæú‹ H˚qT ns¡ú+#˚düTø√>∑\qT. ˙ø√ $wüj·T+ ‘Ó\TkÕ? Ç|ü⁄Œ&ÉT Á|üuÛÑT‘·« ã&ç˝À #·~y˚
|æ\¢\qT Áb˛‘·‡Væ≤+#·&ÜìøÏ Á|üuÛÑT‘·«+ nH˚ø£ kÂø£sê´\T ø£*Œ+∫+~. ã&ç e÷ìy˚j·T&É+
e\q ne˙ï ø√˝ÀŒ‘·THêïe⁄.
eT<Ûë´Vü≤ï uÛÀ»q+, ñ∫‘· j·T÷ìbòÕs¡+, ñ∫‘· bÕsƒ¡´|ü⁄düÔø±\T e+{Ï kÂø£sê´\T
Á|üuÛÑT‘·«+ n+~düTÔ+~. HÓ\ yêØ ø£+{Ï |üØø£å\T ìs¡«Væ≤düTÔ+~. s¡ø£ÔV”≤q‘·qT ‘·–Z+#˚ ◊s¡Hé
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≈£L&Ü n+~düTÔHêïs¡T.
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Áù|eT‘√,
Á|”‹
n+<ä]ø° $<ä´ n+~+#·&ÜìøÏ Á|üuTÑÛ ‘·«+ n+~düTqÔ ï Ç‘·s¡ |ü<øä∏ ±\T/ø±s¡´Åøe£ ÷\T @yÓH’ ê #Ó|Œü >∑\yê?
‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 17
Write 'YES' if you have used them or write 'NO' if you have not, in the
brackets provided.
1. I have taken 'uniforms'. ( )
2. I have taken 'text books'. ( )
3. I have benefited from 'scholarships'. ( )
4. I take 'Mid-Day Meals'. ( )
Poverty is not a barrier to get success in life
He was born as Avul Pakir Jainulabdeen Abdul Kalam on 15th October, 1931 in to a
Muslim family in Rameswaram, of Tamilnadu. His father Jainulabdeen was a boat
owner while his mother Ashiamma was a house wife. As a young boy he had to sell
newspapers in order to add to the family's meagre income. He was a good student
and always curious to learn more about how things happened. A. P. J. Abdul Kalam
was a prominent Indian scientist who served as the 11th President of India from
2002 to 2007. For his pivotal role in the Nation's Civilian Space Programme and
Military Missile Development, he is popularly known as the Missile Man of India. He
died on 27th July 2015, in Shillong while addressing the students.
migration, natural calamities, poverty, nomads, transfer, budget, expenses,

provisions, savings
• Natural calamities, poverty, unemployment are the basic reasons for migration.
• Slums are formed due to migration.
• A family budget is a statement which shows how the income is spent in families.
• Saving is a good habit.
• Education is the right of a child.
øÏ+~ kÂø£sê´\T MTs¡T $ìjÓ÷–+#·T≈£î+≥Tqï≥¢sTT‘˚ ne⁄qT nì ˝Òø£b˛‘˚ ø±<äT nì sêj·T+&ç.
1. H˚qT ñ∫‘· dü÷ÿ\T j·T÷ìbòÕs¡+ rdüT≈£îHêïqT. ( )
2. H˚qT ñ∫‘· bÕsƒ¡´|ü⁄düÔø±\T. ( )
3. H˚qT ñ|üø±s¡ y˚‘·Hê\ e\¢ ˝≤uÛÑ |ü&Ü¶qT. ( )
4. H˚qT eT<Ûë´Vü≤ï uÛÀ»q+ rdüT≈£î+≥THêïqT. ( )
MT≈£î ‘Ó\TkÕ
$»j·T+ kÕ~Û+#·&ÜìøÏ ù|<ä]ø£+ n&É+¶ øÏ ø±<äT
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eTq+ @$T H˚s¡TÃ≈£îHêï+

• Á|üø£è‹ yÓ’|üØ‘ê´\T, ù|<ä]ø£+, ìs¡T<√´>∑+ e+{Ï$ e\düøÏ Á|ü<Ûëq ø±s¡D≤\T.
• e\dü\T eTT]øÏyê&É\T @s¡Œ&É&ÜìøÏ ˇø£ ø±s¡D+.
• ˇø£ ≈£î≥T+ã+ ã&Ó{® Ÿ nH˚~, Ä ≈£î≥T+ã+ ‘·q Ä<ëj·÷ìï @@ n+XÊ\ ø√dü+ Ks¡TÃ #˚kÕs√ ‘Ó*j·TCÒùd ˇø£ |ü{øºÏ .£
• bı<äT|ü⁄ #˚jT· &É+ eT+∫ n\yê≥T.
• #·<Tä e⁄ u≤\\ Vü≤≈£îÿ.
‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 19
Improve your Learning
I. Conceptual Understanding.
1. What is migration? Give some examples.
2. What are the advantages and disadvantages of migration?
3. Raju says that sometimes migration happen in our lives. Do you agree with
this statement? Why?
II. Questioning and Hypothesis.

4. If you meet a migrated family in your village, what type of questions would
you ask them to find out the reasons for migration?
III. Experiments and field observations.

5. Observe migrated families in your village/town because of Covid - 19 and
record their experiences.
IV. Information skills and Project work.

6. Find out the reasons for the drop-outs in your surroundings:
S. Name of the Student Reasons

No.
V. Drawing pictures and Model Making.

7. Draw a mind map showing the reasons for migration.
VI. Appreciation.
8. Suresh is going to work with his father. He stopped going to school. How do
you motivate him to rejoin school?
nuÛÑ´düq+ yÓTs¡T>∑T |üs¡#·Tø√+&ç
I. $wüj·÷e>±Vü≤q.
1. e\dü n+fÒ @$T{Ï ? ø=ìï ñ<ëVü≤s¡D\T Çe«+&ç.

2. e\dü e\q ø£*>π Á|üj÷Ó »Hê\T, qcÕº\T sêj·T+&ç?
3. eTq J$‘·+˝À ø=ìïkÕs¡T¢ e\dü ‘·|Œü <äT nì sêE n+≥THêï&ÉT. n‘·ì e÷≥\‘√ MTs¡T @ø°u$ÑÛ kÕÔsê ? m+<äT≈£î?
II. Á|ü•ï+#·&É+ - |ü]ø£\Œq\T #˚j·T&É+.
4. MT Á>±eT+˝À MT≈£î ˇø£ e\dü ≈£î≥T+ã+ ø£ì|æùdÔ yê] e\düøÏ ø±s¡D≤\T ‘Ó\TdüTø√&ÜìøÏ qTe⁄« yê]ì @j˚T
Á|üXï¯ \T n&ÉT>∑T‘êe⁄ ?
III. Á|üjÓ÷>±\T - πøåÁ‘· |ü]o\q\T.
5. MT Á>±eT+˝À e\dü ≈£î≥T+u≤\qT |ü]o*+#·+&ç, ø√$&é - 19˝À yê] nqTuÛyÑ ê\qT qyÓ÷<äT #˚jT· +&ç.
IV. düe÷#ês¡ HÓ’|ü⁄D≤´\T - ÁbÕC…≈£îº\T.
6. MT |ü]düsê\˝À |æ\¢\T ã&ç e÷ìy˚j·T&ÜìøÏ >∑\ ø±s¡D≤\T sêj·T+&ç.
e.HÓ+. $<ë´]ú ù|s¡T ø±s¡D≤\T
V. u§eTà\T ^j·T&É+ - qeT÷Hê\T ‘·j·÷s¡T #˚j·T&É+.

7. e\dü ø±s¡D≤\qT #·÷|æ+#˚ ˇø£ }Vü‰ ∫Á‘·+ ^j·T+&ç.
VI. Á|üX¯+dü.
8. düTπswt ã&ç e÷ìy˚XÊ&ÉT. Ç|ü⁄Œ&ÉT n‘·qT ‘·q ‘·+Á&ç‘√ bÕ≥T |üìøÏ yÓfi¯ó‘·THêï&ÉT. ‹]– ã&ç˝À #˚s¡&ÜìøÏ
qTe⁄« @ $<Ûä+>± düTπswtì Áb˛‘·‡Væ≤kÕÔe⁄ ?
‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 21
Learning outcomes:
• understand the concept of climate change.
• identify the causes for climate change.
• adopt eco-friendly activities in their daily life.
• understand harmful effects of plastic.
Karthik was returning home with his father from the market.
Suddenly it started raining. Both of them got drenched.
Karthik was surprised why it started raining, all of a sudden?
Karthik : How come naana, it started to rain all of a
sudden? It is not rainy season now.
Father : Yes dear, but now we are getting unseasonal
rains.
Karthik : Why is it happening so?
Father : Changes have occurred in the environment.
Our actions are the reasons for these changes.
Karthik : How are we to be blamed for these untimely
rains, Naana?
Father : Our indiscriminatory actions are the main
reasons. Out of all living things only human
beings damage the environment for their personal needs.
What happens if we do not get rains timely?

What happens if it rains during the harvest time?
To understand the changes in the climate we must know about climate and it’s impact.
What is a climate?
The weather conditions such as temperature, rainfall etc., prevailing in an area
is called climate.
• yê‘êes¡D e÷s¡TŒ jÓTTø£ÿ Á|üu≤Û yêìï ns¡+ú #˚dTü ≈£î+{≤s¡T.
• yê‘êes¡D e÷s¡TŒ\≈£î >∑\ ø±s¡D≤\T >∑T]ÔkÕÔsT¡ .
• <Óq’ +~q J$‘·+˝À |üsêés¡D Væ≤‘· nqT≈£L\ ø±s¡´ø£˝≤bÕ\qT ne\+_kÕÔsT¡ .
• uÛ÷Ñ $T ô|’ bÕ¢døºæ ˘ jÓTTø£ÿ Vü‰ìø£s¡ Á|üu≤Û yê\qT ns¡+ú #˚dTü ≈£î+{≤s¡T.
ø±ØÔø˘ ‘·q ‘·+Á&ç‘√ ø£*dæ e÷¬sÿ{Ÿ qT+&ç Ç+{ÏøÏ ‹]– yÓfió¯ ‘·THêï&ÉT.
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ø±ØÔøø˘ Ï ÄX¯Ãsê´ìï ø£*–+∫+~.
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ø±<äT ø£<ë !
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ø±]Ôø˘ : Ç˝≤ m+<äT≈£î »s¡T>∑T‘·T+~ ?
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dü+uÛ$Ñ düTHÔ êïsTT.
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eTq≈£î düø±\+˝À esê¸\T ≈£îs¡eø£b˛‘˚ @eTe⁄‘·T+~ ?

|ü+≥\ ø√‘· düeTj·T+˝À esê¸\T ≈£î]ùdÔ @+ »s¡T>∑T‘·T+~ ?
yê‘êes¡D+˝À ø£*>π e÷s¡TŒ\qT ns¡+ú #˚dTü ø√yê\+fÒ, eTT+<äT eTq+ yê‘êes¡D+ n+fÒ @$T{À ‘Ó\TdüTø√yê*.
<ëì Á|üu≤Û yêìï ne>±Vü≤q #˚dTü ø√yê*.
yê‘êes¡D+ n+fÒ @$T{Ï ?
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 23
Usually it's hot in summer. It rains in the rainy season and is cold in the winter.
This is a pattern in the nature. But we find a change in these patterns affecting the
environment. The untimely rain patterns, long and hot summers have a huge impact
on the crops and affects food production.
What is climatic change?
The earth, we live, is a beautiful blue planet in the universe with deep oceans and
dense forests. Our livelihood totally depends on the resources available in the nature.
We get food and shelter from the nature.
While walking along the green fields we feel a cool breeze, but after harvesting
the crop, the fields become dry. We may not feel the same and it is hot. In the same
manner we notice a rise in temparature and change in the climatic conditions. This is
because we are cutting trees, burning wastes and fuels.
Let us know how the earth is becoming warmer
We are changing grass lands into farmlands for cultivation. We are cuting down forests
indiscriminately to widen the roads, construct buildings, factories, dams etc. Because
of these open areas are reduced. Factories release harmful gases into the atmosphere
and industrial wastes into the water bodies. Eventually soil, water and air are getting
polluted.
Forest helps us by giving oxygen and protect from sunlight. Let us observe the following
activities.
Have you ever seen someone cutting a big tree. How do you feel?
Effects of climate change

• Because of climatic changes we do not get timely rainfall, which leads to drought.
• Heavy cyclones, tsunamis may occur.
• The melting of ice in the polar region leads to rise in ocean level and places near the
seashore may be sub-merged.
• The waters in the sea is getting warmer which leads to the death of aquatic plants
and animals.
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yê‘êes¡D e÷s¡TŒ\T - Á|üuÛ≤yê\T
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 25
Floods Melting of ice
Forest fires Drought

All these adverse effects are because of our greedy activities. We cut trees for our
buildings, use vehicles that causes air pollution, release harmful chemicals, sewage in
water. Use plastic in large quantity which do not degrade, thereby causing damage to
the earth.
• Let us stop a while and think of activities to save our world.

• Say no to plastic and use eco friendly material.
Are the use of plastic pens eco-friendly?

Along with your friends, search for use and throw pens
in your school ground. Collect them and count. How
many are there?
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n&Ée⁄\T ‘·>∑\ã&ÉT≥ ø£s¡e⁄

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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 27
Now a days we are carrying curries and other food material
in plastic covers. In some areas people bring even hot tea in covers
which is most dangerous to our health. Hence we should carry
containers that are harmless.
Drinking anything hot in a substandard plastic cup and eating food
in plastic plates is injurious to health. Some chemicals may dissolve
in the hot liquid or food. News papers are widely used as food packing material in
hotels and by street vendors, the usage of newspapers is also not good for health. The
printing inks used for printing news papers are not safe. Avoid such usage.
What happens to the soil if it is fully covered with plastic ?
Usually we use material such as pens, plates, covers which are thrown away
after use. They are made of plastics. These discarded material cannot be decomposed.
These materials are dumped in and around the canals, tanks thereby polluting the water.
The thrown away food remains in plastic covers and are eaten by animals which make
them sick. So, let us avoid using such things.
Read and respond
Read the following news item and respond to questions given below.
• What does the news item refer to?
• What is the cause for this incident?
The earth we live is warming up day by
day, which is called global warming. Now-a- 06 January 2020
days we frequently witness forest fire due to
excess of heat in the atmosphere. Forest fires
cause large scale damage to plants and
animals. The green cover is destroyed leading
to increase in temperature. It is also caused
by irresponsible man made activities like
burning garbage or wood etc.
Though rich people uses air conditioners, refrigerators etc., which contribute to
climate change, poor people become the biggest victim. Rainfall during unexpected
time may lead to loss of income of the poor roadside workers. Developed countries
contributes maximum to the climate change, but developing countries are the ones
which are affected drastically.
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 29
Indiscriminate use of the natural resources such as water, coal,
petrol are the main reasons for climatic change. Refrigerators, Air
conditioners, Motor vehicles are causes for global warming as they
emit harmful chemicals.
Green world
It is said that forests are the lungs of the earth. Plants are a primary resource of food
for all living organisms. They provide food, clothing, fuel, shelter and many other
necessities of life. Trees give us rain and provide habitation for many birds and animals.
Trees maintain ecological balance and prevent soil erosion.
Deforestation
Deforestation is when the forests are destroyed by cutting trees.
• What is our role in saving the plants ?
We should not cut trees indiscriminately. We should grow plants in the place available
in our house, street, school compound etc. We must use tree guards to save the trees.
• Discuss in your class the ways to save trees.
Think and Discuss
• To be cool in summer which of the following is right?

Buy an air conditioner (A.C) or plant a tree in the back yard ?
Activity
Read the given situations and say whether it's a right action or not? Why?
• Ravi's family is constructing a house. His father ordered to cut a big neem tree
which is near the construction area.
• Electricity department people are cutting down the branches of the trees to erect
the new electric poles.
• More trees are being cut down due to widening of roads.
• Burning of leaves and agriculture wastes.
In addition to planting a
tree, we should save
existing trees.
Observe the given picture

and express your feelings.
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 31
Voice of people
Several people across the globe have expressed
their concern towards global warming.
Greta Thunberg is a Swedish environmental activist
on climate change whose campaigning has gained
international recognition. Thunberg addressed the
2018 United Nations Climate Change Conference,
which created awareness on climate change.
The Chipko movement
In the 1970s an organized resistance to the destruction of forests spread throughout

India and came to be known as the Chipko movement. The name of the movement comes
from the word ‘embrace’, as the villagers hugged the trees, and prevented the contractors
from cutting them.
My home became Eco - Friendly
We have to...
• use stainless steel glasses or bottles instead of plastic bottles.
• carry bags made up of paper, jute or cloth while
going to market instead of plastic bags.
• do not waste white papers as paper is made up
of tree pulp.
• switch off lights and fans when leaving the room
to save electricity.
• grow a kitchen garden to eat fresh vegetables
and greens.
• avoid using chemical fertilizers in the kitchen
garden. Use kitchen wastes as manure.
• separate garbage into dry waste and wet waste.
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 33
• Are we celebrating our festivals eco-friendly?
During Vinayaka chavithi festival idols made of POP
(plaster of paris) are immersed in the water. The water gets
polluted and it gives harmful effects on aquatic life. Burning of
crackers during Deepavali and New year, cutting trees for
Christmas and using chemical colours in rangoli powder during
Holi are harmful to us and the environment. People use plastic
plates and glasses at gatherings to eat food and drink. It has
to be stopped.
How can we celebrate the festivals eco friendly?
We can celebrate eco-friendly festivals. Can’t we? Give your opinion.
• Avoid burning crackers by using traditional lights during deepavali and new year
celebrations.
• Use recycled material to decorate the houses and temples.
• Use banana leaves during festivals and marriages and avoid plastic plates.
• Use natural colours and clay idols.
Which is eco-friendly?
Ravi, Raju and Ramesh are friends . They went on a field trip. They packed their food
from home. Ravi ate in a steel plate, Raju ate in a plastic plate and Ramesh ate in a
banana leaf. Which is not an eco-friendly plate? Why?
Eating in banana leaf is a healthy practice because of minerals in the banana leaf.
Save the nature - save the future

Save the trees - save the lives
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 35
drenching, season, environment, climate, climate change, forest fire,
atmosphere, Bio diversity, floods, drought, cyclones, aquatic animals,
global warming, bio-degradable, eco-friendly, chipko movement
• The weather conditions such as temperature, rainfall etc., prevailing in an area is

called climate.
• The abnormal variation in the climate is called Climate change.
• Floods, melting of ice, forest fires and drought are the effects and evidences of climate change.
• The temperature of the earth is increasing year by year.
I. Conceptual understanding
1. What is climate?
2. What are the effects we face due to climate change?
3. What are the reasons for climate change?
II. Questioning and hypothesis
4. In your village, people are suffering from drought. Can you guess the reasons?
III. Experiments and field observations
5. Observe the process used for disposing of garbage at your home and make a
report?
IV. Information skills and projects
6. Collect information about students who are using steel water bottles instead of
plastic water bottles.
V. Drawing and model making
7. Make a pen stand, flower vase etc. by using a plastic water bottle.
VI. Appreciation.
8. Prepare some slogans on ‘Save Environment.’
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 37
Project Work
Collect, cut and paste news item on environment from news papers. Write your opinion on
the news item.
My opinion is ...
ÁbÕC…≈£îº |üì
yêsêÔ|üÁ‹ø£\˝À |üsêés¡D≤ìøÏ dü+ã+~Û+∫q yês¡Ô\qT ùdø£]+∫, ø£‹Ô]+∫ n+{Ï+#·+&ç. <ëì ô|’ MT n_ÛÁbÕj·÷ìï
sêj·T+&ç.
Hê n_ÛÁbÕj·T+ @$T≥+fÒ...
‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 39
Learning outcomes:
• understand the process of making fabrics
• identify various types of clothes
• explain the need of clothes
• understand the properties of air
Harsha's Aunt was getting married. The whole family was busy with the wedding event.
Harsha went to visit his friend, Rahim. Rahim’s father, Siraj was stitching the wedding
clothes.
Siraj : “Hello Harsha! How are the wedding preparations going on?”
Harsha : Well uncle, yesterday they finished buying sarees and dhotis.
Rahim : What about you?
Harsha : I have to buy today. I do not understand what clothes suits me.
Rahim : Why don't you buy jeans and a T-shirt that suit you well, I also bought the
same.
Harsha : Why? Siraj uncle always
stitched my clothes?
Siraj : True Harsha ! But I will have
to finish stitching the bride’s
dress, silk blouses and the
cotton shirts of your father.
I have to stitch them with
care and so it will take time.
Harsha : What is it? All clothes are the
same. What is the difference ?
Siraj : Of course! But depending on
the way they are made,
fabrics are of different types.
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 41
Let us know the different types of fabrics.
The main raw material to make clothes is obtained from plants and animals which are
called natural fibres. Material made artificially by man are called artificial fibres.
Natural fibres
Cotton and Jute are plant fibres. Silk and wool are animal fibres. Cotton clothes are made
from cotton fibre. Cotton is a soft and white fibre which is collected from cotton plants.
Cotton Fruit Spinning Weaving Cotton Fabric
The cotton fibre is taken from the fruits of the cotton plants and is spun on the
wheel to make fine threads. Then the yarn is woven into fabric on the weaving machine.
It is called cotton fabric. Cotton clothes absorb sweat and keep the body cool. Cotton
clothes are suitable for our climate.
Gunny bags, ropes,

designer clothes are made
from jute. Flax plant is
used to make linen.
Silk is soft and beautiful. It is obtained from silk worms. The caterpillar of the silk
worm feeds on the mulberry leaves and it forms a cocoon.
The silk thread is taken from the cocoon and silk clothes are woven.
Silk Worm Cocoon Spinning Silk Saree
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 43
Silk clothes are smooth and beautiful. During the process
of making silk yarn cocoons are boiled. Caterpillers inside
the cocoons will die. The silk thread is collected from
them. If the cocoon is alive the caterpillar grows into a
silk moth and comes out from the cocoon and the silk
threads will be broken. Hence, to kill the caterpillars, cocoons are boiled. Think how
many caterpillars die to give us a beautiful silk saree.
The fur (hair) of the sheep is sheared (cutting) and spun into reels of wool. The wool
yarn is woven into woollen clothes, sweaters and blankets. We use woollen clothes in
winter. They keep us warm.
Sheep Shearing Reeling Sweater
Artificial fibres
Along with these, polyester, terelene, rayon and nylon fabrics are made in factories by
using chemical process these are called synthetic fibres are artificial fibres. They are
affordable and last longer.
Look at this picture, when do we wear a coat of this kind?
What difference do you notice in

the fabrics used for a shirt and an
umbrella ?
Usually we use umbrellas and rain coats during rainy season. They are made of water
proof material.
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 45
Our dress our culture
Clothes we wear not only protect our body but also represent our culture. The way we
dress in Andhra Pradesh is different from other states. In Kerala, men wear lungis, in
Tamilnadu men wear shirt dhoti, men of Rajasthan wear kurtas. The women of Andhra
Pradesh and most of the other states wear a saree-blouse, punjabi dress, lehanga etc.
The way a saree is draped is also different.
• Discuss and tell the clothes that are worn by kids, parents and grandparents.
People wear different dress depending on their age. We wear
special clothes for special occasions like birthdays, weddings and
festivals. The type of clothes people use are different based on
material, comfort, climate etc. People in cold countries use warm
clothes made of wool. In hot countries, people use clothes made of
cotton. Similarly small kids use soft textured clothes.
List out the different model dresses of boys and girls.
We need clothes because they protect us from heat, cold and rain. They
absorb sweat and keep us cool. They protect us from germs, insect bites,
dust and pollution. They help us to look smart.
Some people wear uniform that suits their profession. Let us see the following
pictures. Identity their profession.
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 47
One day, Harsha asked his mom his favourite shirt. She said
it was not washed. Then he washed his shirt using a detergent
soap. Do you know how to wash your dress? Clothes must be
washed with detergents and dried well.
Think and Discuss

• Why should we wash clothes?
• Are all clothes washed in the same way?
• Why should we not dry dark coloured clothes under the Sun?
We should wash our clothes regularly. While playing, clothes may get dirty and
wet with sweat. If we wear clothes without washing properly, we may suffer from skin
diseases. Clothes should be washed with the detergent soap and dry under the sun.
Coloured clothes should be dried in shady places. Otherwise they lose their colour.
Look at the given pictures. Discuss in
your class about the process of manual
washing and washing in the machines.
Ask your teacher about washing
machine
Does air help clothes to dry up ?
Generally, clothes dry under the sun. Even

though it is cloudy, clothes sometimes dry up
due to wind.
Air around us
All living things need air to survive. Air is around us. But we cannot see, we can just
feel it. Moving air is called wind.
Wind has different names based on its function. Breeze is a light wind and gale
is a strong wind. During cyclone wind blows with high speed felling down, big trees
and roofs of houses too.
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 49
Observe these figures. Put a () mark where air occupies space
Electric power is generated by wind mill. It is called wind

power. In some places wind mills are used to lift water from
wells for cultivation.
Properties of Air
Produces and
carries sound
Air has Exerts

weight pressure
AIR
Occupies
space Carries
smell
Breathing
Because of air pressure we can enjoy the smell of flowers, we can drink juice with a
straw, we can fly a kite, we can ride a bicycle, we can play a flute, we can get
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>±*eTs¡\ <ë«sê u≤e⁄\˝À ˙{Ïì ‘√&ç |ü+≥bı˝≤\≈£î eT[flkÕÔsT¡ .
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 51
water from an overhead tank etc. Air helps us in many ways, but we pollute air with
our indiscriminate actions. So, we need to find solutions to stop air pollution. Some of
the measure to protect air is to grow green plants around us.
silk, cotton, wool, cocoon, natural fabrics, artificial fabrics, air, pressure, wind
• There are different kinds of clothes. People wear different clothes based on their
tradition and culture.
• Clothes made of different fabrics like cotton, wool, silk are natural fibres.
• Polyester, Terylene, Rayon and Nylon are artifical fibres. They are made from
chemicals.
• Air is useful in different ways in our daily life and we should not pollute air.
I. Conceptual understanding.
1. Write a brief note on the uses of air?
2. Name the kind of clothes we wear in different seasons?
3. Write differences between natural and synthetic fibres?
II. Questioning and hypothesis.
4. Name the reasons why people use woollen clothes in the winter season.
III. Experiments and field based observations.
5. Wash your dress with a detergent soap and write your experiences.
IV. Information skills and projects.
6. Collect pieces of cloth and classify them into natural fabrics and artificial fabrics
and paste them on the chart. Display the chart.
V. Drawing pictures and Model Making.
7. Draw pictures of different types of dresses.
VI. Appreciation.
8. Say what you like at tailor’s shop?
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VI. Á|üX¯+dü.
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 53
Learning outcomes:
• understand the major organ systems of the human body.
• identify the parts of the body associated with each organ
system.
• understand the importance of each organ system.
• draw and label diagrams of organ systems.
On Sunday Joseph and his team were

practising dance for the Annual day
celebrations. Suddenly he felt weak and tired.
His teacher gave him two bananas. He ate the
fruits and gained some strength. He began
dancing again. Why do we get energy after
eating something?
What happens to the food we eat?
Our body works like a machine. Machines have different parts which work
together. Similarly, our body is also made up of different parts. Our hands, legs and
eyes are our external organs. Have you heard the names of organs like the brain,
heart, lungs, liver, kidney etc? These organs are located inside our body and we can
not see them directly. They are called internal organs.
Think and Discuss
• What happens to the food we take in?

• We dance, jump and run. What supports these movements?
• We work all day long. Where does the energy come from?
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 55
The human body is composed of different
organ systems to perform all these functions.
Let us discuss some organ systems

What protects our
internal organs?
The Skeletal System
Gently press on the legs, hands, and chest with your fingers.
You feel something hard. These hard structures are called bones.
There are 206 bones in an adult human body. The bones form a
framework called the skeleton or the skeletal system. As the
bones grow longer, our height increases. Muscles are attached
to the bones. The skeletal system and muscles give us shape and
support and helps in movement.
Parts of the Skeletal System
Some bones are long, some are short and some are joined
together. Can you imagine the length of the bone in our legs and
in our fingers?
Skull : Skull protects the brain
Rib Cage : Rib cage protect our lungs and heart.
Back bone : Back bone helps the body to stand erect.
Think and Discuss

• Why organs like brain, heart are enclosed by strong bones?
• Are all bones hard and strong?
You have seen how your mother twist your ears, when you are wrong? Touch
your friend's ear. How is it?
The external ear and the flexible part of the nose

are made up of soft structures called cartilages.
Think and Discuss
• If there are no bones in the body, how we look?

• What are the functions of the skeletal system?
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 57
Activity
• Collect an X - Ray and observe the images of bones.
In order to keep our bones healthy we need to take food, such as milk, cheese
and eggs. Work, play, regular exercise, yoga and exposing ourselves to the early
morning sunlight keep our bones strong and healthy.
Exercise keeps us fit, strong and healthy. Do exercise daily.
Let us observe the journey of food
Every day we eat a variety of food. What happens to the food we eat?
Digestive System
The food that we eat is cut into smaller pieces with the help
of our teeth. They grind the food and the saliva in the mouth
helps to softens the food. When swallowed it passes through
the food pipe (oesophagus) into the stomach.
In the stomach it is mixed with the digestive juices.
The food then passes to the small intestine. Here the food is
digested and the digested food is absorbed into the blood.
The undigested matter passes from the small intestine into
the large intestine. Here the water is absorbed and the un-
digested matter is sent out of the body through the anus.
This process of conversion of complex food material
into simple and absorbable materials by the action of enzymes is called Digestion.
Our small intestine is 6 meters long. It is coiled. This

coiling helps to retain the food until the digested food is absorbed into the
blood. If the small intestine was long like our food pipe, imagine how tall we
would have been!
What is meant by digestion?
• What are the main parts of the digestive system?

Do not eat food in a hurry. Half of the digestion is carried out in the mouth, so chew
the food slowly and properly. It is advised to drink water before eating food. It helps
for smooth travel of food in the food pipe. Do not drink water while eating.
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• Js¡íeédüú˝À eTTKýÓTÆq uÛ≤>±\T @$?

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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 59
Activity
Fill in the table.
S.No. Parts Function
1. Mouth
2. Oesophagus
3. Stomach
4. Small Intestine
5. Large Intestine
6. Rectum
7. Anus
• We must eat homemade food. It does not disturb our digestive system.
• Do not eat junk foods and outside foods as it is unhealthy.
Think and Discuss
We can live for a day without food. But we cannot live even
for a few minutes without air. Why ?
Respiratory System
We need energy to work. Where does it come from?
We need air to live. While working, playing, sleeping,
we are involuntarily breathing air. This is called
respiration. We breathe in (inhale) and breathe out
(exhale) with the help of our respiratory organs. The
respiratory system consists of the nose, the wind pipe
and the lungs. We breathe in air through the nose, it
passes through the wind pipe and reach the lungs.
The lungs are a pair of sponge like structures which
get filled with the air we breathe in. The air we
breathe in, contains oxygen. The oxygen breaks the
food material present in the cells and releases the
energy.
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 61
Lungs
During inspiration (inhalation) the lungs enlarge. During
expiration (exhalation) the lungs constrict.
The inhaled air has oxygen. It goes into the lungs where it
mixes with blood. It reaches the cells and releases the energy.
The produced carbon dioxide and water vapour is exhaled by the
process called expiration.
What is Inspiration?
What is Expiration?
Prepare a working model of the lungs as shown in the picture, with three balloons, three
straws, a plastic bottle and a bottle cap. (Ask your teacher for the detailed procedure)
Look at the given picture.
What do you observe in the picture?

What is the doctor doing?
What do you call the apparatus with which the
doctor is testing the patient?
The doctor checks the heart beat with a stethoscope.

Make a stethoscope
A stethoscope is used by a doctor for listening to our heart sounds.
You will need a kitchen paper roll, a funnel and a tape. First tape the funnel to
one end of the kitchen paper roll. Then ask a friend to place the prepared stethoscope
on the side of the funnel against your heart. Does he hear your heart beat? Now run
for a while and ask your friend to listen to your heart beat again. Has it increased?
How is the sound ? Where does the sound come from? Why?
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 63
Put your ear on the chest of your friend and listen. You will hear
some sound. Which system makes the sound lub-dub?
Circulatory System
The heart, the blood and the blood vessels make up the
circulatory system. The heart pumps the blood through the
blood vessels to all parts of the body and keeps it in
circulation.
Blood Vessels
Blood vessels are arteries and veins. Arteries transport the
blood from heart to all parts of the body. They transport
oxygenated (pure) blood except pulmonary arteries. Veins
transport the blood from body parts to heart. They carry
deoxygenated (impure) blood except pulmonary veins.
Heart
The heart is located in the left side of the chest. Heart
consists of four chambers. The upper two small chambers
Atria are atria and the lower two big chambers are ventricles.
It works like a water motor pump. During pumping of the
Ventricles blood, the heart makes the sound lub-dub.
Think and Discuss
• Why is the blood called oxygenated and deoxygenated?
Blood
Blood transports the oxygen and nutrients to all parts of the body. The nutrients are
obtained from the food we eat. It helps us to regulate the body temperature and fight
against the disease causing germs. It also helps in removing waste materials like carbon
dioxide from the body.
We should eat healthy food to have sufficient blood in our body. Ground nuts, jaggery
bar, egg, milk, leafy vegetables etc., must be taken.
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 65
Blood contains three types of blood cells. They are Red Blood Corpuscles (RBC), White
Blood Corpuscles (WBC) and Blood platelets. Blood is red in colour because of the presence
of haemoglobin. Most of the children are anemic because of low haemoglobin in their
blood. Peanut bar (Palli Chikki) is the good food to get sufficient blood. AP Government is
supplying chikki in the mid-day meal to improve haemoglobin.
What is circulatory system?
• Which blood vessels transport the blood from the heart to all parts of the body?
• Which blood vessels transport the blood from the body parts to the heart?
• What is the instrument used by the doctor to check heartbeat?
Complete the following table
S.No Parts Function

1. Heart
2. Blood Vessels
3. Blood
Model Making
Make a model of heart with clay.
There are many filters in our body. They purify our blood by removing
harmful substances.
Excretory System
After waking up in the morning, you feel like going to toilet. After playing, body becomes
wet with sweat. Where does they come from? There is a purification mechanism in our
body to filter impurities. The system which removes excess, unnecessary materials
from the body fluids of an organism is called Excretory system. Our body has three
major excretory organs like Kidneys, Lungs and Skin.
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øÏ+~ |ü{øºÏ q£ T |üP]Ô #˚jT· +&ç.

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1. >∑T+&Ó
2. s¡ø£Ô Hêfi≤\T
3. s¡ø£Ô+
qeT÷Hê ‘·j·÷s¡T #˚j·T&É+
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$düs¡®ø£ eédüú
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á eT÷Á‘·+, #ÓeT≥ mø£ÿ&ç qT+&ç e#êÃsTT? eTq X¯Øs¡+˝À e´sêú\qT e&Éb˛‘·b˛j·T&ÜìøÏ ˇø£ X¯ó~∆ #˚ùd j·T+Á‘ê+>∑+
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‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 67
Kidneys
We have two kidneys located in the abdominal
cavity, one on either side of the spine. Kidneys
are bean shaped organs. They filter the blood and
remove impurities from it. These impurities are
sent out in the form of urine. Let us observe the
picture and its parts.
Lungs
Lungs are the spongy organs in our body. Lungs help
in absorbing oxygen and releasing carbondioxide from
the blood. carbondioxide comes out during expiration
process of breathing.
Skin
Skin is the biggest and visible excretory organ in our body.
It contain sweat glands. It eliminates excess of water and
salts from the body in the form of sweat. The sweat comes
out through the smallest pores (sweat pores) in the skin.
Drink more water and eat fibrous food.

They help to eliminate wastes from the body.
While walking along the road, we hear the sound of a bus horn. We immediately move
aside. How are we able to move?
Our body has an amazing system that out perform a computer. What is it?
eT÷Á‘·|æ+&Ü\T
eTq X¯Øs¡+˝À s¬ +&ÉT eT÷Á‘·|+æ &Ü\T ñ<äs≈¡ î£ Vü≤s¡+˝À yÓHïÓ eTTø£≈î£
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∫Á‘êìï n+<äT˝À uÛ≤>±\qT |ü]o*+#·+&ç.
}|æ]‹‘·TÔ\T
}|æ]‹‘·TÔ\T kÕŒ+õ e+{Ï ìsêàD≤\T. XÊ«dü ÁøÏj·T˝À |”\TÃ≈£îqï
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ãj·T≥≈£î |ü+|æy˚j·Tã&ÉT‘·T+~.
#·s¡à+
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m˝≤ ø£<ä\>∑*>±+?
ø£+|üP´≥sYqT $T+∫ n<äT“¤‘·yÓTÆq eédüú eTq X¯Øs¡+˝À ñqï~, n~ @$T{Ï?
‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 69
Nervous system
There is a perfect network connection from head to toe in
our body. The brain has control over the body through
nerves. The Brain, Spinal cord and the nerves are
collectively called the Nervous system.
The nerves transmit messages from all parts of the
body to the brain and from the brain to all the body parts.
The eyes, ears, nose, tongue and the skin are our sensory
organs and are connected to the brain through nerves.
When our sense organs feel any sensation, the nerves
attached to these organs transmit messages to the brain.
The brain identifies different types of messages and helps
us understand what we see, hear, smell, taste and touch.
We can enjoy the colours of a butterfly, song of a cuckoo, fragrance of a

rose and softness of green grass only because of the effective functioning of
the nervous system.
Our body is an amazing machine. All the systems in our body have to work together
to keep us healthy. The digestive system digests the food. The respiratory system
provides oxygen. The circulatory system transports oxygen and nutrients to all the
parts of the body and the excretory system collects waste products from all the parts
and send them out. The nervous system makes sure all the systems work and respond
properly.
We will learn about other systems present in our body in the higher classes.
organ, organ system, skull, ribs, bones, digestion, muscle, heart, blood, brain,
nerves, lungs, kidney
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n~Ûøy£ TÓ qÆ ˙{Ïì, s¡ø+Ô£ ˝Àì eT*Hê\qT X¯Øs¡+ qT+&ç $dü]d® Tü +Ô ~. Hê&û eédüú nìï eédü\ú ÷ düÁø£eT+>± |üì#˚ùd˝≤
#·÷düT+Ô ~.
X¯Øs¡+˝Àì eT]ø=ìï eédü\ú >∑T]+∫ eT]+‘· düe÷#êsêìï ô|’ ‘·s>¡ ‘∑ T· ˝À¢ H˚sT¡ Ã≈£î+<ë+.
ø°\ø£ |ü<ë\T
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}|æ]‹‘·T\Ô T, eT÷Á‘·|+æ &Ü\T
‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 71
• Our body is like a machine.
• Our body consists of external organs and internal organs
• A group of organs working together to perform a common work is called an organ system.
• Food we eat is digested in the stomach and small intestine.
• Energy is released in respiration.
• The inhalation and exhalation of air is called breathing.
• The heart has four chambers and circulates blood to all parts of the body.
• The skin, lungs, kidneys, and liver are the human excretory organs.
• The brain, spinal cord and nerves control the functions of body parts.

I. Conceptual understanding.
1. Name the parts of the circulatory system.
2. Which system is responsible for our body’s movement?
3. What is inhalation and what is exhalation?
II. Questioning and hypothesis.
4. If you have a chance to meet a doctor (cardiologist), what type of questions
would you ask about the heart?
III. Experiments and field observations.
5. Place your hand on the heart and feel the heartbeat carefully. Run for some time
and feel it again. Do you find any difference? Write the difference with reasons.
IV. Information skills and projects.
6. Visit a doctor or a nurse near by and ask the functions of vital organs. Make a
brief note.
V. Drawing and Model Making.
7. Draw the following on a chart. Label them and display them in the classroom.
i) Digestive System ii) Excretory system
VI. Appreciation.
8. What amazes you in these body parts? Write down.
• e÷qe X¯Øs¡+ ˇø£ j·T+Á‘·+ e+{Ï~.
• eTq X¯Øs¡+˝À ãj·T≥≈£î ø£ì|æ+#˚ uÛ≤>±\T, n+‘·s‘Z¡ · uÛ≤>±\T ñHêïsTT.
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• eTq+ ‹Hêï ÄVü‰s¡+ JsêíXj ¯ T· +, ∫qïÁù|>∑T˝À Js¡eí Te⁄‘·T+~.
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• >±* ñ#Ûê«dü, ìXÊ«kÕ\qT XÊ«dæ+#·&+É n+{≤s¡T.
• >∑T+&Ó˝À Hê\T>∑T >∑<Tä \T ñ+{≤sTT. Ç$ s¡ø±Ôìï X¯Øs¡+˝À nìï uÛ≤>±\≈£î düs|¡ süò ê #˚kÕÔsTT.
• #·sà¡ +, }|æ]‹‘·T\Ô T, eT÷Á‘·|+æ &Ü\T, ø±˝ÒjT· + $düsø®¡ £ eédü˝ú À uÛ≤>±\T.
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1. s¡ø£ÔÅ|üdüs¡D eédüú˝À uÛ≤>±\qT ‘Ó\T|ü+&ç.
2. eTq X¯Øs¡+˝À ø£<ä*ø£≈£î X¯Øs¡+˝Àì @ eédüú ø±s¡D+ ne⁄‘·T+~?
3. }#Ûê«dü, ìXÊ«kÕ\T n+fÒ @$T{Ï?
II. Á|ü•ï+#·&É+ - |ü]ø£\Œq\T #˚j·T&É+.
4. ˙≈£î ˇø£ &Üø£ºs¡TqT (Vü≤èÁ<√>∑ ì|ü⁄DT&ÉT) ø£\TdüTø=H˚ neø±X¯+ eùdÔ, >∑T+&Ó >∑T]+∫ ‘Ó\TdüTø√e&ÜìøÏ ˙e⁄
m≥Te+{Ï Á|üX¯ï\T n&ÉT>∑T‘êe⁄ ?
5. MT #˚‘·T\qT MT >∑T+&Óô|’ ñ+∫ Vü≤è<äj·T düŒ+<äq $q+&ç. ø±ùd|ü⁄ |üs¡T¬>‘·Ô+&ç. Ç|ü⁄Œ&ÉT eT∞fl Vü≤è<äj·T
düŒ+<äq $q+&ç. MTs¡T MT Vü≤è<äj·T düŒ+<äq˝À @<Ó’Hê ‘˚&Ü >∑eTì+#êsê? ‘˚&Ü\T sêj·T+&ç. yê{ÏøÏ ø±s¡D≤\T
#Ó|üŒ+&ç.
6. MT <ä>∑Zs¡˝Àì &Üø£ºs¡TqT >±˙, qs¡T‡qT >±˙ dü+Á|ü~+∫ X¯Øs¡+˝À eTTK´ uÛ≤>±\ $<ÛäT\T ‘Ó\TdüTø√+&ç. ˇø£
dü+øÏå|üÔ ìy˚~ø£ ‘·j·÷s¡T#˚j·T+&ç.
7. øÏ+~ yê{Ï u§eTà\T ^dæ, uÛ≤>±\T >∑T]Ô+∫ MT ‘·s¡>∑‹ >∑~˝À Á|ü<ä]Ù+#·+&ç.
i) Js¡íeédüú ii) eT÷Á‘·|æ+&Ü\T
VI. Á|üX¯+dü.
8. MT X¯Øs¡+˝À $TeTà*ï nX¯Ãs¡´|ü]#˚$ X¯Øs¡ uÛ≤>±\T @$T{Ï? yê{Ï >∑T]+∫ sêj·T+&ç.
‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 73

5TH CLASS EVS SEM-1 - Watermark

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ENVIRONMENTAL STUDIES

Dr. B. Pratap Reddy MA., B.Ed., Ph.D.

Sri. D. Madhusudhana Rao MA., B.Ed.

Dr. K. Sreeramulu Prof. (Retd.) Dr. R. Pardhasaradhi

Dr. V. Raghava Rao Lecturer (Retd.)

Published by Samagra Shiksha, Government of Andhra Pradesh, Amaravati.

First Published 2020

All rights reserved

No part of this publication may be

This book has been printed on 70 G.S.M. SS Maplitho

Free distribution by Samagra Shiksha, Government of Andhra Pradesh

DTP & Designing

Dr. B. Pratap Reddy

1) Conceptual Understanding : Children should understand the different concepts given

2) Questioning and Hypothesis: Children should be able to question about the

2. Climate change 11 July 22-39

3. Clothes we wear 9 July 40-53

4. Know our Organ Systems 9 August 54-73

Teacher corner Student corner

Hello! Aunty, How are you? We

Have you seen any

Migration is a seasonal movement of people from one place to another place in

2 Class - 5 Our World

Vü≤˝À! n‘·Ôj·÷´, MTs¡T m˝≤ ñHêïs¡T? Çø£ÿ&É

MT |ü]düsê\˝À @<ÓH’ ê ≈£î≥T+ã+

Hi, I'm Praveen, my

Hi, I'm Pallavi. We moved to

Are there any newcomers to your class who migrated from

4 Class - 5 Our World

Vü‰jYT! Hê ù|s¡T Á|üMDY. e÷ Hêqï

Vü‰jYT! Hê ù|s¡T |ü\$¢ . e÷ nqïj·T´

‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 5

Kumar's son Madhu went abroad in search of a

You can find some group of people migrating

6 Class - 5 Our World

≈£îe÷sY ø=&ÉT≈£î eT<ÛäT ñ<√´>∑+ ì$T‘·Ô+ $<˚XÊ\≈£î yÓﬁ≤ﬂ&ÉT.

ø±˝≤qT>∑TD+>± |üqT\ø√dü+ e\dü yÓﬁ‚ﬂ ≈£L©\qT eTq+ #·÷dü÷Ô

‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 7

Sl.No. No. of families Reason

Think and Discuss

8 Class - 5 Our World

MT }]˝À/ MT |ü]düsê\˝À ø=‘·>Ô ± e\dü e∫Ãq ≈£î≥T+u≤\ $esê\T ùdø£]+#·+&ç.

‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 9

How do you save your pocket money?

Think and Discuss

• Which is preferable, saving money or spending money?

10 Class - 5 Our World

≈£î≥T+ã |ü<äT› (ã&Ó®{Ÿ)

˙e⁄ @ $<Û+ä >± &ÉãT“\T <ë#·T≈£î+{≤e⁄ ?

‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 11

Pie chart (or a circle chart) is a circular graph, which

Whose expenditure is high?

• Which family saves money?

A family budget is a statement which shows how a family's income

It shows the distribution of the family income to various items of expenditure.

ªô|#’ êsYμº nH˚~ eè‘êÔø±s¡+˝À ^j·Tã&çq ˇø£ sπ U≤ ∫Á‘·+. Ç~ n+¬ø\qT uÛ≤>±\

@ ≈£î≥T+ã+ Ks¡TÃ\T m≈£îÿe>± ñHêïsTT ?

‘·s¡>∑‹ ` 5 eTq Á|ü|ü+#·+ 13

S.No Expenditure Necessity Comfort Luxuries