Vocational Education - Kaushal Bodh

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Annexure 1 153
Activity Book_Annexures.indd 153 20-Jul-24 4:22:24 PM

Annexure 1
Project Template
Developing effective projects in schools requires careful planning,
clear objectives, and engaging activities that align with educational
goals.
The diagram given below summarises the key questions that
need to addressed while developing the project.
What is the project

about and what will
be the outcome?
What is the
importance of
the projects? For
example, it connects
to real world.
What safety
precautions are to
What tools, equipment be followed?
and materials will be
used?
How to conduct
survey and visits
and record data?
How to interact
with experts or
How to do activities
people in the
in a systematic
relevant field?
manner and in a
team?
How to assess and

evaluate what
the students have
learnt through the
activities?

Name and Brief Introduction of the Project
Choose a title that is descriptive and engaging, and gives a clear

idea of the broad purpose of the project.
1. Explain why the project is important.
2. Highlight its relevance to the students’ lives, education, or
the community.
3. Address the benefits of the project.
4. Describe how the project relates to real-world scenarios,
tasks or problems.
5. Explain the practical implications and potential impact of
the project.
What will I be able to do?
Achievable and measurable objectives aligned with the curricular

goal, competencies and grade-wise learning outcomes have to
be defined for each project. Activities must be designed for the
fulfilment of these objectives.
Define two or three simple objectives in words that students
can understand. These objectives indicate what students will
be able to do at the end of the project. Students must be able to
respond to the following questions:
1. What will you be able to do by the end of the project?
2. What will you learn?
What will I need?
Ensure that the required resources are accessible and locally

available, and help students identify what is required for the
project.
Students must be able to:
1. Provide a brief overview of the tools, equipment, materials
and other resources needed for the project.
Annexure 1 155

How do I keep myself and others safe?
This section should include all the safety precautions to be taken

during the project, including cybersecurity and Internet safety
measures. Students should also wear appropriate clothing, such
as long sleeves, pants, and sturdy shoes while doing activities in
the field.
Safety precautions related to tools, materials, equipment, and
internet use must be explained and demonstrated. Students must
be able to respond to the following questions:
1. How will you ensure your safety and that of others during
the project?
2. What will you do to ensure no one is physically or
emotionally hurt?
3. How will you ensure the safety of plants and animals, if
relevant?
4. How will you maintain confidentiality (that is, you will not
share information about anyone without checking with
them first)?
5. What will you do to keep yourself safe on the internet?
What do I need to know before I start?
Prepare students to begin work by recalling prior knowledge,

introducing concepts through activities that require them to
work with tools and materials, exploring the environment and
basic skills related to the project, and so on. Clearly define roles
and responsibilities for all participants, and ensure everyone
understands their tasks and how they contribute to the project.
Students must be able to respond to the following questions:
1. Is there anything you need to learn before starting your
project?
2. Do you need to meet an expert who can teach you how to
do the activities related to the project?
156 Kaushal Bodh— Grade 6

3. Is there anything in your locality that you need to find out
about?
4. Do you need to conduct a survey, take up field visits, or
something similar before you start?.
What do I have to do?
Students need to take up various activities required for the completion

of the project. Frame questions that will help them to think about
what is to be done, and subsequently, record data or information
related to the project. Students must be able to do the following:
1. Follow the project plan and execute tasks according to the
timelines.
2. Observe others to learn practical skills and techniques,
such as proper tool usage, effective planting methods, and
maintenance practices.
3. Monitor progress regularly and adjust as necessary.
4. Keep records of all activities and challenges faced during
the activities.
5. Document what they have learnt, their successes and
challenges for future reference.
As they complete each activity, students can be asked the
following:
i. The materials you used and how you used them.
ii. The tools you used and how you used them.
iii. The process you followed, such as the selection of materials/
tools, sequence of tasks, and how you completed each one.
iv. If you collected information/data/objects, describe them
and explain why they are useful.
v. If you made something, include a photograph or a sketch.
vi. If you grew a plant, record its growth.
vii. What safety precautions did you take while doing the
activities?
viii. Did you use any AI tools? If yes, which ones did you use
and how did you use them?
Annexure 1 157

ix. Did you share the outcome of your project with others
outside the school? Describe your plan and how you
executed it.
x. Did you do something to keep the environment clean or to
recycle waste? Record the details.
What did I learn from others?
Learning from others is a crucial aspect of any project. Therefore,

students should reflect on what they have learnt from others. It
can help improve their soft skills, deepen their understanding,
and enhance the project’s overall success.
Engaging with others enables students to communicate
effectively, share ideas, and collaborate on tasks. Diverse
perspectives and ideas are introduced, which help students learn
from the viewpoints of others. This can help them approach
problems in new ways, and enhance their creativity and problem-
solving skills. Listening to others, such as workers in the world
of work, experts, professionals, and the like provides valuable
insights that can help improve learner’s practices.
Students must be able to identify what they learnt during field
trips, online and offline interactions with experts, from family
and friends, and community members, and other sources. They
must be able to respond to the following questions:
1. What did you learn from field trips, interactions, video
lectures, or experts?
2. What did you learn from your friends? Did you help them
with something?
3. What did you learn from family members, siblings, and
community elders?
4. What did you learn from people in the community?
What did I do and how long did it take?
In order to develop the capacity for time-based planning,

students must record the entire process followed, the sequence of

activities, and the time taken for each activity. This can be done as
they proceed or at the end of the project. Students must be able to
respond or think back on what they did and how long it took them
to plan and execute the activities.
What else can I do?

Students need to think of other setting, in which they can apply
their learning from the projects, especially outside the school. For
example, students can participate in workshops, coding classes,
and exhibitions or fairs. They can also apply their learnings
from the projects at home and in various other places. They
can celebrate cultural heritage months, international days, or
multicultural festivals, and organise cultural events, culinary
events, skill exhibitions, etc. They can integrate subjects through
interdisciplinary projects, like historical re-enactments, science
and art collaborations, or literary functions through performances.
Students must be able to respond to the following questions:
1. What else can you do to apply your learning from the
project?
2. Do you see any scope to expand the current project? How?
Think and Answer
Students must reflect on what they have learned from their

recent experiences. A set of questions must be designed to assess
learning of key aspects of the project and related concepts across
curricular areas.
Some of the questions that can be asked include the following:
1. What did you enjoy doing?
2. What were the challenges you faced?
3. Question(s) related to the project itself.
4. What are some examples of jobs related to the activities
you just did? What other jobs are related to the project?
Annexure 1 159

Annexure 2
Curricular Goals and Learning Outcomes

for Grade 6
The table below details the Competencies (C) for the Middle Stage
and Learning Outcomes (LOs) defined for Grade 6 for attainment
of each Curricular Goal (CG).
Competency Learning Outcomes
CG-1 Develops in-depth basic skills and allied knowledge of work and
their associated materials/procedures
C-1.1 Performs procedures LO 1—Selects tools appropriate for specific

competently through task
required tools/equipment
LO 2—Uses tools correctly to complete
given task
C-1.2 Approaches tasks in LO 3—Demonstrates appropriate stepwise

a planned and systematic process for completing the given task
manner
LO 4—Develops time-based plan for
completion of task
C-1.3 Maintains and LO 5—Describes the steps necessary to

handles materials/ keep materials and equipment ready for
equipment for the use
required activity
LO 6—Follows the safety protocol while
handling tools/materials

CG-2 Understands the place and usefulness of vocational skills and
vocations in the world of work
C-2.1 Describes the LO 7—Describes the importance of

contribution of vocation in vocation in the world around them
the world of work
C-2.2 Ap plies skills and Not to be assessed in this grade

knowledge learned in the
area
C-2.3 Evaluates and LO 8—Identifies criteria for evaluating

quantifies the associated quality of products
products and materials
LO 9—Identifies criteria for evaluating
quantity of products
CG-3 Develops essential values while working across areas
C-3.1 Develops the LO 10—Keenly observes the usage of tools

following values while and materials during the demonstration
engaging in work: and asks relevant questions
• Attention to detail LO 11—Demonstrates care and respect
towards people doing physical labour,
• Persistence and focus irrespective of gender
• Curiosity and LO 12—Plans tasks with peers and helps
Creativity others during difficulties at work
• Empathy and LO 13—Reworks/redoes task for improved
sensitivity efficiency
• Collaboration and LO 14—Asks questions about the
teamwork functioning of tools and machines, and
• Willingness to do gives suggestions for alternative use
physical work LO 15—Willingness to do physical work
while enjoying working with tools and
materials
CG-4 Develops basic skills and allied knowledge to run and

contribute to a home
C-4.1 Applies the acquired LO 16—Identifies where at home such

vocational skills and skills and knowledge are relevant
knowledge in home setting
Annexure 2 161

Annexure 3
Exemplar Projects for Grades 6 to 8

Given below is the list of projects for each form of work, which
can be taken up for Vocational Education in the Middle stage
(Grades 6 to 8).
Work with Life Forms Work with Machines Work in Human

and Materials Services
1. Keyhole garden 1. Coding to create 1. Food Mela cooking

animation and without fire
2. School kitchen games
garden 2. Food Mela: cooking
2. Basic maker skills with fire
3. Hydroponics (simple machines)
3. Food stall in school/
4. Grow what you eat 3. Making a tree guard market
5. Nutrient Film 4. Garden seating 4. Taking care of own
Technique bench health
Hydroponics
5. Making products 5. My health and my
6. Small nursery in from bamboo family’s health
school (local fruits)
6. Bamboo stool 6. Healthy mind and
7. Nursery in healthy body
polyhouse 7. Working with
electronics 7. Class museum
8. Making a terrarium
8. Working with 8. Making a comic
9. Biodiversity register microcontrollers book
10. Image recognition: 9. Make your own 9. Visit to heritage
AI model robot sites/old houses
11. Using AI to identify 10. Pottery 10. Family budget
plant diseases and navigator
pests 11. Stitch and sew
12. Understanding 12. Making a wooden
animal behaviour stool

13. Surveying medicinal 13. Household water 11. Draw mehndi on
plants, herbs and connection hands
spices
14. Fashion and 12. Beauty–basic
garments grooming
15. Weaving on a 13. Ancient history
loom-table mat with broadcasts
a motif
14. Podcasts
16. Food preservation
through organic
techniques
17. Making a wooden
stool/shoe rack
18. Make a pad/photo
frame/pen stand
19. 3D printing
20. School band from
waste materials
21. Using artificial
intelligence
Annexure 3 163

Annexure 4
Time Allocation and Mapping of Learning

Outcomes
The tables below indicate the allocation of time and mapping of
Learning Outcomes for the activities included in the examples of
projects for Grade 6.
Time Allocation: The time allocated for the activity is suggestive.
Teachers can make necessary adjustments based on the class size
and complexity of the project.
Cross-curricular Connections: The projects can be drawn from
other subjects in the Middle Stage—Language, Mathematics,
Science, Social Science, Art Education and Physical Education and
Well-being. This allows for a more holistic learning experience.
Connection to other curricular areas is also indicated in the
ensuing tables.
Student Reflection: Reflection prompts are included (‘What did
I learn?’ and ‘What else can I do?’) to encourage students to think
critically about their work.
Safety: The tables emphasise safety precautions (LO 6) for
activities involving tools or potential hazards.
Open-ended Learning: The ‘What else can I do?’ section (LO 16)
encourages students to explore connection with home and extend
their learning.
Learning Outcomes: Each project focuses on developing specific
skills and knowledge (LO 1–9), along with essential values related
to work (LO 10–15).
Please note that LO 10 to LO 15, which refer to the essential values developed
while working across areas, are applicable across all activities.

Project 1: School Kitchen Garden
Connection with other curricular areas: Science and Art

Education
Activities Required Related Learning

Periods: 53 Outcomes

LO 1, LO 2, LO 3, LO 7
What will I need?
2
LO 10, LO 11, LO 12, LO 13, LO 14 and LO 15 to be observed throughout the project

How do I keep myself and
LO 6
others safe?
What will I need to know before I start?
Field visit—Visit to farm/park/

6 LO1, LO 3, LO 5, LO 7
nursery
Start preparing your kitchen

8 LO 3, LO 4
garden
Protecting your garden 6
Watering schedule 2
Making a fence 4
LO 1, LO 2, LO 3, LO4,
LO 5, LO 6, LO 8, LO 9
Neem leaves based pesticide 2
Using mulch 2
Making vermicompost 6
Observing your plants grow 2 LO 3, LO 8, LO 9
Looking at output 4 LO 8, LO 9
What did I learn from others 6 LO 1, LO 5, LO 7
What did I do and how long

did it take? 1 LO 4
What else can I do? 1 LO 7, LO 8, LO 9
Think and Answer 1 LO 16
Annexure 4 165

Project 2: Biodiversity Register
Connection with other curricular areas: Science and Art

Education

periods: 54 Outcomes
What will I be able to do? 2

LO 1, LO 7
What will I need?
How do I keep myself and others

LO 6

safe?
What is around us? 4

LO1, LO 3, LO 5,
LO 7
Meet an expert 6
How do I keep myself and others

safe?
Survey of surroundings 2
LO 3, LO 4
Preparation to record in the 4
biodiversity register
Filling in the biodiversity register 15

LO 1, LO 2, LO 3,
Identifying unknown 6
LO 5, LO 6, LO 8,
LO9
Presentation of biodiversity 8
register
What did I learn from others? 2 LO 1, LO 5, LO 7
What did I do and how long did it 1

LO 4
take?

Project 3: School Maker Laboratories
Connection with other curricular areas: Science


LO 1, LO 7
What will I need?
How do I keep myself and others safe? LO 6

Simple machines in our surroundings 3 LO 7

Using levers to make toys—catapult, 6
robotic arm scissors, lazy and tongs
Using propellors to make toys— 4
elastic band boat
Using a wheel and axle to make 3
toys—rubber band car, air balloon
car
LO 1, LO 2, LO 3,
Using more than one simple machine 4 LO 5, LO 6, LO 8,
to make toys—windmill LO9
Knowing and maintaining a bicycle
Parts of a bicycle 4
Common problems in a bicycle 4
Visit to a bicycle repair shop 6

How does the bicycle work? 6
Planning for a Mela 3
What did I learn from others and 2
LO 1, LO 5, LO 7
how did I use it?
LO 4
take?
Annexure 4 167

Project 4: Animation and Games
Connection with other curricular areas: Cross-cutting,

Physical Education and Well-Being


LO 1, LO 7
What will I need?

The games we play 2
Model your favourite game 4
LO1, LO 3, LO 4,
Trying out online games 4 LO 5
Preparing to make your own game 4

with animation
Build characters, objects and 2
backdrop of your game
Programming your characters and 2
objects
Create an animated birthday card for 2
your friend LO 1, LO 2, LO 3,
LO 5, LO 6, LO 8,
Designing your own game 4 LO9
Coding your game 8
Trying it out 1
Sharing your game 1
Making it better 2
What did I learn from others? 1 LO 1, LO 5, LO 7

LO 4
take?

Project 5: School Museum
Connection with other curricular areas: Social Science,

Language Education

periods: 50 Outcomes

LO 1, LO 7
What will I need?
Visiting a museum 6 LO1, LO 3, LO 5,

LO 7
Your own history 4
Identifying artefacts and learning 8

about them
Identifying the final artefacts 4
Keeping the artefacts safe 4

LO 1, LO 2, LO 3,
LO 4, LO 5, LO 6,
Preparing presentation of artefacts 6
LO 8, LO9
Holding an exhibition during 6
Kaushal Mela or school event
What did I learn from others and 3

LO 1, LO 5, LO 7
how did I use it?
What did I do and how long did it take? 2 LO 4
Annexure 4 169

Project 6: Cooking without Fire
Connection with other curricular areas: Science

periods: Outcomes
48

LO 1, LO 7

What will I need? 2
Reading recipes 2
LO 1, LO 2, LO 3,
Deciding which items to make 5
LO 5, LO 6, LO 7,
How to measure, use tools and store LO 8, LO 9, LO 16
6
food
Disposing of waste 2
Making beverages 3
Making dishes that require cutting and LO 1, LO 2, LO 3,

4
mixing LO 5, LO 6, LO 8,
LO9
Making dishes that require cutting and
8
assembling
Planning a Mela 6 L0 4
What did I learn from others and how

3 LO 1, LO 5, LO 7
did I use it?
What did I do and how long did it

2 LO 4
take?

Notes

Notes

Kaushal Bodh
Vocational Education
Activity Book for Grade 6
00_Prelims.indd 1 20-Jul-24 4:29:30 PM

0685 – Kaushal Bodh ISBN 978-93-5292-632-9
Vocational Education Activity Book for Grade 6
First Edition ALL RIGHTS RESERVED

July 2024 Ashadha 1946  No part of this publication may be reproduced, stored in a
retrieval system or transmitted, in any form or by any means,
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way of trade be lent, re-sold, hired out or otherwise disposed
PD 500T HK of without the publisher’s consent, in any form of binding or
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© National Council of Educational this page. Any revised price indicated by a rubber stamp
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unacceptable.
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Susnata Paul Sharma, Nanit BS
Uttar Pradesh.

Foreword
The National Education Policy 2020 envisages a system of education
in the country that is rooted in Indian ethos and its civilisational
accomplishments in all domains of human endeavour and knowledge,
while at the same time preparing the students to constructively engage
with the prospects and challenges of the 21st century. The basis for this
aspirational vision has been well laid out by the National Curriculum
Framework for School Education (NCF-SE) 2023 across curricular
areas at all stages. Having nurtured the students’ inherent abilities and
touching upon all the five planes of human existence, the pañchakośhas,
in the Foundational and the Preparatory Stages have paved the way
for the progression of their learning further at the Middle Stage. Thus,
the Middle Stage acts as a bridge between the Preparatory and the
Secondary Stages, spanning three years from Grade 6 to 8.
The NCF-SE 2023, at the Middle Stage, aims to equip students
with the skills that are needed to grow, as they advance in their lives.
It endeavours to enhance their analytical, descriptive, and narrative
capabilities and to prepare them for the challenges and opportunities
that await them. A diverse curriculum, covering nine subjects ranging
from three languages, including at least two languages native to
India, Science, Mathematics, Social Sciences, Art Education, Physical
Education and Well-being, and Vocational Education, promotes their
holistic development.
Such a transformative learning culture requires certain essential
conditions. One of them is to have appropriate textbooks in different
curricular areas as these textbooks will play a central role in mediating
between content and pedagogy— a role that will strike a judicious
balance between direct instruction and opportunities for exploration
and inquiry. Among the other conditions, classroom arrangement and
teacher preparation are crucial to establishing conceptual connections
both within and across curricular areas. The National Council of
Educational Research and Training, on its part, is committed to
providing students with such high-quality textbooks. Various Curricular
Area Groups, which have been constituted for this purpose, comprising
notable subject experts, pedagogues, and practising teachers as their
members, have made all possible efforts to develop such textbooks.

Kaushal Bodh, the Activity Book of Vocational Education for Grade
6, is one of these. Its content comprises projects related to three work
forms— life forms, machines and materials, and human services. The
projects will help students to develop knowledge, skills, attitude and
values alongside ecological sensitivity, gender sensitivity, digital skills,
and life skills. For all practical purposes, it has, to my mind, succeeded
in its curricular goals: first, to foster natural curiosity among students
through a proper selection of project; and second, develop among
them the core competencies, such as communication, creativity, critical
thinking and green skill and vocational skills, such as application of tools,
and procedures for design and developing products by intelligently
designing various activities, thereby seamlessly integrating content
and pedagogy within meaningful contexts. However, in addition to this
textbook, students at this stage should also be encouraged to explore
various other learning resources. School libraries, laboratories and
workshops play a crucial role in making such resources available.
Besides, the role of parents and teachers will also be invaluable in
guiding and encouraging students to do so. With this, I express my
gratitude to all those who have been involved in the development of
this activity book and hope that it will meet the expectations of all
stakeholders. At the same time, I also invite suggestions and feedback
from all its users for further improvement in the coming years.

Dinesh Prasad Saklani
Director
New Delhi National Council of Educational
July, 2024 Research and Training
iv

About the Book
Kaushal Bodh, an Activity Book of Vocational Education for Grade 6
is developed in alignment with the vision of the National Education
Policy (NEP) 2020 and the National Curriculum Framework for School
Education (NCF-SE) 2023.
In the National Curriculum Framework 2023 (NCF-SE 2023), work
has been categorised under three broad forms: work with life forms,
work with machines and materials, and work in human services. The
intent at this stage is to provide vocational exposure to the students
through a wide range of activities categorised into three forms of work.
To achieve this, students are expected to take up nine projects across
Grades 6 to 8, i.e., three projects in each Grade and one from each form
of work.
The textual material developed for the Middle Stage will take
children well beyond the Preparatory Stage. Curricular goals,
competencies, and learning outcomes have been the guiding principles
while developing the textbook. The following Curricular Goals (CG)
given in the activity book cover a range of competencies.
CG-1: Develops in-depth basic skills and allied knowledge of work and
their associated materials or procedures;
CG-2: Understands the place and usefulness of vocational skills and
vocations in the world of work;
CG-3: Develops essential values while working across areas; and
CG-4: Develops basic skills and allied knowledge to run and contribute
to a home.
A variety of activities have been included in the Activity Book to
cover the above curricular goals.
The Activity Book contains six illustrative projects, two for each
form of work. One project maybe taken up by students or preferably,
the school can design other projects based on local considerations. The
illustrative projects are described as follows:
Project 1 is on developing a School Kitchen Garden. Students
will engage in creating and maintaining a kitchen garden on school
grounds or in pots. They will learn about the various agricultural

practices through field visits and hands-on learning, with a focus on
the importance of organic farming.
Project 2 is on preparing a biodiversity register. Students will be
studying a variety of life within the school premises or nearby areas
and documenting the various living things. They will learn to identify
different species of plants, animals, and insects, understanding their
roles in the ecosystem. This project will enhance their observational
skills, knowledge of biodiversity, and the significance of conservation.
It will also instill a sense of environmental stewardship and the
importance of protecting natural habitats.
Project 3 is on Maker Skills. In the Maker Skills project, students
will explore various hands-on activities, such as making toys and
maintaining a bicycle. They will learn to use tools and materials to
create functional or artistic items, fostering creativity, problem-solving,
and technical skills. This project will encourage innovation, critical
thinking, and the practical application of theoretical knowledge,
preparing students for potential careers in design, engineering, and
manufacturing.
Project 4 is on Animations and Games. It will introduce students
to the fundamentals of digital creativity. They will learn to design
and develop animations and games, gaining skills in coding, graphic
design, and story-telling. This project will enhance their technological
proficiency, creativity, and logical thinking.
Project 5 is on School Museum. It will help students to develop
the skills of creating and managing exhibits that showcase the history,
culture, and achievements of their family and community. They
will learn about research, documentation, and presentation skills.
This project will cultivate an appreciation for heritage, enhance
organisational skills, and promote teamwork. It will also provide a
platform for students to express their creativity and engage with their
family and community.
Project 6 is on Cooking without Fire. In this project, students will
explore the art of preparing nutritious meals without the use of heat.
They will learn about nutrition, food safety, and culinary creativity. This
project will teach them practical life skills, the importance of healthy
eating, and the ability to prepare meals in emergencies or with limited
resources. It will also encourage teamwork and the joy of cooking.
vi

Cross-cutting themes, such as Indian Knowledge Systems, values,
heritage, gender sensitivity, and inclusion have been integrated into
all the projects. Reflective and thought provoking questions included
under different activities are engaging and they promote joyful learning
along with assessment as and for learning. Illustrations have been
designed depicting the context to enhance learning. In-text questions
are also included to assess comprehension of the activities. The end
of the project questions given in ‘Think and Answer’ are designed to
encourage critical thinking, reasoning, responding, and analysing.
Students can access the additional resources provided in the Quick
Response (QR) code for each project.
We sincerely hope that the students will enjoy doing these projects
and that these will help develop the desired and intended competencies.
Vinay Swarup Mehrotra

Professor and Member Convener
Curricular Area Group: Vocational Education
NCERT, New Delhi
vii

Constitution of india
Part iii (articles 12 – 35)
(Subject to certain conditions, some exceptions
and reasonable restrictions)
guarantees these
fundamental Rights
Right to Equality
• before law and equal protection of laws;
• irrespective of religion, race, caste, sex or place of birth;
• of opportunity in public employment;
• by abolition of untouchability and titles.
Right to freedom
• of expression, assembly, association, movement, residence and profession;
• of certain protections in respect of conviction for offences;
• of protection of life and personal liberty;
• of free and compulsory education for children between the age of six and fourteen years;
• of protection against arrest and detention in certain cases.
Right against Exploitation
• for prohibition of traffic in human beings and forced labour;
• for prohibition of employment of children in hazardous jobs.
Right to freedom of Religion
• freedom of conscience and free profession, practice and propagation of religion;
• freedom to manage religious affairs;
• freedom as to payment of taxes for promotion of any particular religion;
• freedom as to attendance at religious instruction or religious worship in
educational institutions wholly maintained by the State.
Cultural and Educational Rights
• for protection of interests of minorities to conserve their language, script and culture;
• for minorities to establish and administer educational institutions of their choice.
Right to Constitutional Remedies
• by issuance of directions or orders or writs by the Supreme Court and High
Courts for enforcement of these Fundamental Rights.

National Syllabus and Teaching–Learning
Material Committee (NSTC)
1. M. C. Pant, Chancellor, National Institute of Educational Planning
and Administration (NIEPA); Chairperson, NSTC
2. Manjul Bhargava, Professor, Princeton University; Co-Chairperson,
NSTC
3. Sudha Murty, Acclaimed Writer and Educationist
4. Bibek Debroy, Chairperson, Economic Advisory Council to the
Prime Minister (EAC–PM)
5. Shekhar Mande, Former Director General, CSIR; Distinguished
Professor, Savitribai Phule Pune University, Pune
6. Sujatha Ramdorai, Professor, University of British Columbia,
Canada
7. Shankar Mahadevan, Music Maestro, Mumbai
8. U. Vimal Kumar, Director, Prakash Padukone Badminton Academy,
Bengaluru
9. Michel Danino, Visiting Professor, IIT, Gandhinagar
10. Surina Rajan, IAS (Retd), Former Director General, Haryana
Institute of Public Administration (HIPA)
11. Chamu Krishna Shastri, Chairperson, Bharatiya Bhasha Samiti,
Ministry of Education
12. Sanjeev Sanyal, Member, Economic Advisory Council to the Prime
Minister (EAC–PM)
13. M. D. Srinivas, Chairperson, Centre for Policy Studies, Chennai
14. Gajanan Londhe, Head, Programme Office, NSTC
15. Rabin Chhetri, Director, SCERT, Sikkim
16. Pratyusha Kumar Mandal, Professor, Department of Education in
Social Sciences, NCERT, New Delhi
17. Dinesh Kumar, Professor and Head, Planning and Monitoring
Division, NCERT, New Delhi
18. Kirti Kapur, Professor, Department of Education in Languages,
NCERT, New Delhi
19. Ranjana Arora, Professor and Head, Department of Curriculum
Studies and Development, NCERT; Member-Secretary, NSTC

Constitution of India
Part IV A (Article 51 A)
Fundamental Duties
It shall be the duty of every citizen of India —
(a) to abide by the Constitution and respect its ideals and institutions, the
National Flag and the National Anthem;
(b) to cherish and follow the noble ideals which inspired our national
struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to
do so;
(e) to promote harmony and the spirit of common brotherhood amongst
all the people of India transcending religious, linguistic and regional
or sectional diversities; to renounce practices derogatory to the dignity
of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes,
rivers, wildlife and to have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry
and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective
activity so that the nation constantly rises to higher levels of endeavour
and achievement;
* (k) who is a parent or guardian, to provide opportunities for education
to his child or, as the case may be, ward between the age of six and
fourteen years.
Note: The Article 51A containing Fundamental Duties was inserted by the Constitution (42nd
Amendment) Act, 1976 (with effect from 3 January 1977).
*(k) was inserted by the Constitution (86th Amendment) Act, 2002 (with effect from
1 April 2010).

Textbook Development Team
Guidance
1. Mahesh Chandra Pant, Chancellor, National Institute of Educational
Planning and Administration (NIEPA); Chairperson, NSTC
2. Manjul Bhargava, Professor and Co-Chairperson, NSTC
Curricular Area Group: Vocational Education
Chairperson
Surina Rajan, IAS (Retd.), Former Director General, Haryana Institute of
Public Administration (HIPA); Member, NSTC
Contributors
1. Abhishek Gupta, Chief Operating Officer, YuWaah-India, UNICEF,
Delhi
2. Animesh Chandra, Vocational Trainer, +2 High School, Dantoo,
Bokaro, Jharkhand
3. H. Lalhruaitluanga, Additional State Project Director, Samagra
Shiksha Mizoram, Aizawl
4. Jaishree Mathur, Assistant Professor, Rajasthan State Council of
Educational Research and Training, Udaipur
5. Joginder Singh, Vocational Teacher, Government Girls Senior
Secondary School, Chiri, Rohtak, Haryana
6. Manoj Kumar Shukla, Lecturer, State Council of Educational
Research and Training, Dehradun, Uttarakhand
7. Mamta Srivastava, Joint Director (Vocational Education), National
Institute of Open Schooling, Noida, Uttar Pradesh
8. Navaneeth Ganesh, Member, Programme Office, NSTC
9. Neena Jaju Pingaley, Vice President (Learning and Development),
LabourNet Services Pvt. Ltd., Bengaluru, Karnataka
10. Neeta Pradhan Das, Former General Manager, National Skill

Development Corporation, and Freelance Skill Development Expert
11. Nimrat Kaur, Professor, Azim Premji University, Bengaluru,
Karnataka
12. Poonam Bhushan, Associate Professor, Indira Gandhi National
Open University, New Delhi
13. Raj Gilda, Founder, Lend A Hand India, Pune, Maharashtra
14. Subhash Chander Mahajan, Former Deputy State Project Director,
Samagra Shiksha Punjab, Chandigarh
15. Vineeta Sirohi, Professor, National Institute of Educational
Planning and Administration, New Delhi
16. Vipin K. Jain, Associate Professor, Department of Business and
Commerce, PSS Central Institute of Vocational Education, Bhopal,
Madhya Pradesh
17. Yogesh Ramesh Kulkarni, Executive Director, Vigyan Ashram,
Pabal, Maharashtra
Reviewers
1. Anurag Behar, Member, National Curriculum Framework Oversight
Committee
2. Gajanan Londhe, Head, Programme Office, NSTC
Member Convener
Vinay Swarup Mehrotra, Professor and Head, Curriculum Development
and Evaluation Centre, PSS Central Institute of Vocational Education,
NCERT, Bhopal, Madhya Pradesh
xii

Acknowledgements
The National Council of Educational Research and Training (NCERT)
acknowledges the guidance provided by chairperson, co-chairperson
and members of the National Syllabus and Textbook Committee (NSTC)
and the members of the National Oversight Committee.
The Activity Book has been enriched by content and suggestions
provided by members of Vigyan Ashram, Pabal; Azim Premji Foundation,
Bengaluru; and Lend A Hand India, Pune.
The generosity of Professor Michel Danino in sharing photographs
from his personal collection is acknowledged with gratitude. Thanks are
due to the Directorate of Information and Public Relations, Government
of Nagaland for sharing the photographs.
Support from Binay Pattanayak and Suparna Diwakar, Chief
Consultants as well as Tarun Choubisa and Bhawna Paliwal, Consultants
from the Programme Office, NSTC is also acknowledged. The support
and guidance of Deepak Paliwal, Joint Director, PSSCIVE are also
acknowledged. The contributions of Akansha Dubey, Assistant Editor
(English) and Deepankar Kavathekar, Assistant Editor (English) are
highly appreciated.
The following schools from across the country are acknowledged
for contributing photographs that have either been used in the Activity
Book or have provided guidance for illustrations: Rashtrotthana Vidya
Kendra, Bengaluru; Sou. Laxmibai Baburao Bangar Vidyalaya, Khadaki,
Pune; Pt. Jawaharlal Nehru Madyamik Vidyalay, Nirgudsar, Pune;
Composite School Naibasti, Jhansi; Basic School Naubasta, Lucknow;
Composite School Alipur Gijauri, Bulandshahr; and Upper Primary
School, District Institute of Educational Training Parisar, Bulandshahr.
The NCERT acknowledges the contribution of Silja Bansriyar,
Prateeti Prasad, P. J. S. Khandpur, Gaurav Sharma, Rima Kaur, Roseline
Richa, and Purosottam Singh Thakur for the photographs.
The Council also acknowledges the valuable contribution of
Alpana Saha, Assistant Editor (Contractual) for copy-editing and giving
final shape to the book. The efforts of Surender Kumar, Incharge, DTP
Cell, NCERT, and DTP Operators (Contractual) Upasana, Anita, Rajshree
Saini, Bittu Kumar Mahato and Amjad Hussain towards flawless layout
and design are acknowledged along with contributions of Proofreaders
(Contractual), Sneha Jha, Lomesh Giri, Praveen Kumar and Maya.
Copyright permissions have been applied for all the texts. The
publisher extends apologies for any omissions and would be glad to
hear from any such unacknowledged copyright holders.

Approach and Principles
This Activity Book is designed to align with the approach to Vocational
Education outlined in the National Curriculum Framework 2023
(NCF-SE 2023).
In the NCF-SE 2023, work has been categorised in three broad
forms: Work with Life Forms, Work with Machines and Materials, and
Work in Human Services.
• Work with Life Forms involves working with plants and animals.
For example, developing a vegetable garden and taking care of
animals.
• Work with Machines and Materials involves working with materials
(such as, paper, wood, clay and fabric) and using basic tools (such
as, scissors and garden fork, knife, hammer, screwdriver, etc.) and
machines (such as, bottle opener, ramp slide, wood screw, crane,
bulldozer, etc.)
• Work in Human Services involves interaction with people to
understand their needs and how we can help them. It involves
communication and understanding the processes and resources
for providing a particular service. For example, healthcare, social
services, education, food services, community service, etc.
These ‘Forms of Work’ act as a guiding concept for developing the
curriculum, syllabus and materials for the Middle Stage (Grades 6 to 8).
The intent at this stage is to provide students exposure to a wide range
of work. To achieve this, students are required to take up nine projects
across Grades 6 to 8: three projects, one from each form of work, in
each Grade.
The choice of projects is left entirely to schools. The NCF-SE 2023,
and indeed this Activity Book, encourages schools to select projects
based on local considerations and availability of resources.
Two examples each of projects from the Forms of Work that
students can take up in Grade 6 are detailed in the Activity Book. It must
be emphasised that these examples are meant to serve as illustrations
of how projects can be designed and the key aspects that must be
addressed.
To this end, a template for designing a project other than the
examples has also been provided in the Activity Book (Annexure 1).

The following principles have informed the design of this Activity
Book:
1. Smooth introduction to Vocational Education: This is the first time
that Vocational Education will be introduced in the Middle Stage.
The Activity Book must aim to make this transition as smooth as
possible without prescribing to either the teacher or the student.
2. Illustrations of projects requiring varied resources: The Activity
Book must illustrate projects that can be taken up by schools with
different kinds of resources in terms of availability of experts as
well as tools and materials.
3. Alignment to learning outcomes: The Activity Book must be
designed to ensure attainment of the learning outcomes for Grade
6 and eventually the competencies for the Middle Stage.
4. Consistency across projects: The same format must be followed
across all projects. This will ensure that each project presents a
familiar sequence and outcomes.
5. Coherence within projects: While projects will comprise various
activities, all these activities must lead to learning how to ‘do’
something. In other words, the activities must be linked and lead
to progression of learning.
6. Ownership of students: The Activity Book must ‘speak’ to students.
It must also give them opportunities to record their own learning
and reflection based on the activities they will take up.
7. Guidance for teachers: The Activity Book must provide a
framework for teachers who will be taking up Vocational Education
for the first time. It must guide them in their expectations from
students. It must also guide them to understand what is expected
from them in the NCF-SE 2023.
8. Value integration: The Activity Book must offer students
opportunities to ‘do’ different things, record small successes, take
and give feedback, work with peers, try and re-try, answer questions,
reflect, in short, and ‘experience’ the values related to work.
9. Approach of conducting projects: The focus must be on ‘doing’
with some element of preparation, and recording and reflections.
Learning should emerge from the process of doing the activities.
To this end, as far as possible, the initial activities must be rooted
in what students are doing at present and what they can easily
observe around themselves.
xv

The Activity Book provides guidance to teachers for pedagogy as
well as assessment of student learning through questions embedded in
the different components. However, teachers should design their own
tools and techniques for formative and summative assessments.
The Activity Book contains notes for teachers, school heads and
students. It also includes Annexures that will be useful for teachers as
they implement the activities for Vocational Education in Grade 6.
xvi

Note for Teachers and School Heads
Teachers are pivotal to achieving the goals set out in the National
Education Policy (NEP) 2020. The National Curriculum Framework for
School Education (NCF-SE) 2023 introduces Vocational Education as a
distinct subject starting in Grade 6. The purpose of this subject is to
promote ‘learning by doing’, ‘dignity of labour’, and the development
of vocational capacities through exposure to a wide range of work.
Successful implementation will aid in developing responsible and
confident adults who value all professions. Vocational Education in
schools also offers a robust medium for holistic learning by offering
students opportunities to apply conceptual learning in other curricular
areas to real-life situations.
In Grade 6, students will take up one project in each of the ‘Forms
of Work’. The sequence of these projects is not important, so long as all
the projects are completed within the academic year. These projects
can be taken up at the same time or one after the other. Groups of
students may also take up different projects, which depends on the
nature of the project and other factors, such as the number of students,
resources available, and so on. Please note that it is important to
identify concepts across curricular areas that students need to know
(e.g., life cycle of plants and biodiversity in the project on Life Forms)
and ensure that they have been covered before starting the project.
In this Activity Book, the projects are designed as per the Learning
Outcomes for Vocational Education in Grade 6. The focus is on the
following:
1. Using physical tools/equipment for carrying out different processes
to perform authentic tasks.
2. Gaining clarity about what is to be done and reaching the final
outcome through breaking down the task into smaller activities.
3. Understanding how to prepare materials and use tools and
equipment, while following safety measures and protocols.
4. Connecting the activities done in school to the world of work.
5. Assessing work done in terms of quantity and quality.
6. Applying what is learnt in school to daily life.
7. Working collaboratively in groups while ensuring individual
participation in each activity.

In doing the above, students will be able to develop values related to
work, particularly respect for all work. They will realise the importance
of the dignity of labour, which means that no work is considered
superior and therefore, no work or person should be discriminated
against on any basis.
Pedagogy and Assessment
Projects comprise a set of activities that are generally expected to be
completed in a group or individually, as required. Resources for projects
(e.g., tools, equipment, materials, use of workspaces, etc.) and resource
persons or master instructors (e.g., mechanics, farmers, craftspersons,
artisans, persons working in technology, and experts in the field) must
be drawn from the community. Exposure visits and interactions with
professionals are built into the project to enable students to observe
and understand work in real settings.
The total time allotted to Vocational Education is 110 hours or 165
periods in one academic year, excluding time for assessment, school
events, bagless days and similar activities (Section 4.3 of the NCF-SE
2023). These periods may be distributed across the week as two blocks
of two periods on weekdays and one period on Saturday.
Each project is expected to be completed in about 30 hours
(approximately 55 periods of 40 minutes each). This duration is to
ensure a long-term engagement that allows students to complete a set
of interrelated activities. It also gives them time for trial and error, to try
out things differently, and to extend their learning into other activities.
The focus of the projects must be creativity and demonstration of
skills, and the process of ‘doing’ rather than the ‘product’ or outcome.
Working in groups and observing people with expertise is important to
foster an appreciation for teamwork, creativity, sensitivity, persistence,
and other important values related to work.
Students must be active throughout, as they take up activities that
are directly connected to real life and the world of work. They must be
able to integrate learning from other curricular areas into the projects.
Prevalent biases must be addressed, for example, by not assigning
specific work roles to a particular gender or to students from a specific
social groups. All students must participate in all activities. To ensure
the participation of students with disabilities, projects can be adapted
or an entirely different project maybe developed.
xviii

The Activity Book is designed to enable continuous assessment by
teachers, as well as self and peer-assessment by students. The questions
and formats for recording require students to assess their own progress,
share their learning and reflections, and record their answers as they
move from one activity to the next.
Students must also maintain a portfolio in order to help them see
their own progress, and record the processes and products related
to the projects. It may contain any work done by students, including
additional notes, presentations, sketches or photographs (besides those
in the Activity Book) related to the project, and products they have
created.
Students can be continuously assessed by observing them during
activities, asking them questions, and reviewing their Activity Books.
Assessing the inculcation of values related to work (e.g., initiative,
persistence and focus, responsibility, discipline, eye for detail, curiosity
and creativity, empathy and sensitivity, and willingness to do physical
work) is particularly important. Students must be observed while at
work to assess the same. Checklists and rubrics that outline specific
behaviours and attitudes related to work values may be developed by
the teachers. Annexure 2 contains the competencies to be developed
across the Middle Stage and the learning outcomes to be achieved in
Grade 6.
While this is true for all subjects, the role of feedback is particularly
important in Vocational Education. Students must be encouraged
and motivated by recognition of their work and their creativity. This
approach ensures that all students are able to complete their work
successfully through ongoing guidance, which in turn is motivating.
Summative assessment for Grade 6 can, for example, comprise
a viva voce, presentation, role play, simulation, group discussion,
presentations, and the review of students’ responses to prompts or
questions in the Activity Book. If you wish to use a paper-pencil test,
it could include situational questions, concept maps, flowcharts,
questions related to learning from visits, and Multiple-Choice Questions
(MCQs). Each project also has a set of questions in the last section.
These questions address key aspects of learning and concepts that are
strengthened while doing the activities. To reiterate, the focus must be
on assessing capacities and understanding of processes. Weightage to
xix

the theoretical aspects is suggested as 20% and 80% for the practical
aspects.
A suggested weightage and marking scheme for assessment and
evaluation is given below:
Mode of Assessment Weightage
Written Test 10%
Oral Presentation/Viva Voce 30%
Activity Book 30%
Portfolio 10%
Teachers’ Observations during Activities 20%
Criteria for Project Selection

The Activity Book is meant for students, and therefore ‘speaks’ to them.
There are various components in each project, as indicated by the
headings of sections (please refer to Annexure 1). These components are
aligned with the competencies defined for Vocational Education in the
NCF-SE 2023 (please refer to Annexure 2). Therefore, any project other
than those in the Activity Book must include the same components. An
illustrative list of projects is given in Annexure 3.
The projects in this Activity Book are not mandatory, therefore
schools are free to choose any one of these from each form of work or
design an entirely different project. Students must also be encouraged
to come up with ideas for projects.
If you and the students decide to choose a project other than those
in the Activity Book, the following must be kept in mind for all the
Forms of Work:
1. Is the project appropriate for students in Grade 6?
2. Does the project helps students use learning from other subjects?
3. Is the project related to the work the students see around them?
4. Will the students be able to interact with persons who are experts
in the work related to the project?
5. Will the students be able to get hands-on experience?
6. Will students be able to take up different kinds of activities within
the project?
7. Will students find the activities within the project challenging and
interesting?
xx

8. Will students learn something they can use at home?
9. Will it develop the values related to work, particularly the dignity
of labour?
10. Will the project help students acquire vocational capacities for their
daily living (e.g., using technology, consciousness of environmental
concerns and sustainability, taking care of oneself, doing small
tasks at home, and the likes)?
You must develop the project for a duration of about 30 hours
(approximately 55 periods of 40 minutes each).
The proposed time allocation and connection of each section of the
project to the Learning Outcomes for Grade 6 are given in Annexure 4.
This may be referred to while developing a project.
Please note that suggestions for the use of Artificial Intelligence
(AI) tools are placed in boxes throughout the Activity Book. Artificial
Intelligence (AI) is a branch of computer science focused on creating
systems or machines that can perform tasks that typically require human
intelligence. The suggestions may be taken up if suitable resources
are available. Suggestions for Internet search are also included. Due
precautions must be taken to ensure the safety of students. The use of the
Internet by the students must be supervised, and they must work in groups.
Who will teach?
Since the purpose of Vocational Education in the Middle Stage is to
provide vocational exposure to students, and till such time that teacher
education programmes offer specialisation in Vocational Education,
existing teachers will take up the subject in the Middle Stage, with
the support of resource persons/master instructors. In the absence
of a Vocational Teacher, a teacher of any subject can take the lead in
organising activities for projects in which they have some understanding
and expertise.
The Head of the School may nominate a Teacher Coordinator
among the existing teachers to coordinate and schedule the activities
of different projects to be undertaken at the Middle Stage.
Safety Measures
Due care must be taken to ensure safety at all times. Safety measures
must be demonstrated to students, who must, in turn, also demonstrate
xxi

their understanding of how to keep themselves and others safe.
Where necessary, use of certain tools and materials by students may
be supervised in small groups. Due safety during field visits, ranging
from transportation to orientation of resource persons must receive
necessary attention.
Internet safety or cyber safety is critical when students are
accessing the Internet or using Artificial Intelligence (AI) tools. While
using the Internet and AI tools, students must be made aware of the
consequences and implications of sharing private information, visiting
sites that are not approved by the teacher, or sharing of passwords.
xxii

Note for Students
Dear students,
You are studying several subjects, like Languages, Social Sciences,
Science, Mathematics, Art Education, and Physical Education and Well-
Being in Grade 6. Another new and exciting subject that you will study
is Vocational Education.
Vocational Education will help you learn about different kinds of
work and how to ‘do’ work yourself.
When you think about work, you must remember two things: (i)
all work is important, and (ii) people work not only to make a living,
but also to make life more joyful and interesting. In daily life, you see
people doing various kinds of work. Some of the work is related to
running a household while some is related to earning a living.
Vocational Education prepares you to deal with practical things
related to daily life and understand the world of work. This will
happen through projects that you will do in school. These projects will
give you an opportunity to work with your hands, work in groups with
your peers, and learn the skills which help you become self-dependent
in life.
How to use the Activity Book?
Read through the introduction of the project to get an idea of what you
will be doing.
Materials Needed
Gather all the materials listed at the beginning of each activity.
Follow the Steps
1. Each activity has clear, numbered steps. Follow them to complete
each task. Take your time and make sure you understand each
step before moving on. Take notes during field visits or interaction
with experts.
2. Complete all the questions and tables given in the Activity Book,
this will help you to both learn and check your understanding.
Check Your Work

After completion of the task, reflect on what you have learnt and what
else you want to learn. Questions have been included to help you both

think and write about what you are doing. Write in your own words,
use simple language, and share your observations and thoughts. After
finishing an activity, review your work. Make sure you have completed
all the steps and check your answers.
If the space in the Activity Book is not enough, please use a different
notebook or loose sheets, which you can add to the portfolio.
Ask for Help
If you are unsure about any part of an activity, do not hesitate to ask a
teacher, parent, or peers for help. Ask as many questions as needed if
something is unclear. Collaboration and discussion can make learning
more fun and effective.
You can also get help from internet searches or using AI tools. AI
stands for Artificial Intelligence and AI tools make our tasks easy by
helping us find things or do something quickly. Some examples of AI
tools are ChatGPT, tools for translation or for finding information about
something. Please note that AI is not necessary for your projects; you
can use it if you want.
Take Breaks
Do not rush through the activities. If you start feeling tired, take a short
break.
Be Creative
Some activities may have open-ended questions or ask for your creative
inputs. Let your imagination flow.
Stay Positive
Learning new things can be challenging. Stay positive and remember
that practice makes you perfect.
Reflect
Think about what you have learned from each activity. Share your
progress with peers and teachers and ask for their feedback.
Design Your Projects
Think about how you can continue to build on your learning to do other
things.
xxiv

Try out different things, other than those in the Activity Book. There
maybe a new way of doing something or maybe different materials can
be used. If you face any difficulty or want to try out something different,
reach out to others or consult library books. But do remember to discuss
this with your group and the teacher. You may want to work beyond
school hours and do some of the activities at home. You can even help
your family and friends with what you learnt.
If you have any ideas for projects other than the ones suggested
here, you can share them with your teacher, who will help you design
your project.
Internet Safety
If you use Internet searches or AI tools or both, please do so under
supervision of an adult. You need to be careful of what you are accessing
on the Internet. Just as there are places in and around your school and
home where you will not go without an adult, there are places on the
Internet that are not safe for anyone, neither you, nor adults. You must
take care, and whenever in doubt, ask someone you trust.
xxv

Table of Contents
Foreword iii
About the Book v
Part 1: Work with Life Forms 1

Project 1: School Kitchen Garden 3
Project 2: Biodiversity Register 34
Part 2: Work with Machines and Materials 55

Project 3: Maker Skills 57
Project 4: Animation and Games 81
Part 3: Work in Human Services 103

Project 5: School Museum 105
Project 6: Cooking without Fire 125
Annexure 1: Project Template 154
Annexure 2: Curricular Goals and Learning 160

Outcomes for Grade 6
Annexure 3: Exemplar Projects for Grades 6 to 8 162
Annexure 4: Time Allocation and Mapping of 164

Learning Outcomes

Part 1
01_Kitchen_Garden.indd 1 19-Jul-24 2:33:25 PM

‘Life forms’ include all living things on earth.
They include human beings, animals, birds,
fish, plants, insects, and even bacteria and
viruses. Projects on Work with Life Forms
will help you work with living things in
different ways. You can take up projects
related to growing plants in various ways,
recording the biodiversity around you,
surveying medicinal plants, learning to care
for domestic animals, and maintaining a
nature journal. It is up to you to imagine all
that you can do in the activities with your
peers.
Two examples of projects are given in this
section. You must take up only one project.
You can either choose one of these projects
or you can design a project of your own
choice with the help of your teacher.

Project 1:
Project 1
School Kitchen
School KitchenGarden
Garden
This project will help you learn about growing plants for food.
You will create a kitchen garden on your school campus, either in
plant beds or in pots (Figure 1.1).
As part of the project, you will be able to:
Figure 1.1: A school kitchen garden

We all enjoy different kinds of food. Some of us like to eat fresh
fruits and vegetables, some like vegetables cooked with herbs and
spices, yet others like preserved food, such as pickles and tomato
sauce. Most of our food which comes from farms, vegetables,
such as brinjal (eggplant), cucumber, chilli or herbs, coriander,
and mint, can be grown in a kitchen garden.
A kitchen garden, also known as a vegetable garden, is a garden
where fruits, vegetables, and herbs are grown. The ‘produce’ or
yield from the garden is usually sufficient to meet a family’s needs.
In this project you will learn about growing plants for food
in your school. You will create a kitchen garden in your school
campus, either in plant beds or in pots (Figure 1.1).
At the end of the project, you will be able to:

1. Identify common gardening tools, equipment and
materials, and describe their uses;
2. Prepare soil either on the school ground or in pots using
gardening tools;
3. Plant seeds or seedlings and help them grow through
watering, use of manure and fertilisers and taking care;
4. Keep the plants in the kitchen garden safe with the help of
fencing and organic pesticides; and
5. Harvest the produce in the kitchen garden or pots.
What will I need?
To carry out this project, you will need various tools and materials. Let
us first try to learn about them (Table 1.1).

Table 1.1: Common tools and materials used for cultivating plants in a
kitchen garden
Tools/Materials Sketch Uses

1. Garden trowel This is used for digging up
soil and planting seedlings.
2. Hand cultivator This tool is used for

loosening soil, removing
weeds, and mixing manure
in soil.
3. Watering can with These are used for

rose attachment or watering plant beds or
hose pipe pots, seedlings and plants.
4. Gardening gloves This protective gear is

(made of rubber) used to protect hands and
to provide a firm grip on
tools.
5. Gardening shears These are used for cutting

branches, twigs and stems.
School Kitchen Garden 5

6. Seeds, seedlings, These are used for growing
bulbs, rhizomes, plants in the garden.
cuttings, and so on.
7. Potting soil or mix. This material is used for

(A potting mix is a filling containers or pots.
blend of material
like compost, perlite
vermiculite, soil,
coir or peat-moss)
8. Organic mulching They are used to retain

materials, such as moisture and suppress
grain straw, leaf growth of weeds.
mold, shredded
leaves, grass
clippings, etc.
9. Plant labels They are used to identify

different plants in the
garden.
10. Old pipes/Polyvinyl These are used to make a

Chloride (PVC) protective fence.
pipes/wooden
sticks/bamboo
poles/metal poles
and string

11. Bin and tarpaulin/ These are used for
scrap of old thick preparing compost or
cloth vermicompost, which
provide additional
nutrition to plants.
12. Neem leaves and These materials may be

jerry can/large used for preparing organic
bottle pesticide, which is used to
kill or keep away pests or
insects that are harmful
for plants.
13. Manure Manure is a natural

fertiliser prepared from
the dung of farm animals,
which is used to provide
additional nutrition to
plants (Figure 1.2).
14. Spray bottle It is used to spray small

amount of a liquid.
15. Spade It is a tool used for digging,

edging and moving soil or
other materials.
Note: If you cannot get all these tools and materials, do not worry. You
can ask your teacher or the expert for alternatives.

Did you know?
Figure 1.2: Dung from farm animals has been traditionally

used in Bharat to make manure.
Some key precautions to be followed while doing kitchen

gardening are as follows:
• Ask your teacher about the correct way to lift pots. If you
feel the pot is too heavy, get someone to help you, and do
not try to lift it alone (Figure 1.3).
• Wear gloves when handling

tools and materials to protect
your skin. Ensure they fit well
so that you have a good grip
on tools.
• Follow instructions while
using gardening tools and
materials.
• Pay attention during demon-
strations to understand
Figure 1.3: Stay safe while gardening,
lift pots carefully, use tools correctly,
correct techniques.
use gloves and aprons, and read the • Always ask for help if you are
available instructions for safe use of unsure about how to use a tool.
tools and materials.

• Regularly clean the tools and equipment, and wipe them
after washing to prevent rusting.
• Ensure tools are stored in an organised manner in a store
or on shelves to prevent anyone from tripping over them.
Internet safety: Ask your teacher for help while using
the Internet. Be careful not to upload or download
anything without checking. Do not share personal
information anywhere.
To get first-hand knowledge

of how to make your kitchen
garden, you can visit an
agricultural farm. If there are
no farms near your school, you
can visit a nursery, a garden or
an orchard (Figure 1.4).
Figure 1.4: Learning from an expert
Activity 1: Visit to an agricultural farm/nursery/garden to

interact with the farmer/nursery worker/gardener/expert
It is important to prepare a list of questions before the visit.

Some are given below. See if you can think of more. You will
answer these questions after your visit.
1. Which plants are being grown?
................................................................................................................
...............................................................................................................
...............................................................................................................
................................................................................................................
...............................................................................................................

2. Were all the plants planted at the same time? If not, why?
................................................................................................................
................................................................................................................
................................................................................................................
3. Can all the plants be grown in a kitchen garden? Yes/No
................................................................................................................
................................................................................................................
................................................................................................................
4. How is the soil prepared for sowing or planting?
................................................................................................................
................................................................................................................
................................................................................................................
5. How are the plants provided nutrition in addition to what

they get from the soil?
................................................................................................................
................................................................................................................
................................................................................................................
6. How can plants be protected from any kind of harm from

animals and pests?
................................................................................................................
................................................................................................................
................................................................................................................

7. What were the two most interesting things you learnt
during your visit?
................................................................................................................
................................................................................................................
................................................................................................................
Discuss your observations with your peers and teacher, and

write about what you learnt about growing plants after your visit.
Did you know?
The science of agriculture and plant life was given a lot of importance
in ancient Bharat as the main work was farming and the rearing of
animals. The distilled wisdom and experience related to plant health,
growth and treatment of diseases was documented in a treatise called
‘Vrikshayurveda’ (Ayurveda for trees).
There were two texts by the same name of Vrikshayurveda, one
written by Salihotra (approximately 400 BCE) and the second one by
Surapala (1000 CE). The only existing copy of a palm leaf manuscript
of Surapala’s Vrikshayurveda is preserved at Oxford University.
The text deals with the cultivation of many species of plants, water
management, soil conservation, fertilisers, various diseases affecting
plants and their treatment.
In the Vrikshayurveda, Surapala encourages the planting of sacred
trees like Bilva (Bael or stone apple), Nyagrodha (banyan), Ashwattha
(fig) and Neem. The text says that planting trees is one of the means
to attain the goals of human life.
Climate change, soil erosion and increasing health concerns have
led to renewed interest in the traditional knowledge contained in
texts like Vrikshayurveda. This knowledge can be used to maintain the
health of the soil, promote good agricultural practices and preserve
biodiversity.

Figure 1.5: Growing plants in a kitchen garden

As you can see in Figure 1.5, a kitchen garden needs careful
nurturing of plants to help them grow.
Let us now conduct the activities that will guide you on how to
develop a kitchen garden and at the same time learn how to grow
healthy plants.
Activity 2: Planning your school kitchen garden
The first step is to measure the land area and decide the various
components of the kitchen garden (Figure 1.6). Some important
decisions need to be taken; the questions below will help you with
planning your kitchen garden.
1. Are you planning to make your school kitchen garden in
the land available in school or in pots or both?
................................................................................................................
................................................................................................................
2. How are you going to calculate the area of your kitchen

garden?
................................................................................................................
................................................................................................................
Figure 1.6: Laying out the kitchen garden
While selecting the location of your kitchen garden, you must

consider factors, like exposure of plants to sunlight, drainage, and
spacing requirements so that you are able to reach all the plants
while watering.

3. What factors did you consider when selecting a location
for the garden?
................................................................................................................
................................................................................................................
...............................................................................................................
................................................................................................................
Plants need nutrients to grow. Nutrients refer to specific elements,

such as nitrogen, phosphorus and potash that plants absorb from
the soil or growth medium for their growth and development.
Organic fertilisers, such as manure, compost, vermicompost
and green manure and inorganic fertilisers, such as urea and
superphosphate are applied to the plants for supplying nutrients.
You can consider planting herbs or leafy vegetables that grow

quickly. For example, you can grow herbs, like coriander, mint,
spinach or leafy vegetables so that you can use the produce from
your garden soon. These herbs and leafy vegetables are also very
good for health as they are good source of vitamins and minerals.
Now, select the plants for your kitchen garden and get the
seeds or seedlings for sowing or planting.
Activity 3: Making vermicompost
In this activity, you will learn how to make vermicompost.
There are many methods of preparing vermicompost. One
such method is described below. You can also search for other
methods on the Internet or ask farmers and other experts for
advice.
1. Vermicompost is prepared in a bin made of plastic, wood
or any other water-resistant material. The bin must be
covered with tarpaulin or piece of old thick cloth. Holes
must be made in its bottom to drain out extra water.
2. The compost bin should be filled with waste, such as
kitchen waste, fallen leaves and other garden waste or any

biodegradable waste. You can use any organic waste from
the midday meal in your school, or bring it from home or
a nearby Dhaba or restaurant. These layers of waste are
called ‘bedding materials’.
3. Now add water to moisten the bedding material. Do this as
per the instructions of the teacher.
4. Red earthworms (Eisenia fetida) should be introduced on
top of the bedding material and allowed to burrow into it
(Figure 1.7a). You can get them from a farm or nursery.
5. The earthworms must be fed by adding kitchen scraps, such
as fruit and vegetable peelings, coffee grounds, eggshells,
and non-greasy food
waste to the bin.
Avoid adding meat,
dairy or oily foods,
and citrus fruits, as
they can attract pests
or harm the worms.
6. The bedding should
be kept moist by
spraying it with
water as needed, but
not waterlogged. It Figure 1.7 (a): Earthworms for
preparing vermicompost
should be covered
with a lid to retain
moisture and prevent
pests.
7. Vermicompost from
the bottom of the
bin can be used once
it becomes dark,
crumbly, and earthy
smelling, which
usually happen
within a few months Figure 1.7 (b): Vermicompost prepared
(Figure 1.7b). using scraps of leftover food

Did you know?
In case earthworms are not available, then you can make compost, using
a process slightly different from that for vermicomposting.
You can search for the process of making compost on the Internet
using the search keywords ‘vermicomposting of solid waste’.
The following questions will help you check your learning:

1. Which materials you used to make the vermicompost?
................................................................................................................
................................................................................................................
...............................................................................................................
................................................................................................................
2. What types of food scraps did you add to the bin?
................................................................................................................
................................................................................................................
...............................................................................................................
................................................................................................................
3. What changes did you notice in the compost bin over a

period?
................................................................................................................
................................................................................................................
...............................................................................................................
................................................................................................................
...............................................................................................................

Activity 4: Preparing the kitchen garden for planting
Soil preparation involves clearing the soil of any debris, rocks,
or unwanted plants that could hinder the growth of the plants.
This ensures that your plants have room to grow and they get
sufficient nutrition (Figure 1.8).
Figure 1.8: Plant beds (left) and pots (right) for the
kitchen garden
The soil in plant beds or pots needs to be prepared before

sowing the seeds or planting seedlings. You will have to mix
manure with the soil as per the directions of your teacher.
The following questions will help you check your learning:
1. How did you prepare the soil for planting?
................................................................................................................
................................................................................................................
................................................................................................................
2. Did you use organic manure? If yes, what proportion did
you use for mixing organic manure with soil?
................................................................................................................
................................................................................................................
...............................................................................................................
................................................................................................................

Activity 5: Sowing seeds and planting of seedlings
You have already decided the plants to be grown in your kitchen
garden in Activity 2.
Before planting seeds, read the instructions on the seed
packets to understand the recommended planting depth, spacing,
and season for planting. You can also use farm seeds preserved
from the previous harvest by farmers or gardeners, in which case
please ask them for guidance.
If you are transplanting seedlings, read any labels or tags that
came with them for specific care instructions. If labels or tags
are not available, ask the person who gave you the seedlings for
guidance.
1. Sowing Seeds
Sow seeds as per the sequence below:
(a) Make furrows or small holes in the soil according to the
recommended spacing for sowing the seeds. If you are
making your kitchen
garden in pots, you
will have to know
the number of seeds
or seedlings to be
placed in each pot.
The number of seeds
or seedlings to be
placed in each pot is
decided by certain
factors, including the Figure 1.9: Sowing seeds in furrows
type of plant, the size of pot and the desired plant growth.
(b) Drop seeds into the furrows or holes. If the seeds are
very small, sprinkle them evenly over the soil surface
(Figure 1.9).
(c) Cover the seeds lightly with soil, following the
recommended planting depth.
(d) Gently pat down the soil to ensure good seed-to-soil
contact.

2. Planting seedlings
If you are planting seedling, then follow the steps given below:
(a) Dig holes in the prepared soil. The hole should be slightly
larger than the length of the roots of the seedlings.
(b) Carefully remove seedlings from their containers, being
mindful not to damage the roots.
(c) Place each seedling into the prepared hole. The soil level
around the seedling should match the soil level in its
original container.
(d) Gently fill the holes with soil, pressing lightly around the
base of each seedling to secure the plant in its place.
Write the name of the plant
and date of sowing on labels
with the help of a permanent
marker. These labels can be
made of old plastic bags stuck
on waste cardboard or even
chart paper. Place the labels
at the beginning of each row
or section of the garden or in
each pot to identify the date
they were planted. This will
help you keep track of your Figure 1.10: Soil background along
plants as they grow. with plant to plant space
Respond to the following questions to check your learning:
1. How deep did you plant each type of seed? Use table 1.1 to fill
the information.
Table 1.1: Data on seed sowing depth
S. No. Name of Plant Seed Sowing Depth

(Centimetre)
1.
2.
3.
4.

2. How much space did you leave between one plant and the
other? Use table 1.2 to fill the information.
Table 1.2: Maintaining data on plant to plant space
S. No Name of Plant Plant to Plant Space

(Centimetre)
1.
2.
3.
4.
3. Was the plant to plant space same for all the plants grown by
you? Yes No
Activity 6: Taking care of plants

Plants need care to make sure they receive the nutrients, water
and sunlight needed to thrive. Also, the plants are delicate and
must be protected from any harm due to animals, pests, diseases
or extreme weather.
General protection of plants include making a fence,
companion planting, sanitation, weeding, wind protection, and
using organic pesticides against pests and diseases.
1. Making a fence
You need to keep the plants safe from other animals and
people who may step on them. You can do this by making a
fence around your kitchen garden.
(a) The fence can be made using bamboo or locally available
material.
(b) Measure the dimensions of the area that needs to be
fenced.
(c) Draw a sketch of the area and decide where fence is to be
placed.
(d) Collect locally available materials, like bamboo, old pipes
or old wooden sticks for using them as ‘poles’ and use a
strong string to bind the poles and make the fence.

The following questions will help you decide the quantity of
materials you need:
1. What are the materials that you will use for fencing?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
2. How many poles and the length of string will you need for
fencing?
................................................................................................................
................................................................................................................
...............................................................................................................
................................................................................................................
2. Steps for Plant Care and Maintenance

(a) Support your plants and creepers by staking: Staking
plants is a common practice to provide support and stability,
especially for tall or weak stem plants that may otherwise
become top-heavy and fall over (Figure 1.11). Plants, such
as tomatoes, cucumbers, peas and beans require staking.
First, you will need ‘stakes’.
You can use bamboo, a thin
old branch that has fallen off a
tree, or an old metal or plastic
pipe as a stake. The height and
thickness of the stake should be
decided according to the length
and weight of the plant. Now,
using a string tie the plant with Figure 1.11: Staking a plant for
the stake. support

(b) Watering your plants: It is essential to water plants
regularly, ensuring that the soil remains consistently
moist but not waterlogged, as overwatering is generally
harmful for plants. Decide how the plants will be
watered. You can use, a mug and bucket, watering can, or
a pipe or something else
(Figure 1.12). Develop
a schedule to ensure
plants receive sufficient
water, especially during
dry spells. New plants
need more frequent
watering. Water the
plants in early morning
or late afternoon to
minimise water loss due
Figure 1.12: Watering freshly sown plant beds to evaporation.
The questions below should be answered before watering the
plants as it will help you to ensure watering as per the needs of
plants.
1. How do you know when a plant needs water?
........................................................................................................
........................................................................................................
........................................................................................................
........................................................................................................
2. How often do you need to water your plants?
........................................................................................................
........................................................................................................
........................................................................................................
........................................................................................................

3. What is the best time for watering plants?
........................................................................................................
........................................................................................................
........................................................................................................
........................................................................................................
4. What factors influence the quantity and frequency of

watering?
........................................................................................................
........................................................................................................
........................................................................................................
........................................................................................................
(c) Mulching post watering: Apply a layer of mulch, such as

straw, wood chips, or shredded leaves, around your plants
to help retain moisture, suppress weeds, and ensure the
soil temperature remains mostly the same.
(d) Monitoring the garden for signs of pests and applying
organic pesticides: Prepare organic pesticides using
ingredients, like neem oil, garlic, chilli pepper, and soap.
Apply organic pesticides as needed, and follow instructions
carefully to minimise harm to beneficial insects, or birds
and animals that are not harmful for plants.
Did you know?
Neem based pesticide is an organic pesticide used to control caterpillars,

grasshoppers, whitefly and aphids in agricultural crops.
You can make an organic pesticide by following the steps given below:

1. Take 500 gram of neem leaves (if possible, you can ask an expert
at the local Krishi Vigyan Kendra or Agriculture Research Centre
to recommend any other bitter plant leaves), wash them and chop
or break them into smaller pieces. You will experience a nice
fragrance as the leaves are broken up.
2. Mix the neem leaves with 5 litres of water.
3. Put the mixture in a jerry can/large size bottle and leave it for
around 14 days.
4. Separate suspended solids from liquid using a strainer.
5. You can spray this pesticide on your plants using a spray bottle.
(e) Removing weeds: Check

regularly for weeds and
remove them as soon as they
appear (Figure 1.13). It is good
to use a hand, cultivator, if you
have one for weeding. You can
ask your teacher for an
alternative, if hand cultivator
Figure 1.13: Removing weeds in a
plant bed using hand cultivator is not available.
Decorate Your Garden

Your garden must look beautiful with plants growing neatly in rows
and with proper layout and decoration. Think of ways in which you can
beautify your garden and act on them.
Some things you can do to decorate your kitchen garden are as
follows:
1. Use stones to make the flower beds or pots look neat. You can
paint these stones using attractive colours.
2. Make decorative items that can be kept outside in the garden, like
painted clay pots, paintings made on stones, or using old objects
lying around the school to make ‘sculptures’.
3. You can even make a scarecrow to keep the garden safe from birds.
You can get some ideas from the work done by Shri Nek Chand, who
created a beautiful garden called the Rock Garden using waste material
in the Union Territory of Chandigarh.

Activity 7: Observing your plants grow
Tracking growth of
plants can be helpful
in understanding their
development and needs.
Keep track of the growth
of the plants in your
kitchen garden (Figure
1.14). Observe changes in
plant height and record
other observations, such
as change in the colour Figure 1.14: Keeping track of the
of leaves, appearance growth of plants
of flowers, and even
attack of pests. You can maintain a diary where you record your
observations. Use table 1.3 to record your observations.
Table 1.3: Observations of plants as they grow in the kitchen garden
Date of Observation Observations (data of emergence of

seedling, height of plants, pests, changes
in colour of leaves, flowering, etc.)
Week 1 (Date: ----------------)
Week 2 (Date: ----------------)
Week 3 (Date: ----------------)

Keep a record of the progress of your kitchen garden by taking
photographs from different angles or drawing sketches or both.
Make sketches or paste the photos in the space given below:
Week 1/Month 1
Week 2/Month 2

Activity 8: Harvesting
Once ready for

consumption, harvest your
produce (Figure 1.15) and
sort it, based on quality
and size. You must ask your
teacher about the method
to harvest produce. For
example, for leafy greens,
such as lettuce and spinach,
use a cut-and-come-again
approach, harvesting outer
leaves while allowing
Figure 1.15: Enjoy the produce of
the inner leaves to your labour
continue growing. For root
vegetables, like carrots and
radishes, gently loosen the soil around the base of the plant and
pull them out by hand or with the help of a garden trowel. For
produce like tomatoes, brinjals (Figure 1.16) and peppers, use
gardening shears to cut them from the vine, leaving a short stem
attached. Remove any debris, foreign matter, or produce that is
damaged to ensure only the best-quality is retained.
(a) (b)
Figure 1.16 (a): Brinjal plant, and (b): Harvested Brinjals

The following questions will help you to check your learning:
1. Which crop(s) you harvested?
(a) .....................................................................................................
(b) .....................................................................................................
(c) .....................................................................................................
2. How did you know they were ready for harvesting?

(a) .....................................................................................................
(b) .....................................................................................................
(c) .....................................................................................................
3. Which tools did you use to harvest the plants?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
4. What precautions you took to avoid damaging the plants

while harvesting?
................................................................................................................
...............................................................................................................
...............................................................................................................
...............................................................................................................
5. What did you do with the produce after harvesting from

the kitchen garden?
................................................................................................................
................................................................................................................
...............................................................................................................
...............................................................................................................

Activity 9: Visit to the vegetable market
Visit the local vegetable market, observe the vegetables and fruits
and note the price of different vegetables and fruits. Prepare a
price chart (refer to table 1.4) of your vegetables, based on your
observation.
Table 1.4: Price chart of vegetable produce in market
Vegetable name Price (`) Vegetable name Price (`)
1. 5.
2. 6.
3. 7.
4. 8.
Activity 10: Setting a price

You can give the produce from your kitchen garden to the school
kitchen for midday meal or decide what to do based on instructions
with your teacher and peers. Estimating the price of produce from
your kitchen garden involves considering many factors, such as
cost of seeds or seedling, cost on soil amendments, cost of tools
and equipment, label cost, etc. But what if you planned to sell
the produce? You can set a price for each item of your produce.
Discuss how a price is fixed for the produce with your peers and
teacher.

Here is a simple method to learn how to calculate the price
after filing the information in table 1.5.
Table 1.5: Estimating price of produce from kitchen garden
What did How much What was What is How much

you grow? money was the quantity the market money
(1) spent on the harvested price of the would you
seeds/seedling (number, or produce? get for your
and other by weight)? (4) produce?
materials? (3) (5)
(2)
Did you know?
Did you know that plants can be grown without soil? Take a cutting of a
money plant and place it in an old bottle filled with water. Place the bottle
in bright but indirect sunlight. Do remember to change the water every
week or so. See what happens!

Smart Kitchen Garden with Artificial Intelligence
You can design and make a smart kitchen garden utilising Artificial
Intelligence (AI). AI assists in plant identification, watering plants,
recording plant growth, identifying pests and whatever else you need.
I. Planning and Designing using AI
1. Search for suitable vegetables and herbs and learn when they
should be planted. AI apps on mobile phone suggest plants based
on your location.
2. Plan the layout of the garden bed or the placement of the pots,
considering sunlight and spacing requirements. Some plants
grow better when they are surrounded by others while others
need space.
II. Making the Kitchen Garden
1. Fill the raised bed or pots with appropriate potting mix and
ensure that extra water drains out.
2. Plant seeds or seedlings following the recommended spacing and
depth.
3. Label each plant with its name and planting date for easy
identification. You can print the labels or you can even paste a
photograph of the plant on the label.
III. Smart Care and Monitoring
Search for suitable garden management apps or garden growth

recording apps. Observe the plants regularly and use the app to track
their progress, identifying potential issues like pests or diseases.
1. Use an image recognition app to identify any unfamiliar plants
that may appear. These could be weeds or plants growing from
seeds that were left over from the previous season.
2. Based on AI app suggestions and additional Internet searches,
determine appropriate watering schedules, manure to be added
and early detection and control of pests
3. Document observations of plant growth and other things that
interest you, creating a record of your learning journey.
Geotagging, which refers to the process of adding geographical

information to various forms of media, such as photos, videos,
websites or social media posts can be created for your kitchen garden.
You can use digital technologies for geotagging your garden (even if it
is in pots).

Write three most important things that you learned from others
(they could be about making a kitchen garden, looking after plants
or simply working with others).
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
It is important to understand how much time is required for an

activity to be completed.
Calculate the approximate number of periods you spent on
each activity. Mark them on the timeline below. If you did more
than the activities suggested in the book, please add the number
and time taken.
Activity
1 2 3 4 5 6 7 8 9

Time taken
--- --- --- --- --- --- --- --- ---
(Periods)
What else can I do?
1. Design a container garden at your home. Think and discuss

with your teacher what materials you will need and how
you will proceed.
2. Find out the scientific names of the plants you have grown.
3. Geo-tag your kitchen garden; include longitude and
latitude coordinates.

Think and Answer

2. What were the challenges that you faced during the
activities?
3. What will you do differently next time?
4. What were the conditions that helped your plants grow?
If your plants did not grow well, what should you do next
time?
5. What jobs are related to the project? Look around, speak
to people and write your answer. A few examples of jobs
related to the activities that you did are farmer, gardener,
agricultural scientist, mechanic for agricultural equipment,
such as tractors and harvesters.

Project 1:
Project 2
School KitchenRegister
Biodiversity Garden
This project will help you to learn about biodiversity among

living things in the world around us (Figure 2.1). You will create
a biodiversity register based on your observations and the
information you gather.
Learn about Prepare a

Record presentation
biodiversity
biodiversity on
register
in different biodiversity
places Use different
Identify places sources
in which to to gather
record information
biodiversity
Figure 2.1: Look around at the diversity of living things in your surroundings
Biodiversity.indd 34 19-Jul-24 2:42:59 PM

The diversity of living things, known as biodiversity, comprises
the variety of life forms on earth. It includes plants, animals,
birds, fish, insects, and even microorganisms that are found
everywhere, including soil (see Figure 2.1).
You have learnt about the diversity of living things around us
in Science.
A biodiversity register is used for documenting the diversity
of living things in an area. It contains information about habitat,
which includes the landscape and types of soil, scientific and local
names of living things, what animals eat, living things that may
harm others, and other different kinds of information.
Recording biodiversity is crucial because as habitats
transform due to factors, such as land clearance for construction
or agriculture, or shifts in climate, many species face extinction or
become endangered. This interconnectedness means that the loss
of any plant or species affects the ecosystems, including humans.
Biodiversity registers also provide people with information
that is useful, for example, local knowledge related to crop plants
and animals, plants that can be used for their medicinal value,
pests that affect plants, when to plant crops, and so on.
You can create your own ‘mini’ biodiversity register by
systematically recording the biodiversity around youself. In case
you come across a plant, insect, bird or animal that you are not
familiar with, then you can get information by:
i. Talking to teachers/elders/family members/experts
ii. Looking up books in the library
iii. Searching for the infomation with the help of the Internet
on the computer
iv. Using applications on mobile phones.
Terms used in the biodiversity register

Scientific name: A name given to living things that is the same across
languages. Names differ across languages, but a scientific name ensures
that people, especially scientists know that they are referring to the same
living thing.
Biodiversity Register 35

Variety refers to differences in a similar kind of plant, e.g., there are
different varieties of mangoes, like Alphonso, Kesar, Ratnagiri, Totapuri,
Chaunsa, Dasheri, Langra, Banganpalli, Anwar Ratol and Pairi.
Cropping season: It is the season in which a particular crop is grown.
Season of fruiting: This refers to the season when fruit trees produce
fruits.
Source of seeds/plants: This refers to how new plants grow, whether
from seeds, seedlings, bulbs, stem cuttings or any other method.
Affected crop: Crop that had been damaged by pests, e.g., diseases that
affect plants, insects that eat the leaves or fruits, or any other reason.
Host: It is a plant or animal on which other plants or animals live. For
example, dogs are hosts for fleas, who suck their blood, and some plants
are hosts for caterpillars, who grow by eating leaves and fruits.
Pests: These are insects, birds or animals that are harmful to plants.
Pesticide: Pesticides are used to prevent or control harm to hosts by pests.
They can be in the form of liquid, solid or gases.
Weedicide: Weedicides are used to prevent or control harm to plants by
weeds.
GI tag: A Geographical Indication (GI) tag is given by the government
and recognised all over the world. For plants, it means that the plant
is grown in a specific geography and all the produce from that area is
of a high standard. For example, we have many varieties of rice in our
country – some with GI tags are Navara rice from Kerala, Basmati from
Uttarakhand, and Gobind Bhog rice from West Bengal. Another example
is of Jalgaon bananas from Maharashtra.

1. Systematically record the biodiversity that you observe
around yourself;
2. Use different methods to collect information related to
biodiversity; and
3. Analyse information to present your understanding of the
biodiversity around yourself.

What will I need?
To carry out this project, you will need the following materials:
• A notebook, pen, pencil, eraser, measuring scale, pencil and
sharpener.
• You can use a handheld magnifying glass or lens in case you want
to observe details of plants or insects.
• A camera or a smartphone (borrowed from your teacher or
parents/guardians) can be used for taking photographs, and
making video and audio recordings. However, you must make
sketches of whatever you include in your biodiversity register.
• You can also use a smartphone for identification of living things.
Discuss the precautions you need to take. For example:

• Wear shoes for the field visits.
• Cover your arms and legs to prevent mosquito bites.
• Be careful while observing wild plants, insects, birds and
animals.
• Do not disturb any animals, birds or insects.
• Do not damage any plants.
• Do not leave any garbage behind. It is harmful for living
things.
Internet safety: Ask your teacher for help
while using the Internet. Be careful and do
not upload or download anything without
checking for safety, and do not share personal

Activity 1: What is around us?

Look around and observe
the living things you can
spot. You will find that each
one of the plants supports a
tiny cosmos full of insects,
spiders, squirrels, birds, and
other creatures that feed on
it and seek shelter amongst
its leaves and branches
(Figure 2.2). You will record
some of your observations Figure 2.2: Recording observations of living
and related information in things around us
your biodiversity register.

Before you begin writing on your biodiversity register,
complete table 2.1. This will help you in remembering the living
organisms you often observe and where you see them (e.g., near a
water body, in a farmland, or in a park). You can make a sketch or
paste a photograph, if you want. This information will be useful
when you plan surveys to fill your biodiversity register.
Table 2.1: Identifying locations where you can observe a variety of

living things
Living things Names (Try and find the Places (Where do you
or living names in as many languages find them?)
organisms as you can)
Insects
Birds
Animals
Worms

Activity 2: Meet an expert
You can invite different experts to come and speak to you
about biodiversity. For example, a forest officer or a farmer. A
conservationist, who works for the protection of plants and
animals can also be invited to speak about biodiversity. Another
person you could invite is an expert in Ayurvedic medicine, a
Vaid or Vaidya. The person is a practitioner of traditional tribal
medicine, since they use medicinal herbs and other related plants.
You must prepare questions to ask the experts. Some examples
are as follows:
1. Where can we find different kinds of plants in our locality?
2. How do we know whether the plants growing in the
locality have been there for a long time or were brought
from other places?
3. Are there any plants that are no longer found in the locality?
4. Which kind of plants should we be growing more to support
biodiversity?
5. Is there any plant that we should not grow, as it harms
biodiversity?
6. Do you have any tips for us, as we start documenting our
biodiversity register?
You are now ready to start creating your biodiversity register. The
first step is identification of the places to visit (you need to visit
them more than once). You will also need to make a plan for your
visits. Based on this plan, you have to fill the biodiversity register
and then make a presentation based on your observations.
Activity 3: Identify places to survey
Decide which places you will visit to record biodiversity. For
example, the area (i) around school, (ii) around water bodies, (iii)
near your home, (iv) around farms/parks/gardens/nursery, (v)
near a religious place, and (vi) near a market (Figure 2.3).

Figure 2.3 (a): Pond Figure 2.3 (b): Forest
Figure 2.3 (c): Farm Figure 2.3 (d): Park
Figure 2.3: Places for observing biodiversity: ponds, forests, farms, parks (clockwise)
You should be able to reach the areas quickly, so that you can
easily go back in case you want to check your observations or the
information you gathered.
The following questions will help you in conducting your
survey systematically.
1. What types of habitats exist in your surroundings
(e.g., forests, wetlands, grasslands, urban areas)?
................................................................................................................
................................................................................................................
2. Have you noticed any area(s) where more plants grow,
compared to other areas? Yes/No
3. What type of birds, mammals, insects, etc. have you
observed in your surroundings?
................................................................................................................
................................................................................................................

4. Are there any specific efforts being made to protect plants
and animals in certain areas? For example, conservation
of some species or permission to enter the area.
................................................................................................................
................................................................................................................
5. Now, which places do you plan to visit? Please write them

below:
1. .......................................................................................................
2. .......................................................................................................
3. .......................................................................................................
4. .......................................................................................................
5. .......................................................................................................
Activity 4: Scheduling visits for observing biodiversity

•Consult local experts, biologists, conservationists and the
like.
• Divide yourself into groups, with a maximum of 5 students
in each group.
• Plan to visit the identified areas at different times of the
school year so that you can observe if there are any changes
during different seasons.
Make a schedule for visits and note it in table 2.2 below:
Table 2.2: Schedule for visits to fill biodiversity register
1. ............................................................ 4. .......................................................
2. ............................................................ 5. .......................................................
3. ............................................................. 6. ........................................................
• Visit and explore the identified places, observing plants,

insects, birds, and other living things along with necessary
equipment and materials, such as binoculars magnifying
lens, cameras, field guides, notebooks, etc.

Activity 5: Filling in the
biodiversity register
Write your responses based on
observations and discussions in tables
2.3 to 2.7 for each of the places you
visit. There are many rows and
columns in a biodiversity register
(tables 2.3. to 2.7). Try to fill up as many
as possible. You can also add more
rows related to other kinds of
information in discussion with your
teacher and peers. You can also make Figure 2.4: Observing with the
new tables related to living things naked eye and a magnifying lens
that are around you. For example, if
you live in a big city, look for flowering and fruit trees in the
colony garden, and so on (Figure 2.4 and 2.5).
While noting your observations, you should:
1. Remember to share your
observations with each
other. Maybe you missed
something the first time
you visited a place, but
your friend did not. You
can always go back again
to check.
2. Fill in any new information
each time you visit a place.
3. Take care to sketch or take
photos of insects, worms,
birds, plants, and animals
that are new to you. This
will help you identify them
later by showing them to
others or using an AI tool
for identification. Figure 2.5: Recording observations

If you still feel you cannot find any information for a specific
part of a table, speak to your teacher before deciding to leave it
blank. You are now ready to create your biodiversity register.
I. Observation of biodiversity in crop plants

1. Date of observation:
2. Location:
3. Habitat type:
4. Weather condition:
5. Observations:
Table 2.3: Description of Crops
S.No. Description 1 (example) 2 3 4 5

1. Crop name Onion
2. Local name Kanda in Marathi,

Vengayam in Tamil,
Pyaaz in Hindi
3. Scientific name Allium cepa
4. Variety name Pachaganga
5. Planting method Direct seeding/ bulbs/

transplants
6. Special features, Onion can be planted
like cropping and and harvested in
harvesting season different seasons
7. Uses Eaten raw or after
cooking
8. Sketch/
photograph
II. Observation of biodiversity in fruit plants

2. Location:
3. Habitat type:
5. Observations:

Table 2.4: Description of fruit plants

1. Plant name Mango
2. Local name Mango (Amba)
3. Scientific name Mangifera indica
4. Variety name Alphonso
5. Planting method Grafting or seeding
6. Special features, Fruiting season-
like fruiting summer.
season and Distinct intense and
aroma pleasant aroma.
7. Uses Eaten raw or after
making fruit pulp
or juice.
8. Sketch/
photograph
Note: Alphonso mangoes have been awarded the Geographical

Indication (GI) tag which authenticates their origin from specific regions
in Maharashtra, particularly Ratnagiri and Sindhudurg mangos.
III. Observation of biodiversity in fodder plants

2. Location:
3. Habitat type:
5. Observations:
Table 2.5: Description of fodder plants

1. Plant name Napier grass/
Elephant grass
2. Local name Hatti govat (in
Marathi)
3. Scientific name Pennisetum
purpureum

4. Variety name Pusa giant
5 Planting method Cuttings of
stem or splits
6 Special features, Sowing time-
like sowing time February to
March
7 Uses Used as forage
for livestock.
Habitat and
shelter for
wildlife
8 Sketch/photograph
IV. Observation of biodiversity in weed plants

2. Location:
3. Habitat type:
5. Observations:
Table 2.6: Description of weed plants

1. Plant name Bermuda grass
2. Local name Haral (in Marathi)
3. Scientific name Cynodon dactylon
4. Variety name Pusa giant
5. Found in crops as a Example- sugarcane,
weed cotton, grassland, and
fruit tree orchards.
6. Special features, if Highly tolerant to heat
any and drought.
It provides habitat and
food for various insects
and wildlife species.
7. Uses Used in playgrounds,
sports fields, and high-
traffic areas.
8. Sketch/photograph

V. Observation of biodiversity in pests
2. Location:
3. Habitat type:
5. Observations:
Table 2.7: Description of pests

1. Plant name Potato
2. Local name Aloo (in Hindi)
3. Scientific name Solanum tuberosum
4. Pest name Aphid (insect)
5. Scientific name of Myzus persicae (green
pest peach aphid)
Aphis gossypii (cotton
aphid)
6. Habitat Aphids are commonly
found on the
undersides of leaves,
as well as on tender
shoots and buds of
plants.
7. Special features, Can be found as
if any winged and wingless
forms.
8. Time/Season of After winter, as the

attack temperature start
rising
9. Sketch/
photograph

Did you know?
You can visit the website of ‘Season Watch’ to register a tree in

your neighbourhood and upload photographs every week. You
can also track trees in other areas.
Can you find any tree similar to those in your
neighbourhood in Season Watch?
Did you get additional information about them?
Activity 6: Identifying ‘unknown’

If there is any missing
information or any
additional information
you may need to
complete the tables
from 2.3 to 2.7. You
can ask an expert or a
knowledgeable person
in the community.
You can use an AI tool
or school library for
getting information Figure 2.6: Use multiple sources of information to
find the information you need
(Figure 2.6).
Using AI tools to collect more information about plants/

crops/weeds/pests
Google Lens is an image recognition technology that uses something called

machine learning and OCR (Optical Character Recognition) to analyse and
provide information about objects, text, landmarks, and so on captured
by a device’s camera. It can identify objects, read text, translate languages,
scan barcodes and Quick Response (QR) codes, and integrate with various
Google services. You can access Google Lens through the Google Photos

app or as a standalone app, and pointing the camera at objects, you can
get relevant information or even perform tasks like translation and web
searches.
Google Lens analyses any image and provides information. You can
use Google Lens to identify scientific names, diseases, and other useful
information about plants/crops/weeds insects, and pests using photos. If
you have not taken the photos, you can capture them using Google Lens
itself.
1. Download and open the Google Lens app on the smartphone.
2. Locate the Google Lens icon in the search bar and tap on it. This
activates Google Lens.
3. Point your camera at the plant/insect/image you want to identify
and tap the shutter button to search.
You can now add the missing information to the biodiversity register.
Activity 7: Presentation of biodiversity register

Make a presentation on the biodiversity in each of the places
you visited by using the information you have gathered. You can
create charts, diagrams, models or whatever else you think of.
Remember, the presentation will be based only on your
observations and the information you have gathered. Highlight
that there can be many variations in places and among living
things. That is what biodiversity is all about.
Your presentation can be in two parts:
Part 1: Prepare a summary of the information you have
gathered
Right now, the information you have gathered from visits made
at different times, is in different tables. Imagine you have to
explain the biodiversity around yourself to a visitor. Combine the
information from all the tables to create a summary for this visitor.
Some guiding questions are given below. Please think of other
questions and different ways to summarise your observations.
You may include examples to support your reply to the questions:
1. What are the different plants that grow in the areas around
you?

2. Which plants grow in all seasons and which are seasonal?
3. Can all crops and fruits be harvested in the same season?
4. Do all plants flower in the same season?
5. Are the plants useful for us? If yes, how?
6. Is the same fodder available throughout the year or only
during some seasons?
7. Are all plants affected by weeds?
8. Are some weeds useful? Please name some weeds and
describe their use.
9. Are all plants affected by some sort of pests?
10. Are plants affected by some pests more in some seasons
than others?
11. What information did you gather from people in the
community (e.g., use of plants as medicine, as fodder,
sacred plants, etc.)?
In this way, you can provide a full picture to the visitor.
Figure 2.7: Making a presentation on biodiversity register

Part 2: Go beyond the information you have gathered
Now think of the ways in which you can present the information
you have gathered for a deeper understanding about the
biodiversity around yourself.
Your presentation will be a mix of diagrams and some
explanations. Think of interesting ways to prepare it (Figure 2.7).
Some guiding questions are given below, but try and think of
others.
1. Did you observe more living things in one place as
compared to other?
2. How many varieties of plants and pests did you see in the
places you visited?
3. Did you see the same kind of insects, pests, or worms in
more than one of the places you visited?
4. Did you use any AI tool for this activity? If yes, which ones
and how?
5. Did you use any other sources to gather information?
Include any conclusion or reflection that you would like to
share through your presentation.
Interaction with experts

You discussed with experts all the measures that can be taken to
preserve biodiversity in the area. What do you think will work?
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................

Interaction with members of the community
You might have spoken to a farmer in a rural area, a nursery
worker or a gardener in the city or a community member in the
rural or urban area.
Write about how the biodiversity changed over the years in the
area, let us say in the last 10 or 20 years.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................

and time taken.
You might have gone to the same place more than once as
per your schedule. It is also possible that you went back multiple
times to gather information, try and calculate the total number of
periods spent on each activity.
Activity 1 2 3 4 5 6 7
Time --- --- --- --- --- --- ---
taken
(Periods)

Did you know?
India is home to several Biodiversity Heritage Sites (BHS),

which are areas recognised for their unique biodiversity. The
purpose of these sites is to protect biodiversity in the area and
recognise their importance in ensuring traditional cultural
practices related to the natural environment.
The following are some notable Biodiversity Heritage Sites
in India:
• The Nallur Tamarind Grove in Karnataka has tamarind
trees that are over 400 years old.
• Gogabeel in Bihar is a paradise for bird lovers with over
90 species of birds, including many that travel from
faraway places like Central Asia.
• Tonglu in West Bengal has plants that you would not find
anywhere else in the world.
• Ameenpur Lake in Hyderabad is home to over 200 bird
species, even though it is in the middle of a busy city.
• Majuli in Assam is the biggest river island on the planet
and has monasteries called ‘Satras’.
• The Myristica swamps in Kerala are home to ancient
nutmeg (Jayafala) trees, which is a spice we use in
cooking.
• The Kali Tiger Reserve in Karnataka is a safe heaven for
Bengal tigers and other big animals like elephants.
• The Chilkigarh Kanak Durga Sacred Grove in West
Bengal has special plants used in traditional medicine.
This grove is protected by the local people.
• In Ziro Valley, Arunachal Pradesh, people grow rice and
fish together in a unique way.
• The Mawphlang Sacred Grove in Meghalaya is protected
by local tribes and is full of rare plants and medicinal
herbs.

What else can I do?
You can continue your observations of biodiversity at your home

and other places you visited. Document your observations and
create a nature journal or digital scrapbook.
Please note that you can observe birds, like kites, and animals,
like mongoose in the city as well. Some scientists have started
referring to these animals as ‘urban wildlife’.
Observe the birds that visit your home. Note down how they
look and how they behave. Find out their local name and scientific
name, and as much as you can discover about the birds.
Ask family members and elders in the community about the
birds and animals that they could see when they were young.
Think and Answer

4. What according to you is the importance of the biodiversity
register?
5. What other jobs are related to the project? Look around,
speak to people and write your answer. A few examples of
jobs related to the activity that you did are forest officer,
scientist, and conservationist.

Take Care of your Environment and Planet Earth

M a c hi
Part 2
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W
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and M a
55
Makers Skill.indd_July 11.indd 55 20-Jul-24 4:35:44 PM

Machines make our lives easy, and materials
are all around us. Projects on Work with
Machines and Materials will help you work
with different machines and tools to create
new things with different kinds of materials,
and to repair and maintain things. You can take
up projects related to making electronic toys,
carpentry products from wood and bamboo,
and pottery products (with and without using
a wheel), sewing clothes, decorating fabrics,
using computers and smartphones to make
games and animations, and using waste
materials to make toys or even instruments
for a school band. It is up to you to imagine all
that you can do with your peers.
section. You must take up only one project. You
can either choose one of these projects or you
can design a project of your own choice with
the help of your teacher.

Project 3
Maker Skills
This project will help you learn about simple machines that make
work easier. You will develop skills to create toys from waste using
simple machines and then explore the various simple machines
used in a bicycle. You will also learn how to maintain and repair
these machines to keep your bicycle in a good working condition.
Learn about
simple machines Learn to
maintain
and repair a
bicycle Learn about
simple
Make toys
machines in
from waste
a bicycle
using simple
machines
Figure 3.1: Making things out of waste materials using tools

There are many things around us which are complex machine,
such as bicycles, toys, buses, cycle rickshaws and autorickshaws.
We use doorknobs, and open and close doors and windows
without thinking. But how do these things work? All these things
have simple machines in them. For example, wheel and axle and
pulleys are simple machines.
Simple machines help make our work easier. They help us to
do things beyond our capacity, which are difficult or simply not
possible. For example, can we lift heavy loads or break wood with
our hands? A cart with wheels and axle can move very heavy
objects with less force. Pulleys can lift heavy objects.
Do you know that even a big bus is actually made up of many
interconnected small machines? And that the simple machines
used in a bus are also used in bicycles and toys, and doors and
windows? Yes! It is true that they are made up of simple machines.
Look at Figure 3.2 below and discuss what else simple machines
can do.
Figure 3.2: Simple machines around us
In this project, we will first learn how to use simple machines

to make simple toys. This will help us understand how these
machines work. We will then identify the simple machines in a
bicycle and how to keep them functioning well.

(b)
(a)
Figure 3.3: Simple machines have been in use since ages. Ancient
people used inclined plane (Figure 3.3a), and pulley (Figure 3.3b) to
transport heavy materials.
Ancient architecture
Huge stone temples in ancient India were constructed using a

combination of skilled labour, simple tools and machines and clever
engineering techniques. The process often involved quarrying and
transporting large stone blocks, carving and shaping them, and then
assembling them into the desired structure. Workers used basic
tools, like chisels and hammers to carve the stones. They also used
various innovative methods for lifting and placing the heavy stones,
such as using inclined planes, levers and pulleys. These are all simple
machines that we use till today (Figure 3.3).

1. Make toys from various materials using simple machines.
You can make catapult, robotic arms, elastic band propeller
boat, balloon car, rubber band car, and windmill;
Maker Skills 59

2. Identify the various simple machines that make up a
complex machine, like a bicycle;
3. Identify the main parts of a bicycle and their functions. and
4. Identify common problems with bicycles, such as flat
tyres, and misaligned brakes and perform necessary
maintenance and repair.
What will I need?
For making toys from trash using simple machines

• Materials required: Cardboard, plastic pipe, empty plastic bottles,
cardboard, plastic spoon, drinking straws, plastic bottle caps,
paper, ice cream sticks, thread, rubber bands, glue, tape, glue
gun, cellophane tape, clothes clips, all pin, balloon, colour box,
chopsticks (these could be of wood, plastic or metal).
• Tools required: Scissors, metre scale, and cutter.
For learning about simple machines in a bicycle
You will need atleast 5–6 bicycles.

Materials required: Oil/grease.
Tools required: Spanner set, wrenches, chain brush, tyre levers and
air pump.
You will also have to visit a bicycle shop or request someone who can
repair a bicycle to come to the school to teach you.
• Be careful with cutting tools and other sharp edges.

• Ensure that you clean the area after you finish an activity,
and store materials and tools as per the instructions of
your teacher.
• While using the toys, ensure that you do not hurt yourself
or others.

Can you identify simple machines in your surroundings? Look

around, see what you can find.
Activity 1: Simple machines in our surroundings

Identify everything around you that helps you do something. Find
out if it is a simple machine or if it is made up of simple machines.
You can ask your teacher or your friends and family for help.
Write your observations in table 3.1.
Table 3.1: Simple machines around us
S.No. Name of simple machine How is it used?
1. Knife Used for cutting vegetables

and fruits
2. Vegetable peeler Used for removing peels of

fruits and vegetables
3.
4.
5.
6.
Maker Skills 61

First, you will make toys using simple machines and then identify the
simple machines in a bicycle. Next, you will learn how to maintain a
bicycle.
Learning on the Internet
You can look up the steps to make the toys given in the Activity Book by
searching on the Internet with the search keywords: ‘DIY + XX (name of
toy)’ (DIY means ‘Do It Yourself’).
If you want to see videos, you can add the word ‘video’ to the search
keywords.
Internet safety
Ask your teacher for help while using the Internet, be careful not to
upload or download anything, and do not share personal information
anywhere.
Activity 2: Using levers to make toys

A lever is a fixed bar or handle that moves around a fixed point,
called the hinge/fulcrum. A simple example of using a lever is when
you use a spoon to open the lid of a tin. The tip of the spoon is
fixed under the lid, and you apply force at the other end. Another
example is that of a seesaw in the playground.
Some toys you can make using a lever are catapult, lazy tongs
and robotic arm scissors. The simple catapult you will make has a
single lever while the lazy tongs and robotic arms have multiple
levers. Figures 3.4 and 3.5 show the steps for making a catapult
and robotic arm, respectively, using waste materials.

Working Model of Catapult
Materials : You will need ice cream Step 1 : Stack about 5–6 ice cream
sticks, rubber bands and an ice cream sticks one on top of the other and
spoon. hold them together with rubber
bands — one on each end. Take two
other ice cream sticks and hold them
together at one end with a rubber
band.
Step 2 : Place the two sets of ice cream Step 3 : Using a rubber band, attach
sticks, as indicated in the figure. the ice cream spoon, as shown in the
figure.
Your catapult is now ready.
Figure 3.4: Steps for making a catapult using icecream sticks and spoon
Maker Skills 63

Working Model of Robotic Arm
Materials : You will need icecream sticks, glue, old bottle caps, toothpicks,
and a cutter.
Step 1 : Pierce the ice cream sticks Step 2 : Join a few more ice cream
in the centre. Break a toothpick into sticks just like in Step 1. There needs
small pieces and join the ice cream to be a free movement of the ice
sticks by passing this piece through cream sticks.
the holes. Remember to add glue
where the sticks are joined.
Step 3 : Cut out the centres of the Step 4 : Glue the bottle caps to the
bottle caps with the cutter so that you ends of the first set of ice cream sticks.
end up with two circular shapes.
Your robotic arm is ready!
Figure 3.5: Steps for making a robotic arm using icecream sticks, bottle caps and
toothpicks

1. Draw a sketch of the toy, giving accurate measurements
where different parts are connected. You can paste a
photograph of the toy in the space given below:
2. Write down instructions for someone who is using robotic

arm for the first time.
.................................................................................................................
.................................................................................................................
.................................................................................................................
Activity 3: Using a propeller to make toys

A propeller is a wheel with blades. As the wheel moves, the blades
help movement by pushing through water or air.
You can make an elastic band boat using a propeller. Figure
3.6 shows the steps for making an elastic band boat using waste
materials.
Maker Skills 65

Working Model of Propeller Boat
Materials : You will need ice cream Step 1 : Paste ice cream sticks in the
sticks, glue, straw, bottle caps and shape as indicated in the figure.
rubber bands.
Step 2 : Paste additional ice cream Step 3 : Make slits in the bottle caps,
sticks to make a boat shape. Make holes cut and paste ice cream sticks to the
as indicated by the dots in the figure. sides to make a propeller.
Step 4 : Pass a straw through the caps Step 5 : Paste a rubber band at the tip
and the holes in the side of the boat of the boat and to the middle of the
as indicated in the figure. straw.
Step 6: Wind up the rubber band using Your boat is ready.

the paddle wheels and place in water.
Figure 3.6: Steps for making a propeller boat

3. Draw a sketch of the toy giving accurate measurements
where different parts are connected. You can paste a
photograph of the toy in the space given below.
4. Write down instructions for someone who is using

propeller boat for the first time.
.................................................................................................................
.................................................................................................................
................................................................................................................
Activity 4: Using a wheel and axle to make toys

Wheel and axle is a simple machine that is made up of wheels
held together by a rod so that they move together. In this way, if
you have two wheels and axles, they balance each other and can
move loads of any sort of shape placed above them. Car wheels
are an example of wheel and axle.
Some toys, you can make using two sets of wheel and axle are
rubber band car and air balloon car. Figure 3.7 shows the steps for
making a rubber band car. Follow the steps to make your rubber
band car.
Maker Skills 67

Rubber Band Car
Materials : You will need clothes Step 1 : First cut a straw of length so
clips, straws, chopsticks/toothpick, that you can join the two clothes clips
bottle caps, cellophane tape, scissors, slightly far apart.
rubber bands and glue.
Step 2 : Make holes in the exact Step 3 : Attach a small part of a

centres of four bottle caps and attach toothpick/chopsticks between one set
them to a toothpick/piece of wooden of wheels. You will have to glue it to
skewer to act as wheels for the clothes the straw. This is the front of the car.
clips. Attach one cap, pass it through On the other end, loop a rubber band
the straw at each end and then attach over the straw. This is the back of the
the other cap. Remember to use glue car.
to hold the bottle cap and toothpick/
part of wooden skewer together.
Step 4 : Pass the other end of the Step 5 : Wind up the rubber band at
rubber band over the small piece the back of the car and release it on
between the wheels at the back of the stable ground. Your car is ready to
car. race.
Figure 3.7: Steps for making a rubber band car

Air Balloon Car
Materials : You will need flexible straws, an old plastic bottle, old bottle caps,
cellophane tape, a rubber band, chopsticks, balloon and glue.
Step 1 : Tape the chopsticks onto the Step 2 : Make holes in the bottle caps
bottle as shown in the figure. and attach them to the chopsticks as
indicated in the figure. Remember to
use glue to ensure they stay attached.
Step 3 : Fix the balloon to one end of Step 4 : Make a hole in the bottle and
the straw with a rubber band. insert the straw as indicated in the
figure.
Working model 1 : Blow the balloon Working model 2 : Release your

from the open end of the straw and finger. Your balloon car is ready to
then press your finger to the straw. move.
Place it on an even surface.
Figure 3.8 : Steps for making an air balloon car
Maker Skills 69

1. Paste a photograph of the toy that you created in the space
given below.
2. Write down instructions for someone who is using air

balloon car for the first time.
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Activity 5: Using more than one simple machine to make toys

A windmill is a machine that generates energy from wind. A real
windmill is made up of many parts. But your working model of
windmill can be made by using a combination of simple machines
like propeller and wheel and axle, along with other parts to make
these machines work together. Figure 3.9 shows the steps for
making a windmill using various materials.

Windmill
Materials : You will need pieces of Step 1 : Make a cardboard box as

cardboard, chart paper, straws, glue shown in the figure. Make holes in the
and a cutter. centre of the sides and pass the straw
through the holes with a circular
piece of cardboard passing through it.
Step 2 : Attach another circular piece Step 3 : Repeat step 2 for another
of cardboard of the same size to the side as indicated in the figure except
other end of the straw. Stick a small that now you must place the circular
piece of straw to the cardboard circle pieces of cardboard at the ends of the
outside the box. straw.
Step 4 : Make a cylinder with chart paper Step 5 : Assemble the pieces as shown
as shown. Make a fan with a short piece in the figure.
of straw, circular pieces of cardboard
and blades cut out of chart paper.
You now have a working windmill.
Figure 3.9: Steps for making a working model of a windmill
Maker Skills 71

1. Draw a sketch of the windmill, with accurate measurements
of different parts. You can paste a photograph of the toy in
the space given below.
2. Write down instructions for someone who is using the

working model of windmill for the first time.
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.................................................................................................................
Using ChatGPT for ideas
ChatGPT is an AI ‘chatbot’, a smart Intelligent Assistant. This AI tool uses

information available on the Internet to answer your questions.
Ask ChatGPT for ideas on using waste material to make fun things.
You may be surprised by what it comes up with!

Activity 6: Simple machines in a bicycle
So far, you have learnt about different forms of simple machines.
You will now explore how simple machines are used to create a
bigger machine.
A bicycle is made using different simple machines, such as
wheels, wheels and axles, levers and pulleys (Figure 3.10). In this
activity, you will learn about the parts of a bicycle and how to
keep them functioning.
Bicycles have many moving parts that work together to
accomplish a task (Table 3.2). All the parts (wheels, gears, pedal,
etc.) of a bicycle work together to transform the effort of a rider
into motion.
Figure 3.10: Parts of a bicycle
Table 3.2: Parts of a bicycle and their function
Part Function
Brake Pads They are placed around wheels and they ‘grab’ them
to resist their motion.
Brakes They slow down or stop the bicycle. The different

types of brakes are rim brakes, disc brakes and drum
brakes.
Chain It transfers power to the rear wheel.
Maker Skills 73

Chain rings, sprocket They guide the chain and transmit power from pedal
to chain.
Frame This is the main structure that supports the rider

and connects all the parts.
Handlebars They provide a place to hold and steer the bicycle.
Hubs These are the central part of the wheel. They allow
the wheel to spin around the axle.
Kickstand It enables the bicycle to stand upright.
Cycle light It improves visibility and safety.
Pedals These are the point of contact for the rider’s feet to
apply force.
Rims They support the tyres, and provide braking surface

(rim brakes).
Saddle This is where the rider sits.
Seatpost This connects the saddle to the frame, usually of

adjustable height.
Spokes They connect the rim to the hub and provide

strength and stability.
Tyres They provide traction and cushioning.
Some common problems and solutions related to bicycles are:

1. Rusting of parts: You can clean the parts using sandpaper
and apply oil or paint, as appropriate.
2. Loose parts: You can fix them using the appropriate
tools. Ask your teacher which tools are used and write
them here.
.................................................................................................................
.................................................................................................................
3. Wheels not moving freely: Oiling of moving parts will

help.

4. Flat tyres: Air pressure in tyres should be checked
regularly to avoid flat tyres.
Now let us look at each
part of the bicycle more
closely. As mentioned earlier,
the bicycle is made up of
different kinds of simple
machines. To ensure that
it keeps running smoothly,
you need to check its parts
and maintain them regularly
(Figure 3.11). If needed, you
Figure 3.11: Working on keeping a
can seek help from experts bicycle in good working condition
in the bicycle repair shop.
Fill table 3.3 with the help of
your peers and teacher.
Table 3.3: Fixing parts of a bicycle
Part of bicycle Function of part Is the part Did you do

functioning anything to fix
well? the part?
(Yes/No) (Yes/No)
Brake
Chain
Spokes
Kickstand
Handlebars
Tyre
Maker Skills 75

Activity 7: Visit to a bicycle repair shop
You must visit a bicycle repair shop to learn from the experts. You
can also request your teacher to invite a bicycle mechanic to the
school to teach you all about maintaining and repairing a bicycle.
Some questions you can ask the mechanic are given below:
1. Is there anything that should be regularly checked before
riding?
.................................................................................................................
.................................................................................................................
2. Can the saddle height be adjusted? How?
.................................................................................................................
.................................................................................................................
3. What is the best way to clean a bicycle?
.................................................................................................................
.................................................................................................................
4. How do you know that the tyres need to be inflated?
.................................................................................................................
.................................................................................................................
5. How is a punctured tyre repaired?
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.................................................................................................................

6. How often should a bicycle chain be oiled?
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................................................................................................................
7. How can the squeaking brakes of a bicycle be fixed?
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8. How are the wheels of a bicycle aligned?
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Activity 8: Organise an exhibition of the toys

Planning an exhibition of toys made by you and your peers in
a school can be an exciting and enriching experience for all
students and visitors. Take the help of your teacher to plan and
organise the exhibition. The following are some tips to guide you
to organise such an event.
1. Define the purpose of the exhibition. Is it to raise awareness
about the toys, showcase creativity, or teach how to make
toys using waste materials? For example, during the
exhibition, you can demonstrate the skills of making toys.
Maker Skills 77

2. Decide on a theme for the exhibition (e.g., eco-friendly
toys, historical toys, and futuristic toys).
3. Ensure that the toys made by you all align with the chosen
theme.
4. Decide on the exhibition space within the school.
5. Plan the layout of the exhibition, ensuring there is enough
space for each toy and for visitors to move around. Decorate
the venue in line with the theme to create an engaging
atmosphere.
6. Send invitations to parents, local artists, and community
members.
7. Arrange the toys attractively, ensuring each has a label
with the creator’s name and a brief description. Ensure all
toys are safe to handle and the venue is child-friendly.
8. Have volunteers supervise the exhibition to assist visitors
and manage any issues.
9. Collect feedback from visitors, students, and teachers to
understand what went well and what could be improved.
10. Take photos and videos to document the event and share
highlights through the school’s newsletter or website.
Name any three things you learnt from your friends

while making toys or working models.
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..........................................................................................................
Name any three things you learnt from the expert.
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You translate your ideas into actions.

It is important to understand how much time is required for
an activity to be completed. Calculate the approximate number
of periods you spent on each activity. Mark them on the timeline
below. If you did more than the activities suggested in the book,
please add the number and time taken.
Activity 1 2 3 4 5 6 7 8
Time --- --- --- --- --- --- --- ---

taken
(Periods)
What else can I do?
Make a chain reaction machine using different kinds of simple

machines made from trash.
You can search on the Internet for ideas using the following
search keywords: Simple machine + Chain reaction toy.
Think and Answer

3. What would you like to do differently?
4. Design a toy that you can use to help a peer understand a
concept related to Mathematics or Science.
Maker Skills 79

5. Can you estimate the number of times the wheel will rotate
when covering a distance of 10 metres?
Hint: You can either use the circumference of the rim of the
bicycle tyre or observe the movement of the bicycle tyre.
6. Can using a bicycle make a difference to our health and the
environment? If yes, how?
related to the work, you just did, are bicycle mechanic, toy
maker, and engineer.

Project 4
Animation and Games
This project will help you learn how to create animations and
games on your own using a visual programming language.
Learn how we Learn to use Make your own

communicate Scratch animation and
with devices game
Design, try out
and improve
model
Make a ine
an online game
of an offl
game
Figure 4.1: Learn to communicate with computer
04_ANIMATIONS AND GAMES Folder.indd 81 19-Jul-24 2:56:58 PM

You may have played games on a smartphone or a computer
(Figure 4.1), with figures that move and respond to your inputs.
You may also have seen ‘animation’ films and ‘animojis’ (animated
emojis) on your smartphone. You might have wondered how
these games, animojis or videos of moving figures (both humans
and animals) and objects are made. People called ‘programmers’
use something called ‘coding’ to do this. This project will help you
create your own online games and animations.
Designing games and animations require a blend of creativity
and technology. It all begins with an idea. Designers then develop
and refine their ideas
before they actually start
the work. This is made
possible by artists who
create visual elements,
and programmers who
do the coding.
Figure 4.2: Scratch interface
You can create
your own animations
and games using ‘Scratch’ (Figure 4.2). Just as we use different
languages to communicate, programmers use programming
languages to communicate with devices like smartphones,
computers, tablets, smartwatches, satellite and driverless cars.
Figure 4.3: Default Scratch window

Scratch is easy to use. It is called a ‘visual programming
language’ since you can move around ‘blocks’ instead of writing
complicated programmes in languages that take time to learn.
These blocks allow you ‘write’ programmes to create animated
figures, design games, and create your own wallpaper (Figure 4.3).
Coding allows us to communicate with computers and smartphones.

When you click on a button and the computer or smartphone responds,
your click is translated into instructions in a language the machine
understands. A series of instructions to computers or smartphones are
called a programme.
There are many languages with which you can communicate with
computers, like Javascript, Python and C++. Among these languages,
there are visual programming languages in which a series of
programming instructions are clubbed into ‘blocks’. It allows us to
combine different blocks and create sets of instructions.
1. Create a simple Scratch project with block programming;

and
2. Design games and animations using Scratch.
What will I need?
To carry out this project, you will need:

• Computer or laptop with Internet connection.
• ‘Scratch’ downloaded in the computer or laptop
• Notebook
• Pen or pencil
• Loose papers
• Markers
• Cardboards
Animation and Games 83

Discuss the safety precautions, which should be taken while

accessing the Internet with the teacher and your peers. Make a
list of ‘to do’ and ‘not to do’. Make sure you follow this list while
working. If in doubt, ask your teacher.
Using computers for playing video games or searching for some
information on the Internet is fun. As anything done in excess
is not good, excess screen time is not good for your mental and
physical health. Playing outside and including physical sports are
good for your body and mind, so make sure you get enough of that
in addition to the fun you have with smartphones and computers.
So, limit your screen time as advised by your teacher and/or
family members.
You should be able to perform basic functions on a computer, like

using the Mouse and Keyboard, checking for Internet connectivity,
browsing or searching on a browser, and downloading and
installing software.
Activity 1: Game design

We play many games. These games include outdoor games
(e.g., Cricket, Blind Man’s Buff, etc.) and indoor games (e.g., Chess,
Ludo, Card Games, etc.).
The following questions are meant to help you think about
the games:
1. Why do we play games?
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................................................................................................................

2. Which is your favourite game?
................................................................................................................
................................................................................................................
3. What do you like in your favourite game?
................................................................................................................
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................................................................................................................
4. How many members can play in your favourite game?
................................................................................................................
5. What rules are to be followed in your favourite game?
................................................................................................................
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................................................................................................................
6. Is there anything else interesting about your favourite game?
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Activity 2: Model your favourite game
Make a model of your
favourite game using
craft materials. For
example, if you like
Ludo or Snakes and
Ladder, use cardboard
and buttons to make
the board. If you like
Cricket, make a model
of the cricket pitch. If
you like Blind Man’s
Buff, make a model of
Figure 4.4: Making a model of a game helps you
the field or playground think about the details of a game
where you will play
Blind Man’s Buff, marking boundaries clearly (Figure 4.4).
Draw a sketch or paste a photograph of the model of a game in
the space given below:

Activity 3: Trying out online games
You have done some activities related to games you play offline or
in the real world. Now try some online games!
Play a few games on the smartphone or computer or laptop,
and try out different kinds of games.
On the basis of your try outs of the online games, respond to
the following questions:
1. Do all the games have rules? Yes No
2. Did they all have characters, such as cartoons, Micky
Mouse, etc.? Yes No
3. Did the characters interact with each other in all the
games?Yes No
4. Was there a colour background in all the games?
Yes No
5. Was there music in the games? Yes No
6. Did you find any game interesting and challenging? If yes,
why? If not, how could it be made more interesting and
challenging?Yes No
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................................................................................................................
Activity 4: Preparing to make your own game with animation

You have thought about your favourite games; both offline and
online. You have identified the rules, players, the interaction
between these players and challenges in both online and offline
games you played. Online games and a few offline games,

include music and a background that make them attractive and
interesting. Now look for some interesting online games and
animations created using Scratch. You can look for match the pair
game (Figure 4.5).
Figure 4.5: The figure shows a game to identify and match the layer of
soil correctly.
You can use the following prompts (keywords for search) to

find games and animations:
1. Play animations using Scratch
2. Educational Scratch games for school students
3. Scratch games for practicing math skills
4. Creative Scratch games with music and sound effects
5. Scratch games for teaching history or geography
6. Adventure games made in Scratch
Creating an account on Scratch
1. You will have to login to the Scratch website to create an account.

2. Open your Scratch account using an email address. You can use
the email address of your teacher or a family member.
3. To start creating, click on the ‘Create’ button.
You can find tutorials for making animations and games using Scratch.
Type the following keywords:
• Scratch game tutorials for beginners
• How to make a maze game on Scratch
• Interactive storytelling on Scratch
• Creating multiplayer games on Scratch

1. Did you face any difficulty in creating your account on
Scratch? Yes/No If yes, how was it solved?
...............................................................................................................
...............................................................................................................
...............................................................................................................
................................................................................................................
You can now begin using Scratch.

Activity 5: Build characters, objects and a backdrop of your
game
Try out a few things with Scratch. Figures 4.6 to 4.10 show some
of the things you will see on the screen.
Figure 4.6: Backgrounds and Sprite on Scratch
As you begin using Scratch, keep responding to the questions

given below. They will help you think about things you can do.
You can look at your responses the next time you plan to create
something using Scratch.
1. Were you able to select and import Sprite? Yes No
2. Were you able to use the in-built Sprite or did you use
some image from the Internet or a photo you had taken?
Or did you use both?
...............................................................................................................
...............................................................................................................
...............................................................................................................

Figure 4.7: Choosing the Sprite to be loaded on to your
game
3. Did you attempt creating your own Sprite by drawing?

Yes No
4. Were you able to change the costumes of the chosen Sprite?
Yes No
5. Were you able to identify and import objects?
Yes No
6. Were you able to identify and use appropriate backdrops
for the chosen Sprite? Yes No
Figure 4.8: Uploading Sprite on a computer
Creating your own images using AI!
You can create your own images using an AI image generator. An AI

image generator that takes a keyword, also called as ‘text prompt’,
processes it and creates an image that best matches the description
given in the text prompt.

You can do the following to generate AI images for this project:
1. Choose an AI image generator: You can ask your teacher and

others for help.
2. Input your ideas: Describe what you want in simple words. For
example, if you are thinking of a flying cat, say, “A cat flying in
the sky.”
3. Explore options: Apply different styles and see how the tool
reworks the images.
4. Refine and Experiment: If you want changes, describe them. For
instance, “Make the cat smaller” or “Change the background to a
forest.”
5. Download or Save: Download or save the image to your device.
6. You can now use it for whichever purpose you want.
Activity 6: Programming your characters and objects

Now you need to animate your Sprite (Figure 4.9).
Figure 4.9: Select your Sprite, and drag the code blocks on to your window
to have it follow your instructions
The following questions will help you think of what you can
do and also help you maintain a record you can refer to later:

1. Were you able to use a combination of ‘Motion’ and ‘Looks’
blocks to animate your Sprite? Yes No
2. Were you able to animate Sprite using ‘Control’ and ‘Events’
blocks? Yes No
3. Were you able to include music in your animated block?
Yes No
4. Were you able to select multiple Sprite? Yes No
5. Were you able to change their costume? Yes No
Activity 7: Create an animated birthday card for your friend

Now make an animated birthday card for a friend, using his/her
name and/or image (Figure 4.10).
Figure 4.10: You can do animation on Scratch too; the

letters are animated in this window
The set of questions given below will both guide you and help
you keep a record of what you are doing.
1. Were you able to import and use your friend’s picture as a
Sprite? Yes No
2. Were you able to use a combination of ‘Motion’, ‘Looks’,
‘Control’ and ‘Events’ blocks to create an animated birthday
message using your friend’s Sprite? Yes No
3. Were you able to use your friend’s favourite song as
background music for the animated card? Yes No

4. Were you able to save the card and share it with your
friend?Yes No
5. Did you face any challenges in designing this animated
birthday card? Yes No
If yes, how did you resolve them?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
6. Did you try creating something else using Scratch?

Yes No
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................................................................................................................
Activity 8: Designing your game

You are now ready to design your own game.
The first thing you need to do is plan the details of your game.
This is known as making a ‘storyboard’ (Figure 4.11).
Storyboard
A storyboard helps in planning what will be shown on the screen during

a game or animation. It is like a roadmap. You can make it on paper or
use the computer to create a document with the details of your plan. You
can sketch your characters, detail how they will respond to commands,
and show the sequence of actions, in short. Everything that is in your
head can go into the storyboard.
Making a storyboard is important to ensure a detailed plan so that

you do not have to stop and think as you start making your game or
animation.

Name of the story:
Characters:
“Sonu spoiled my
Character 1: Sonu (a
homework”
small white dog)
Scene Number:
Character 2: Rakesh (a
Scene # 1
student of Grade 4)
Background: Home
Scene Description:
Actions and Narrative: Rakesh calls
Sound and Music: Animation: Sonu
Sound Effects: Yu…yu… Rakesh: Moves his hands Dialogues:
sound of Sonu barking Sonu: Moves towards Rakesh: “Come here,
Rakesh Sonu”
Sonu: “yu…yu…”
Actions and
Animation:
Sonu: Jumps onto the
table from the left side Sound:
Glass of milk: Falls on Rakesh screams
the table
Milk: Spills across the
table on the notebook
Figure 4.11: An example of a storyboard for an animation
Notes:
Special Instructions: Make sure Rakesh is sitting on a study table and a

glass of milk is placed on his table.
Finally, you can show that Sonu jumps towards Rakesh, causing the
glass to fall, spilling milk on table.

Present the game idea to your peers; did you receive any
suggestions? Yes/No
If yes, how did you use them?
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Activity 9: Coding your game

With the help of your teachers or any other person, write the code
(Figure 4.12) for the designed game by:
• Creating characters and
scenes
• Animating characters
• Using dialogue and text
• Using event blocks to
trigger different events in
the story
• Using sound blocks to add Figure 4.12: In this code, the Cat will
move 10 steps ahead and say “Hello”
background music once you press start
1. Write a script for the game you designed in Activity 5

using in-built blocks, such as motion, looks, sound, events,
control, sensing, operators, variables, etc. and control
structures that include loops and conditional statements.
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2. Prepare a logo with the name of your game and paste the
photograph of the same in the space given below.
3. Were you able to do the following?

a. Setting the stage
• Choose or create a backdrop for the game’s stage by
importing image. Yes No
• Design or import Sprite Yes No
• Design or import object Yes No
b. Code your Sprite
• Use a combination of ‘Motion’ and ‘Looks’ blocks to
programme the movements of your Sprite.
Yes No
• Experiment with different code blocks to control
movement, interactions, animations and game logic.
Yes No
c. Implement game mechanics
• Define the rules of game using ‘Control’ blocks.
Yes No
• Use conditional (if else statements), loops, variables
and sensing blocks to create interactive gameplay
elements.Yes No

• Use ‘Event’ blocks to trigger actions in response to
specific events. Yes No

• Enhance the gaming experience by adding
background music using ‘Sound’ effects.
Yes No
4. Did you face any challenges in designing the game?
If yes, how did you resolve them? Yes No
................................................................................................................
Activity 10: Trying it out

Check if your game is working.
1. Publish your game by clicking on the ‘Share’ button in
Scratch.
2. Request other group members to play the game.
3. Are there any issues or ‘bugs’ that need to be removed for
smooth working? Yes No
Activity 11: Sharing your game

Now imagine if someone you have not worked with were to play
the game. You would have to introduce the game to them and give
basic instructions. You can do that by either making an audio or
video clip or creating a document.
The questions below will help you develop these instructions.
1. What is the name of your game?
................................................................................................................
2. What are the different components of the game?
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3. What are the rules of the game or instructions to play?
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What did I learn from others and how did I

use it?
You saw videos on Scratch and discussed with others how to

create the games.
1. Did you watch any tutorials or observe how others coded
their projects?
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...............................................................................................................
2. Did you work on any project with classmates? What did

you learn from them?
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...............................................................................................................
3. Did you ask for help or advice from your teacher or peers?
What was the most helpful piece of advice you received?
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................................................................................................................
................................................................................................................

4. What new techniques or blocks did you discover with the
help of peers?
................................................................................................................
................................................................................................................
...............................................................................................................
................................................................................................................
...............................................................................................................
5. Did learning from others inspire any new ideas or features

in your projects?
................................................................................................................
................................................................................................................
...............................................................................................................
................................................................................................................
...............................................................................................................
6. Have you had the opportunity to teach or help others with

Scratch? What did you teach them, and how did it help you
reinforce your own understanding?
................................................................................................................
...............................................................................................................
...............................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................


and time taken.
Activity 1 2 3 4 5 6 7 8

Time taken --- --- --- --- --- --- --- ---
(Periods)
What else can I do?
1. You can create a game/animated story related to your

daily life, using photographs of people and objects around
you. Please remember to take permission first. Discuss
your favourite folk story with your family members and
elders in the community. Prepare a storyboard detailing
the characters, plots, important scenes, etc. Translate
this story into Scratch by creating characters and scenes;
animating characters; using dialogue and text; using event
blocks to trigger different events in the story; and using
sound blocks to add background music.
2. You can use the Scratch extensions to make different games.
For example, you can use the Pen extension to create your
own shapes and figures (Figure 4.13).
Figure 4.13: Scratch extensions and use of Pen extension

Think and Answer

4. Compare online and offline games. State three things you
like about each.
related to the activities you just did, are programmer,
software developer, game developer and 3D animator.

Take Care of Your Mental and Physical Health

Biodiversity
Part 3
or
W
k in
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an S r vi
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103
05_School museum.indd 103 19-Jul-24 4:50:46 PM

Human Services are about serving people
and interacting with them in different ways.
Projects on Work in Human Services will
help you learn how to work with people.
You can take up projects related to taking
care of your health and that of your family
and others, you can make interesting videos
and audio clips on various topics, such as
making a budget for your family, applying
Mehndi on people’s hands, or developing a
comic book; it is up to you to imagine all
that you can do with your peers.
section. You must take up only one project.
You can either choose one of these projects
or you can design a project of your own
choice with the help of your teacher.

Project 5
School Museum
This project will help you learn about museums, and you will
create your own museum by collecting and describing artefacts.
Organise an
Learn about exhibition of
museums Learn your artefacts
and own history
artefacts Identify
Visit a real artefacts
museum or and prepare Take feedback
take a tour presentations from visitors
of virtual
museum
Figure 5.1: Setting up a school museum

You have learnt about many sources for understanding history
and culture in Social Science. Among these sources are artefacts,
objects made by humans that are old, unique and beautiful and
related to our traditions and culture. These artefacts can be
ancient or a part of our lives and societies in the present.
A museum is a place in which artefacts are kept. Museums
help us understand our history and culture (Figure 5.1). They
show us what ancient people wore, what kind of work they did,
what kind of artwork they created (e.g., paintings and sculptures),
and what they wrote (manuscripts). Museums help us build the
past in our minds, and see things, which we may never be able
to otherwise.
Museums also help us learn about the present culture and
work of different groups of people in the country and the world.
They display artefacts related to art, traditions (Figure 5.2),
architecture, and science. For example, the National Science
Centres/Museums spread across India help us learn about things
that no longer exist, such as dinosaurs, and also about things that
we can expect in the future. There are even some curious objects
that defy what we think or we know, like a 1200 kg granite ball
that spins on water at the National Science Centre in Delhi.
Figure 5.2: The Tribal Museum of Madhya Pradesh in Bhopal has displays of the
traditional art, craft and culture of various tribes

While Science Museums primarily focus on concepts related
to science, museums in general display a variety of things,
including traditional textiles and the style of wearing them. In
some museums, even
animals are preserved and
exhibited.
Do you have traditional
things in your house
things which can be
displayed in museum?
Look around and bring
them into the classroom.
If you cannot bring
these artefacts into the Figure 5.3: Open air museum at the Kisama
classroom, take their Heritage Village with houses of different tribes
in Nagaland, each with its unique design.
photographs or drawings
and these could be a part of your museum.

1. Describe how museums preserve history and traditions;
2. Identify artefacts that are of interest to you and your peers;
3. Create a school museum with your peers; and
4. Present the history of artefacts using different forms of the
presentation.
What will I need?
• Locally collected artefacts that are old, beautiful, or important to

your family, and/or photographs of these artefacts.
• Storage containers and display boxes.
• Cleaning brush and cloth.
• Chart paper or cards for making labels.
School Museum 107

• Markers, sketch pens, drawing pencils, coloured pens and scissors.
• Equipment and materials for presentation; computer and projector.
• Our heritage is the source of our pride and honour. It is

our duty to preserve it. Take care of the artefacts, and they
should be handled with care to avoid any damage.
• During a visit to a museum, avoid direct contact with the
artefacts as they might be made of sensitive material. Please
follow all instructions on the sign boards at the museum.
You have learnt about the Sindhu-Sarasvati civilisation in Social Science.

You have also read about Dholavira (Figure 5.4). Locate Dholavira on the
map of India.
Archaeological sites are places where evidence of ancient human
societies is preserved. These sites
are excavated by archaeologists.
They carefully dig up these
sites, and analyse the artefacts
and other remains that are
uncovered. These artefacts help
us to understand the kind of
societies that existed many years
ago at these sites. The objects
discovered during excavation are Figure 5.4: Sentinel room in eastern
kept in a museum located near gate of castle, Dholavira
the site.
Look around your home and neighbourhood. List the names

of at least five artefacts that you find interesting because they

are old or special to you and your family. Examples include old
coins, telephones, vessels, stamps, wood carving, furniture, stone
carving, Shilalekh (inscriptions, that is writing or engraving,
carved on stone or walls of caves or buildings), ancient
manuscripts, religious manuscripts, statues, radio, gramophone,
camera, spectacles, sticks, ancient books, traditional clothes, and
so on.
Activity 1: Visiting a museum
Visiting a museum will help you with setting up the school
museum. In case, you are not able to visit a museum yourself, you
can ask your friends and others if they have visited a museum,
and what they saw during their visit or you can also visit the
website of a museum and see the exhibits there. Take note of their
descriptions. Some museums have ‘virtual exhibitions’.
Virtual Museum Tour

You can take a virtual tour of the
Museums in India on the website of
the Ministry of Culture, Government
of India (you can use the search
keywords, such as the ‘ministry
of culture’ + ‘virtual museums’).
Figure 5.5 shows the screen grab of
website maintained by the Ministry
of Culture, Government of India.
Figure 5.5: Screen grab of website
Use Google Lens or a similar
maintained by the Ministry of Culture,
Optical Character Recognition Government of India
(OCR) tool to search for more
information on the collections of the museum.
Share your learnings on how Google Lens assisted through the tour.
Internet safety: Ask your teacher for help while using

the Internet. Be careful and do not upload or download
anything, and also do not share personal information anywhere.
School Museum 109

While visiting museum understand the layout of the museum
and key exhibits. Take your time to explore the museum, observe
the exhibits, read information panels and check if there are any
interactive activities (e.g., lighting up parts of the exhibits, moving
some parts, a quiz you can take, etc.). If possible, discuss your
observations with an expert (it could be the person who selects
and looks after the artefacts in the museum, the curator, or a local
historian) and ask any questions you have.
Based on the above, please respond to the following questions:
1. What was the most interesting exhibit you saw in the
museum?
................................................................................................................
................................................................................................................
2. Why did you find it interesting?
................................................................................................................
................................................................................................................
3. Describe any one exhibit that has significance in our lives

even today.
................................................................................................................
................................................................................................................
Activity 2: Learn the history of your family and area

To begin, it is important to learn more about the place you live in
and the association of your family with it. The questions below
will help you with this.
1. Did your village/town/city ever have different name?
................................................................................................................

2. Do you know when was it founded or established? If yes,
write the year.
................................................................................................................
3. Where did your family originally come from?
................................................................................................................
4. Do you have any family traditions or customs that have

been passed down through generations?
................................................................................................................
................................................................................................................
5. Are there any local stories or traditions related to the

village/town/city? (e.g., any story about the area, any
connection with history, any time of the year when many
people come to visit, etc.)
Write about the story or the tradition related to your
village/town/city.
................................................................................................................
................................................................................................................
................................................................................................................
6. Are there historical movements or landmarks/buildings in

your village/city/town? If yes, write a short note about any
one of them.
................................................................................................................
................................................................................................................
................................................................................................................
School Museum 111

7. Is there any old institution or monument that you have
visited? If yes, what is it famous for?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
8. What are the oldest artefacts in your house? Write their

names here.
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
Activity 3: Identify artefacts and learn about them

Identify atleast 5 artefacts in your home and write about them in
the table 5.1.
Table 5.1: Writing about the artefacts
Questions Artefact 1 Artefact 2 Artefact 3 Artefact 4 Artefact 5
What is the
artefact?
Who is the
owner?
How old is
it?
Will you
bring it to
class or will
you bring a
photograph?

Note: If you plan to bring photographs into the classroom, make
sure you take it from different angles. So that anyone looking at the
photographs, can see the artefact as if it was in front of them.
Using Google Lens
You can use AI tools like Google Lens to explore information about
artefacts as well as monuments, or landmarks by simply pointing the
smartphones camera at them. Google Lens can also provide information
about artworks, historical artefacts, and famous landmarks, allowing us
to learn more about our art and culture.
There are many other apps related to
the virtual tours of museums or for gaining
knowledge about old stamps and coins.
Choose one of the artefacts selected
for exhibition in the museum. Create a
timeline showing its history and evolution,
including when it was commonly used and,
if still in use, how it is being used. You can
also record any significant events related to
it, for example, some relative brought it as
a gift on the occasion of your grandparent’s
marriage, and it was the first of its kind in
the village (for example, an old radio or Figure 5.6: Old brass bells
camera).
Activity 4: Selecting artefacts for the museum

Within the group, select five
artefacts that you think should
be part of the exhibition in the
museum. You will have to decide
on the final set of exhibits with all
your peers. Remember, you must
choose carefully, and also explain
why you chose these artefacts and Figure 5.7: Old travelling iron from
not the others. the 1950s that worked on electricity
School Museum 113

Figure 5.8: Old railway lanterns Figure 5.9: Mobile phone from the
year 1998
All the artefacts are important, and even if your artefact is not
included in the final exhibition, you learnt something valuable
about local history and culture.
The following questions will help you finalise the artefacts:
1. How will you select the final five artefacts for the
exhibition? What factors will you keep in mind while
choosing the artefact?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
Figure 5.10: Camera, flash and lenses from Figure 5.11: Brass sieve from the 1940s
the early 1960s

Reading or translating old documents
AI tools such as Google

Lens, Microsoft Office
Lens, Adobe Scan and Text
Fairy can read text from
images by using Optical
Character Recognition
(OCR). You can use them
to read old documents
that are difficult to read
or to translate documents
in a language that you
understand. Figure 5.12: AI tools use for translation
This will help in case

you want to add old documents to the artefacts in the museum.
1. Download and open the Google app on the smartphone.
2. Locate the Google Lens icon in the search bar and tap on it.
This activates Google Lens.
3. Point your camera at the text you want to read. Ensure the text
is clear and within focus for better results. Use the highlighters
that appear to select the desired portion of text.
4. Depending on your desired action:
• To read: Google Lens will automatically attempt to recognise
the text and display it on your screen, making it easier to
read, especially for small fonts or challenging angles.
• To copy: Look for the ‘Homework’ option. Tap on it and you
will see options, like ‘Copy Text’ or ‘Copy to Computer’. Tap
on ‘Copy’ to copy the text to your clipboard. You can then
paste it onto another app, like notes or documents.
• To translate: Look for the ‘Translate’ option at the bottom
of the screen. Tap on it and choose the desired language you
want to translate the text. The lens will display the translated
text alongside the original.
School Museum 115

Draw a picture or paste a photograph of each object you have
selected and write a short description of its history and/or usage
in table 5.2.
Table 5.2: Recording details of identified artefacts
Object Sketch History and Is it still
Photograph Usage being used?
(Yes/No)
Object 1
Object 2
Object 3
Object 4
Object 5

Activity 5: Keeping the artefacts safe
Figure 5.13: Telegram and stamps from the 1960s
For example, a brass article needs to be

washed and polished, a wooden object needs
to be dusted with a soft brush, and clothes
should be hung carefully, away from any
nails or sharp edges. Photographs should be
carefully kept in envelopes, ensuring they
do not get bent or out of shape.
Select any two artefacts and respond to Figure 5.14: Brass
the following question: pot for making tea
(Samovar) from Kashmir
1. What will you do to ensure the
artefacts are safe and in good condition?
................................................................................................................
................................................................................................................
Activity 6: Preparing presentation on

artefacts
There is a story behind each artefact
and you need to present it to each visitor
to the museum. You can do this in many
ways, you can find a folk story about
the artefact or develop a story. You can Figure 5.15: An old handmade fan
(Pankha) made of recycled wool
make videos (especially for objects you
and cloth that was used before
electricity reached all homes
School Museum 117

cannot bring to school, an interview with someone talking about
the history of the object), create a slide presentation, write a
Blog/Wikipedia article, or use a chart and coloured pens to make
posters describing the artefact.
Think and respond to the following questions:
1. What kind of presentation will you make? (e.g., digital slide
presentation, poster, video, etc.)
................................................................................................................
2. Why did you choose this/these kind of presentation(s)?
................................................................................................................
................................................................................................................
................................................................................................................
3. What are the specifications of your presentation (e.g., size

of poster, duration of video, etc.)?
................................................................................................................
................................................................................................................
................................................................................................................
Practice giving an oral description of the artefact in your group

before showcasing it to visitors.
Figure 5.16: A museum display in a school showing history of educational toys

Translating your own presentation
There are various AI tools (e.g., Bhashini’s Anuvaad and Google

Translate) that can be used to prepare audio presentations in
other languages.
Bhashini Anuvaad: Bhashini Anuvaad is a set of AI tools that
can translate spoken words from one language to another. It
helps with translation, transcription and transliteration in Indian
languages. It enables users to communicate, access information,
and create content in their preferred Indian languages.
Google Translate: Google Translate is a tool that instantly
translates words, phrases, and web pages from English to over
100 other languages.
Bhashini Anuvaad Google Translate
Step 1: Access Bhashini: Step 1: Access Google Translate:
• Open a web browser on your • Open a web browser on your
computer or tablet. computer or tablet.
• Type ‘Bhashini’ in the search • Type “Google translate” in the

bar and press Enter. search bar and press Enter.
• Click on the Bhashini website • Click on the Google Translate
link to access the tool. website link to access the tool.
Step 2: Choose Your Languages: Step 2: Choose Your Languages:
• Look for a section that lets you • Similar to Bhashini, select the
select languages. Bhashini can language you want to translate
translate many languages, so from and the language you want
choose the one you want to to translate to.
speak and the one you want to
translate to.
Step 3: Input Your Text: Step 3: Input Your Text:
• Find a space where you can • Type or speak the sentence
type or speak your sentence. you want to translate. Google
If you are more comfortable Translate also has a microphone
typing, use the keyboard. If icon for voice input.
you want to speak, make sure
your device has a microphone,
and look for the microphone
icon.
School Museum 119

Step 4: Translate and Listen: Step 4: Translate and Listen:
• Once you have entered your • Click the translate button to
text, click the translate button. see the translated text. You can
If you are using voice input, also listen to the translation by
wait for Bhashini to process clicking on a speaker icon.
your spoken words.
• Bhashini will then show you
the translated text on the
screen. You can also listen
to the translated version by
clicking a speaker icon, if
available.
Step 5: Experiment and Explore: Step 5: Explore Additional Features:
• Do not be afraid to try
• Google Translate offers additional
different sentences and
features like conversation mode,
languages. Experiment with
which allows you to have a back
Bhashini to see how it works
and forth translated conversation.
in various situations.
Step 6: Practice and Have Fun:
• Explore different features
available, like changing • Practice translating sentences
the language ‘direction’ or and have fun discovering how
adjusting settings. these tools can open up a world of
languages.
Activity 7: Organising an exhibition of artefacts
Figure 5.17: Display of collected artefacts

1. You can organise an exhibition of artefacts in your school
with your peers under the teacher’s guidance. Decide on
a suitable date and location within the school premises.
Ensure the space is large enough to accommodate exhibits
and visitors.
2. Work with your peers to take responsibility for five artefacts
for the museum. Discuss and finalise a brief description of
each of the artefacts. Write the final descriptions neatly
on labels. Discuss how these labels will be placed, whether
on display boards or pasted on charts next to the artefacts
(table 5.3).
3. Set up tables, stands, and display boards. Ensure artefacts
are securely displayed and labelled.
4. Create posters, flyers, and social media posts to promote
the exhibition.
5. Send out invitations to parents, family, friends, school staff
and community members. Invite your friends and family.
6. Organise the exhibition of artefacts as decided and
collect feedback from visitors, students, and teachers to
understand what went well and what could be improved.
Table 5.3: Labels to describe objects briefly
Objects Description on Label
Object 1
Object 2
Object 3
Object 4
Object 5
School Museum 121

Draw a sketch to show the layout of how the artefacts will be
exhibited.
Keep a visitor’s book for feedback and comments related to your

presentation, about the artefacts on display, and any feedback.
If you were able to visit a museum, then

1. Find out how artefacts in museums are stored and cared
for. Write down at least three methods that museums use
to preserve artefacts.
(a) ............................................................................................................
............................................................................................................
(b) ............................................................................................................
............................................................................................................
(c) ............................................................................................................
............................................................................................................
Learning from experts
If you have invited someone who can answer your questions, e.g.,
someone who works in a museum, a historian, or an archaeologist,
to discuss historical artefacts with your class then write at least 3
things that you learnt.
Listen to a talk show or short documentary on artefacts and
how they help us understand the lives of people in ancient times.

Write at least three things that you learnt.
1. ..............................................................................................................
..............................................................................................................
2. ..............................................................................................................
..............................................................................................................
3. ..............................................................................................................
..............................................................................................................
Learning from visitors

Write down any three examples of feedback from visitors.
1. ..............................................................................................................
..............................................................................................................
2. ..............................................................................................................
..............................................................................................................
3. ..............................................................................................................
..............................................................................................................
What did you learn from this feedback?

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

Activity 1 2 3 4 5 6 7
Time --- --- --- --- --- --- ---

taken
(Periods)

each activity. Mark them on the timeline. If you did more than the
activities suggested in the book, please add the number and time
taken.
School Museum 123

What else can I do?
Discuss the project with your relatives from different cities. Ask
them to share or tell about some of the museum-worthy artefacts
in their home or locality. Display them by either bringing the
object or photographs to your class.
Think and Answer

4. How do museums help us in learning about our heritage
and history?
related to the work you just did are archaeologist, historian,
museum curator, and tour guide.

Project 6
Cooking without Fire
This project will help you learn about cooking without fire. You
will read recipes, and use the correct kitchen tools and ingredients
to make tasty dishes.
Learn about Use tools and

cooking without equipment, Prepare
fire measure beverages
ingredients and
prepare food
Conduct a items Dispose
a
survey to of waste Organise
u foo d M e la
decide a men materials
properly
Figure 6.1: Working together in a kitchen
Cooking food without Fire.indd 125 19-Jul-24 4:51:46 PM

We all enjoy eating! Some of us also enjoy cooking. Cooking
involves many methods like boiling, baking, steaming, grilling and
frying. Raw food is heated to a high temperature, which changes
the food, kills germs, improves texture and flavour, and makes it
tastier and easier to eat.
We often use a gas or other type of stove for cooking — the
heat cooks the food. We also use different utensils, depending
on what we are preparing. But did you know that we can cook
without fire as well? Additionally, we also eat some foods without
heating. Besides raw fruits, we eat certain raw vegetables. Only
those vegetables that do not need cooking to be edible, can be
eaten raw. For instance, can you eat raw potatoes?
Raw vegetables maintain their maximum nutritional value
since they are not exposed to heat, which can break down
nutrients.
Preparing food items and dishes without the use of fire or heat
opens up a world of creativity and nutrition. The use of fresh,
uncooked ingredients to create healthy meals involves techniques,
for making salads and refreshing smoothies to inventive dips
and desserts, and the possibilities are endless. This approach
not only preserves the nutritional value of the ingredients but
also encourages a closer connection to the food we consume,
promoting mindful eating and a healthy lifestyle.
Cooking also gives pleasure and develops a sense of pride. It
also helps us to understand the importance of teamwork and
cooperation as people who work in kitchen, like chef, cook,
specialist cook, dish washer, kitchen porter and others have to
work together.
Do you help out when someone is cooking at home?
Nutritional Value of Food

You must have learnt about different components of food, nutritional
value, balanced diet and related concepts in Science. A diet rich in
essential nutrients, especially those coming from raw fruits and
vegetables, helps us in maintaining a healthy body and mind.


1. Make use of basic kitchen tools, equipments and utensils;
2. Prepare tasty dishes without using fire;
3. Present dishes in a way that make them look tempting; and
4. Dispose of food waste and leftovers in an environment-
friendly manner.
What will I need?
• Tray, bowl, plates and vessels or pots.

• Measuring cups, knife, kitchen weighing scale, chopping board,
peeler, grater, fork, whisk, tablespoon, cups, wooden churner
(Maadhani).
• Locally available fruits, vegetables, lentils, pulses, milk, curd,
puffed rice, peanuts, butter and bread.
• Soap and water.
• Apron, haircap or any cloth to cover hair.
• Dustbins for keeping wet and dry waste.
(a) (b) (c) (d) (e)

Figure 6.2: Kitchen tools (from left to right); (a) chopping board and knife,
(b) measuring cups, (c) grater, (d) peeler and (e) whisk
Cooking without Fire 127

• Always wash your hands before and after handling food.

• You must be extremely careful when using sharp tools, and
make sure you use them as demonstrated. Do not rush.
• Clean up any water or any other liquid that may have
spilled immediately to prevent anyone from slipping and
falling.
• Follow all other safety rules as discussed with your teacher
at all times.
Internet safety: Ask your teacher for help while
using the internet. Be careful not to upload or
download anything, and do not share personal
You will need to know the recipes of the dishes you are going
to prepare. A recipe is a set of instructions that tells you how to
make a dish. It has the list of ingredients and the steps to follow.
There are many ways to cook, but you will use a few way in
the projects are as follows:
• Mixing: Combining ingredients together, as in a salad or
a beverage.
• Spreading: Applying a soft substance over a surface,
such as butter or cheese spread on bread or Chutney in a
Chapatti roll.
• Assembling: Putting ingredients together to make a dish,
like making Bhel Puri or sprouts Chaat.

Activity 1: Reading recipes
A recipe includes the ingredients and instructions to prepare a
dish. A few recipes are given here. You can look for more in a
recipe book or on the internet.
Before you start following the recipes, you need to learn how
to read them:
zz Read it all first: Before you start, read the entire recipe
from start to end.

zz Check the ingredients: Make sure you have the right
quantity of all the ingredients.

zz Prepare: Gather the equipment and utensils you may need.
zz Follow the steps: Complete each step in the order it is listed.
zz Look up for unfamiliar words: If you see a word you do
not know, use a dictionary or ask the teacher.
Dish Presentation
The way your dish looks is almost as important as its taste.
Here are a few tips for making your dish look great:
zz Use colourful ingredients to make your dish vibrant; if you make a
fruit salad, use fruits of different colours.
zz Arrange your food neatly on the plate. Add a little garnish; e.g.,
some Sev and peanuts placed decoratively on a plate of Bhel Puri or
mint leaves on buttermilk to make it look nice.
zz You can search on the internet for photographs of beautifully
arranged food for inspiration, using the keywords; ‘presentation +
beautiful + dishes + food’ and ‘presentation + beautiful + dishes +
food + Indian’.
The space provided against the name in each recipe is for you to
write any other name(s) you use for the dish.

Making
Buttermilk /.......................................
You will need: What to do:

• 2 cups of curd • In a bowl combine curd,
• 2 cups of water water,cumin powder, and salt.
• 1 teaspoon of roasted • Whisk until smooth.
cumin powder • Pour into glasses and garnish
• Salt to taste with chopped mint leaves, if
• Chopped mint leaves
eaves desired.
(optional)
Making
Jaljeera /.......................................

• 2 tablespoons of Jaljeera • Take a large jug and add
powder chopped mint leaves,
• 4 cups of cold water chopped coriander leaves,
• 1 tablespoon of lemon juice Jaljeera powder and lemon
• 1 tablespoon of mint juice. Mix them up well.
leaves, finely chopped • Add 4 cups of water to
• 1 tablespoon of coriander the jug and mix quickly
leaves,
leaves finely chopped till all the ingredients are
completely blended. If
possible, you can use a
blender.
• Pour the mixture equally
into the glasses and then
pour the remaining water
into the glasses, mix well.
• Serve immediately.

Making
Kokam Sherbet /.......................................

• 10-12 dried kokam petals • Soak the kokam petals in water
• 4 cups of water for 2-3 hours.
• Sugar or honey to taste • Strain the kokam -infused
• Roasted cumin powder water into a pitcher.
(optional) • Add sugar or honey to taste
and stir until dissolved.
• Optionally, add a pinch of
roasted cumin powder for
extra flavor.
• Chill in the refrigerator before
serving (optional).
Making
Salad /.......................................

• 3 cups of cut assorted • Wash and chop the vegetables
locally available into small cubes.
vegetables (cucumbers, • Tear the lettuce leaves into
tomatoes, capsicum, small pieces.
carrots, lettuce) • In a small bowl combine
• ¼ cup of vegetable oil vegetable oil, lemon juice,
• 2 tablespoons of lemon honey, salt, and pepper.
juice • Wisk till the mixture is well
• 1 teaspoon of honey combined, taste and adjust the
• Salt and pepper to taste seasoning.
• In a large bowl, toss the
vegetables with salad dressing,
salt, and pepper.

Making
Koshimbir /.......................................

• 1 cup of soaked and • Wash and soak the Moong Dal
drained Moong Dal for 30 minutes.
• 1/2 cup of grated carrot • Wash and prepare the
• 1/4 cup of grated coconut vegetables.
• 1/2 cup of cucumber, small • In a bowl, mix soaked Moong
cubes Dal, grated carrot, grated
• 1-2 green chillies, finely coconut, chopped green
chopped chillies, and coriander.
• Chopped coriander leaves • Season with salt and lemon
• Salt to taste j
juice according to taste.
accordin
• Lemon juice to taste
aste
Making
Fruit Chaat /.......................................

• 3 cups of cut assorted • Wash and chop fruits into
locally available fruits (e.g. bite-sized pieces.
apples, grapes, oranges) • Put the cut fruit in a large
• 2 tablespoons of lemon bowl, drizzle lemon juice to
juice prevent discoloration.
• Honey or sugar (optional) • Sweeten with honey or
• Chaat Masala to taste
tas sugar, season with Chaat
Masala.
• Toss gently to combine.

Making
Shrikhand /.......................................

• 3 cups of thick curd • Hang the curd in a muslin
• 1/2 cup of powdered sugar cloth for a few hours to
• 1/2 teaspoon of cardamom remove excess water.
powder • In a bowl, mix the hung
• Saffron
Saf strands (optional) curd, powdered sugar and
• Chopped
Ch nuts for garnish cardamom powder until
(optional)
( p
(op smooth.
• Add saffron strands for flavor.
• Garnish with chopped nuts
before serving.
Making
Bhel Puri /.......................................

• 2 cups of puffed rice • Wash and chop the onions,
(Murmura) tomatoes, and coriander.
• 1/2 cup of chopped onions • In a large bowl, mix puffed
• 1/2 cup of chopped rice, chopped onions,
tomatoes chopped tomatoes, and
• 1/4 cup of chopped chopped coriander
coriander • Season with Chaat Masala
• 1/4 cup of Sev or roasted and salt.
peanuts • Mix well and enjoy.
• Chaat Masala to taste • Top with Sev or roasted
• Salt to taste peanuts before serving.
• 2 ttablespoons of Mint If a mixer or grinding stone is
Chutney
Ch (optional) available to make Mint Chutney,
add 2 tablespoons to the Bhel
Puri (optional).

Making
Sprouts /.......................................
You will need:

• 1/2 cup of legumes (e.g. • Fold the muslin cloth over the
green Moong, Kabuli grains or legumes and place
Chana, black Chana) them in a bowl. Cover it lightly
• Water with a lid so air can circulate.
• Muslin cloth • Check the muslin cloth from
time to time. If it starts to feel
dry, sprinkle some water over
What to do: it to keep it moist.
• Put the legumes in three • It will take at least 12 hours
separate bowls. for the legumes to sprout. You
• Cover with water and let will see little sprouts coming
them soak overnight. out of each one of the soaked
• Place the soaked legumes legumes.
onto a wet muslin cloth. • Once you see the sprouts,
Sprinkle some water over transfer them to a storage
them. container. They are now
ready to be included in your
salad.
Making
Lemonade /.......................................

• c
4 cups of water • Cut and squeeze the juice out
• 8 lemons
lem of the lemons.
• 1/2 cup of sugar (as per • In a bowl, mix water, lemon
taste) juice, and sugar until it
dissolves.
• Chill in the refrigerator before
serving (optional) .

Making
Mint Chutney /.......................................

• 1/4 cup of mint leaves • Wash the mint and coriander
• 1/4 cup of coriander leaves leaves, shake off the extra
• 1 or 2 green chilies water.
• 1 small piece of ginger • Cut the ginger and green
(about the size of your chillies.
thumb) • Grind coriander leaves, mint
• 1 small
mall lemon leaves, ginger, green chillies,
• Pinch
nch of salt salt, and a little water in a
• Water
ter mixer or grinding stone till
smooth.
• Add the juice of the lemon, mix
well.
Making
Sandwich /.......................................

• 8 bread slices • Wash and slice the vegetables.
• 2 tomatoes • Spread a thin layer of butter
• 2 cucumbers on all the bread slices.
• 2 tablespoons butter • Put a layer of sliced tomato or
• Salt and pepper to taste cucumber.
• Season with salt and pepper.
• Cover with another bread slice.
• Cut the sandwich to the
desired shape.
If a mixer is available, spread a
thin layer of the Chutney after the
butter (optional).

Making
Cucumber Raita /.......................................

• 1 cup of plain yogurt • In a bowl, whisk the yogurt
• 1 grated cucumber until smooth.
• 1/2 teaspoon rosted cumin • Add the grated cucumber,
powder roasted cumin powder, salt,
• 1 tablespoon chopped and chopped coriander leaves.
coriander leaves Mix well.
• Salt and pepper
p pp to taste
tas • Serve immediately.
If a mixer or grinding stone is
available to make Mint Chutney,
add 1-2 table spoons to the Raita
(optional).
Making
Sprouts Chaat /.......................................

• 1 ½ cup of assorted sprouts • Wash and cut the vegetables.
(e.g. green Moong, Kabuli • In a bowl, mix sprouts and
Chana, black Chana) chopped vegetables.
• 1 ½ cup of chopped • Season with lemon juice or
vegetables (e.g. tomatoes, vinegar, salt and pepper.
onions, cucumbers, carrot) • Toss well to combine.
com
mbi
bine
n .
• 1-2 green chillies, finely
chopped
• 1 tablespoon lemon juice
or vinegar
• Salt and pepper to taste

Making
Making Coconut Chocolate Balls /.......................................

• 1 cup of shredded coconut • Scoop out small portions of
(unsweetened) the mixture and roll them into
• 1/2 cup of sweetened balls between your palms. You
condensed milk can make them any size you
• 3 tablespoons of cocoa prefer, but they are usually
powder small.
• 1/2 teaspoon of vanilla • If desired, roll the balls in
extract additional shredded coconut
• Additional shredded or cocoa powder to coat them
coconut or cocoa powder evenly.
for rolling (optional) • Place the coated balls on a
• A mixing and serving bowl plate or tray lined with paper.
• Leave the balls to set at room
What to do: temperature for at least 1-2
• In a mixing bowl, combine hours. During this time, they
the shredded coconut, will firm up slightly, making
sweetened condensed them easier to handle.
milk, cocoa powder, • Once they have set, your
and vanilla extract. Stir coconut chocolate balls are
until everything is well ready to enjoy!
combined and forms a
thick, sticky mixture.

Activity 2: Deciding on dishes to be prepared
Conduct a survey of students in the school to find out what they
like to eat. Some questions you may ask are as follows:
1. What is your favourite dish?
2. Which dishes do you like that can be prepared without
fire?
Table 6.1 : Preferences of food items mentioned by students

during the survey
Give preference from 1 to 5 , 1 = Least preferred , 5 = Most

preferred
Coconut Chocolate Balls

Name of student
Cucumber Raita
Kokam Sherbet
Sprout Chaat
Fruit Chaat
Buttermilk
Shrikhand
Koshimbir
Lemonade
Sandwich
Bhel Puri
Jaljeera
Sr. No.
Salad
1.
2.
3.
4.
5.
On the basis of the survey, list the dishes that will be prepared as
part of the activity in the school.
1. ..................................................
2. ..................................................
3. ..................................................
4. ..................................................
5. ..................................................

Did you know?
Using Artificial Intelligence to read information on food packets.

Have you seen the thick and thin black lines on back of any package?
This is called a ‘Bar Code’. This code contains information that can be read
by machines. You can use mobile apps like Google Lens to read this Bar
Code to get information related to ingredients, nutritional information,
expiry dates and so on.
Try reading the Bar Code of any food packet.
Activity 3: Measure your food ingredients

You might have discussed standard and non-standard units of
measurement in your Science classes.
When cooking, both standard and non-standard units are
commonly used for measuring ingredients. Understanding
these measurements will help you to ensure accuracy and
consistency in your preparation. For example, one pinch of sugar
(non-standard measurement) and 10 grams of flour (standard
measurement).
In case a kitchen weighing scale or measuring cups are
not available, you can use common kitchen items, like cups,
teaspoons and table spoons to estimate quantities kitchen of
ingredients. Some examples of measuring quantities of liquids
are given below:
• A teaspoon can contain about 5 ml of liquid.
• A table spoon can contain about 15 ml of liquid.
• One cup can contain about 250 ml of liquid.
• One litre of any liquid can be estimated with a capacity of
1 litre drinking water bottle.
Therefore, it is good to have a rough idea of how many grams
or litres of an ingredient can fit into a cup or table spoon.

Using cups and a kitchen weighing
scale to measure different kinds of
ingredients (liquid and solid). Measure
the same quantity of any ingredient
with a cup, tablespoon or teaspoon
used on a daily basis and record your
observations in Table 6.2.
Using a kitchen weighing scale
(Figure 6.3) to measure the quantity
that can fit into a cup, teaspoon or Figure 6.3: Kitchen
weighing scale
tablespoon will help in choosing the
right amount of ingredients.
Table 6.2: Estimation of quantity of ingredient for conversion
Ingredient Quantity in One Cup One One

Grams or Teaspoon Tablespoon
Litres
Honey
Lemon juice
Cucumber
(chopped)
Flour (Atta
or Maida)
Activity 4: Handling tools with care and safety

Proper use and handling of kitchen tools not only enhance the
cooking experience but also ensure safety and hygiene. For instance,
sharp knives should be handled with care. Use a chopping board
while cutting and always cut the food item away from the body
and keep fingers clear of the blade. Measuring cups and spoons
should be used accurately to ensure recipe success. Appliances like
blenders and mixers should be operated according to manufacturer
instructions to prevent accidents. Cleaning tools properly after use
is equally important to prevent cross-contamination and maintain
a hygienic kitchen environment.

Table 6.3: Draw sketch of the tools
Tool Sketch of tool
1. Knife
2. Grater
3. Whisk
4. Peeler
Activity 5: Storing food

Various ingredients require different cleaning and storage
methods. Proper storage is essential to maintain freshness and
prevent spoilage. For instance, grains and legumes should be kept
in airtight containers to protect them from pests and moisture.
Likewise, spices and herbs should be stored in airtight containers,
away from heat and light. Use small bowls, plates, or containers
to keep ingredients separate. If you have many ingredients, you
may label them to avoid confusion.

Refer to table 6.4 to identify and record the optimal storage
methods for different ingredients.
Table 6.4: Storing conditions for different ingredients
Ingredient Best way to store

(e.g. room temperature, cool place,
in the fridge)
Hard fruit
Soft Fruit
Green leafy vegetables
Onions
Cut vegetables
Bread
Milk
Activity 6: Handling and disposing of kitchen waste

Segregation of kitchen waste into different bins is an effective
way to manage and dispose of kitchen waste responsibly. Organic
waste can be collected separately and used for composting or
vermicomposting to create nutrient-rich soil for gardening or
disposed of through municipal composting programmes, where
available.
Follow local guidelines and regulations for waste segregation
and disposal practices. Empty containers like bottles, jars, and
food trays (check for recycling symbols) should be disposed of
separately for recycling. Clean cardboard, newspapers, magazines,
and paper packaging can also be kept for recycling.

(a) (b)
Figure 6.4: (a) Segregating waste and (b) Disposal of segregated waste
Answer the following questions:

1. Where did you dispose of the segregated waste?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
2. What did you do with plastic containers after using them?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
3. What did you do to reduce the amount of waste produced

in the kitchen?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................

4. What kind of waste can be used for composting?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
5. What can we do with leftover food instead of throwing it

away?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
Activity 7: Beverage making

Beverages include any drink
besides water. Some examples
include lemonade, buttermilk,
Jaljeera, and Kokam sherbet.
Figure 6.5: Preparing buttermilk
1. What beverage did you prepare?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................

2. List the ingredients and their quantities used for making
the beverages. Estimate the number of people you could
serve with the ingredients used.
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
3. Taste the beverages made by other groups. Did you notice

any difference in taste? Yes/No.
................................................................................................................
................................................................................................................
................................................................................................................
...............................................................................................................
4. Provide and receive suggestions from other groups. Did

you implement any suggestions? If yes, how did you
incorporate them (e.g., adjusting ingredient quantities)?
................................................................................................................
................................................................................................................
5. Describe the amount of waste generated (e.g., half a bag,

one bag, or another description of quantity).
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................

Activity 8: Make dishes that require cutting and mixing
Now that the beverages are
done, you can start making
dishes that need cutting and
mixing (Figure 6.6). You will
cut fruits and vegetables that
are ready to eat and mixing
them together with salt, lime
juice or any other ingredient
to make a tasty dish!
Some examples of food Figure 6.6: Preparing a dish by cutting
and mixing
you can cut and mix are salad
and fruit Chaat.
Please answer the following questions after you have finished
your activity.
1. What did you make today?
.................................................................................................................
.................................................................................................................
2. How did you decide what ingredients to use?
................................................................................................................
................................................................................................................
3. What was the most challenging part of making this dish?
................................................................................................................
................................................................................................................
4. Did you learn any new skills while preparing it?
................................................................................................................
................................................................................................................

5. Did you add your idea to the recipe? If so, what did you
change?
................................................................................................................
................................................................................................................
6. Did you work with anyone else while making this dish?
How did you divide tasks?
................................................................................................................
................................................................................................................
7. What was the best part of working together?
................................................................................................................
................................................................................................................
8. What did you learn from making this dish?
................................................................................................................
................................................................................................................
9. What quantity of waste was generated from the activity?
................................................................................................................
................................................................................................................
Activity 9: Make dishes that require cutting and assembling

Now to take the next step — to ‘assemble’ dishes. Assembling
dishes means to take bits of ready to eat food and making them
into something different with a little work.
Examples of dishes that need to be assembled are Koshimbir,
sprouts Chaat, Bhel Puri, coconut chocolate balls, cucumber Raita
and sandwich.

Figure 6.7: Make sure the food tastes good before serving it in the Mela!
Please respond to the following questions after you have

finished cooking:
1. What did you make?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
2. List the ingredients and the quantity of each used to make

the dishes.
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
3. How many people could you serve with the quantity of

ingredients you used?
................................................................................................................
................................................................................................................

................................................................................................................
................................................................................................................
4. Go around and taste the dishes that other groups have

made. Do you find any difference in taste? Yes/No. Give
and take suggestions from them?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
5. Did you implement any of those suggestions? If yes, how?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
6. How much waste was produced (half a bag, one bag or any
other way you would like to describe the quantity)?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................

Activity 10: Organise a food Mela
You can organise a food Mela to exhibit the dishes, you learnt
to prepare. With the help of your teacher and peers, plan and
organise a food Mela on a small scale.
Answer the following questions.
1. What do you think is special about your food item?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
2. Make a poster or an invitation card or write a social media

message to invite visitors.
3. How will you attract people to try the food items?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................

4. How will you maintain cleanliness and hygiene in and
around your stall?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
5. How will you clean up after the event?
................................................................................................................
................................................................................................................
...............................................................................................................
................................................................................................................
Think about what you did and respond to the following questions:
1. Did you get recipes other than the ones in your Activity
Book? Yes/No
2. Did you ask someone to help with the recipes in your
Activity Book? Yes/No
3. Did you face any issues while working in team? How did
you resolve it?
4. Did you learn measurement of ingredients from others?
Yes/No


and time taken.
Activity 1 2 3 4 5 6 7
Time --- --- --- --- --- --- ---

taken
(Periods)
What else can I do?
Create your own recipe. Be inspired by the different recipes you

practiced!
Name of the dish:
What is needed What is to be done
Think and Answer!
1. What did you enjoy doing during the activity?

3. Do you think you can prepare an entire balanced meal
without using fire? Yes/No.
related to the work you just did are cook at home, chef in
a hotel, and an artist who presents food in different forms.

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e r s

Activity Book_Annexures.indd 153 20-Jul-24 4:22:24 PM

What is the project

How to assess and

Activity Book_Annexures.indd 154 20-Jul-24 4:22:24 PM

Choose a title that is descriptive and engaging, and gives a clear

What will I be able to do?

Achievable and measurable objectives aligned with the curricular

What will I need?

Ensure that the required resources are accessible and locally

Activity Book_Annexures.indd 155 20-Jul-24 4:22:24 PM

This section should include all the safety precautions to be taken

What do I need to know before I start?

Prepare students to begin work by recalling prior knowledge,

156 Kaushal Bodh— Grade 6

Activity Book_Annexures.indd 156 20-Jul-24 4:22:24 PM

What do I have to do?

Students need to take up various activities required for the completion

Activity Book_Annexures.indd 157 20-Jul-24 4:22:25 PM

What did I learn from others?

Learning from others is a crucial aspect of any project. Therefore,

What did I do and how long did it take?

In order to develop the capacity for time-based planning,

158 Kaushal Bodh— Grade 6

Activity Book_Annexures.indd 158 20-Jul-24 4:22:25 PM

What else can I do?

Think and Answer

Students must reflect on what they have learned from their

Activity Book_Annexures.indd 159 20-Jul-24 4:22:25 PM

Curricular Goals and Learning Outcomes

Competency Learning Outcomes

C-1.1 Performs procedures LO 1—Selects tools appropriate for specific

C-1.2 Approaches tasks in LO 3—Demonstrates appropriate stepwise

C-1.3 Maintains and LO 5—Describes the steps necessary to

Activity Book_Annexures.indd 160 20-Jul-24 4:22:25 PM

C-2.1 Describes the LO 7—Describes the importance of

C-2.2 Ap plies skills and Not to be assessed in this grade

C-2.3 Evaluates and LO 8—Identifies criteria for evaluating

CG-3 Develops essential values while working across areas

C-3.1 Develops the LO 10—Keenly observes the usage of tools

CG-4 Develops basic skills and allied knowledge to run and

C-4.1 Applies the acquired LO 16—Identifies where at home such

Activity Book_Annexures.indd 161 20-Jul-24 4:22:25 PM

Exemplar Projects for Grades 6 to 8

Work with Life Forms Work with Machines Work in Human

1. Keyhole garden 1. Coding to create 1. Food Mela cooking

162 Kaushal Bodh— Grade 6

Activity Book_Annexures.indd 162 20-Jul-24 4:22:25 PM

Activity Book_Annexures.indd 163 20-Jul-24 4:22:25 PM

Time Allocation and Mapping of Learning

Activity Book_Annexures.indd 164 20-Jul-24 4:22:25 PM

Connection with other curricular areas: Science and Art

Activities Required Related Learning

What will I be able to do?

LO 10, LO 11, LO 12, LO 13, LO 14 and LO 15 to be observed throughout the project

What will I need to know before I start?

Field visit—Visit to farm/park/

What do I have to do?

Start preparing your kitchen

Protecting your garden 6