ENVIRONMENTAL STUDIES

Class - 4 - WORKBOOK
Work book Development Committee
Ms. Vetriselvi. K IAS
Special Officer, English Medium Project,
CSE-AP, Amaravati.
Dr. B. Pratap Reddy MA., B.Ed., Ph.D.
Director - SCERT, AP, Amaravati.
Sri. D. Madhusudhana Rao MA., B.Ed.
Director - Government Textbook Press, AP, Amaravati.
Co-ordinators
Dr. T. V. S. Ramesh M.Sc., M.Ed., Ph.D. Smt. S. Umamaheswari M.Sc., B.Ed.
Dept. of C&T, SCERT, AP. Digital Education, SCERT, AP
Authors
Sri. M. Hari Prasad SA (BS), Smt. S. Umamaheswari M.Sc., B.Ed.
ZPHS, Giddaluru, Kurnool District Digital Education, SCERT, AP.
Sri. B. Swarna Kumar SGT Smt N. Kusuma SGT
MPPS, Kattamuru, Peddapuram (M), East GDET, MCPS, Patamata, Vijayawada,
Godavari District. Krishna District.
Sri V. Srinivasulu SA (BS), Smt V. Madhavi SGT
MPUPS, Chitalapalli, Kurnool District. MPUPS, Venkatagiri, Rajamahendravaram, E.G. District.
Sri C. Nagendra Prasad SGT Smt J. Anitha SGT
MPPS, G.C. Palem, Bandiatmakur, MPPS, Pavuluru, Inkollu (M),
Kurnool District. Prakasam District.
Sri. K. Kishore Kumar SGT Smt V.M. Kiranmai SGT
MPPS, M-Pattapupalem, Kothapatnam (M), MPUPS, Mattagudem, Lingapalem (M),
Prakasam District. W.G. District.
Illustrators DTP & Designing
Uttam Sri. A. Ramaraju,
Sri. P. Ramachandra Rao, Lasya Graphics, Vijayawada.
MPPS, Jakeru, Vizianagaram District
Sri. T. Kalidasu, ZPHS, Vepagunta, Visakhapatnam
Published by Samagra Shiksha, Government of Andhra Pradesh, Amaravati.

i
 © Government of Andhra Pradesh, Amaravati

First Published 2020

All rights reserved

No part of this publication may be

reproduced, stored in a retrieval system, or
transmitted, in any form or by any means
without the prior permission in writing of the
publisher, nor be otherwise circulated in any
form of binding or cover other than that in
which it is published and without a similar
condition including this condition being
imposed on the subsequent purchaser.
The copy right holder of this book is the
Commissioner of School Education,
Amaravati, Andhra Pradesh.

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

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

Free distribution by Samagra Shiksha, Government of Andhra Pradesh

Printed in India
at the A.P. Govt. Text Book Press
Amaravati
Andhra Pradesh

ii
 Foreword
The Government of Andhra Pradesh introduced extensive curriculum reforms in school education
from the academic year 2020-21. New textbooks were designed to enhance learning outcomes of the
children with focus on foundational learning. The more you sing, the sweeter your song becomes; the
more you sing, the best singer you become. Neem-leaf taste changes from bitter to better if you are
regularly used to it. So, practice consistently to become what you want, to get what you want"- Yogi
Vemana. Workbooks are developed to supplement the textbook with additional activities related to
the textual concepts in a systematic procedure and to give ample practice to the to the student to master
the concepts.

Semester system is going to be implemented from this academic year for 1 to 5 classes.
Environmental studies workbooks have been developed in bilingual approach. Each lesson in the textbook
is divided into concepts and each concept is provided with a worksheet in the workbook. The concept
taught in the instructional period can be reinforced through the practice of worksheet in the next period
itself. This helps the child to understand the concept well. The number of worksheets is equal to the
number of periods allotted for the unit.

Workbook is developed in continuum with the textbook. This workbook exercises are more
child friendly as well as teacher friendly to deal with multi-class teaching. The number of worksheets is
equal to the number of periods allotted for that unit. The worksheets consist of bilingual glossary for
each unit, pictures, writing practice, matching, informative questions, mind maps, thought provoking
question etc., The questions based on academic standards which are given as "Improve your learning"
in the textbook can be answered in the last worksheet of every unit. The worksheets are given in such
a way that student himself can write the answer with the help of the concept learned from the textbook.

We are grateful to Honourable Chief Minister Sri.Y.S. Jagan Mohan Reddy for being our
source of inspiration to carry out this extensive reform in the education department. We extend our
gratitude to Dr.Audimulapu Suresh, Honourable Minister of Education for striving towards qualitative
education. Our special thanks to Sri. Budithi Rajsekhar, IAS, Principal Secretary School Education,
Sri. Vadrevu Chinaveerabhadrudu, IAS, Commissioner, School Education, Ms.Vetriselvi.K, IAS,
Special Officer for their constant motivation and guidance.

We convey our thanks to the expert team. We also thank our workbook writers, editors, artists
and layout designers for their contribution in the development of this workbook. We invite constructive
feedback from the teachers and parents in further refinement of the workbook.

Dr. B. Pratap Reddy

Director
SCERT, Andhra Pradesh

iii
Instructions to the Teachers :
 This workbook is compiled to help the students to practise the concepts learnt in the classroom.
 The workbook activities are designed to reinforce the concept which student has learnt in previous class.
 Teachers need to understand that the number of worksheets is equal to the number of periods for every
unit. Teachers can make use of QR Codes which are given in the textbook for additional information.
 At school 45 minutes for a period transaction and remaining 45 minutes of time is allotted for the
worksheet. If more time is needed, let the learners make use of the leisure time at home to complete
the worksheet exercises if they could not complete in the school.
 The main objective of this workbook is to make the children to work individually rather than in groups.
 Here the teacher acts as a facilitator and helps the learners whenever necessary.
 This workbook is helpful for multi grade teaching. It is a powerful tool to counter the time management
problems of a multi grade teacher.
 It is helpful for the teacher to identify the areas where the learners need additional support so that
the teachers can help for remedial coaching. It is mandatory to check the filled worksheet and
sign.
 Worksheets are constructively designed by keeping in mind the levels of the learners and to express
their creativity, experiences and thoughts.
 Worksheets can be helpful to the students for self learning and it is great tool for teacher to assess
the students for Formative Assessments in CCE.
 In the workbook, at the end of every unit an assessment worksheet is given. The questions based
on academic standards given as "Improve your learning" in the textbook can be answered in the
last worksheet of every unit.

Instructions to the Parents :

 Workbooks are given in addition to the textbook for more practice.
 It is not only helpful for the teachers to know the students individual learning levels but also helpful
for the parents to know their children's progress.
 Parents can help the child in completing the projects and activities given.
 Worksheets are based on the concepts taught in the period and it should not be done before the
completion of the period transaction. Parents should not force their children to complete the sheets
prior to the period transaction.
 Based on the remarks of the teacher at the end of page, the performance of the student may be
understood.

iv
 ENVIRONMENTAL STUDIES
|ü]düsê\ $C≤„q+
Class (‘·s¡>∑‹)
-4
Semester (ôd$TdüºsY) - 1
Lesson No. of
Lesson Name Month Pages
No. Periods
bÕsƒ¡+ dü+. bÕsƒ¡+ ù|s¡T |”]j·T&ÉT¢ HÓ\ ù|J\T

1. Family 10 June 1-17

≈£î≥T+ã+ pHé
2. Green World 11 July 18-35
Vü≤]‘· Á|ü|ü+#·+ E˝…’
3. Animals Around Us 9 July 36-58
eTq #·T≥÷º ñqï »+‘·Te⁄\T E˝…’
4. Sense Organs 9 August 59-79
C≤„H˚+Á~j·÷\T Ä>∑wüߺ

v
 Chapter Family
1
Glossary:
siblings = brothers and sisters in a family (‘√ãT≥Tºe⁄\T)
nuclear family = a family with mother, father and children (∫qï
≈£î≥T+ã+)
joint family = a family with grandparents, parents, uncles, aunts and
cousins. (ñeTà&ç ≈£î≥T+ã+)
single parent family = family with mother or father and children (neTà ˝Ò<ë
Hêqï e÷Á‘·y˚T ñqï ≈£î≥T+ã+)
grandparent family = family with grandparents and children (ne«‘ê‘·\T ≈£L&Ü
ñqï ≈£î≥T+ã+)
mother dependent family = family depends on mother (neTà dü+bÕ<äqô|’ Ä<Ûës¡|&ü qç
≈£î≥T+ã+)
WORKSHEET-1 Date :

Concept: Family members

1 (≈£î≥T+ã düuÛÑT´\T)
Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)
1. grandparents = ____________________________________

2. summer = ____________________________________

3. vacation = ____________________________________

4. persons = ____________________________________

5. tall man = ____________________________________

6. recognize = ____________________________________

7. right = ____________________________________

8. photo = ____________________________________

1
 1. Family

2 See and draw.

1. Join the dots for the following pictures (∫Á‘ê\T) and colour them.

2. Draw your family picture (e+X¯eèø£+å ) with buttons and sticks (n‹øÏ+#·&+É ) and colour it.

3 Write the following.

1. Maternal family members (‘·*¢ ‘·s|¡ ⁄ü ≈£î≥T+ã düuTÑÛ ´\T) : __________________________

_______________________________________________________________

2. Paternal family members (‘·+Á&ç ‘·s¡|ü⁄ ≈£î≥T+ã düuÛÑT´\T) : ________________________

_______________________________________________________________

3. What is a nuclear family? (∫qï ≈£î≥T+ã+)

_______________________________________________________________

4. Who comes under extended family? (ñeTà&ç ≈£î≥T+ã+)

_______________________________________________________________

2
Signature of the Teacher
 1. Family
WORKSHEET-2 Date :

Concept: Family tree

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)
1. grandfather = ____________________________________

2. grandmother = ____________________________________

3. uncle = ____________________________________

4. aunty = ____________________________________

5. father = ____________________________________

6. mother = ____________________________________

7. cousin = ____________________________________

8. nuclear family = ____________________________________

9. extended family = ____________________________________

10. maternal family = ____________________________________

11. paternal family = ____________________________________

12. sibling = ____________________________________

3
 1. Family

2 Fill in the blanks with the words given in the help box.
grandfather, grandmother, uncle, aunt, son/daughter, husband, wife, cousin

1. I am ____________________ to my parents (H˚qT Hê ‘·*¢<ä+Á&ÉT\T).

2. My father to my mother (e÷ Hêqï e÷ neTà≈£î) is ____________________

3. My mother to my father is (e÷ neTà e÷ Hêqï≈£î) ____________________

4. My father’s /mother’s father is my (e÷ Hêqï/neTà ‘·+Á&ç Hê≈£î) ____________________

5. My father’s/mother’s mother (Hêqï yêfi¯fl neTà) is my ____________________

6. My father’s/mother’s sister (Hêqï yêfi¯fl #Ó*¢) is my ____________________

7. My father’s/mother’s brother (neTà yêfi¯fl ‘·eTTà&ÉT) is my ____________________

8. My uncle’s/aunt’s children (n‘·Ôj·T´ yêfi¯fl |æ\¢\T) are my ____________________

3 Ask your mother and write your extended family members.

my extended family
(ñeTà&ç ≈£î≥T+ã+)
members

4
Signature of the Teacher
 1. Family
WORKSHEET-3 Date :

Concept: Changes in family - wedding, new born

1
Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)
1. wedding = ____________________________________

2. cooking = ____________________________________

3. recipe = ____________________________________

4. homework = ____________________________________

5. relatives = ____________________________________

6. yesterday = ____________________________________

7. born = ____________________________________

8. excited = ____________________________________

2 Answer the following questions.

1. What changes took place in Anil’s family after his uncle’s wedding (ô|[fl ‘·s¡Tyê‘· e#˚Ã
e÷s¡TŒ\T)?
A. _______________________________________________________________
_______________________________________________________________
2. Why was Kamal excited (ÄÁ‘·T‘·)?
A. _______________________________________________________________
_______________________________________________________________
3. How do you feel when a sibling (‘√ãT≥Tºe⁄) is born (|ü⁄≥Tºø£) in your house?
A. _______________________________________________________________
_______________________________________________________________

5
Signature of the Teacher
 1. Family
WORKSHEET-4 Date :

Concept: Change in family - job, study, transfer(≈£î≥T+ã+˝À e÷s¡TŒ)

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)
1. change = ____________________________________

2. transfer = ____________________________________

3. marriage = ____________________________________

4. study = ____________________________________

5. joining = ____________________________________

6. leaving = ____________________________________

7. expire = ____________________________________

8. experience = ____________________________________

2 Write five reasons for changes in a family.

≈£î≥T+ã+˝À e÷s¡TŒ\T ø£*–+#˚ ◊<äT n+XÊ\qT sêj·T+&ç.
1. _____________________________________________________________

2. _____________________________________________________________

3. _____________________________________________________________

4. _____________________________________________________________

5. _____________________________________________________________

6
 1. Family
Fill the missing letters with the help of clues.
3
1. m __ r __ i __ g e [a member is added to the family through an occassion (dü+<äs“¡ +¤ )].
2. T __ a n __ f __ __ [a member goes away from family when orders are issued].
3. S __ u __ y [a member moves away from family temporarily (‘ê‘êÿ*ø£+) for a bright
future].

4. B __ r __ h [a member is newly added to the family]. (|ü⁄≥Tºø£)

5. D __ a __ h [a member is permanently (XÊX¯«‘·+) missed from the family].

4 Paste the photo of your parents before your birth and a photo including you
after your birth. MTs¡T |ü⁄≥ºø£ eTT+<äT, MTs¡T |ü⁄{Ϻq ‘·s¡Tyê‘· MT ≈£î≥T+ã|ü⁄ ¬s+&ÉT bòı{À\qT
n‹øÏ+#·+&ç.
photo before your birth photo after your birth
MTs¡T |ü⁄≥ºø£eTT+<äT MTs¡T |ü⁄≥ºø£ ‘·s¡Tyê‘·

Changes that you have observed. (MTs¡T >∑eTì+∫q e÷s¡TŒ\T)

______________________________________________________________
______________________________________________________________

7
Signature of the Teacher
 1. Family
WORKSHEET-5 Date :

Concept: Types of families

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)
1. nuclear = ____________________________________

2. single = ____________________________________

3. dependent = ____________________________________

4. problem = ____________________________________

5. changes = ____________________________________

6. cousins = ____________________________________

7. care = ____________________________________

8. society = ____________________________________

9. lost = ____________________________________

10. accident = ____________________________________

2 Match the following:

A B
1. Nuclear family (∫qï≈£î≥T+ã+) ( ) a) only mother/father looks after me
2. Joint family ( ) b) I live with my grandparents
3. Single parent family ( ) c) I live with my mother, father and
(@ø£ dü+s¡ø£åD) sister/brother
4. Grandparent family ( ) d) I live with my parents and
grandparents
5. Mother dependent family ( ) e) only my mother earns (dü+bÕ~+#·T≥)
(‘·*¢ô|’ Ä<Ûës¡|ü&çq) to look after us

8
 1. Family

3 Observe the pictures and write the type of the family you belong to
extended family nuclear family
(ñeTà&ç ≈£î≥T+ã+) (∫qï ≈£î≥T+ã+)

I belong to _________________ family.

1. What are the problems (ø£cÕº\T) faced by a child in a single parent family?
_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

9
Signature of the Teacher
 1. Family
WORKSHEET-6 Date :

Concept: Usage of home appliances

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)

1. refrigerator = ____________________________________

2. washing machine = ____________________________________

3. cooker = ____________________________________

4. mixie = ____________________________________

5. grinder = ____________________________________

6. mobile phone = ____________________________________

7. scissors = ____________________________________

8. appliances = ____________________________________

9. pollution = ____________________________________

10. atmosphere = ____________________________________

2 Match the following (»‘·|üs¡#·+&ç).

A B
1. Refrigerator ( ) a. Clothes
2. Washing machine ( ) b. Dosa

3. Pan ( ) c. Water
4. Pot ( ) d. Gas
5. Cylinder ( ) e. Grind

6. Mixie ( ) f. Fruits and vegetables

10
 1. Family

3 Tick (  ) the things below that run on electricity and cross (  ) the things
that don't. øÏ+<ä Ç∫Ãq edüTÔe⁄\˝À $<äT´‘Y Ä<Ûë]‘· edüTÔe⁄\≈£î  ô|≥º+&ç, $<äT´‘Y nø£ÿs¡˝Òì
edüTÔe⁄\≈£î  ô|≥º+&ç.

11
Signature of the Teacher
 1. Family
WORKSHEET-7 Date :

Assessment: Improve your learning

1. State two reasons for the increase of nuclear families (∫qï ≈£î≥T+u≤\T)?
A. ______________________________________________________________
______________________________________________________________
2. Ask 5 of your friends and write which type of family they belong to.

Friend’s Name (ùdïVæ≤‘·Tì ù|s¡T) Type of family (≈£î≥T+ã s¡ø£+)

3. How the use of home appliances (>∑èVü≤√|üø£s¡D≤\T) changed the life style of people.
A. ______________________________________________________________
______________________________________________________________
4. A new family moved to your neighbourhood (bıs¡T>∑Tyês¡T). What questions would
you like to ask them to know about their family.
A. ______________________________________________________________
______________________________________________________________
5. Name some appliances in your house which work on electricity.
MT Ç+{À¢ MTs¡T ñ|üjÓ÷–+#˚ $<äT´‘Y Ä<Ûë]‘· edüTÔe⁄\ C≤_‘ê sêj·T+&ç?
A. ______________________________________________________________
______________________________________________________________

12
 1. Family
6. Collect names of your family members. Make your own family tree (≈£î≥T+ã eèø£å+).
A. _______________________________________________________________
_______________________________________________________________

7. Whom do you like most (m≈£îÿe Çwüº|ü&˚~) in your family? Write a few lines about
them.
A. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________

13
Signature of the Teacher
 Assessment - 1
I. Choose the correct answer.
1. The following is the member related to your mother ________ ( )
a) mother’s mother b) father’s mother c) both

2. The members in a family ____________ due to marriage ( )

a) increases b) decreases c) remains same

3. We use air cooler for _______ ( )

a) cooking b) grinding c) cool air

II. Fill in the blanks.

1. A family with mother, father and children is called _________________.

2. Aunt’s husband is called as _____________.

3. _____________ is the head of a family.

III. Match the following.

A B
1) Mother’s mother ( ) a) uncle

2) Mother’s sister ( ) b) grandmother

3) Mother’s brother ( ) c) aunt

14
 Assessment - 1
IV. Draw and colour.
Draw the picture of a mobile phone and colour it.

IV. Answer the following questions.

1. What is meant by joint family?
A. ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Write the appliances that work on electricity in your house?

A. ______________________________________________________________
______________________________________________________________
______________________________________________________________

15
 kÕ<Ûäq|üÁ‘·+ ` 1
I. dü¬s’q düe÷<Ûëq+ sêj·T+&ç.
1. øÏ+~yêì˝À ‘·*¢‘·s¡|ü⁄ ≈£î≥T+ã düuÛÑT´\T ____________. ( )
n) neTàeTà Ä) HêqeTà Ç) Ç<ä›s¡T

2. $yêVü≤+ e\q ≈£î≥T+ã düuÛÑT´\ dü+K´ ____________ ( )

n) ô|s¡T>∑T‘·T+~ Ä) ‘·>∑TZ‘·T+~ Ç) e÷s¡<äT

3. msTTsY≈£L\sYqT ____________ ø√dü+ ñ|üjÓ÷–kÕÔs¡T. ( )

n) e+≥ Ä) s¡Tã“&É+ Ç) #·\¢ì >±*

II. U≤∞\qT |üP]+#·+&ç.

1. neTà, Hêqï, |æ\¢\T ñqï ≈£î≥T+u≤ìï _________________ ≈£î≥T+ã+ n+{≤s¡T.

2. n‘·Ô uÛÑs¡ÔqT _____________ nì |æ\TkÕÔs¡T.

3. _____________ ≈£î≥T+u≤ìøÏ ô|<ä›.

III. »‘·|üs¡#·+&ç.
A B
1) neTà≈£î neTà ( ) n) e÷ej·T´

2) neTà≈£î #Ó*¢ ( ) Ä) neTàeTà

3) neTà≈£î nqï ( ) Ç) |æìï

16
 kÕ<Ûäq|üÁ‘·+ ` 1
IV. u§eTà ^dæ, s¡+>∑T\T y˚j·T+&ç.
yÓTTu…’˝Ÿ bò˛Hé u§eTà ^dæ, s¡+>∑T\T y˚j·T+&ç.

IV.øÏ+~ Á|üX¯ï\≈£î »yêãT\T sêj·T+&ç.

1. ñeTà&ç ≈£î≥T+ã+ nì <˚ìï n+{≤s¡T?
». ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. MT Ç+{Ï˝À ø£s¡+≥T‘√ |üì#˚ùd ñ|üø£s¡D≤\ ù|s¡T¢ sêj·T+&ç.

». ______________________________________________________________
______________________________________________________________
______________________________________________________________

17
 Chapter Green World
2
Glossary:
features = characteristics (\ø£åD≤\T)
swampy place = Wet land or Marshy (∫‘·Ô&ç H˚\)
aquatic plants = plants living in water (˙{Ï yÓTTø£ÿ\T)
ingredients = substances used to make a particular dish (~qTdüT\T)
photosynthesis = process of preparing food in plants (øÏs¡D»q´dü+jÓ÷>∑ÁøÏj·T)
fragrance = sweet smell (düTyêdüq)

WORKSHEET-1 Date :

Concept: Plants around us

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)
1. garden = ____________________________________

2. plants = ____________________________________

3. different = ____________________________________

4. grow = ____________________________________

5. observed = ____________________________________

6. terrestrial = ____________________________________

7. aquatic = ____________________________________

8. blackberry = ____________________________________

9. deserts = ____________________________________

18
 2. Green World

2 Identify the plant tree, write its name and place where it grows (@ Á|ü<˚X¯eTT˝À
ô|s¡T>∑T‘êjÓ÷).
(ù|s¡T) Name : Mango
(Á|ü<˚X¯+) Place : on land

(ù|s¡T) Name :
(Á|ü<˚X¯+) Place :

(ù|s¡T) Name :
(Á|ü<˚X¯+) Place :

(ù|s¡T) Name :
(Á|ü<˚X¯+) Place :

(ù|s¡T) Name :
(Á|ü<˚X¯+) Place :

(ù|s¡T) Name :
(Á|ü<˚X¯+) Place :

19
 2. Green World
Draw a mango tree with your thumb (u§≥qy˚\T)
impressions (eTTÁ<ä) using
3 green colour for leaves and yellow for mangoes.

4 Circle the following parts of a plant in the word search by looking down
vertically (ì\Te⁄>±) and horizontally (n&ɶ+>±).
P Q T M N S V N S
1. Root
O T S M F H U I T
L E A F N O T L E 2. Shoot
X P N L C O P S M 3. Stem
A S R O O T F K P 4. Branch
Q O S W D C O N C
5. Flower
T B M E Y X N Z J
6. Fruit
P T B R A N C H S
7. Leaf
S P U N P T K N Q
K V D W Z P Q P F 8. Bud

20
Signature of the Teacher
 2. Green World
WORKSHEET-2 Date :

Concept: Types of roots

Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)
1
1. nutrients = ____________________________________

2. attached = ____________________________________

3. spongy = ____________________________________

4. grains = ____________________________________

5. jack fruit = ____________________________________

6. tap root = ____________________________________

7. fibrous root = ____________________________________

8. shoot system = ____________________________________

Colour the carrot. Draw a beetroot in the box given and colour it.
2 øÏ+<ä Ç∫Ãq ø±´¬s{Ÿ u§eTà≈£î s¡+>∑T\T y˚j·T+&ç. |üø£ÿ >∑&ç˝À ;{Ÿs¡÷{Ÿ u§eTà y˚dæ s¡+>∑T\T y˚j·T+&ç.

21
 2. Green World

2 Tick the set of vegetables that are roots.

a) spinach, coriander, mustard (Äyê\T)
b) Radish (eTT\¢+–), potato, carrot
c) Brinjal, cucumber (<√düø±j·T), jackfruit (|üqdü)
3 Draw a tap root and a fibrous root (u§eTà\T ^j·T+&ç.)
Tap root (‘·*¢ y˚s¡T) Fibrous root (|”#·T y˚s¡T)

4 Write the type of root for the given plants in the following table.

Plant Type of root

rice

carrot

rose

radish (eTT\¢+–)
sugarcane (#Ós¡T≈£î)
wheat (>√<ÛäTeT)
beetroot

22
Signature of the Teacher
 2. Green World
WORKSHEET-3 Date :

Concept: Uses of roots

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)
1. camel grass = ____________________________________

2. lemon grass = ____________________________________

3. fragrant = ____________________________________

4. insect = ____________________________________

5. repellants = ____________________________________

2 Fill in the missing letters using the clues given.

1. Root that can be eaten raw (|ü∫Ã>±) C __ R __ O __

2. This part of the plant absorbs water and nutrients (b˛wüø±\T) from the soil R __ __ T
3. Roots used as cooling mats C __ M __ L G __ A __ S
(á y˚s¡T\qT o‘·©ø£s¡D e÷{Ÿ\T>± ñ|üjÓ÷–kÕÔs¡T.)
4. Roots used in fragrant (düTyêdüq) oils L __ M __ N G R __ S S
5. Soft and spongy roots (eTè<äTyÓq
’ eT]j·TT yÓT‘·{Ô Ï y˚sT¡ )¢ A __ U A __ I C R __ __ T S

3 Answer following questions.

1. Write about the tap root system (‘·*¢ y˚s¡T e´edüú) and give two examples.
A. _______________________________________________________________
_______________________________________________________________
2. Write about the fibrous root system (>∑TãTs¡T y˚s¡T e´edüú) and give two examples.
A. _______________________________________________________________
_______________________________________________________________

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Signature of the Teacher
 2. Green World
WORKSHEET-4 Date :

Concept: Parts of a flower

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)

1. stamen = ____________________________________

2. petal = ____________________________________

3. sepal = ____________________________________

4. receptacle = ____________________________________

5. bud = ____________________________________

6. pluck = ____________________________________

7. hibiscus = ____________________________________

8. attract = ____________________________________

2 Label the parts of a flower (|ü⁄wüŒ+ uÛ≤>±\T).

24
 2. Green World

3 Answer the following questions.

1. Write some uses of flowers in our daily life (ì‘·´J$‘·+˝À |ü⁄cÕŒ\ ñ|üjÓ÷>±\T).
A. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. Write some occasions (|üP\qT ñ|üjÓ÷–+#˚ dü+<äsꓤ\T) where we use more flowers.

25
Signature of the Teacher
 2. Green World
WORKSHEET-5 Date :

Concept: Uses of fruits

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)
1. decoration = ____________________________________

2. hungry = ____________________________________

3. pleasant = ____________________________________

4. seedless = ____________________________________

5. hybrid = ____________________________________

6. emotions = ____________________________________

7. bitter = ____________________________________

8. spice = ____________________________________

9. acrid = ____________________________________

10. festival = ____________________________________

2 Match the following (»‘·|üs¡#·+&ç).

A B
1. Papaya ( ) a) has one seed
2. Berry (H˚πs&ÉT) ( ) b) has a few seeds
3. Amla (ñdæ]) ( ) c) are used for cleansing hair
4. Soapnuts (≈£î+≈£î&ÉTø±j·T\T) ( ) d) has many seeds (–+»\T)
5. Apples ( ) e) has medicinal value

26
 2. Green World

3 Roots, stems, leaves and flowers are eaten as vegetables. Write some examples
of these in the boxes below. (≈£Ls¡>±j·T\T>± ‹q<ä–q$)
Roots (y˚s¡T¢) Stems (ø±+&Ü\T)

Leaves (Ä≈£î\T) Flowers (|ü⁄e⁄«\T)

4 Read the clue, arrange the letters and write the appropriate word in the
space given. (øÏ+<ä Ç∫Ãq ≈£L¢ Ä<Ûës¡+>± dü¬s’q |ü<ë\T sêj·T+&ç.)

I have seeds inside. I change into a fruit

ITRUF EWLORF

_____________________ _____________________

I bear leaves, flowers and fruits I am usually green

(Ä≈£î\T, |ü⁄e⁄«\T, |ü+&Éq¢ T uÛ]Ñ kÕÔqT). MSET EAFL

_____________________ _____________________

I usually grow below the ground

Please save me (qqTï ø±bÕ&ÉT)
(uÛÑ÷$T˝À|ü\ ñ+{≤qT)
TALNP
OOTR
_____________________
_____________________

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Signature of the Teacher
 2. Green World
WORKSHEET-6 Date :

Concept: Plants-Gift of nature

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)

1. medicine = ____________________________________

2. turmeric = ____________________________________

3. ingredients = ____________________________________

4. symbolically = ____________________________________

5. excellent = ____________________________________

6. log = ____________________________________

7. minerals = ____________________________________

8. technique = ____________________________________

2 Match the following (»‘·|üs¡#·+&ç).

A B

1. Medicine (Wwü<Ûä+) ( ) cloves

2. Oil ( ) neem leaves
3. Wood ( ) cotton plants

4. Spice ( ) ground nuts

5. Fibre ( ) logs (<äT+>∑\T)

28
 2. Green World

3 Mention the name of the plants from which the following things are obtained.
@j˚T yÓTTø£ÿ\ qT+&ç øÏ+<ä |ü{Ϻø£˝À Çe«ã&çq edüTÔe⁄\T \_ÛkÕÔjÓ÷ sêj·T+&ç.

Things we use daily Name of the plant

Soapnuts

Jaggery

Perfume (n‘·Ôs¡T)
Turmeric powder (|üdüT|ü⁄)
Coconut oil

1. Write how plants protect our environment (|ü]düsê\ |ü]s¡ø£åD).

A. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Draw a neat labeled diagram of plant and colour it.

29
Signature of the Teacher
 2. Green World
WORKSHEET-7 Date :

Assessment: Improve your learning

1. Write a brief note on the uses (yÓTTø£ÿ\ e\q Á|üjÓ÷»Hê\T) of plants.

A. _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

2. Give examples of land and water plants (˙{Ïô|’ ô|]π> yÓTTø£ÿ\T, H˚\ô|’ ô|]π> yÓTTø£ÿ\î)?
A. _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

3. Write some desert plants (m&Ü] yÓTTø£ÿ\T) in your surroundings.

A. _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

4. You want to know about different types of plants from a gardener in your village.

What questions would you like to ask? (‘√≥e÷*ì Á|üX¯ï\T n&É>∑+&ç)

A. _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

30
 2. Green World
5. Observe your surroundings and school. Write the names of as many flowers and
plants as you can identify. MT bÕsƒ¡XÊ\/ Ç+{Ï Äes¡D˝À MTs¡T >∑eTì+∫q yÓTTø£ÿ\T, |ü⁄e⁄«\T
ù|s¡T¢ sêj·T+&ç.
Flowers Plants

6. Draw the diagram of the flower you like and colour it (q∫Ãq |ü⁄e⁄«qT ^dæ s¡+>∑T\T y˚jT· +&ç.)

7. Grow a flowering plant at your home.

Record the progress of growth and discuss with your friends.
Á|ü‹s√E yÓTTø£ÿ m<äT>∑T<ä\qT >∑eTì+∫ e÷s¡TŒ\qT qyÓ÷<äT #Ój·T´+&ç.
Week (yês¡+) Progress (m<äT>∑T<ä\)
1st week

2nd week

3rd week

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Signature of the Teacher
 Assessment - 2
I. Choose the correct answer.
1. The tree that grows in hilly areas is ____________ ( )
a) oak b) mango c) tamarind

2. The systems of a plants are ____________ ( )

a) root system b) shoot system c) A & B

3. The colourful attractive part of a flower is _______ ( )

a) sepal b) petal c) stamen

II. Fill in the blanks.

1. We use _________________ nuts to wash our hair.

2. Paddy has _____________ roots.

3. _____________ flowers are used to prepare scented oils.

III. Match the following.

A B
1) Desert plant ( ) a) tomato

2) Aquatic plant ( ) b) cactus

3) Terrestrial plant ( ) c) hydrilla

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 Assessment - 2
IV. Draw and colour.
Draw the picture of a flower and colour it.

IV. Answer the following questions.

1. What is photosynthesis?
A. ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. How many types of roots are there? What are they?

A. ______________________________________________________________
______________________________________________________________
______________________________________________________________

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 kÕ<Ûäq|üÁ‘·+ ` 2
I. dü¬s’q düe÷<Ûëq+ sêj·T+&ç.
1. |üs¡«‘· ÁbÕ+‘ê\˝À ô|]π> #Ó≥Tº ____________. ( )
n) zø˘ Ä) e÷$T&ç Ç) ∫+‘·

2. yÓTTø£ÿ˝À ñ+&˚ e´edüú\T ____________ ( )

n) y˚s¡T e´edüú Ä) Á|üø±+&É e´edüú Ç) n eT]j·TT Ä

3. |ü⁄wüŒ+˝À Äø£]¸+#˚ uÛ≤>∑+ ____________ ( )

n) s¡ø£åø£ |üÁ‘·+ Ä) Äø£s¡¸ø£ |üÁ‘·+ Ç) πødüs¡+

II. U≤∞\qT |üP]+#·+&ç.

1. E≥TºqT X¯óÁuÛÑ |üs¡#·&ÜìøÏ _________________ ø±j·TqT ñ|üjÓ÷–kÕÔs¡T.

2. e]˝À _____________ y˚s¡T¢ ñ+{≤sTT.

3. düTyêdüq q÷HÓ\ ‘·j·÷ØøÏ _____________ |üP\qT ñ|üjÓ÷–kÕÔs¡T.

III. »‘·|üs¡#·+&ç.
A B
1) m&Ü] yÓTTø£ÿ ( ) n) ≥e÷≥

2) ˙{Ï yÓTTø£ÿ ( ) Ä) ÁãVü≤àC…eTT&ÉT

3) H˚\ yÓTTø£ÿ ( ) Ç) ôV’≤Á&ç˝≤¢

34
 kÕ<Ûäq|üÁ‘·+ ` 2
IV. u§eTà ^dæ, s¡+>∑T\T y˚j·T+&ç.
|ü⁄wüŒ+ |ü≥+ ^dæ, uÛ≤>±\qT >∑T]Ô+#·+&ç.

IV.øÏ+~ Á|üX¯ï\≈£î »yêãT\T sêj·T+&ç.

1. øÏs¡D»q´dü+jÓ÷>∑ÁøÏj·T n+fÒ @$T{Ï?
». ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. y˚s¡T¢ mìï s¡ø±\T? n$ @$?

». ______________________________________________________________
______________________________________________________________
______________________________________________________________

35
 Chapter Animals
3 Around Us

Glossary:
migrating = moving from one place to another (e\dü)
herbivores = animals that feed on plants (XÊU≤Vü‰s¡T\T)
carnivores = animals that feed on animals (e÷+kÕVü‰s¡T\T)
omnivores = animals that feed on both plants and animals (ñuÛÑj·÷Vü‰s¡T\T)
secretion = substances produced or discharged from the cell (ÁkÕe+)

WORKSHEET-1 Date :

Concept: Animals around us

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)

1. vacation = ____________________________________

2. experience = ____________________________________

3. laughing = ____________________________________

4. misplaced = ____________________________________

5. habitat = ____________________________________

6. zoo = ____________________________________

7. forests = ____________________________________

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 3. Animals around us

2 Write the names of animals according to their habitats.

Land
Fox Fish

Habitat of
Tree Animals
»+‘·Te⁄\ Water
Äyêdü+

Monkey Frog

Land and
Water

3 Join the dots and colour the pictures (#·Tø£ÿ\T ø£*|æ s¡+>∑T\T y˚j·T+&ç).

37
 3. Animals around us

4 Answer the following questions.

1. Name five animals that live around us. (eTq |ü]düsê\˝À ìedæ+#˚ ◊<äT »+‘·Te⁄\ ù|s¡T¢ sêj·T+&ç)
A. ________________ ________________ ________________

________________ ________________

2. Name five animals that live in forests (n&Ée⁄\˝À ìedæ+#˚ ◊<äT »+‘·Te⁄\ ù|s¡T¢ sêj·T+&ç.)
A. ________________ ________________ ________________

________________ ________________

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Signature of the Teacher
 3. Animals around us

WORKSHEET-2 Date :

Concept: Classification based on ears

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)

1. elephant = ____________________________________

2. lizard = ____________________________________

3. crow = ____________________________________

4. sparrow = ____________________________________

5. biggest = ____________________________________

6. tiny = ____________________________________

7. holes = ____________________________________

8. leopard = ____________________________________

2 Draw the other half of the animal. ($T>∑‘ê dü>+∑ »+‘·Te⁄ u§eTàqT |üP]Ô #˚dæ s¡+>∑T\T y˚jT· +&ç.)

39
 3. Animals around us

3 Differentiate the animals which have ears that can be seen, and which have
ears that cannot be seen. #Óe⁄\T ø£ì|æ+#˚ »+‘·Te⁄\T, #Óe⁄\T ø£ì|æ+#·ì »+‘·Te⁄\qT $&ÉBdæ
ÁøÏ+<ä |ü{Ϻø£˝À sêj·T+&ç.
Duck, Elephant, Cat, Dog, Cow, Lizard (ã*¢), Crow, Sparrow (|æ#·TÃø£),
Snake, Bear

Whose ears can be seen Whose ears cannot be seen

#Óe⁄\T ø£ì|æ+#˚ »+‘·Te⁄\T #Óe⁄\T ø£ì|æ+#·ì »+‘·Te⁄\T

4 Fill in the blanks.

1) _____________ has the biggest ears.

2) Birds have tiny _____________ on both sides of its head.

3) The tiny holes covered with __________help the birds to hear.

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Signature of the Teacher
 3. Animals around us

WORKSHEET-3 Date :

Concept: Classification based on skin and hair

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)

1. sheep = ____________________________________

2. sweaters = ____________________________________

3. blankets = ____________________________________

4. leopard = ____________________________________

5. viviparous = ____________________________________

6. oviparous = ____________________________________

7. dolphins = ____________________________________

2 Draw the skin patterns of the following animals.

øÏ+<ä Çe«ã&çq »+‘·e⁄\qT >∑T]Ô+∫ yê{Ï #·s¡à+ô|’ ñ+&˚ qeT÷Hê\qT ^dæ s¡+>∑T\T y˚j·T+&ç.

41
 3. Animals around us

3 Write two examples for each.

a) animals with soft skin (eTè<äTyÓ’q #·s¡à+) ________________ ________________

b) animals with thick fur (yÓ+Á≥Tø£\T) ________________ ________________

c) animals with spots (eT#·Ã\T) ________________ ________________

d) animals with stripes (#ês¡\T) ________________ ________________

4 Answer the following.

1. Which animals are called oviparous (n+&√‘êŒ<äø±\T)?

A. _______________________________________________________________

2. Which animals are called viviparous (•XÀ‘êŒ<äø±\T)?

A. _______________________________________________________________

3. Complete the following table with suitable examples?

oviparous viviparous

duck cat

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 3. Animals around us

WORKSHEET-4 Date :

Concept: Classification based on food habits

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)

1. pattern = ____________________________________

2. herbivores = ____________________________________

3. caterpillar = ____________________________________

4. carnivores = ____________________________________

5. flesh = ____________________________________

6. beak = ____________________________________

7. vulture = ____________________________________

8. eagle = ____________________________________

2 Fill the given table (|ü{Ϻø£˝À dü¬s’q düe÷<ÛëHê\T sêj·T+&ç).

what they eat what they are called examples
@$T ‹+{≤sTT @eTì |æ\TkÕÔs¡T ñ<ëVü≤s¡D\T
Plants and plant products
yÓTTø£ÿ\T, yÓTTø£ÿ\ ñ‘·Œ‘·TÔ\T
Carnivores
e÷+kÕVü‰s¡T\T
Crows, human beings
ø±øÏ, eTìwæ

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 3. Animals around us

3 observe the animals around you and write what they usually eat.
MT |ü]düsê\˝Àì »+‘·Te⁄\qT >∑eTì+∫ n$ kÕ<Ûës¡D+>± @$T ‹+{≤jÓ÷ sêj·T+&ç.
Animals Eating habits Animals Eating habits
»+‘·Te⁄\T ÄVü‰s¡|ü⁄ n\yê≥T¢ »+‘·Te⁄\T ÄVü‰s¡|ü⁄ n\yê≥T¢

Cow Cat

Lizard Crow

Dog Rat

Butterfly Fish

Goat Man

4 Fill in the blanks.

1. Animals having sharp cutting teeth (|ü<äTHÓ’q ø£‘ÓÔs¡ |üfi¯ófl) and strong grinding teeth
are________________.
2. ________________ is an example for a herbivore (XÊø±Vü‰s¡T\T).
3. Animals that have long sharp teeth to eat meat are called ______________.
4. ___________________is an example for a carnivore (e÷+kÕVü‰s¡T\T).
5. The animals that have sharp cutting teeth, strong grinding teeth are
called___________________.
6. _________________is an example for an omnivore (ñuÛÑj·÷Vü‰]).

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Signature of the Teacher
 3. Animals around us

WORKSHEET-5 Date :

Concept: Birds and their beaks

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)

1. walking = ____________________________________

2. climbing = ____________________________________

3. swimming = ____________________________________

4. self defense = ____________________________________

5. weaver = ____________________________________

6. burrows = ____________________________________

7. spider = ____________________________________

8. stick = ____________________________________

9. stiches = ____________________________________

10. web = ____________________________________

2 Match the following (»‘·|üs¡#·+&ç).

Birds (|ü≈£åî\T) Beaks (eTT≈£îÿ\T)
1. duck ( ) a) hooked beak
2. sparrow ( ) b) strong and sharp (ã\yÓTÆq, |ü<äTHÓ’q) beak
3. eagle ( ) c) long (bı&ÉyÓ’q) beak
4. crane ( ) d) flat beak
5. wood pecker (eÁ&É+– |æ≥º) ( ) e) short (bı{Ϻ) beak

1. What do the birds use their beaks (eTT≈£îÿ\T) for?

A. _______________________________________________________________
_______________________________________________________________

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 3. Animals around us

2 Draw the beaks of different birds and colour them.

y˚πs«s¡T |ü≈£åî\ eTT≈£îÿ\qT ^j·T+&ç, yê{ÏøÏ s¡+>∑T\T y˚j·T+&ç.

46
Signature of the Teacher
 3. Animals around us

WORKSHEET-6 Date :

Concept: Birds - Claws and nests

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)

1. weaver bird = ____________________________________

2. wood pecker = ____________________________________

3. eagle = ____________________________________

4. heron = ____________________________________

5. rocky = ____________________________________

2 Match the following (»‘·|üs¡#·+&ç).

Birds Nests (>∑÷fi¯ófl)
1. crow ( ) a) grass, leaves, twigs and leaves (>∑&,¶ç Ä≈£î\T, ø=eTà\T)
2. weaver bird (–õ>±&ÉT) ( ) b) dried grass (m+&ÉT >∑&ç¶)
3. tailor bird (<äØ® |üøÏå) ( ) c) twigs and dried leaves (ø=eTà\T, m+&ÉT{≤≈£î\T)
4. eagle ( ) d) leaves (Ä≈£î\T)
5. sparrow ( ) e) large sticks or plant stalks (|ü⁄\\T¢, |”#·T, ø=eTà\T)

1. Why do birds build their nests? (|ü≈£åî\T >∑÷fi¯ófl m+<äT≈£î ø£&É‘êsTT)

A. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________

47
 3. Animals around us

3 Join the dots and colour the picture (#·Tø£ÿ\T ø£*|æ s¡+>∑T\T y˚j·T+&ç).

4 Colour the claws of different birds ($$<Ûä |ü≈£åî\ |ü+#ê\≈£î s¡+>∑T\T y˚j·T+&ç).

48
Signature of the Teacher
 3. Animals around us

WORKSHEET-7 Date :

1 Concept: Group behaviour - Birds, ants, honeybee

Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)
1. flock = ____________________________________

2. behaviour = ____________________________________

3. migrating = ____________________________________

4. journey = ____________________________________

5. queen-ants = ____________________________________

6. honey-comb = ____________________________________

7. division = ____________________________________

8. discipline = ____________________________________

2 Choose the correct answer (dü¬s’q düe÷<ÛëHê\T Áyêj·T+&ç).

1. Honey bees and ant live in ___________ [groups / alone] (>∑T+|ü⁄ / ˇ+≥])
2. Honey bees build __________________ [beehives / anthills] (‘˚HÓ‘·Tf…º / NeT\|ü⁄≥º)
3. There are _____________ in a beehive [colonies / apartments] (ø±\˙\T / nbÕsYyº TÓ +≥T\T)
4. Honey bees share food with other ______________ [flies / bees] (á>∑\T / ‘˚HÓ{°>∑\T)
5. We get __________________ from honey combs [milk / honey]

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 3. Animals around us

3 The honey bee wants to reach the honey comb. Draw the way for it.
‘˚HÓ{°>∑ qT+&ç ‘˚HÓ ‘·Tf…º≈£î <ë] ^j·T+&ç.

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 3. Animals around us

4 Draw honey bees on each flower.

Á|ü‹ |ü⁄e⁄«ô|’ ˇø£ ‘˚HÓ{°>∑qT ^j·T+&ç.

5 Some ants are going in a line in search of food. I have drawn an ant. Draw
the remaining ants in the line. ø=ìï NeT\T ÄVü‰s¡ nH˚«wüD¬ø’ es¡Tdü˝À yÓfi¯óÔHêïsTT. H˚qT
ˇø£ NeTqT ^kÕqT. $T–*q NeT\qT MTs¡T ^dæ s¡+>∑T\T y˚j·T+&ç.

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Signature of the Teacher
 3. Animals around us

WORKSHEET-9 Date :

1 Concept: Group behaviour - Elephants

Colour the elephants (@qT>∑T\ ∫Á‘êìøÏ s¡+>∑T\T y˚j·T+&ç).

2 Fill in the blanks (U≤∞\qT |üP]+#·+&ç).

1. Elephants live together in________________.
2. Nearly ten or twelve elephants move in ________along with their babies.
3. The______________________ leads the herd (eT+<ä).
4. The elderly female elephant starts the journey in the morning with
a_____________________.
5. The way of living in groups provides___________________.
düeT÷Vü‰\˝À Jeq $<Ûëq+ ___________________ qT n+~düTÔ+~.

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Signature of the Teacher
 3. Animals around us

WORKSHEET-10 Date :

Assessment: Improve your learning

1. Give some examples of animals that have fur on their skin (#·sà¡ +ô|’ u§#·TÃ ñqï »+‘·Te⁄\î)?
A. _______________________________________________________________
_______________________________________________________________

_______________________________________________________________
2. Why hen is called an oviparous (n+&√‘êŒ<äø£+) animal?
A. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Sarath says that the duck and the crocodile belong to the same group. Do you agree
with him? Why? u≤‘·T eT]j·TT yÓTTdü* ˇπø düeT÷Vü‰ìøÏ #Ó+~qeì X¯s¡‘Y #ÓbÕŒ&ÉT. MTs¡T
n+^ø£]kÕÔsê? m+<äT≈£î?
A. _______________________________________________________________

_______________________________________________________________
_______________________________________________________________
4. What will happen if there are no crows? ø±≈£î\T Á|ü|+ü #·+˝À ˝Òøb£ ˛‘˚ @eTe⁄‘·T+<√ sêj·T+&ç?
A. _______________________________________________________________
_______________________________________________________________
5. Observe the legs of a dog and the legs of a hen (ø√&ç ø±fi¯ófl, ≈£îø£ÿ ø±fi¯ófl). Write the
differences between them.
A. _______________________________________________________________
_______________________________________________________________

_______________________________________________________________
6. Collect the pictures of Herbivores, Carnivores and Omnivores and make a scrap
book.

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 3. Animals around us
7. Draw the picture of the animals that you like very much and colour it.
MT≈£î q∫Ãq »+‘·Te⁄ u§eTà ^dæ s¡+>∑T\T y˚j·T+&ç.

8. What activities would you like to take up to protect birds? |ü≈£åî\qT dü+s¡øÏå+#·&ÜìøÏ @y˚T$T
#Ój·T´>∑\s√ sêj·T+&ç.
A. _______________________________________________________________
_______________________________________________________________

_______________________________________________________________
_______________________________________________________________

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Signature of the Teacher
 Assessment - 3
I. Choose the correct answer.
1. The ears of birds are covered with ____________ ( )
a) feathers b) skin c) fur

2. The animals that eat only plants or plant products are called ____ ( )
a) omnivores b) carnivores c) herbivores

3. A _______ weaves its own web. ( )

a) ant b) cockroach c) spider

II. Fill in the blanks.

1. The thick fur of _________________ is used to make sweaters and blankets.

2. _____________ have sharp teeth to tear the meat.

3. _____________ builds its nest on rocky cliffs.

III. Match the following.

A B
1) Cow ( ) a) omnivore

2) Lion ( ) b) herbivore

3) Bear ( ) c) carnivore

55
 Assessment - 3
IV. Draw and colour.
Draw the picture of a hen and colour it.

IV. Answer the following questions.

1. Why do some animals live in groups?
A. ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Why do birds build nests?

A. ______________________________________________________________
______________________________________________________________
______________________________________________________________

56
 kÕ<Ûäq|üÁ‘·+ ` 3
I. dü¬s’q düe÷<Ûëq+ sêj·T+&ç.
1. |ü≈£åî\ #Ó$ s¡+Á<Ûë\T ____________ ‘√ ø£|æŒy˚j·Tã&ç ñ+{≤sTT. ( )
n) áø£\T Ä) #·s¡à+ Ç) u§#·TÃ

2. yÓTTø£ÿ\T, yÓTTø£ÿ\ qT+&ç \_Û+#˚ |ü<ësêú\qT ‹H˚ »+‘·Te⁄\qT _____ n+{≤s¡T.( )

n) ñuÛÑj·÷Vü‰s¡T\T Ä) e÷+kÕVü‰s¡T\T Ç) XÊU≤Vü‰s¡T\T

3. ____________ ‘·q >∑÷&ÉTqT ‘êH˚ n\T¢≈£î+≥T+~. ( )

n) NeT Ä) u§~›+ø£ Ç) kÕ˝…|ü⁄s¡T>∑T

II. U≤∞\qT |üP]+#·+&ç.

1. __________________ #·s¡à+ jÓTTø£ÿ <ä≥ºyÓTÆq yÓ+Á≥Tø£\qT ôd«≥s¡T¢, ø√≥T¢ ‘·j·÷s¡T#˚j·T&ÜìøÏ
ñ|üjÓ÷–kÕÔs¡T.

2. _____________ »+‘·Te⁄\≈£î bı&ÉyÓ’q, ã\yÓTÆq N˝Òà <ä+‘ê\T ñ+{≤sTT.

3. sêfi¯fl dü+<äT\˝À >∑÷&ÉT ø£≥Tº≈£îH˚ |üøÏå _____________.

III. »‘·|üs¡#·+&ç.
A B
1) Äe⁄ ( ) n) ñuÛÑj·÷Vü‰]

2) dæ+Vü≤+ ( ) Ä) XÊø±Vü‰]

3) m\T>∑Tã+{Ï ( ) Ç) e÷+kÕVü‰]

57
 kÕ<Ûäq|üÁ‘·+ ` 3
IV.u§eTà ^dæ, s¡+>∑T\T y˚j·T+&ç.
ø√&ç u§eTàqT ^dæ, s¡+>∑T\T y˚j·T+&ç.

IV.øÏ+~ Á|üX¯ï\≈£î »yêãT\T sêj·T+&ç.

1. ø=ìï »+‘·Te⁄\T düeT÷Vü‰\T>± m+<äT≈£î ìedækÕÔsTT?
». ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. |ü≈£åî\T >∑÷fi¯ófl m+<äT≈£î ø£≥Tº≈£î+{≤sTT?

». ______________________________________________________________
______________________________________________________________
______________________________________________________________

58
 Chapter Sense Organs
4

Glossary:
sensitive = easily affected by (düTìï‘·yÓTÆq)
braille = a form of written language for blind (n+<ÛäT\ *|æ)
nocturnal = active at night. (ìXÊ#ês¡T\T)
hygiene = cleanliness (|ü]X¯óÁuÛÑ‘·)
typical = having the distinctive qualities of a particular type of person or thing
(e´øÏÔ / edüTÔe⁄\ Á|ü‘˚´ø£ \ø£åD≤\T)
pungent = having a sharply strong taste or smell (>±&ÛÉyÓTÆq yêdüq)
sniffer dog = a dog trained to find drugs or explosives (b˛©dt C≤–\+)
disability = a physical or mental inability that limits persons movements. (XÊØs¡ø£
˝Ò<ë e÷qdæø£ yÓ’ø£\´+)
WORKSHEET-1 Date :

1 Concept: Our senses

Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)
1. chocolates = ____________________________________

2. handmade = ____________________________________

3. trunk = ____________________________________

4. limbs = ____________________________________

5. pleasant = ____________________________________

6. senses = ____________________________________

7. smell = ____________________________________

8. sense organs = ____________________________________

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 4. Sense organs
9. ringing = ____________________________________

10. sweet = ____________________________________

11. sight = ____________________________________

12. healthy = ____________________________________

13. symbol = ____________________________________

14. sensitive = ____________________________________

2 Identify the sense organs (C≤„H+˚ Á~j·÷\T) and write their names in the space
provided.

_____________ _____________

_____________ _____________ _____________

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 4. Sense organs

3 Guess and write. }Væ≤+∫ sêj·T+&ç.

1. I hear the sound of a with my ___________________.

2. I smell the fragrance of with my ___________________.

(düTyêdüq)
3. I taste an with my ___________________.

4. I touch the with my ___________________.

5. I see the with my ___________________.

4 Draw the missing parts in the face given. øÏ+<ä Ç∫Ãq eTTK∫Á‘·+˝À nej·Tyê\qT
^j·T+&ç.

61
Signature of the Teacher
 4. Sense organs
WORKSHEET-2 Date :

Concept: Eyes - care to be taken

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)

1. watching = ____________________________________

2. eyelids = ____________________________________

3. computer = ____________________________________

4. damage = ____________________________________

5. vultures = ____________________________________

6. hawks = ____________________________________

7. blindness = ____________________________________

8. television = ____________________________________

9. braille = ____________________________________

10. script = ____________________________________

2 Write 5 activities that you can do with your eyes.

MT ø£fi¯fl‘√ MTs¡T #˚j·T>∑*π> ◊<äT |üqT\qT sêj·T+&ç.

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 4. Sense organs

3 Match the following (»‘·|üs¡#·+&ç).

A B

1. Wash your eyes gently ( ) a) continuously (ìs¡+‘·s¡+>±)

2. Watch television ( ) b) appropriate light

3. Don’t play with ( ) c) with cool water (#·\¢ì ˙s¡T)

4. Read a book in ( ) d) from a distance of 6 feet

5. Don’t play video games ( ) e) sharp and pointed objects

4 Fill in the blanks (U≤∞\qT |üP]+#·+&ç).

1. Eyes help us to ______________.

2. Eyes are our sense of ______________.

3. We enjoy watching this beautiful (n+<äyÓTÆq) world with our ______________.

4. The ______________ and ______________ protect our eyes

5. How do you care for your eyes (ø£fi¯ófl dü+s¡ø£åD)?

A. ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

63
Signature of the Teacher
 4. Sense organs
WORKSHEET-3 Date :

Concept: Nose - care to be taken

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)

1. entering = ____________________________________

2. breathe = ____________________________________

3. pungent = ____________________________________

4. affected = ____________________________________

5. cold = ____________________________________

6. vapour = ____________________________________

7. tracking = ____________________________________

8. criminal = ____________________________________

2 Draw the missing part in the boy's face. nu≤“sTT eTTK+˝À ø£q|ü&Éì ˇø£ Ç+Á~j·T
nej·TeeTT ^j·T+&ç.

64
 4. Sense organs
Fill in the table with some objects that have smell (yêdüqqT ã{Ï)º as shown.
2
Pleasant smell (düTyêdüq Ç#˚Ã edüTÔe⁄\T) Pungent smell (<äTsê«düq Ç#˚Ã edüTÔe⁄\T)

1. Write a few lines about how you take care of your nose.
MT eTT≈£îÿ |ü≥¢ MTs¡T rdüTø√e\dæq C≤Á>∑‘·Ô\qT $e]+#·+&ç.
A. ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

2. What are the uses of nose. eTT≈£îÿ ñ|üjÓ÷>±\T.

A. ______________________________________________________________

______________________________________________________________

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Signature of the Teacher
 4. Sense organs
WORKSHEET-4 Date :

Concept: Ears - care to be taken

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)
1. harm = ____________________________________

2. soft cloth = ____________________________________

3. crackers = ____________________________________

4. frighten = ____________________________________

5. babies = ____________________________________

2 Write the things that can harm your ears.

MT #Óe⁄\≈£î Vü‰ì ø£*–+#·>∑\ X¯u≤∆\qT sêj·T+&ç.

3 Identify and write some sounds that can harm (Vü‰ìø£s¡ X¯u≤›\T) your ears.

1. thunder (ñs¡TeTT)
2. _____________________
3. _____________________
4. _____________________
5. _____________________

1. What should you do to keep your ears safe (#Óe⁄\ dü+s¡ø£åD)?

A. ______________________________________________________________
______________________________________________________________

66
Signature of the Teacher
 4. Sense organs
WORKSHEET-5 Date :

Concept: Tongue - care to be taken

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)

1. sweet = ____________________________________

2. bitter = ____________________________________

3. tongue = ____________________________________

4. nocturnal = ____________________________________

5. speak = ____________________________________

6. giraffe = ____________________________________

7. chameleon = ____________________________________

8. lizard = ____________________________________

2 Join the dots and colour it. #·Tø£ÿ\T ø£*|æ s¡+>∑T\T y˚j·T+&ç.

This is my T __ N __ U __

67
 4. Sense organs

3 Fill in the blanks with suitable tastes.

Sweet, sour, salty, bitter (r|æ, |ü⁄\T|ü⁄, ñ|ü, #˚<äT)
1. Sugar is _________________.

2. Sea water is _________________.

3. Bittergourd (ø±ø£s¡ø±j·T) is _________________.

4. Lemon (ìeTà) is _________________.

5. Gulabjamun is _________________.

4 Answer the following questions.

1. How do you take care of your tongue (Hê\Tø£ dü+s¡ø£åD).

A. ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

68
Signature of the Teacher
 4. Sense organs
WORKSHEET-6 Date :

Concept: Skin - care to be taken

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)

1. tumbler = ____________________________________

2. sense = ____________________________________

3. bath = ____________________________________

4. brushing = ____________________________________

5. microbes = ____________________________________

6. hygiene = ____________________________________

7. itching = ____________________________________

8. infection = ____________________________________

9. allergy = ____________________________________

2 How do you feel when you touch these things.

hot, cold, rough, smooth, hard, soft

1. Hot water ________________ 2. Cool drink ________________

3. Coconut shell ________________ 4. Ice cream ________________

(ø=ã“] ∫|üŒ)
5. Rock ________________ 6. Pillow(~+&ÉT) ________________

7. Tea ________________ 8. Pineapple ________________

9. Tomato _______________ 10. Sponge ________________

69
 4. Sense organs

3 Write the sense organ with the clue given.

Ç∫Ãq ≈£L¢ Ä<Ûës¡+>± nej·Te+ ù|s¡T sêj·T+&ç.
1. Wash them gently with cold water
#·\¢{Ï ˙{Ï‘√ HÓeTà~>± ø£&É>∑+&ç
2. I clean it daily when I brush my teeth
|üfi¯ófl ‘√eTT≈£îqï|ü&ÉT á nej·TeeTTqT ≈£L&Ü X¯óÁuÛÑ+ #Ój·÷´*
3. I take bath daily
kÕïq+ <ë«sê X¯óÁuÛÑ|ü&É‘êqT
4. I close them when I hear loud sounds
n~Ûø£ X¯u≤›\T $q|ü&çq|ü&ÉT M{Ïì #˚‘·T\‘√ eT÷düT≈£î+{≤qT
5. It is a trouble if I catch cold
»\TãT #˚ùd Hê≈£î Çã“+~.
4 Answer the following questions.

1. How do you take care of your skin (#·s¡à dü+s¡ø£åD).

A. ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

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Signature of the Teacher
 4. Sense organs
WORKSHEET-7 Date :

Concept: -----------------------------

1 Rewrite the following words (|ü<ë\T #·÷∫ sêj·T+&ç.)

1. differently abled = ____________________________________

2. opportunity = ____________________________________

3. disabilities = ____________________________________

4. accident = ____________________________________

5. finance = ____________________________________

6. ramp = ____________________________________

7. strangers = ____________________________________

8. uncomfort = ____________________________________

9. good touch = ____________________________________

10. bad touch = ____________________________________

2 Put  mark for the touch you feel comfortable (eT+∫ düŒs¡Ù).

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 4. Sense organs

3 Answer the following.

1. Write few things you can do to stay strong and healthy (<äè&ÛÉ+, Äs√>∑´+>±).
A. ______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
2. If you have friend who is physically challenged (~yê´+>∑T\T), how would you help him?
A. ______________________________________________________________

______________________________________________________________

3. What is the difference between good touch and bad touch

(eT+∫ düŒs¡Ù, #Ó&ÉT düŒs¡Ù eT<Ûä´ uÛÒ<ä+)?
A. ______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
4. What do you do if someone touches you in a wrong way?
me¬s’Hê $TeTà*ï ‘·|ü e÷s¡Z+˝À ‘êøÏ‘˚ MTs¡T @+ #Ój·÷´*?
A. ______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________

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Signature of the Teacher
 4. Sense organs
WORKSHEET-8 Date :

Assessment: Improve your learning

1. How many sense organs (C≤„H˚+Á~j·÷\T) are there? What are they?
A. ______________________________________________________________
______________________________________________________________
2. Why are sense organs important to us? eTq≈£î C≤„H+˚ Á~j·÷\T eTTK´yÓTqÆ nej·Tyê\T m+<äT≈£î?
A. ______________________________________________________________
______________________________________________________________
3. What questions would you ask a differently abled person to know how he handles
his difficulty? Á|ü‘˚´ø£ nedüs¡+ ø£*–q e´øÏÔ ‘·q ì‘·´ J$‘·+˝À |üqT\T m˝≤ #˚düT≈£î+{≤&√
‘Ó\TdüTø√e&ÜìøÏ Ä e´øÏÔì qTe⁄« @j˚T Á|üX¯ï\T n&ÉT>∑T‘êe⁄?
A. ______________________________________________________________
______________________________________________________________
4. Taste the food items in your kitchen and list them under different tastes.
Sweet (r|æ) Sour (|ü⁄\T|ü⁄) Bitter (#˚<äT) Salty (ñ|üŒ>±)

5. Collect information about successful people who are differently abled and fill in the
table. One is done for you.
S.No. Name What is the disability

1 Helen keller deaf and blind (eT÷>∑, n+<Ûä‘·«+)

2

3
4
5

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 4. Sense organs
6. Draw the picture of your face and label the sense organs.
MT eTTK∫Á‘·eTTqT ^dæ n+<äT˝À C≤„H˚+Á~j·÷\qT >∑T]Ô+#·+&ç.

7. What would be the good time to tell your parents or teachers about your problem
regarding bad touch? #Ó&ÉT düŒs¡Ù≈£î dü+ã+~Û+∫ MT düeTdü´ >∑T]+∫ MT ‘·*¢<ä+Á&ÉT\≈£î ˝Ò<ë ñbÕ<Ûë´j·TT\≈£î
#Ó|üŒ&ÜìøÏ nqT≈£L\ düeTj·T+ @~?
A. ______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

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Signature of the Teacher
 4. Sense organs
1. Draw a flower and colour it. |ü⁄wüŒ+ |ü≥+ ^dæ, s¡+>∑T\T y˚j·T+&ç.

2. Draw the following pictures and colour them. u§eTà\T ^dæ, s¡+>∑T\T y˚j·T+&ç.
1) carrot (ø±´¬s{Ÿ) 2) beetroot (;{Ÿs¡÷{Ÿ) 3) radish (eTT\¢+–)

75
 Assessment - 4
I. Choose the correct answer.
1. __________ organs help our body to respond to different stimuli ( )
a) external b) sense c) internal

2. We must watch TV from a minimum distance of _______ feet ( )

a) 6 b) 2 c) 3

3. Our body is covered with ______ which helps us to feel things around us.
a) wool b) skin c) feathers ( )

II. Fill in the blanks.

1. It is never right for anyone to touch our _________________ parts.

2. The effective functioning of sense organs is a symbol of a ____________ body.

3. _____________ script is used by blind people to read.

III. Match the following.

A B
1) eagle, hawk ( ) a) keen sense of smell

2) dogs ( ) b) sharp sense of sight

3) owl, cat ( ) c) sharp sense of hearing

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 Assessment - 4
IV. Draw and colour.
Draw your face with all the sense organs in it.

IV. Answer the following questions.

1. How should we treat differently abled people?
A. ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. How can we stay strong and healthy?

A. ______________________________________________________________
______________________________________________________________
______________________________________________________________

77
 kÕ<Ûäq|üÁ‘·+ ` 4
I. dü¬s’q düe÷<Ûëq+ sêj·T+&ç.
1. ___ nej·Tyê\T eTq+ $$<Ûä n+XÊ\≈£î nqT>∑TD+>± Á|ü‹düŒ+~+#·&ÜìøÏ ñ|üjÓ÷>∑|ü&É‘êsTT.
( )
n) ãVæ≤s¡Z‘· nej·Tyê\T Ä) C≤„H˚+Á~j·÷\T Ç) n+‘·s¡Z‘· nej·Tyê\T

2. ø£˙dü+ ____________ n&ÉT>∑T\ <ä÷s¡+ qT+&ç eTq+ {Ï.$. ì MøÏå+#ê*. ( )

n) 6 Ä) 2 Ç) 3

3. eTq |ü]düsê\˝Àì düŒs¡Ù ‘Ó\TdüTø√e&É+ ø√dü+ eTq X¯Øs¡eT+‘ê _______‘√ ø£|üŒã&ç ñ+≥T+~.
n) ñìï Ä) #·s¡à+ Ç) áø£\T ( )

II. U≤∞\qT |üP]+#·+&ç.

1. eTq _________________ uÛ≤>±\qT Ç‘·s¡T\T ndü‡\T ‘êø£≈£L&É<äT.

2. C≤„H˚+Á~j·÷\T #·ø£ÿ>± |üì#˚j·T&Éy˚T eTq X¯Øs¡+ _____________>± ñ+<äq&ÜìøÏ ∫Vü≤ï+.

3. n+<ÛäT\T #·<äe&ÜìøÏ _____________ *|æì yê&É‘ês¡T.

III. »‘·|üs¡#·+&ç.
A B
1) >∑<ä›, &˚>∑ ( ) n) düTì•‘· Á|òü÷DX¯øÏÔ

2) ≈£îø£ÿ\T ( ) Ä) eT+∫ ø£qT<äèwæº

3) >∑T&É¢>∑÷ã, |æ*¢ ( ) Ç) m≈£îÿe $ìøÏ&ç X¯øÏÔ

78
 kÕ<Ûäq|üÁ‘·+ ` 4
IV.u§eTà ^dæ, s¡+>∑T\T y˚j·T+&ç.
nìï C≤„H˚+Á~j·÷\‘√ ≈£L&çq eTTK ∫Á‘êìï ^j·T+&ç.

IV.øÏ+~ Á|üX¯ï\≈£î »yêãT\T sêj·T+&ç.

1. $_Ûqï Á|ü‹uÛÑ>∑\ e´≈£îÔ\qT eTq+ m˝≤ #·÷&Ü*?
». ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. eTq+ Äs√>∑´+>±, X¯øÏÔe+‘·+>± ñ+&Ü\+fÒ @+ #˚j·÷*?

». ______________________________________________________________
______________________________________________________________
______________________________________________________________

79