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C M Y K
C M Y K
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My Dear Young minds
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When you open your senses
You feel …. Lots of doubts sprout in your mind
You may feel why? What? and How?
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And wish to ask the same… don’t you?
Don’t hesitate to ask
You have a passion to explore, experiment and find reasons
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Be ready to understand it by doing
Just this is the way of thinking scientifically
Grass to Galaxy will feast for your eyes.
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Strolling ant … running squirrel
Plunging leaf … falling rain drop
Are to discover the core hidden principle is the ‘Science’
Using wisdom and saving mother earth is the ‘Science’
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So my dear little minds …
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The universe is yours
And you are the creators
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C M Y K
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SCIENCE
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CLASS VI
Editorial Board
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Vidya Bhavan Educational Resource Centre, Professor in Physics (Retd)
Udaipur, Rajasthan Osmania University,Hyderabad.
Co-Ordinators
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First Published 2012
New Impressions 2013, 2014, 2015, 2016, 2017, 2018, 2019
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No part of this publication may be reproduced, stored
in a retrieval system, or transmitted, in any form or
by any means without the prior 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 includ-
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ing this condition being imposed on the subse-
quent purchaser.
The copy right holder of this book is the Director
of School Education, Hyderabad, Telangana.
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Printed in India
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–– o ––
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Smt. B. Seshu Kumari Dr. Nannuru Upender Reddy Sri. B. Sudhakar
Director, Professor, Director
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S.C.E.R.T., C & T Dept., S.C.E.R.T., Govt. Textbook Printing Press,
Hyderabad. Hyderabad. Hyderabad.
AUTHORS
Dr. T.V.S. Ramesh, S.A. Sri M. Ramabrahmam, Lecturer
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U.P.S., Potlapudi, Nellore. Govt. I.A.S.E., Masabtank, Hyd.
ILLUSTRATORS
Sri Kurella Srinivas, S.A. Sri B. Kishore Kumar, S.G.T Sri Ch. Venkata Ramana, S.G.T
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Thought process is a unique boon given to human kind by Nature. Man
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creates and reconstructs knowledge through the process of thinking and analysis.
Man generates knowledge by way of doing, imagining, redoing works in a different
way. These may be called the processes of Science.
Science is a systematic logical thought oriented process and a path to truth.
Science and Technology have improved human life by way of scientific inventions,
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discoveries and their applications in various fields.
Human beings understand Nature through Science and use Nature for their
benefit while at the same time respecting and protecting Nature. However it is
evident that we give importance to the first i.e., harnessing Nature and forgetting to
protect and sustain Nature in its pristine form. As a result we experience several
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calamities leading to destruction of Nature, climate, Earth and finally life on Earth.
The future of the country is being shaped in the classrooms and science
learning can never be limited to learning of principles, theories and introduction of
experiments. Scientific attitude and thought shapes human beings in such a way so
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as to make them sensitive to Nature and strive to uphold and maintain bio-diversity.
Science learning means commitment towards the good and welfare of society and
all life forms including human kind.
Children should learn that science is not only in textbooks but also in the
works of peasants, the artisanship of potters, food prepared by mother etc., The local
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knowledge should enter into science textbooks and must be discussed in the
classrooms. Specific observations and logical thinking is required in order to inculcate
values and develop life skills. This is possible through study of science. The
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rather than keep these abilities dormant. The traditional attitude of treating science
as a body of facts, theories, principles and information needs to be transformed. The
re-learning of the true nature of science must happen as recommended by the National
Curriculum Frame Work-2005.
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Position Paper on Science and also reflect the spirit of Right to Education Act. Science
textbooks are developed to facilitate construction of knowledge jointly by the teacher and
the pupil but never as merely an information provider.
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The textbook facilitates learning through activities, discovery, exploration in a child
centered manner. The activities i.e., group, individual and whole class, experiments, field
investigations, information collection, questioning, analysis, synthesis, projects etc., must
become a part of learning and as well as assessment in the context of science education.
The pupil assessment procedures facilitate thinking in critical and multiple ways. Critical
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pedagogy and social construction become a part of classroom pedagogies in search of
truth. The spirit of continuous and comprehensive evaluation is reflected in the assessment
procedures. Certainly the revised textbooks facilitate the teachers in effective transaction
of science duly reflecting the nature and spirit of science.
New textbooks are developed to achieve desired academic standards. So teachers
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should develop various teaching learning strategies to make their students to achieve class
based academic standards. We should avoid rote learning methods for successful
implementation of Continuous Comprehensive Evaluation (CCE). It is very impart to know
more about different methods to assess student progress by summative and formative
evaluation. New textbooks reflects Continuous Comprehensive Evaluation and teaching
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method with respect of discussed concepts. This is more useful to teachers and students.
We are very grateful for the kind of support from the National and State level
experts in designing a textbook of science that transforms the very nature of science teaching
learning in the state classrooms. We are also thankful to the Textbook Writers, Editors,
Illustrators, Graphic Designers for their dedicated work for the cause of children’s science
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education.
We humbly request the educationists, parents, NGOs and children for appropriate
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suggestions to improve the science textbooks. We also expect that the teachers and
teacher educators will welcome the proposed reforms in science teaching learning process
and implement them with appropriate professional preparation and referencing. It is also
expected that a habit of scientific enquiry and nature of questioning would be developed
among children within the contextual transaction set out in the revised science curriculum
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and textbooks.
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they come across and ask several questions until they satisfy on any incomprehensive issue / objects.
This nature of the child is the basis for an enquiry mind and for pursuing the scientific knowledge in a
systematic way. Let us discuss some of the issues before preparing the children for the learning of
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science in a scientific way.
The National Curriculum Frame Work – 2005 and State Curriculum Frame Work – 2011
defined science as questioning, and observing the nature and also trying to understand the nature. For
this purpose one should question Why? What? How? When? on the observed phenomenon. The
children imagine and expect what happens? and what will be the outcomes? Children must experiment
and observe by utilizing the available resources in the local environment to find out answers to their
questions.
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It must be theorized and generalized based on repeated observations. The natural phenomenon
and resources which influence our life viz., day and nights, water, air, earth, heat, light, food, flora and
fauna must be understood primarily from our life experiences. For this purpose one should reflect on
our daily experiences and impact of human interventions in various natural activities / processes. Children
must be made to appreciate the applications of science for the betterment of human life, natural
phenomenon such as rain, wind, day and nights and growth of life on the earth, bio diversity etc.,
Teachers must think and design strategies for appropriate science education and its classroom
transaction to realize the constitutional values, goals and aims of science education and the philosophical
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perspectives of science education at school level. The transformation of young minds as potential
scientists must be explored and afforded. This requires lot of planning on the part of teacher and
professional preparation, referencing, collaborative work with the children and encourages bringing
children’s knowledge into the classrooms.
About Academic Standards….
The National and State Curriculum Frame Works, the Right to Education Act clearly envisaged
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on the role of the school in achieving the expected academic standards which are subject specific and
grade specific. Learning of science does not include learning of information alone, but it includes doing
projects to understand the science concepts, undertaking observations and experiments, collection of
information, analysis of information and finally arriving to conclusions and generalizations.
Children must draw the illustrations on the observed things and appreciate the interdependence
of the living beings in the nature. Appropriate attitudes on keeping the bio diversity and sustaining it is
also one of the objectives of science learning in schools. Teachers must play a vital role and take the
responsibility in developing such scientific spirit and academic standards.
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the philosophical base of science i.e., why science is as a subject in school curriculum? And what are
the expected goals and objectives of science teaching? What is the expected behavioral change in
children through science teaching? How to motivate the children to peruse science with increased
interest and dedication. The teacher shall plan strategies for science teaching. Following are the
expected strategies of the science teaching.
• Textbooks must include various learning strategies to construct knowledge on various science
concepts through observations, discussions, experimentation, collection of information.
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• Using mind mapping as one of the initial whole class activity and develop debate and discussion
on the given concepts.
• Prepare children for discussions by posing appropriate questions. The questions given in the
textbook exercises make along with planning additional questions must be used.
• Textbook reading is a must to understand and to get an overall idea on the concepts introduced
in the lessons.
• Textbook may be appropriately used while teaching the lesson both by children and as well as
teachers.
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the internet, library books, children exercises, appropriate questions to children to think on the
given concepts and sharing the prior ideas of the children.
• Appropriate activities to appreciate the nature and natural phenomenon.
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• Plan for discussions for improved understanding and appreciation of bio-diversity and efforts
to environmental protection and specific roles of the children in doing so.
• Teaching learning strategies and the expected learning outcomes, have been developed class
wise and subject-wise based on the syllabus and compiled in the form of a Hand book to guide
the teachers and were supplied to all the schools. With the help of this Hand book the teachers
are expected to conduct effective teaching learning processes and ensure that all the students
attain the expected learning outcomes.
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Conduct of Activities ….
The basic objectives of science teaching facilitate the learning of how to learn. Therefore,
children must be facilitated to construct knowledge collaboratively through participating in whole class,
group and individual activities.
• Provide advanced information and awareness on the experiments, observations to be done
both in side and out side the classrooms along with study of reports.
• The exercises given in the textbooks must be performed during the classroom teaching learning
processes without delay or skipping.
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• The activities in the lesson shall be performed not only during its transaction but also during the
entire academic year for specific units Eg: food for the animals and changes around etc.,
• The observations, information collection, field investigations etc., must be taken up under the
teacher guidance / presence. Some of the work may be given as homework also.
• Local resources may be used as alternative equipment for designing and undertaking activities / experiments.
• Teacher must develop a year plan duly distributing the projects, assignments, field trips given in
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besides them while doing the work / problem solving. Therefore, importance must be given for the
Assessment For Learning than Assessment Of Learning. An effort was made to provide variety of
assessment exercises in the textbooks, assess the different competencies to be developed as per the
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goals and objectives of science teaching in schools. Teachers must understand the continuity and
appropriateness of varieties of assessment.
• It is expected that every child must understand the concept and try for his own answer rather
than repeating the text given in the textbooks without any value addition.
• Teachers shall not try for uniformity in the answers across the students in the class but
encourage them for a variety of responses.
• Some of the exercises for display in the wall magazine, bulletin board, school community
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meeting are not only for the sake of assessment but it reflects the nature of academic activities
to be performed in the schools.
The revised science textbook is all together an improved design reflecting the nature and spirit
of science learning and certainly make the children to think and contribute his / her ideas creatively and
facilitate the construction of concepts based on the child’s prior ideas / experiences. There is no doubt
that children would develop creatively while following and performing the activities and exercises given
in the science textbooks. It is a challenge for teachers to make children as constructors / creators of
knowledge rather than receivers of information.
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WE, THE PEOPLE OF INDIA, having
solemnly resolved to constitute India into
a SOVEREIGN SOCIALIST SECULAR
DEMOCRATIC REPUBLIC and to secure to
all its citizens:
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JUSTICE, social, economic and
political:
Nation:
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S.No. Academic Standard Explanation
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1. Conceptual understanding Children are able to explain, cite examples, give reasons,
and give comparison and differences, explain the process
of given concepts in the textbook. Children are able to
develop their own brain mappings.
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Children are able to ask questions to understand
2. Asking questions and concepts, to clarify doubts about the concepts and to
making hypothesis participate in discussions. They are able to guess the
results of on issue with proper reasoning, able to predict
the results of experiments.
4. Information skills and Children are able to collect information related to the
Projects concepts given in the text book by using various methods
(interviews, checklist questionnaire) analyse the
information and interpret it. Able to conduct project works.
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6. Appreciation and aesthetic Children are able to appreciate the nature and efforts
sense, values of scientists and human beings in the development of s
ience and have aesthetic sense towards nature. They
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Unit S.No. Name of the Chapter Page No. Periods Month
I 1 OUR FOOD 1 10 June
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3 RAIN: WHERE DOES IT COME FROM? 22 10 July
11 November
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15 152 12 February
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REVISION March
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- Rabindranath Tagore
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Jana gana mana adhinayaka Jaya he
Bharatha bhagya-vidhata
Punjab Sindhu Gujaratha Maratha
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Dravida Utkala Banga.
Vindhya Himachala Jamuna Ganga
Uchchala Jaladhi taranga,
Tava shubha name jage
Tava shubha asisha mage
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Gahe tava jaya gatha
Jana gana mangala-dayaka jaya he,
Bharatha bhagya –vidhatha,
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PLEDGE
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Our Food
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If any one asks you about your favourite prepare brinjal curry or biryani? How can
food item, what will you answer? The idly be made soft? We take food for our
list may include several things like laddu, health and energy, but we should also
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biryani, idly-sambar, pulihora, cheese, dal, know the materials required for
brinjal curry and so on. But if you are preparing the food we eat. This type
asked about the components, their of information is very important. So,
sources and how they have been cooked, we will discuss about the ingredients,
then, it may be difficult for you to processing and sources of food in detail
answer. Generally we take interest in in this chapter. Observe the following
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eating food and don't bother about other food items and name them.
things, like what material we need to
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1 2 3
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4 5 6
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7 8 9
Science VI Class
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Activity-1: Finding variety in our with your friends and collect
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food information about what food they had
eaten yesterday.
Every day we eat different types of food
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from morning to night. What did you Record the information in table 1.
eat yesterday? Make a list. Also discuss
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Name of student Food eaten
Food ingredients
in the list of yours and your friends'?
Activity-2: Many things are needed to
• Count the number of food prepare food
varieties you have listed in the
Srinivas wants to eat something special
table?
on Sunday. He asked his mother to make
•
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Do all the students eat the same biryani. Srinivas wanted to help his
type of food items? mother. His mother asked him to
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• What food is ser ved in your prepare a list of materials which would
school at midday meal? be required to make biryani. Here is the
list made by Srinivas - rice, salt, jeera,
We eat different types of food material tomato, potato, onion, etc. Help Srinivas
daily but some food items like rice, dal if he had missed any material and
and vegetables are common in the daily
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Don’t eat bananas on an empty stomach; combining them with a bit of protein will
help to normalize the insulin response caused by the sugar in the banana.
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Fig. 2
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raw rice and water. But for making are required to prepare food are known
biryani we need many materials. as ingredients.
To make different kinds of food we need List out some food items you like to
different materials. These materials which eat and try to find out what ingredients
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2. Chicken curry
3. Pallikaram
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When you purchase packed food, milk, meat from animals. Is there any
biscuits or any cool drink, you will find other source you can think of ? Some
their ingredients written on their ingredients have been listed below. Find
packets. Have you ever thought from out the source of each ingredient; if it
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where these ingredients come? Yes, it is a plant mark (P) or an animal (A), or
will be easy for you to say that we get something else (O) (Table-3).
vegetables and fruits from plants; eggs,
Chicory is beneficial for digestion, the circulatory system and the blood
Science VI Class
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Name the plant or animal also. You can take the help of your friends or elders.
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Table 3 : Who gives us food
Ingredients Plant/Animal/Others Name of plant or animal
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Cooking Oil
Honey
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Chips
Turmeric powder
Salt
Dough
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Meat
Rice
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Eggs
Sugar
Peanuts
plants. You may be having some doubt
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carefully you will notice that there are a you will learn about the components of
number of animals from which we get food. Can you identify which part of
different kinds of food. Goats and the plant is eaten by us in the given
table? You can also discuss with your
sheep give us meat. Hens and roosters friends (Fig.-3).
are used as meat (chicken). Can you
elaborate this list? In plants we eat * We get varieties of food material
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from plants
different parts, like leaf of spinach and
coriander plants, flower of cauliflower * In some plants we eat only some
plant, fruit of tomato and drumstick parts as food.
* We take entire plant as food.
Beet roots are high in carbohydrate levels and should therefore be used sparingly
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AN
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Fig. 3
Do you know?
To make biryani or kheer, we use different types of ingredients such as ilaichi
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(cardamom), lavang (clove), dalchini (cinnamon), biryani leaves, pepper etc. They
are called condiments (sugandha dravyalu / fragrant material). Cashew nuts,
almonds, kismis (dried grapes) etc are also used. These are dry fruits. Condiments
and dry fruits grow in particular places only. They are not available in large
quantities. They are expensive.
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Table 4
Sugarcane
Carrot
Onion
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Cabbage
Asafoetida (Inguva)
Peanuts contain beneficial protien, but many people are allergic to them and find
them hard to digest.
Science VI Class
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• Which parts of the plants do we food crops we generally use rice as staple
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generally use? food. A variety of food items are
• Do we also use flowers as food? prepared using rice. We eat more rice
and rice products as compared to other
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Which plants are these?
cereals like wheat or maize. But in
• Is there any plant of which whole Rajasthan maize, bajra and wheat is
parts of it can be eaten? produced more than rice. So the main
We use various parts of plants for our food in Rajasthan is chapathi or roti.
food. Leaves, roots, seeds and fruits of
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plants are widely used whereas stems Many times we hear people saying that
and flowers are not so widely used. We "I like this curry ". "I don't like that".
need several ingredients to cook This is not a good food habit ,you
different types of food. Whatever may should make a habit of eating all varieties
be the source of ingredients - plants, of vegetable food items. This makes you
animals or minerals, we use some in strong and energetic.
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plenty but others are needed in only Different methods of preparing food
small quantities. Why is it so?
Preparing food is an extremely
How people develop food habits? important art and essential for life.
People living in one region usually share There are many ways of preparing food.
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common food habits. You might have Rice is boiled but idly is not made in the
seen paddy fields near your village. In same manner. (For making idly, rice and
our state geographical and climatic dal are fer mented, followed by
conditions are more suitable for growing steaming.) Potato chips are fried in oil.
paddy so we produce more rice. Even Some processes have been mentioned
in Table 5. Fill in the food items.
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Fermentation
Roasting Peanuts ...
Deep Frying Pakodi, Puri ...
Onions are an excellent antioxidant, and they contain anti-allergic, antiviral and
antihistamic properties
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Shallow frying Chicken, Fish...
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Chopping and mixing
Cutting and mixing
In table 5, you can also add any other Joseph knows how to make tomato
methods of cooking which you know. curry. Listen to him.
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Don't forget to add the food items
“I like tomato curry. I learnt how
prepared by this method.
to make it from my father. To prepare
Tasty Food:- it, we need two tomatoes, one
We usually say food is tasty. But how onion, two green chillies, one red
chilly, turmeric powder, salt, oil,
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does food get its taste? The taste of
food depends on its ingredients, method mustard seeds, black gram and
of preparation and our cultural habits. jeera.
Do you know the method of First of all, clean all the vegetables
preparation of any food item? in water, and chop them into pieces.
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Science VI Class
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Preservation of food coastal areas it's a common sight to see
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The discussion about food will be fish being smoked for preservation.
incomplete unless we talk about food • Try to find out more about this
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preservation. How do farmers protect process.
rice from pests and store it after it is
harvested? How is rice stored in your
• What are the other food material
preserved by this process?
home? Why does curry get spoiled
when kept out for a couple of days but Do you know?
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pickle stays fresh for so long? It is only
because of preservation. For preserving Sugar syrup or honey is a good
certain food-items, they are salted and preser vative. Fr uits are often
dried. In certain areas dried fish is preserved in sugar syrup or honey.
commonly used. Vegetables and meat Jams and fr uit juices are g ood
are dried and also pickled. examples of preser vation with
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• Try to find out how vegetables
are pickled at home.
Activity-4: Let us store food
• Find out the ingredients that help Discuss in groups and identify examples
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For preserving food we use different items which are available in the market
types of preservatives. But some food have harmful preservatives. So we must
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food. When you purchase any food item different types of ingredients.
in the market, don't forget to read about • We use different parts of plants
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its ingredients and manufacturing date. like stems, roots, leaves, fruits and
Eating out-dated food material may flowers as food.
damage your health.
• The taste of food is based on its
Do you know? ingredients, method of
preparation and cultural practices
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Preparation of food using vegetables
of the region.
and fruits is an art. Some people make
different types of designs and • Boiling, steaming, fermentation
decorations with vegetables. This is are some methods of preparing
called vegetable carving. Try to make food.
your own carving (Fig. 5). •
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food for some time.
Improve your learning
1. What are the common food
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questions.
• We get food from plants and
animals. (a) Name of the food item
(b) Price of the food item
Tomatoes are rich in Carotenoid and Lycopene; eating foods containing
Carotenoids can lower the risk of cancer.
Science VI Class
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(c) When was it manufactured How many and what questions
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did you ask before you could guess
(d) How long can we use it?
the name?
(e) What ingredients does it
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10. List out the ingredients needed
contain, name them?
to make vada. Are they same for
5 Shahina's mother always cooks dosa? Identify the differences in
plain rice! If the same rice is used your list.
to make kichidi, payasam or
11. Latha's mother has prepared the
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biryani how would you feel eating
following statements for you.
those?
Find out the wrong ones among
6 List out the names of some these, don't forget to give your
plants that grow in your village. reasons.
Which parts of it are used as
(a) We can get food from plants
food?
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and animals only.
7. Some food material is given
(b) Spices, oil, salt and meat are
below. What are the diffrent
the ingredients of a chicken curry.
possible ways of cooking them?
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Find out and write them. (c) Plants are the source of honey.
Meat - Groundnuts - Potatoes - 12. Find out from your parents the
Spinach various methods of preserving
food and write a note on them.
8. With the help of your teacher
form groups of 5 or 6 students 13. Collect information about the
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Cakes and cookies contain too much sugar and not enough vitamins and minerals
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of the slip write the names of food we get from the animals - milk, eggs
or meat.
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(b) Sort the slips into groups. Write the names of the animals in the correct
portions of the circles shown below.
(c) Are there any portions where none of the animals fit? Explain why?
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milk meat
giving giving
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egg
giving
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****
Oranges are more fibrous. So take oranges for the source of fibrefood.
Science VI Class
12
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Playing with Magnets
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All of you would Activity-1: Finding objects that get
have seen a pin stuck to the cap of the pin holder.
holder in your Take a pin holder from your school
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school office (see office. Drop some pins, jump-clips, iron
Fig. 1 (a)). You may nails into it. What do you observe? Do
have seen that in the same with a piece of paper, a pencil
this pin holder, and an eraser. What do you observe?
some pins are
You would notice that some of these
attached to the top
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Fig. 1 (a) objects (pins, jump-clips, nails) get stuck
or cap.
to the top of the pin holder while the
• Why do the pins get attached to other objects (paper, pencil, eraser) fall
the cap of the pin holder? into the pin holder.
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• What could be there in that cap? Why does this happen so?
• Does it attract objects other than The cap of the pin holder contains a
pins? What are they? magnet which attracts substances like
You might have seen iron pins, iron nails etc.
some metal stickers Similarly, the metal stickers also have a
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Around 2500 years ago, there lived an old shepherd named Magnus. He used to take his
goats and sheep to the hills for grazing. He always
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carried a wooden stick which had an iron cap on its
lower end. One day, while his goats were grazing,
Magnus dipped his stick into a spring of water and
poked at the pebbles and stones at the bottom with it.
Suddenly he felt something pulling his stick. When he
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took it out of water, he saw a stone stuck to the iron
cap. The stone which Magnus pulled out was called
Lode stone. It is a natural magnet and possesses
the property of attracting iron.
The magnets we discussed are not natural magnets. These magnets are man-made
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magnets.
Magnets of different shapes
The magnets we see and use in our daily life possess different shapes. Some of the
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Bar Magnet
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Horse Shoe
Magnet
Fig. 2
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attracted by magnets. item. Does the magnet attract every
Take a bar magnet, nail, jump-clip, plastic object? Observe and record your
observations duly mentioning the name
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scale, a piece of glass, brass key, paper,
iron bolt, pen, blade, pencil, knife, of the material of which the object is
stainless steel spoon, piece of chalk, made in table 1.
Table 1
Name of the object Material of which the Attracted
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object is made By Magnet
(Iron/plastic/aluminum/ (Yes/No)
wood/glass/ any other)
Jump Clip Iron Yes
Scale Plastic No
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magnets are called magnetic materials. in your school ground for some time.
The materials that are not attracted by Pull out the magnet. What do you find?
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•
magnetic materials. from the magnet and collect them in a
sheet of paper. These are iron filings.
Magnets have the property of attracting
materials like Iron. Based on this
Once the Greek scientist Archimedes of the “Eureka” used lodestone to win enemies
in battles by using lodestone to get the nails from the ship. So the ship would sink.
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(Keep these iron filings in a box to use distance you will find some scattered
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in further activities.) iron filings between these two points.
• Which part of magnet attracts (see Fig. 3)
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more iron filings? This change in the spread of iron filings
• From which part of the magnet on the sheet of paper is due to the
do you feel more difficulty in magnet present below it. The iron filings
removing iron filings ? move towards its ends because of this
Poles of a Bar Magnet magnet. Thus the ends of the bar
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Does the property of attracting iron magnet attract more iron filings than the
filings remain same for all parts of a bar middle part of the magnet.
magnet? By this activity we can conclude that
Activity-4: every bar magnet always has two ends
whose attracting capacity is more than
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Spread some iron filings uniformly on a
its other parts. These ends are called
sheet of paper. Place a bar magnet
poles of the magnet .
below this sheet.
• What do you observe? Activity-5: Finding directions with
a bar magnet.
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• Do you observe any change in Suspend the bar magnet freely with the
the pattern of iron filings spread help of a thread tied around its center
over the sheet? as shown in Fig. 4. Does the magnet
You will observe that the uniformly remain stationary? Wait for some time.
spread iron filings concentrate at two What do you find now?
T
Fig. 3 Fig. 4
Electromagnets are made up of an arrangement of wire coils; often, the wire is wound
around a ferromagnetic substance such as steel.
Science VI Class
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You will notice that the magnet finally needle, it is usually painted in a different
A
takes a position in the North-South colour (see Fig. 5). Then we identify
direction. Mark the end that points north and south at that place. After that
AN
towards the North with some colour. we can also identify the East and West
Now disturb the magnet and again wait between them.
for some time.
• Where does the coloured portion
come to rest?
NG
• Repeat this experiment at another
place. What do you observe?
Fig. 5
Magnets always come to rest in the
North-South direction. In each case the A compass is used to find directions.
marked end points towards North. This It is mostly used in ships and airplanes.
Mountaineers and army people also
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end is known as North pole of the
magnet. The other end, which points carry a compass with them so that they
towards the South is known as South do not lose their way in an unknown
pole of the magnet. This property of place.
magnets is called directional property. Note: Don't place compass and
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is pivoted inside the box in such a way in four different ways as shown in Fig.
that it can rotate freely. The compass 6 and record your observations.
ER
Some vets use magnets to retrieve wire and metal from animals stomachs
A
• When do the magnets attract comes to rest? What is that change?
each other? The suspended bar magnet always
AN
• When do the magnets repel each comes to rest in the direction of the
other? bar magnet placed on the table. But
You notice that like poles (N-N, S-S) the north pole of the suspended bar
repel each other and unlike poles magnet points towards the south pole
(N-S) attract each other. of the bar magnet placed on the table
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Earth as a Magnet: and south pole of the suspended bar
magnet points towards the north pole
We saw that a suspended bar magnet
of the bar magnet placed on the table.
always comes to rest in the North-South
direction. • What happens if you remove the
bar magnet placed on the table?
Why does it come to rest in that
•
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particular direction only? In this case the suspended magnet
• What force is acting on it? comes to rest in the North-South
direction. We can say that there is some
Activity-7:
magnet below the suspended bar magnet
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Science VI Class
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Activity-8: Finding out whether Bring three objects one after the other
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the given object is a magnet or not. close to one pole of the bar magnet
You have been given three objects of and observe whether they get attracted,
AN
same size, shape and colour and a bar repelled or not attracted. Record your
magnet. You have to decide which one observation in table 2. After that bring
among them is a magnet, which is not those objects close to the other pole of
a magnet but made up of a magnetic the bar magnet in the same way and
material or a non-magnetic material. record your observations.
NG
Table 2
Observation Object - 1 Object - 2 Object - 3
Attracted / Repelled / Attracted / Repelled / Attracted / Repelled /
Not effected Not effected Not effected
Change observed when
brought close to one pole
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of the bar magnet.
Change observed when
brought close to other
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What do you conclude by comparing the Activity-9: Make your own magnet
recorded observations?
Take an iron nail and place it on a table.
By the above observations we conclude Make sure that the nail neither attracts
the following:
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A
Take a safety pin and bring it close to
an alpin. Does it attract the alpin? Why?
AN
Bring the safety pin close to one pole
of a bar magnet and see
how it gets attached to the
magnet. Now bring an
alpin and touch it to the
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Fig. 9
safety pin as shown in Fig.
Now remove the bar magnet and bring 11 (a). Does safety pin
some iron filings or alpins close to the attract the alpin? Why?
nail. What do you notice? In the above two cases, we
notice that the safety pin
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The iron filings or alpins get attracted
by the nail. Thus you have succeeded acts as a magnet when it Fig. 11 (a)
in making your own magnet by is in contact with another
magnetizing the nail. What will happen magnet. Magnetic property is induced
if the nail is now suspended freely? in safety pin due to the bar magnet.
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Science VI Class
20
other but not in contact as shown in poles of the magnet lie at these
A
Fig. 11 (b). ends.
Ask your friend to bring • Each magnet has two magnetic
AN
an alpin and touch the poles : North and South.
safety pin. You will notice
• A freely suspended magnet
that the alpin will stick to
always aligns in the North-South
the safety pin. This
direction.
shows that due to
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magnetic induction • Unlike poles of two magnets
safety pin acts as a attract each other; whereas like
magnet. poles repel each other.
Fig. 11 (b) • Magnetic property possessed by
Keywords
a magnetic substance due to the
Magnet, magnetic material, non-
LA presence of a magnet near to it,
magnetic material, North Pole, South is called magnetic induction.
Pole, Magnetic compass, like poles,
unlike poles, attraction, repulsion, Improve your learning
magnetic induction 1. Predict which of the following
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•
by magnets are called magnetic Copper, Paper, Cloth.
materials. The materials that are 2. List out the magnetic and non
not attracted by magnets are magnetic materials in your class
called non-magnetic materials. room.
SC
A
and prepare a list of uses of 10. Sometimes people use magnets to
magnets. keep the doors open and some
AN
times to close the doors firmly.
4. Draw a bar magnet and locate
Think and say how is it possible
the poles.
and how we should arrange the
5. Observe and locate North and magnets in each case.
South poles for the second bar 11. Does the Earth behave as a
magnet shown in the figure given
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magnet? How do you prove it?
below. 12. If you have two similar bars, one
a magnet and another a piece of
iron. can you findout which one
of these is a magnet? Explain the
process.
6.
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Think and say, in which direction
13. Teacher said that Earth is a
your house is facing? Use the
compass and findout the exact magnet. But Sreevidya has some
direction of your house and doubts and she asked her teacher
compare it with your prediction. some questions. What may be the
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8. Think and say where the poles some magnets to make people
will be located in a ring magnet? understand the slogan "Reject
Try to find out its poles using a bad food and accept only good
bar magnet and check your food". Can you help him to
prediction. prepare the toy? If yes, how?
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It is believed that the earth's magnet power comes from a current in the liquid
center of the Earth causing it to become a gigantic electromagnet!
Science VI Class
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A
Rain : Where Does It Come From?
AN
Rain is a common phenomenon like air
and sunlight in our daily life. We generally
get more rains in rainy season. Our
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general observation is that if the sky is
cloudy then there is a possibility of rain.
But clouds do not lead to rains every
time. Some times we witness sudden
rains.
LA • Why do clouds cause rain?
Fig. 1 • What is the relation between
Ramya and Sowmya were getting ready rains and clouds?
to go to school. Their mother advised • Why don’t all clouds cause rain?
them to keep an umbrella with them.
TE
Rain drops are not shaped like this , they are shaped like this as they fall. Raindrops
vary in size from 0.02 inch to about .031 inch diameter.
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Can we convert water into ice? water. If water is cooled further we will
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Explain what we should do? get ice.
Liquid Form
AN
What happens if ice is kept in the open
air? So, we understand that these three
If we heat ice, it will change into water. forms of water are interchangeable.
Water in liquid form is present in oceans, Evaporation and formation of clouds
seas, lakes, rivers and even underground.
NG
Fig. 5
LA What happens to the water in wet
clothes when they are kept in sunlight?
When we want to dry clothes quickly
Fig. 3 : Water - Liquid form we wave them about or keep them
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under a fan.
Gaseous Form
• Does the water in wet cloths dry
What happens when water is heated? up only due to sunlight or due to
The gaseous form of water is water other reasons?
vapour which is present in the air around
You must have seen that water on wet
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us.
roads, roof tops and some other places
We know that when ice is heated it dries up after sometime.
ER
converts into
water and if • Where does this water go after
water is heated it drying up?
turns into water If you heat water kept in a bowl by using
vapour. Similarly a stove, you may notice water vapour
SC
when water
coming from the bowl. Thus, when
vapour is cooled
Fig. 4 : Vapour - water is heated, it gets converted to
we can get back
Gaseous form vapour and mixes with the air. This is
The umbrella was originally intended for shade from the hot Egyptian sun.
Science VI Class
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what happens to the water in wet we observe smoke-like vapour coming
A
clothes also. out of our mouths(Fig 6).
• Why does smoke-like vapour
The process of water changing into come out of our mouth in winter?
AN
water vapour is called “evaporation” • Do we experience this in summer
If water is gently heated it will become as well?
warm. Some vapour is produced. If it is In winter, the air in our atmosphere is
heated more, it starts boiling. If we heat very cool as compared to the air coming
it further , it evaporates and converts out from our mouth. Water vapour
completely into water vapour.
NG
present in the air coming out from our
We know that the amount of heat mouth gets cooled suddenly to form
absorbed by water affects its very tiny droplets. These tiny droplets
evaporation. If water is heated more, it concentrated in a limited area, appear
will evaporate faster.
like smoke or a small cloud near our
• You might have observed
mouth.
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evaporation in many situations in day-
to-day life. Discuss them with your
friends and prepare a list.
Evaporation is a natural process which
takes place on the Earth. Water
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cannot usually be seen. The water vapour drops come on the leaves and
which enters into air through the grass?
process of evaporation forms clouds in
the sky.
• What is a cloud?
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Activity-1: Condensation The process of conversion of water
A
Take some water in a glass. Add some vapour into water is called
pieces of ice to it. Observe for few “condensation”.
AN
minutes. Clouds and rain
On a warm day, the sun heats up the
ground as well as the water in seas,
oceans, rivers, ponds etc. This water
NG
converts into water vapour by the
(Fig. 8) process of evaporation.
• What changes do you observe on
the outer surface of the glass?
You would observe formation of small
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drops of water on the outer surface of
the glass.
• Why are these drops formed?
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glass. Due to the cold glass, air close to its higher levels it condenses due to contact
surface will also become cooler. This with cool air and forms small drops or
changes the water vapour in the air around water droplets. These tiny droplets remain
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the surface of the glass into water and floating in air at higher levels of the
forms small drops on the outer surface atmosphere and appear as clouds.
of glass.
Activity-2: Clouds in kitchen
Have you ever observed in your daily life
Take a vessel filled with water. Keep it
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In some rainforests there are flying animals such as squirrels and snakes.
Science VI Class
26
couple of minutes (Fig • What changes do you notice in
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10). Do you see any the sky and in the atmosphere
changes on the inner before it rains?
surface of the plate?
AN
• What changes take place in
Pour some cool water clouds before raining?
on the plate and
observe what happens?
Fig. 10
What similarities do you
NG
find between evaporation of water from
surface of water bodies and evaporation
of water from a bowl heated in the
kitchen?
From both cases discussed above, we
LA
know that water vapour helps to form
clouds.
Rain
The clouds formed on the surface of the
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bring the clouds from the sea to the land. at higher levels. Sometimes the cool
The colder air in the upper layers of the breeze coming along with air makes the
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Acid rain is the combination of sulphur dioxide and nitrogen dioxide from polluting
clouds from industries and by burning fossil fuels.
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of dark clouds gathering. When the size Water cycle
A
of the water drops increases further it When it rains ponds, lakes etc are filled
becomes difficult for the cloud to hold with water. Water from rainfall runs
AN
them and water drops begin to fall. This down as small streams. These small
is called “rain”.(Fig 11) streams join together and make bigger
In our daily life, we observe that before streams. These bigger streams join the
rivers. The rivers flow down to seas and
raining, clouds descend towards the
oceans. Some of this rain water seeps
earth’s surface and we experience a cool
NG
into the ground and becomes ground
breeze before rainfall. water.
In very cold conditions, the drops of As it is very hot during summer, large
water turn into crystals of ice and fall quantity of water evaporates from seas,
as snow. Sometimes big drops of water lakes, rivers etc. and converts into water
solidify into ice and fall as pieces of ice vapour. This goes up into the air to
known as hailstones.
LA form clouds. These clouds again cool
Generally, we get rains in some particular and produce rain.
months during the year. In our state,
rains occur normally from June to
TE
we are not getting timely rains and This cycle of evaporation and
condensation takes place continuously
seasons are also changing slightly. Think,
in nature. (Fig 12)
why is it happening so?
If the rain drops are very small, they are collectively termed drizzle.
Science VI Class
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Deforestation and pollution from • All clouds do not always cause
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factories are now causing global rain.
war ming. So, the atmospheric
• As we move up from the surface
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conditions are not favourable for clouds
of the Earth, air becomes cooler.
to get cooled. Consequently, there is a
decrease in rainfall. This disturbs the • The process of conversion of
water cycle and causes either floods or water vapour into water is called
droughts. condensation.
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**** • The cycle of evaporation and
Keywords condensation of water, present
on the Earth's surface, causes rain.
Evaporation, condensation, water cycle,
cloud, water vapour, atmosphere, • The conversion of water into
stream, droplets, dew, rain, hails, water vapour, water vapour to
LA clouds and clouds to rain is known
breeze, wind
as water cycle.
What we have learnt? Improve your learning
• Water on the Earth can exist in 1. How are clouds formed? Explain?
TE
•
surface of seas, lakes, ponds etc. “If the size of water drops
is part of cloud formation. decreases in the clouds, they can
no longer hold the water drops.”
Raindrops fall between 7 and 18 miles per hour (3 and 8 metres per second)
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7. Which of the following days is 13. If it is raining in a village you
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more suitable for drying of don’t find rain another village.
washed clothes? Explain why. Why do you think it is happening
AN
so?
(a)Windy day (b)Cloudy day
8. Which of the following 14. If condensation fails to occur in
statements are right or wrong ? nature what happens?
(a) evaporation takes place quickly 15. Why does the driver of a vehicle
NG
when more heat is supplied. wipe the glass inside, even if the
wiper is working on the outer
(b) for condensation of water, it surface of the glass when he
should be cooled. drives in rain?
(c) water vapour is obtained from
water by evaporation.
LA
****
9. Draw a diagram which explains
the water cycle.
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point, may not be there after glases in functions. All food materials
sometime? Why? also packed with polythene paper in
super markets. In this way we use
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12. Revanth blew air from his mouth polythiene covers and throw away. But
onto the mirror while he was it takes very long time to decompose
getting ready to go to school. He and mix into soil. These layers of
observed that the image in the plastics prevent the sinking of rain water
mirror was not clear. Why do you into the soil. It leads to decreasing of
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think it has become so? ground water and abstruct drain water
and channels during rainy season. It
results in floods.
A monsoon is a seasonal wind, found especially in Asia that reverses direction between
summer and winter and often brings heavy rains.
Science VI Class
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What do Animals Eat ?
AN
Kartik has a pet dog. He loves playing
with it by tossing it a ball or biscuits or
even sometimes some small leaves and
NG
twigs. He observes that the dog sniffs
and catches the biscuit in mid air and
eats it up very quickly, while it just holds
the ball in its mouth and only sniffs the
leaves. If the dog is given milk it first
sniffs it and then licks it up quickly.
LA
• Kartik often wonders what the dog
is trying to find out by sniffing.
• Why do dogs first sniff food before
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eat a wide variety of food items. Let's animals wherever you go.
see how animals eat their food.
ER
The first animals evolved about 600 million years ago during the late Precambrian.
30
A
S. No. Animal/Bird What they How they find food
eat/ drink
AN
1 Sparrow Worms, grains, ... Looking, seeing, ...
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4
5 LA
6
8
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10
you, eat nearly the same type of eaten by animals, what major
food? groups can be made? Discuss
•
ER
What are the types of food that with your friends and write. You
your pet animals eat? could write like this :
• Write about any two animals in
1. Some animals depend only on
your list, describing the type of
plants for food.
food they eat and how they get
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A
the above exercise in a slightly different manner. Add your own examples in the
last column of table 2.
AN
Table 2
S.No. Food group Examples
1. Only plants Cow, ...
2. Only animals Fox, ...
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3. Both Human beings , ...
Look at table 2 and try to answer the We know that animals have their own
following : ways of gathering and taking in food.
Let us see how they do this.
•
LA
Which group of members have
an advantage in finding food? From finding food to eating it
Why do you think so?
Plants and animals are the main sources
• Could the animals in food group of food in our surroundings. Like us,
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Animals that depend on other animals Most animals feed regularly but, first,
for food are called car nivores. they must locate food. To do this, they
Animals that take food from plants use a wide range of senses - smell, sight,
and animals are called omnivores. hearing, taste and touch. Some animals
rely more on one sense than the other
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A
understand this better.
• What do you think the dog does
AN
to find its food? Which sense of
the dog, do you think, is more
developed?
• What about the vultures that fly Fig. 2
high above in the sky yet find
NG
Collecting food
their food on the ground? Which
sense do they mainly use in Finding food is one thing, but collecting
finding their food? or capturing it is quite another. Many
animals have specialized body parts such
• How do bats find their food at as mouthparts, hands or feet that help
night?
LA them collect their food most efficiently.
Thus we have seen that animals use
some senses more strongly than others
to find their food. For example, dogs
use the sense of smell while vultures use
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A
In the list given in table 3, write the bodyparts of animals that are used to collect or
capture food.
AN
Table 3
S. No. Animal Bodypart used in taking food
1. Hen Beak, ...
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2. Cow
3. Dog
4. Frog
5. Snake
6. Man
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7. Lizard
8. Vulture
9. Lion Legs, claws, mouth, ...
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in taking food?
• What are the similarities and
• Compare the parts of dog to that differences between a vulture and
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All animals are heterotrophs which means they cannot produce their own food.34
A
compared to frog. The dog licks with it of different birds are used to eat different
while frog captures and swallows food types of food.
with it.
AN
Let us take some specific examples to
Also, different parts may be used to observe how animals eat their food. The
take in the same type of food, like, hens type of food and the ways in which an
use their beaks to pick insects while animal collects it, form the food habit
frogs use their tongues for the same of the organism.
NG
purpose.
Let us study the food habits of birds in
The same part in a similar group of detail. How do birds eat their food?
animals may be used in ways that can
Look at (Fig. 4) and choose the correct
LA
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Pigeon
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Wood pecker
ER
Crow
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Science VI Class
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options from statements 1, 2 and 3 Woodpeckers have a long and strong
A
given below. beak. By using this beak they remove
layers of bark and eat ants and pests
1. The reason for the beaks of
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which lie under the bark. Crane has a
different birds being different is to
long beak to catch fish in water. Have
make it easy to recognize them.
you ever seen vultures? They have
2. There is no reason for the
strong hooked beaks to tear flesh off
difference, it just happens.
animals.
3. The beaks are different because the
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birds eat different kinds of food. Parrot, which eats fruits and cracks nuts,
Again look at Fig. 4 and try to answer : has a hooked beak, while the crow
• Which two of the given birds doesn't have it. Not only the beak, there
(sparrow, duck, eagle, dove) would are other parts as well that are different
eat the same kind of food to suit the type of food eaten by a bird.
according to you?
LA Vultures would need sharp claws along
• Why do you think they might eat with strong hooked beaks to tear flesh,
the same kind of food? while the humming bird that sucks
Activity-3: Picking food with beak nectar would need a long thin beak and
TE
We see hens and crows in our does not need sharp claws.
surroundings searching for food.
Activity-4: Picture Collection
Do you find any similarities, and
dissimilarities in the way and type of food Prepare a booklet on birds and their
eaten by hen and crow? What are they? food habits. Collect pictures of different
Write your observations in table 4. birds. Write the way in which each bird
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Blue whale weighs in the range of 110 to 160 tonnes and grows to lengths of between
3620
and 30 meters.
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Activity-5: How does a frog get its • How does the cow start eating?
A
food
• Which parts of the cows' mouth
It is very interesting to watch a frog (jaws, teeth, tongue etc.) are
AN
get its food. A frog throws out its sticky involved in eating its food?
tongue towards an insect. The insect • Do cows have teeth? Do they
gets stuck on the frog's tongue. Then have teeth on both jaws? (ask
the frog swallows it. someone who tames a cow to
• Find out where a frog lives and find this).
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how it feeds there. • You may have observed cows and
• Observe how a lizard catches its buffaloes sitting under the trees
food. Write down your and moving their jaws. Do you
observations. know why they do that?
Do you know?
•
LA
Find out the differences between
a frog and a lizard's way of taking Animals like cow, buffalo, camel etc.,
in food. How do these animals chew food very quickly and swallow
use their tongue? and store it in a part of their stomach.
After sometime they take food
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Activity-6: How does a cow get its material back from the stomach to
food the mouth and chew it again. This
We know that many animals like the cow process is called rumination.
depend on plants for food. They are
How much and how little!
herbivores. Animals like cow, goat,
buffalo, sheep, giraffe, camel, elephant, Generally elephants eat leaves, branches
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deer etc. eat different parts of plants of plants, fruits etc., which are available
like green/dry grass, leaves and in the forest. Think how much of food
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Observe a cow or buffalo while it is The larva of a crane fly eats a lot but
eating its food. Write your observations after changing to adult, a crane fly
doesn't need to eat at all !
in your note book.
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• How does a cow take its food? Activity-7: How a dog gets its food
Note the parts of its body involved. Observe a dog in your surroundings.
How does it get its food? Write your
Birds evolved from reptiles during the Mesozoic Era about 150 million years ago.
Science VI Class
38
observations in the space given below. using these sharp teeth. Did you ever
A
see how a cat hunts a rat? What do you
........................................................................
feel about it’s concentration and actions
........................................................................
AN
while hunting?
........................................................................ Activity-8: Using tongues
• What does it do to find food? Compare how a frog, cow and dog use
• Which parts are involved in taking their tongues
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in food? Animal Use of tongue
• How does a dog eat meat? Frog ...............................................
Cow ...............................................
• How does a dog drink water? Dog ...............................................
Dogs eat food by using their sharp teeth Getting food without hunting:-
and tongue. Wild animals like lion, fox,
LA Some animals get their food by hunting
wolf, tiger and others also have sharp and some others do not hunt. Write
teeth. Can you say how they get their about the way in which at least two
food? animals that do not hunt, get their food.
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to tear flesh.
Rabbits and squirrels also have teeth.
They eat seeds, tubers, leaves etc. by
using their teeth. Similarly, fish too have teeth which are
used for the same purpose as that of
• Do you know how cats and dogs
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ducks.
use their teeth?
How leeches get their food
We can see sharp teeth in a cat or dog's
mouth. They tear flesh of animals by When we walk on the banks of ponds,
Many desert animals are nocturnal. They burrow underground to escape the extremely
38
high temperatures in the day and come out at night to feed.
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39
canals etc. we can see different kinds Food Chain
A
of animals. We can see leeches, snails,
There is a great balance in nature
earth worms etc.
established among different plants and
AN
People in rural areas are familiar with animals regarding their food habits.
leeches. While rearing cattle near water What will happen if all animals eat
they find leeches on the skin of animals. plants? To maintain a balance in nature
Leeches stick on the skin and suck the animals follow different food habits. See
blood of cattle as well as humans. They Fig. 5. What do you find?
NG
have special structures called suckers in
their mouth to do this.
Do snails and earthworms also suck
something from the ground? Discuss
this with your teacher and your friends.
Activity-9: Modes of getting food
LA
Observe the following animals in your
surroundings. Find out how they get Fig. 5
their food. Observe them everyday for
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at least a week. Write whatever you In a pond, we can see that eggs and
observe in your notebook and display larvae are eaten by fish and frogs. Fish
it on your wall magazine. and frogs are food for a crane. Think,
who can eat the crane?
1. Lizard on the wall
2. Spider in a Web Activity-10: Food Chains
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The leopard (Panthera pardus) is a member of the cat family (Felidae The lifespan of
a leopard is between 12 and 17 years.
Science VI Class
40
connected to each other in the form of
A
a web. Look at the following. Draw
connections to show which animal is
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eaten by whom. It will surprise you!
Rat Cat Lion
Grass Deer Fox
Dog Tiger Hen
NG
Wolf Man Worms Like us ants are good farmers as well they
cut leaves into pieces and create a bed to
Food chains form a web where one grow a type of fungus which they eat!
animal depends upon more than one
source and type of food. Think, in which Think! What can we learn from ants?
category do you belong? Write your opinion in your notebook.
LA Keywords
We use pesticides and insecticides to
protect crops but every year a large Food habit, food chain, sucking,
number of frogs die by eating poisioned picking, chewing, habitat, carnivore
insects. What will happen to the food herbivore, omnivore, nocturnal,
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The wonder world of ants : Ants do taking in food and type of food
a lot of things. Their colony has large taken).
ER
ant forces to do work. There are mainly • Sucking, licking, picking, chewing,
workers, soldiers, female and male ants. peeling, swallowing are all the ways
The workers collect and maintain food by which animals take in their food .
stock for others in the colony along with • Beaks of birds differ from one
SC
several other duties. Just as we keep cows another depending upon the type
for milk, some species of ants keep a of food they eat.
type of insect called aphids for • Most wild animals that eat other
honeydew. animals have sharp teeth.
A
types on the basis of their food. tongue as a tool for taking in food.
They are carnivores, herbivores, 6. The butterfly uses............to suck
AN
omnivores. honey from flowers.
• Food chain is the connection 7. Do the following and record your
between animals on the basis of observations :
their food habits. Collect one or two earthworms
• Food chain explains the and put them in a bottle
NG
interdependence of diverse containing wet soil. Close it with
organisms in nature. a the lid which has holes. Observe
Improve your learning how earthworms get their food.
8. Which animals in the forest
1. Name some animals in your
depend only on plants or only on
house which have the same kind
LA animals for food?
of food habit.
9. Fill up the following table
2. Observe your surroundings or
go to a nearby field and write Bodypart used Examples
about the following : to collect food
TE
(a) How does the cow eat grass? Beak Hens, ...
(b) What parts are used while Tongue
doing so?
Teeth
(c) In what way can you justify it
as a herbivore? Sucker
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Birds have wings and they can fly. They have hollow bones to save weight. Some of
them can’t fly like penguins, ostrich, emu and rhea.
Science VI Class
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13. Identify which of the following 15. Write a play with dialogues
A
statements are wrong and give between a parrot and a lion about
reasons. their food habits and organs they
AN
use to get food. Act it with your
(a) That which lives in water cannot
friends. Send it to school /
eat animals.
district childrens magzine.
(b) Elephants and deer are
16. Identify the given animal :
herbivores living in the forest.
NG
• What does it eat?
(c) Birds’ beaks are designed to suit
• Which part of the body helps it
their food habits.
in eating?
(d) Sharp claws are useful for hunting.
(e) Most of the food chains end with
herbivorous animals.
LA
14. If you want to understand more
about food chain what questions
would you like to ask?
TE
A
Materials and Things
AN
Mary was sitting in her room and
studying. Suddenly she heard a loud
sound from the kitchen. Mary went to
NG
the kitchen and saw a cat running away.
• Can you guess what could have
happened? Write it down in your
note book.
Mary saw that many objects had fallen
LA
on the floor. Some of them were broken
and some were not. Can you guess which
objects might have broken and which
might not have broken? Fill in the table
1.
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Table 1 Fig. 1
Objects that would not have broken Stainless steel glass, ...
• Can you guess reasons why some Activity-1: Finding the materials
ER
objects broke and some did not? used to make different objects
In our day to day life, we use several A list of things in a house are given in
things for different activities. These table 2. Name the materials from which
things are made of different materials. each object may possibly be made of :
SC
For example body of your pen is made (If you don't know which material the
of plastic, where as its clip is made of object is made of, discuss with your
Iron. friends and find out.)
Science VI Class
44
Table 2
A
S.No Object Material
AN
1 Door Wood, metal, rubber.
2 Towel
3 Bicycle
NG
4 Knife
5 Mirror
6 Shoes LA
7 Water bottle
8 Pot
• Which objects are made of only List them in the space given below.
TE
A
S. No. Material Things/Objects
AN
1 Metal Utensils, ....
NG
4 Wood Table, ....
We do not actually see colors. What we see as color is the effect of light shining on an
object.
Science VI Class
46
Properties of Materials Activity-3: Identifying transparent
A
• What type of material can you
and opaque objects from the
use to make a window when you
AN
don't want someone to see table - 4.
through it? Table 4
• What type of material can you
Objects Transparent
use to make a window when you
or Opaque
NG
want to see through it?
Plastic
• Can you make a cricket ball with
mud or glass? Why? Glass jar
• Can you make a chair with glass Steel plate
or mud? Why?
LA
Mirror
Let us examine the properties of
materials and their usage. We begin with Wooden door
properties of material that we easily
Polythene bag
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recognize.
Transparency Paper
Why do shop keepers usually store
eatables like sweets and biscuits in glass
jars? The shopkeeper wants his
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Actually, objects sink or float because their density is more or less than the density of
whatever medium they are floating in.
MATERIALS AND THINGS Free Distribution by Govt. of T.S. 2019-20
47
Activity-4: Are we able to See • Now cover the torch glass with
A
through a paper oily paper. What do you observe?
In the above activity, when do you
Take a sheet of white paper and try to observe transparent, translucent, and
AN
see a lighted bulb through it (Fig. 5). opaque property? Discuss.
Record your observation. Now put a few State of the materials
drops of oil on that sheet and again try In the chapter on rain you have studied
to see the bulb through it (Fig. 6). What the relationship between ice, water and
difference do you notice? water vapour, the three states of water.
NG
You would have noticed that when ice
is added to a glass of lemon juice, the
ice begins to melt and after some time
all of it becomes water and the outer
surface of the glass becomes wet.
If we heat the water in a vessel we
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Fig. 5 Fig. 6 notice that after some time water
You notice that in the first case you can’t vapour is produced. If heating is
see the bulb but in second case you are continued, more and more vapour is
able to see the bulb. produced in the form of steam and the
TE
The materials through which we can see quantity of water in the vessel keeps
objects, but not very clearly, are said to decreasing.
be translucent. Oily paper is an example Some materials change their state from
solid to liquid, liquid to gas on being
of a translucent substance.
heated and from gas to liquid, liquid to
Some glass panes fixed to windows allow solid on being cooled. We sort materials
some light to come through but you can't
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Can you give some more examples of than ice that goes from solid to liquid,
translucent objects? liquid to gas (vapour)?
Try This Activity-5: Light a candle
• Take a torch, switch it on and see. You might have lit a candle with a
Does the light pass through the matchstick many times, holding the
SC
Water has a density of 1g/ml therefore if you had an object with a density less than
1g/ml it will float.
Science VI Class
48
touching the wick with a burning Discuss with your friends how and why
A
matchstick? the candle got lit from a distance.
Do you think this is impossible? Let us • Does the white smoke represent
AN
see how it can be done. candle wax in the state of gas?
Place a candle in a safe place and light it. How can you know the diffrent
The first time, the candle cannot be lit states of materials?
without touching the wick with the burning
We observe that certain materials can
matchstick. So do just that the first time.
NG
change their shape according to the
Let the candle burn for some time.
shape of the containers they are put
After about two minutes, hold a burning into, while some retain their shape.
matchstick in one hand and blow the Those materials which change shape are
candle out. What did you notice? Did mainly liquids such as water, rasam,
you see a column of white smoke rising milk, oil, kerosene, etc. Those materials
LA
from the wick as soon as you extinguish which do not change shape are solids
the flame? such as wood, rock, brick, plastic objects,
and vegetables etc.
Fig. 7
Solids Liquids Gases
Now quickly bring the burning
ER
Water is more dense than ice. It’s the CRYSTALLINE STRUCTURE that makes ice
less dense,
MATERIALS AND THINGS Free Distribution by Govt. of T.S. 2019-20
49
Discuss with your friends and find out who • Is common salt a solid or a
A
had the longest list. Now consider only liquid?
one group, say liquids, from the
Activity-7: Sinking or floating in water
AN
observation of liquids can you list their
properties? For example, liquids take the Let us assume that a tomato, brinjal,
shape of the container they are put into. potato, iron nail, sponge, wood, stone,
Write all possible properties of solids, liquids leaf, piece of chalk and paper are given
and gases in your notebook. Discuss about to you. Predict which of them sink or
float in water. Record your predictions
NG
them with your friends and teachers.
in table 6.
A dilemma with sugar Table 6
While thinking about properties of solids, Prediction Object
a group of students in class 6, put sugar
Sinks Stone ...
in a glass, in a bowl and in a vessel. They
observed that sugar takes the shape of
LA
Floats
the container. Since they know that
Now try to test whether your
liquids take the shape of the container,
predictions are correct or wrong by
they concluded that sugar is a liquid.
dropping the above objects in a beaker
TE
The second group in the class disagreed of water one by one. What do you find
with the first. What do you think? Is record your obser vations in the
sugar a solid or a liquid? How will you following table 7.
decide? Razia, a student from the second Table 7
group came up with an idea. She took a
Object Prediction Finding
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The word candle is derived from the Latin word candere, meaning to shine.
Science VI Class
50
For which objects is your prediction Table 8
A
wrong? Why?
S. Material Dissolves
Now, add a lot of salt to the water in
No. added (Yes/No)
AN
the beaker. Try this same activity with
water which is excessively salty. 1. Sugar
• What do you observe? 2. Salt
• Do you get the same result? 3. Sand
Discuss.
NG
4. Saw dust
Activity 8: Do iron objects float?
5. Chalk powder
Take some water in a wide mouthed
bowl. Put an iron nail in it. What do you We observe that certain materials dissolve
observe? Put an empty iron tin in that when mixed with water. These substances
bowl. What do you observe?
LA are said to be soluble in water. The
Also try to observe whether a wooden materials that do not dissolve are said to
piece floats on water. What happens when be insoluble. Repeat the activity with
a wooden bowl is dipped in water? different liquids like vinegar, lemon juice,
coconut oil and kerosene. What do you
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Candles made of bee wax have sweet smell and give less smoke.
A
transparent, some materials such sink, How is it possible? Guess
as wood are opaque and materials and write it.
AN
like oily paper are translucent. 6. Drop an egg in a beaker of water.
• Materials can exist in three Now drop the same eg g in
important states; as solids, liquids another beaker of water in which
and gases. excessive salt is added. Write your
• Some materials sink in water and observation.
NG
some materials can float on water. 7. Do the following activities. Write
• Some materials are soluble in water down your observations. What
and some materials are insoluble do you conclude.
in water. a. Mix chalk powder in water.
• Materials are grouped together on b. Place a piece of candle in
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the basis of similarities and water.
differences in their properties. c. Add some oil drops to a
Improve your learning beaker of water.
1. Name any five objects which are 8. Make a list of items from your
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a. glass b. metal
c. plastic d. wood
4. Mary saw a ship travelling on a
sea. She knows that iron nail sinks
in water. She has many doubts,
SC
The word candle is derived from the Latin word candere, meaning to shine.
Science VI Class
52
10. Draw different objects made up of wood which we use in our daily life.
A
11. Make a few models you like using clay.
12. We know that a ship, even though it is madeup of tonnes of iron, floats on
AN
water. How do you feel about the scientists who found the scientific principles
and efforts in making a ship?
13. We use so many wooden items in our daily life. Is it good to use wood?
What happens by excessive use of it? What is the reason? Is there any
NG
alternative for this?
LA
TE
If green light passes through a transparent object, the emerging light is green; similarly
if red light passes through a transparent object, the emerging light is red.
A
Habitat
AN
Uma was swimming in the village pond
with her elder brother. She enjoyed
swimming there as she saw several
NG
things in the pond different from what
she could see around her house. Her
brother would show her eggs of all sorts
of creatures. Right below the lotus leaf
was the snail’s egg, within leafy bushes
at the side of the pond were eggs of a
fish and so much more. There were
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several organisms vary - from very small Fig. 1
to quite large ones like the fish that (Note: Visit the pond/lake in the presence of
grandpa was rearing. Human beings a teacher or parents only)
would often hold their breath
TE
easily while it was so difficult for her to (murrel), squirrel, rat, crab, snail, bat,
breathe? pistia, water hyacinth, monkey,
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Science VI Class
54
according to where they can be found. Some examples are filled in to help you.
A
You could put the name of one Copy the table 1 in your notebook. Try
organism in more than one column. to enrich the list as much as you can.
AN
If you put the organism in the column How many organisms are present in
'some other place', try to mention the more than one column? Why did you
place where you could find it. place them there?
Table 1
NG
Under the On the ground In/on water Some other
ground place
snake snake snake
earthworm
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cat lotus
Sparrow (in homes)
• In which column will you put a pond is the habitat of royyalu or the
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Alpine or montane, habitats occur in highlands and mountain ranges around the world.
A
houses, in different areas in the ponds,
There are several organisms in a pond.
in a small pool of water after rains and
To study them more closely we need to
AN
several other places. As the area
see the different regions in the pond
increases, the type and number of
where communities of some organisms
organisms living there usually increase.
are present.
You would find more types of organisms
• Which animals and plants do you
living in your house than your hair, and
think would live on the surface
NG
more in the pond than your house, more
of the pond?
in the lake than your pond and so on.
These larger areas are suitable for • Which animals and plants do
supporting the life of more organisms. you think would live in mid-
water?
Now let us study some habitats more
closely.
LA
Pond surface
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Above the
pond surface
Mid-water
T
ER
Pond margins
Bottom of the
pond
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Fig. 2
Mountains provide habitat for a wide range of terrestrial animals including mammals,
birds, reptiles, invertebrates and amphibians.
Science VI Class
56
• Which animals and plants do you The bottom of the pond has plants like
A
think would live in the pond Hydrilla and animals like mussels,
margins? flatworms and some maggots (larva of
• Which animals and plants do you some insects like fly). Light is minimum
AN
think would live at the bottom of here, but food, in the form of dead and
the pond? decaying matter is in plenty.
In the pond, we find that different Activity-2: Organisms that live in
organisms live in different regions. This is different levels of a pond
due to some conditions like availability of
NG
Try to answer the following questions on
different amounts of food, air, light etc. the basis of what you have read so far :
We find organisms like dragonfly, mayfly
and kingfisher living above the surface,
• Name some organisms in the
pond that can stay in different
that is, hovering above the pond and
regions in the same pond? What
then resting over a bamboo pole or a
makes them stay in different
LA
stick jutting out of the surface of the
regions in the pond?
pond. They get food from the surface
of the pond. • Can different places in the pond
Organisms like snail, whirling beetle and also be called as habitat? Why or
pond skater live on the surface. The larva why not?
TE
of mayfly and dragonfly also live on the • Is there any animal with legs in
surface of the pond. Plants like pistia the pond?
float on the surface completely while • Do all animals in the pond have tails?
those like the lotus have roots going • Do all animals in a pond swim?
deep under. On the surface organisms • What are the animals that share
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are easily eaten up by others because the surface of the pond as habitat?
there is little protection for them.
However, there is plenty of food and
• Are leaves of all plants growing
ER
Coral reefs are among the world’s most diverse habitats. Coral reefs are made up of
millions of tiny coral polyps.
and animals. The plants that we see Fig. 3 has been drawn for your help.
A
in water are called aquatic plants.
Animals are called aquatic animals.
AN
This type of habitat is said to be an
aquatic habitat. There are several
aquatic habitats on earth, from very
small ones like water tanks, ponds,
different places in the water tank or
NG
pond, small garden pools, pools that
form after rain to large ones like
saltwater lakes, rivers, seas etc.
Tree as a habitat
Now, in the same way, let us study a Fig. 3
plant or a tree as habitat.
LA
Now try to explore the types of
Birds, monkeys, squirrels, snakes, ants, organisms that you may see living on a
spiders, caterpillars, moths, bees, wasps, tree or even a medium sized plant found
small plants (mosses), mosquito, are in your surroundings.
TE
At the base ants, ... • Observe the tree that you have
of the tree selected over a period of time, say
ER
Science VI Class
58
Note the following : • Based on your observations, for
A
which organisms is the tree
• Make a list of all the organisms
observed by you a habitat?
seen by you on your first visit.
AN
Add the names of organisms that Discuss with the other groups what they
you may find in your next visits. observed and answer the following :
• Make a rough sketch of the tree • Do all the trees observed have
in your note book and mark the the same animals?
places on the tree where you spot •
NG
Is there any tree without animals?
these organisms. Take the help of
Fig. 3. • What are the animals we
frequently see on trees?
Carry out your exploration by trying to
Try to observe more plants and trees
find out the following :
in your surroundings as well.
•
LA
Did you find some small plants
There are different types of trees in our
growing on the tree? (You can
surroundings. Tree is a place where
touch the bark and look for a
different types of animals live. Birds,
green velvety growth for this).
squirrels, ants, spiders etc. Some very
•
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Is the tree chosen by you a habitat small plants also grow on the barks of
for this plant? trees (you may have seen certain areas
• Did you find that some animals of the barks having green velvety
were always present on the tree? growth especially in the rainy season).
Name them. Trees are thus habitat for different
organisms. Birds and squirrels come and
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days and could not be found on as pets in our houses. We also grow some
the other days? plants which give us fruits and
vegetables.
Forests and woodlands are habitats dominated by trees. Forests extend over about one-
third of the world’s land surface and can be found in many regions around the globe.
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affectionate to us. You notice your pet
Discuss the different organisms living dog licks your feet, wags its tail, sits near
in your house. List them.
AN
you and walks with you. Have you ever
• Can animals that live in our experienced the affection that a dog /
houses as pets live in other places cat shows towards you? Write your
as well? Name the animals and experience.
also write the places where they
Do you know:
NG
can live.
Animals are partners of our habitat.
• Animals not useful to us also live They also have a right to live. We
in our houses. Give examples of people are encroaching their habitat.
such animals. If we cut a tree, birds that live on it
• Why do only certain types of lose their nests and fall in danger. We
LA
animals and plants live along with often see dogs, cows, monkeys
us? suffering from lack of food and shelter.
We domesticate some types of animals Blue Cross is one of the voluntary
and plants for our needs such as food. organisation that works for animal
TE
money plant and some crotons are also a single type of fruit plants; in a mango
kept inside our houses. orchard there will only be mango trees.
We should take care of our pet animals. But we find several other small plants
Most of the time, we concentrate on growing on the ground and also find
different types of animals there.
SC
A
plants that grow in forests or in the observations write how is the
house-gardens or fields. aquatic plant suited to living in
AN
Plants and animals that live in different water?
places on the land like those living on Diversity of habitats in Telugu
trees, in our houses, fields, forests etc are States
said to belong to terrestrial habitat. All
The plants that grow in coastal regions
habitats on land are collectively known
differ from those of Telangana or
NG
as terrestrial habitats. Rayalseema. We can see mangroves only
Now let us do a small activity to see the in coastal districts. Grapes are grown in
difference in the ways in which plants Telangana. Similarly, we can see same
and animals adjust or adapt to their type of plants in all places of our state.
surroundings.
LA Do you know?
A study of the difference between
aquatic and terrestrial plants will help us Cactus, Acacia, Aloe vera (Kalabanda)
understand this better. plants do not need water like chilly
or jasmine plants. They are called
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Table 3
ER
Root
Others
Aquatic habitats come in many forms: lakes, rivers, wetlands, marshes, lagoons, streams,
rivers and swamps.
A
• Do animals change their habitats? wouldn't we be harmed as well?
AN
animals, have their habitats leads to a better life for us.
changed? Do you know?
• Have you seen some birds in your
Different kinds of birds come from
surroundings only during a
long distances to Kolleru and Pullicat
NG
particular season? Why do they
lakes of A.P state. During the months
come here?
of October to March, pelicans appear
• Can we see all types of birds near those lakes. In Kurnool district
throughout the year? We hear we can see a bird called battameka pitta
songs of cuckoo only in a which flies over long distances to come
LA
particular season. We see cranes here.
on trees in rainy season, where
Generally we can see birds flying over
do they come from and where
long distances to find suitable conditions
do they go at other times?
to reproduce. Animals like turtles and fish
Good habitat, good life!
TE
disturbed. Do we feel the same way for Gather information about them. How
others? We are dumping wastes in and why do they change their habitat
nearby ponds, lakes, rivers and grounds in some seasons.
ER
Where freshwater mixes with saltwater you’ll find mangroves, salt marshes, and
mud flats.
Science VI Class
62
• Tree, pond, house are some habitat (use information given in
A
examples of habitats. the help box)
• Temperature, moisture, air, water, Our intestine, pond margin, kitchen,
AN
food, shelter are the components garden, tree, underground, grass
of a habitat. 6. What happens if a habitat is
• All habitats may be broadly disturbed or destroyed?
grouped into terrestrial (land) and 7. Why do some animals change
aquatic (water). their habitat?
NG
• Several kinds of plants and 8. Observe a spider in its web and
animals share the same habitat. write how a spider shares its habitat.
9 Collect a hydrilla plant. Put it in a
• Habitats shows the diversity of glass of water and observe for a
nature. week how it grows.
• Habitats are specific to the 10. Take a map of Telangana and
LA
particular organism living there. colour the areas where forests
• Birds often change habitat in grow.
search of better living conditions. 11. “I am a living being. I have four
For example, some birds change legs. I live in water and also on
TE
2. Name some plants and animals guava tree at her house. Why
that live in terrestrial habitat. does she do so?
3. Why can't fish live on land? 14. Prepare a map that represents
4. “Animal skin is a habitat for some different habitats which exist in
organisms.” What do you your school.
understand by this statement?
SC
Seas and oceans stretch from pole to pole and reach around the globe. They cover more than 70
percent of the Earth’s surface and hold in excess of 300 million cubic miles of water.
A
in our surroundings are given below for you. Try to know their local names
with the help of your teacher and write them in your note book.
AN
NG
LA
TE
T
ER
SC
Where water meets land, a diverse array of animals and wildlife gather to feed, reproduce,
and seek out shelter.
Science VI Class
64
A
Separation of Substances
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Hemanth's mother sent him to a grocery List them in table 1. and also list out the
store to buy grocery and vegetables. He different substances that are used to make
purchased green chilli, coriander seeds the items given in table 1.
NG
tomato, red gram, wheat flour and kept
them safely in a bag. While returning home
he fell on the ground and all
the items in the bag got
mixed. How will he
separate them now?
LA
Which material will he
separate first? How
would he separate
tomato and chilli?
TE
How would he
separate wheat flour?
How would he Fig. 2
separate coriander
seeds? Table 1
Fig. 1
T
Soil
Mixtures
The above items are mixtures as they
Have you observed tea being prepared? contain more than one substance.
What substances are used for preparing tea? Combination of more than one
The natural variety, Japan camphor, is obtained by steam distillation of the wood of the
camphor tree ( Cinnamomum camphora ) 64
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mixtures are natural like soil. Some know and their substances. Also mention
mixtures are man-made like laddu, whether they are natural or man-made.
lemon juice etc.
AN
Table 2
Mixture Substances Natural / Man made
Lemon water Lemon juice, sugar, water Man-made
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LA
• Identify the mixtures among the
following : milk, tea, sand,
turmeric powder, red chilly
TE
separation
We make use of several properties of
Collect some solid materials such as the materials for separating the desired
ER
ghee, wax, sand, sugar, salt, turmeric items from the mixture.
powder, dal, plastic, wood, iron nails.
Take a bucketful of water and a beaker. You might come across some situations
Now try to discover the following. where you have to separate some
components from a mixture. Write
• Which materials float on water?
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Science A vitamin is a substance that makes you ill if you don’t eat it. 65
Science VI Class
66
What do you do to separate the • Can you separate salt from sand
A
components? in this manner? What differences
in the properties of rice, pulses
• Were you able to separate each
AN
and stone help us in separating
substances from the mixture?
them by the above method?
• Are the methods used to separate
------------------------------------------------
the substances the same in all these
instances? ------------------------------------------------
NG
• What are the properties of the Sonu gave following examples for hand
substances that are used, in picking method of separation.
separating them?
1. Rotten fruits are removed from
Methods of Separation fresh fruits.
2. Separating oranges and apples.
LA
We will discuss some simple methods of
separating substances that are mixed Try to give some more examples where
together. You may come across some the hand-picking method is used.
of these methods being used and seen
1. ..........................................................
in your day to day life.
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Concrete is the combination of sand, stones, and cement, which is filled in Iron frames.
66
A
the sediment(mud). This process is called
decantation.
AN
Husk
NG
Fig. 6 (a) Fig. 6 (b)
Grain • Why did mud particle settle at the
Fig. 5
LA
bottom of the tumbler?
• What property helped in Laxmi says that sedimentation and
separating the husk from grain? decantation are used at home while
Husk is very light as compared to the cleaning rice and pulses for cooking.
TE
grains, and farmers use this property. Describe the sediments in this process.
Activity-2: Sedimentation and
• Think of other examples where
we use this method of separation
decantation and list them.
Take a mixture of soil and water in a _____________________________
glass tumbler and keep it undisturbed _____________________________
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A
of a sieve, but the husk particles being After using the filter paper to filter
large are left on the sieve. water what do you find? What do
you see left behind on the paper?
AN
What is obtained in the beaker?
NG
Fig. 7
We use sieves to separate tea leaves (tea
LA
powder) from tea and sand from gravel.
Fig. 8
What are the differences between the
sieves used in the two instances? Filter paper
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small should the pores of the some salt in it. Filter this mixture
sieve be to do this? Use a cloth as with a filter paper. Were you able
a sieve and try to do this. to separate the salt from the salt
• Is the water clear after sieving? water?
•
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Gowthami filtered mud water • Why could you not filter the salt
with a filter paper. Can you do it? from salt water?
(See Fig. 8)
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that we cannot see them with naked
Before administering injections to
eyes. Think, how small should the
patients, doctors mix injection powder
particles of salt dissolved in water be if
AN
with some liquid. What is it? Is it water
they are to pass through filter paper!
or any other liquid?
Activity-4: Crystallization This is water and it is known as distilled
water. Where does this distilled water
Heat some salt water in a beaker,
(pure water) come from?
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over a flame. Stir the
solution with a glass • Do you know the process of
rod (Fig. 9). Continue distilling water?
heating till all the water Beaker Activity-5: Get your own distilled
in the beaker has Glassroad water
evaporated. What is Fill a conical flask with water, close it
left behind in the dish?
LA with a cork having a hole. Insert a glass
You will find salt tube through the hole. Take an another
crystals and powder in conical flask with a cork having a hole
Fig. 9
the dish. and insert another glass tube through
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Distilled
water
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Bunsen
burner Fig. 11
Fig. 10
Soil and rock layers naturally filter the ground water to a high degree of clarity. 69
Science
Science VI Class
70
After some time, water vapour goes into • What do you observe in the dish?
A
the second conical flask through the glass When camphor is heated, is it
tube. The water vapour will slowly turn transforms into liquid or directly change
to water. The water in the second conical
AN
into gaseous form? Similarly, on cooling,
flask is called distilled water. It is free
the gaseous form of camphor changes
from impurities.
directly into a solid without going to
Sublimation the liquid state. Guess. Is same change
found on heating salt? The process in
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In order to separate the components of
a mixture we make use of their difference which a substance changes directly
in color, shape, size, weight, solubility. from solid to gaseous form and vice-
versa is called sublimation.
• Can we use these features for
separating mixtures of powdered Chromatography:
salt and camphor?
LA Can we separate colours from a mixture
of colours? Let us do an interesting
• What other properties can we
activity.
use?
Activity-7: A chalk with diffrent
Activity-9: Sublimation of camphor
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colours
Take a mixture of camphor and
powdered salt in a china dish and cover Take a whole stick of white chalk.
it with a funnel. Close the tube of the Around the curved surface of the chalk
funnel with cotton. Place the dish on a put an ink mark with blue or black ink.
stand and heat it with a burner (Fig. 12). Now pour some water in a plate and
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Burner Water
Stand
Fig. 12 Fig. 13
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form on the piece of chalk after some such situations, we need to use more
time. than one of these methods.
•
AN
Does chalk absorb water?
Activity-8: Separation of diffrent
• What changes you observe?
materials from the mixture
• Can you find any change in ink
mark on the chalk? Take a mixture of sand, saw dust and
• Which colours are seen? salt in a beaker half-filled with water. Stir
NG
the mixture well. Allow to undisturb for
Remove the chalk before the water 10 minutes. What do you observe?
reaches its top. Which colours do you
see on the chalk from the bottom to • Which substance floats on the
top? Draw a picture of the chalk in your water?
notebook and the colours you have seen • How can you collect it?
on the chalk. From where did these
LA
• Which substance settles at the
colours come?
bottom of the beaker?
The ink appears to be made of a single
colour but it is actually a mixture of many
• How can you collect it back?
•
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A
Mixture, separation, handpicking, 1. Is it possible to separate sugar
winnowing, sedimentation, decantation, mixed with wheat flour? If yes,
AN
sieving, filtration, crystallization, how will you do it? If powdered
distillation, sublimation, chromatography sugar is mixed with wheat flour,
how do you separate them?
What we have learnt
2. Why is hand picking necessary
• Substances can be separated from after winnowing?
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a mixture.
3. Srikar accidentally mixed mustard
• Hand picking is used to separate seeds with rice and salt. How can
substances when their sizes are he separate them?
sufficiently large.
4. Which separation process is used
• If mixtures have light and heavy
LA when one component is in a
substances, winnowing can be
mixture :
used for separation.
• An insoluble substance in a liquid a. Heavier than the other?
can be separated by sedimentation b. Bigger than the other?
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A
obtained from sea water to show them.
by the process of filtration.
8. We observe that kerosene rises up
AN
b. Cheese is removed from in the wick of a lantern. Take a
curdled milk by the process wick and put a spot of ink at one
of decantation. of its ends. Then dip the wick in
kerosene just as you had dipped
c. Separation of sugar from
the chalk in water in the
tea can be done by
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chromatography activity. Will
filteration.
your experiment be successful in
7. Collect information from your seperating the colour ink spot. Try
parents regarding various it.
methods used by us to clean food
LA
9. Match the following; and write sentences in your note book.
A) A substance obtained by mixing 1. Sublimation ( )
two or more pure substances.
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10. Draw a picture of article used for separation of mixture in your house.
11. Kiran observed his father separating husk and grains by winnowing method
in the field and appreciated how wind flow helped in seperation. On
evaporation salt is formed from sea water. Isn’t it? How would you appreciate
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this process?
*****
In the Middle Ages, salt was so expensive it was sometimes referred to as “white gold”.
Science 73
Science VI Class
74
A
Fibre to Fabric
AN
Neelima lives in a small village. Her father
is a salesman at a cloth shop. One Sunday
she went there along with him. She was
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amazed to see so many varieties of cloth
(fabrics). Her father and other salesmen
were showing different types of fabric to
the customers. They were telling customers
about their smoothness, thickness, colour
and shrinking property. They were also
LA Fig. 1
telling them how to take care of the fabrics,
whether they were washable or needed to be dry-cleaned. She also noticed that
some materials cost less than the others. On the way back home she asked her
father many questions. Why was there a difference in the price? How are these
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Types of Fabrics
List the types of clothes we
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Rainy
We can say that we use fabric as a shield
to protect ourselves from different Fig. 2
A
protection, clothes can also be a symbol Try to enrich the list as much as you
of beauty and status. Choice of fabric can. For identifying the fabrics, you can
take the help of your elders and teachers.
AN
may vary from person to person.
Somebody may like to wear clothes
Table 1
made up of light, thin, shiny fabrics.
Another person may like to wear clothes Type of fabric Things
that are bright coloured and made of
Cotton
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coarse fabrics. Fabrics for casual and
formal wear may be different. Personal Silk Kurta, Sari, ...
choice, personality of the owner and the Wool
cost of fabric are all-important factors
Polyester
in the selection of the perfect fabric.
Linen Shirts, ...
LA
Our purpose and the properties of a fabric
together determines which type of fabric • Which kind of fabric is being
can be used for each purpose. Coarse used more in your house?
fabrics can be used for mopping and • How did you identify the type of
making gunny bags but not for making
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fabric?
clothes. Some other properties will have
to be considered for choosing curtain Cotton fabrics are somewhat thicker
fabrics. than polyester fabrics. Coarse cotton
clothes are heavier. After washing,
Do you know? cotton clothes get wrinkled. Silk fabric
is smooth to touch whereas woolens are
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they are also used in making banners, each type of fabric (cotton, wool,
flags, shoes, curtains, in book binding polyester, etc.).
etc. Calico is a type of fabric used in • Which properties were you able
book binding. to generalize for a particular type?
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A
yarn which is derived from cotton
Take a piece of fabric. With the help of
fibre.
a magnifying lens, observe how the fabric
AN
is. Pull out threads one by one from the Fibre Yarn Fabric
fabric. Observe these threads. What did Types of fibres
you observe?
We know that there are different kinds
Take one thread. Scratch its end. of fibers like cotton, wool, silk,
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Observe it through a magnifying lens. polyester etc. The fibers of some
Were you able to see the fine structure fabrics such as cotton, jute are
of thread? obtained from plants. Silk and wool
Take a needle and try to insert this are obtained from animals. The fibres
thread into the eye of the needle. Can that are derived from plants and
LA
you? Isn't it difficult? Have you ever seen animals are natural fibres. Nowadays,
what people do to clothes are also made up of chemically
overcome this developed yarn like polyester, terylene,
problem? Generally nylon, acrylic etc. These are all called
artificial fibres.
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Coir fibre is thick and strong and is hence ideal for use in rugs, sacks and brushes.
A
S. No. Character Natural fabric Artificial fabric
AN
1. Water absorbing nature
2. Time taken to dry
3. Smell while burning
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4. Result after burning
5. Stretching capacity of yarn
6. Smoothness
• Which types of fabrics are Adilabad and Nalgonda.
smooth in nature?
LA
• Look at the Telangana State map
• Which type of fabrics dry in a and list out the places where
short time? cotton is grown.
• Do you find any relation between
smoothness and time to dry? Activity-4: Making cotton yarn.
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• Which fabrics gives ash when Collect cotton balls from nearby houses
they are burnt? or cotton growing fields (Fig. 4).
Silk fabrics are slippery and shiny in Remove seeds from the cotton balls and
nature, whereas cotton fabrics may be separate cotton. Take a small piece of
coarse as well as smooth. When we burn cotton; observe it using a magnifying
lens or under a microscope. What do
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The hair of the yak is very useful in the production of warm clothes, mats and sacks.
Science VI Class
78
coloured strands of cotton fibre. Cotton for weaving. To get strong yarn
A
is usually picked by hands. When cotton from fibre, Takli (Fig. 5 (b)) an
wool is separated from seeds, it is called instrument for spinning has
ginning.
AN
been used since olden days.
Making yar n from cotton fibre: Charka (Fig. 6) is also used
Cotton fibre is collected after removing to make yarn. The process
the seeds from the cotton ball. This of making yarn from
cotton fibre is cleaned, washed and fibers is called spinning.
NG
combed. This fine cotton fibre is used Fig. 5 (b)
to make cotton yarn. Yarns are dyed and Do you know?
coated with chemicals.Then they become In our State, Nalgonda district,
strong enough to make fabrics.
cotton is widely grown. To pick up
Activity-5: Spinning yarn maturing cotton balls from cotton
LA
Take cotton ball and remove seeds from plants, children works in field as child
it. Take some of it in one hand and labour. Many voluntary organizations
gently start pulling out cotton by using along with government are working
thumb and forefinger (Fig. 5(a)).
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Fig. 5 (a)
SC
Charles Macintosh was a Scottish chemist who invented (1823) a method for making
waterproof garments.
FIBRE TO FABRIC Free Distribution by Govt. of T.S. 2019-20
79
A
During the freedom strug gle, Collect gunny bags. Pull out the threads
from the bag and observe under
Mahatma Gandhi encouraged people
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magnifying lens. You will see strands of
to wear clothes made of homespun yarn. Observe how the fibre looks like?
(khadi)yarn. People burnt imported compare these fibers with cotton fibers.
clothes during Swadesi movement.
Do you know?
Jute yarn
Have you seen We all use polythene bags for different
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gunny bags? Where purposes. Polythene is very difficult
do you see them? to decompose. To protect our
Paddy, chilli and environment, we should use cloth
other commercial bags instead of polythene bags.
crops are packed in
In the same way fibre is made from Red
gunny bags. All bags
LA sorrel (Gongura) and Bamboo. Hemp
of these types are
and flax are also plant fibres which are
made up of coarse Fig. 7
jute fabric. used in making clothes but in smaller
quantities as compared to cotton.
These bags are suitable for carrying
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Yarn to fabric
heavy material. Do you know how jute
yarn is made? Is this process same as The yarn that is prepared from fibre is
that for cotton or is there any used to make fabric.
difference?
Like cotton, jute yarn is also useful in
T
A
and horizontal rows in a loom to weave
fabric.
AN
NG
Fig. 10
way a mat is prepared. In the same
manner, weave a paper sheet by using
paper strips.
The handloom industry is well developed
LA in our State. Places like Gadwal,
Venkatagiri, Siricilla, Narayanpet,
Fig. 9 Pochampalli and Kothakota are famous
for handloom industry. Warangal is
Spinning of yarn on large scale is now done famous for carpet industry.
TE
Take coconut leaves or two different derived from plants and animals.
colour paper strips. Cut and remove They are called natural fibres.
middle vein of the leaf to get two halves. • Fibres made of chemicals are
Now put these strips parallel to each called artificial or synthetic fibres.
other (Fig. 9). Take one more strip and
SC
A
cotton ball. called
• Jute fibre is obtained from the a. fabric b. fibre
AN
stem of a jute plant. c. loom d. cocoon
• The process of removing seeds 7. Making fabric from cotton yarn is
from cotton wool is called called........................
ginning.
8. What would you do to remove
•
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Making yarn from fibre is called wrinkles from your shirt or skirt?
spinning.
9. Prepare a bag using cloth. Collect
• Handlooms or power looms are pieces of fabric and make designs
used in weaving fabrics. on your bag by using them.
Display it on school display day.
Improve your learning
LA 10. Make a scrap book containing
1. What will happen if a rain coat is pictures of different types of
made from cotton fabric? Why? fabric and name them.
2. Make a flow chart showing the 11. Discuss with your teacher and
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Polyester, the most commonly used manufactured fiber, is made from petroleum.
Science VI Class
82
15. The clothes that we wear have a 16. Observe these logos.
A
great background. Track the
stages (from seed to dress) and
AN
write your feelings about the
people working at different levels
of the track.
NG
information about this from your
school library.
Who Said:
THE STORY OF JUTE
LA
In Andhra Pradesh State in the districts of Visakhapatnam, Srikakulam and
Vijayanagaram jute is widely grown. There is an interesting story about jute.
Long long ago a man was grazing his cattle in the forest near his village. Suddenly it
started raining. It did not stop for days. He saved himself by climbing on to a tree.
TE
Almost all the forest got submerged in floods. After a couple of weeks he got down from
the tree and walked through soaked plants in the mud. He observed that peels of plants
stuck to his legs. He went home and removed those peelings from his body. One day his
wife saw the dried peels and noticed that they were so strong and spun a thread. Haven’t
you understood what the plant is?
T
ER
SC
A
Plants : Parts and Functions
AN
What kind of plants have you seen at In this chapter, Let us try to understand
home and outside? You must have about different parts of plants
observed a variety of plants; some are through activities. For this, make
groups of 4-5 students. Each group will
NG
big and some are small. We can find plants
collect 5 to 6 different types of plants
near our home, in the school campus, on
along with their roots. You can collect
the way to school, in the parks and almost different small plants from your garden
everywhere. or surroundings but be careful not to
• Are all plants similar? damage too many plants.
LA
• What are the similarities among Activity-1: Identification of plant
them? parts
Observe the collected plants and try
Let us get to know more about plants,
to identify their parts. Take the help
especially about their parts and functions.
TE
Here is a plant . Try to name its parts. the name of the plant. Based on the
Which plant is this? observations in the Table 1, let us
discuss the following questions.
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Fig. 1
A notch in a tree will remain the same distance from the ground as the tree grows.
Science VI Class
84
A
Table 1
Root Stem Leaves Flower
S.No. Name of the plant
AN
Yes/No Yes/No Yes/No Yes/No
1. Tridax plant Yes Yes Yes Yes
2. Plant No. 2
3.
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4.
5.
1. Tridax plant 2a
Do all plants have similar types of roots?
ER
5.
observations.
A
root look like? (Fig. 2(b)) and there is no main root.
• Compare this middle root with the Function of the roots
AN
remaining roots of the plant shown
in Fig. 2(a). • In activity-1, could you pull out
the plants easily from the soil?
• Do you find any such main root in
Or was it difficult? Think why?
plant shown in Fig. 2(b)? How are
the roots of this plant? Observe the roots of the plants; soil is
NG
attached to the roots. Roots help to
• Do you find any other differences
fix the plant tightly to the soil, so we
between Fig. 2(a) and Fig. 2(b)
cannot easily uproot the plant.
In some plants, the main root becomes
thick and has thin rootlets. This main root Do you know why the roots penetrate
is known as tap root (Fig. 2(a)) and the deep into the soil?
LA
rootlets are called lateral roots. Activity-2: Absorption of Water
In some plants we find small hair-like Take two glass tumblers filled with
roots arising from the base of the stem. water. Collect two plants having soft
This type of root system is known as
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Science VI Class
86
Add colour (red ink) in one of the Parts of a leaf
A
tumblers. Place the plants in each of
Leaves are another important part of
the tumbler (Fig. 3). Let them be for
plants. Most plants that we see in our
AN
2–3 hours and then record your
surroundings have different types of
observations.
leaves.
• Why do you think we added red
ink in one tumbler?
• Did you see any red spots in the Midrib
NG
stem or other parts of any of
the plants? Lamina
• Why did red spots appear on the Veins
stem or flower? LA
We can conclude that roots help in Petiole
taking up of water from the soil. They Leaf base
do this by absorption. Minerals present
in the soil are also absorbed along with
the water. Fig. 5
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roots. These roots bulge out and • What is the flat portion of the leaf
called tuberous roots. Can you give called?
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with stem?
A leaf contains leaf base, a stalk like
Fig. 4 structure called petiole and lamina.
Pistils have three parts – the stigma, the style, and the ovary.
A
collected in activity 1, with Fig. 5. Write
Observe the leaves of the plants that you
your observations in table 3. You can also
collected in activity 1. How are they? Are
AN
draw what you see in the ‘shape’ and
all the leaves of the same size and shape?
‘edge’ columns if describing is difficult.
See Fig. 5 showing a leaf and its parts.
Table 3
NG
No. the Plant Yes/No Yes/No Yes/No the leaf the leaf
1. Tridax plant
2. LA
3.
4.
5.
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• What are the common parts that or a sheet in your notebook. Hold the
you observe in all leaves? tip of a pencil flat and rub it on the
• Do all the leaves have the same paper. Did you get any impression?
shape? Is this pattern similar to that on the
leaf ?
Venation
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Petals are usually colorful, and they attract insects and birds that help with pollination.
Science VI Class
88
Activity-5: Types of Venation Now compare the results obtained in
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table 2 with table 4.
Observe the venation of the leaves that
you collected in activity 1. Now • What type of roots are there in
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compare them with the venations of plants having parallel venation in
the leaves shown in Fig. 6. their leaves?
Record your observations in table 4. • What type of roots are there in
plants having web-like venation in
their leaves?
NG
• Is there any relation between
venation and root system?
You will see that the plants with tap root
system have leaves with web-like or
LA reticulate venation and plants with fibrous
roots have parallel venation.
Reticulate Parallel
Functions of a leaf
(web-like) venation
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4.
5.
Fig. 7
Pistils have three parts – the stigma, the style, and the ovary.
A
microscope with Fig. 7. been growing in the sun. Enclose a
leafy branch of the plant in a polythene
The bean shaped part that you see in the
AN
bag (Fig. 8) and tie up its mouth. Take
leaf acts like our nose. These are called
another polythene bag of same size
stomata. It is useful in the exchange of
and tie up its mouth without keeping
gases between the plant and atmosphere.
any plant. Keep both the polythene
Do you know? bags in the sun. After a few hours
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observe the inner surface of the bags.
In Warangal district, there is a
What do you see?
traditional cottage industry where
pictures of various traditional and Are there any droplets of water in any
mythological figures are drawn with of the bags? Which bag has droplets?
bright colours on dried leaves. This How do you think they are formed
artwork is famous throughout the
LA there?
world. Plants release excess water in their body
Activity-7: Transpiration through stomata and some other parts
as well. The water is released in the
Do you know that excess water is
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Petals are usually colorful, and they attract insects and birds that help with pollination.
Science VI Class
90
Table 5
A
S. Name of the plant Stem grows Branches are
No. Vertically/Horizontally Present/Absent
AN
1.
2.
3.
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4.
5.
•
LA
Do all plants have stems. • Do red spots appear on the leaves
• Are the stems of all plants or flowers of any of the plants?
similar? Take the stem of a plant
• How is the stem of the plant which was kept in water
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and bears leaves, flowers and fruits. you observe any coloured
Activity-8: Carrying food material portion? Now, cut the Fig. 9
ER
• What differences did you find food material throughout the plant. The
between the stem of both the water absorbed by the root is carried
plants? through the stem to all parts of the plant.
Fruit is really the part of a flower in which seeds grow. Cherries, apples, and even
milkweed pods are fruit.
PLANTS : Parts and Functions Free Distribution by Govt. of T.S. 2019-20
91
Do you know?
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Some plants like potato, turmeric, garlic, ginger and sugarcane store food material
in the stem due to which the stem bulges in size. Generally we think that these
AN
are all tubers or roots. Actually they are modified stems.
NG
Fig. 10
How can you say that a potato is stem Keywords:
although it grows under the ground?
LA
Think it over. Tap root, fibrous roots, petiole,
lamina, stomata, reticulate venation,
Most plants around us have roots, leaves, parallel venation, transpiration
stems and flowers. All parts of the plants
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Buds are small swellings on a plant from which a shoot, leaf, or flower usually develops.
Science VI Class
92
• The stem carries the water 8. If the leaves have reticulate
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absorbed by the roots to venation what would be the type
different parts of the plant. of root?
AN
• Leaves are involved in preparing 9. Explain the various parts of a plant
food. They also help in exchange with the help of a diagram.
of gases and transpiration. 10. Explain the parts of a leaf with the
• Leaf base, petiole and lamina are help of a diagram.
all parts of a leaf. 11. How can you show that plants
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absorb water through their roots?
• Reticulate and parallel venation
are found in leaves. 12. Rajani said “Respiration takes place
in leaves”, is she correct? How can
Improve your learning you support this statment.
1. What are the important parts of 13. Collect the leaves of various plants.
LA
a plant? prepare a herbarium. Write a brief
2. How will you tell which part of report on their shapes, size and
a plant is the stem and which is venation.
the root? 14. Prepare a greeting card with dry
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Grapes and clematis have stems that climb with tendrils, which hold onto a surface,
as the stems get longer.
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93
10
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Changes Around Us
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NG
LA
TE
Fig. 1
Priya wants to write an article on colours. seen. She had noticed the change in the
She started observing her mother while colour of the tea after milk was added
preparing tea. Suddenly her brother Teja to it. There was a change in the colour
rushed into the kitchen shouting "See of the shirt. She started wondering.
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change?
become like this? Who spoilt my shirt?"
• How did the red stain get on her
Mother saw the shirt and said that it
brother's shirt?
might have got this red stain when it
was soaked in soap water along with a • How do colours change?
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Science VI Class
94
In our daily life we notice many changes experience. Curd is prepared in almost
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around us. These include the changes every house.
from time to time, in the crops growing • Do you know how milk can be
AN
in the fields fall of leaves, the growth of converted into curd?
fresh leaves on trees, change in the
colour of the sky, change in colour of Generally curd is prepared by adding a
leaves of trees etc. Flowers bloom and very small quantity of curd (sample curd)
then wither away. Apart from this we to the bowl containing warm milk. The
milk is stirred well. Then the bowl
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notice some changes in our body like
increase in length of nails and hair, containing milk with the sample curd is
increase or decrease in weight, and covered by a lid and kept still and
increase in height etc. undisturbed for few hours to get curd.
Of all the changes we observe in our • What changes do you see when
milk is converted into curd?
LA
daily life, we are able to find out reasons
for some of them. For other changes, • How do you know that milk is
we are not able to find reasons. To changed into curd?
explain any change we need to ask the • Is there any change in its state?
following questions :
•
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appropriate reason?
that there is slight difference in colour
• How would we check if the from milk to curd.
reason is correct?
Now take some milk and curd in
Let us discuss certain changes in detail. separate tea spoons and taste them. Do
SC
Changing of milk into curd you find any difference in the taste of
milk and curd? You may notice that milk
We know that curd is prepared from is somewhat sweet and curd can be
milk. Making curd is our common slightly or highly sour in taste.
A
finger to know their state. You will Precautions
notice that milk is in liquid form. Guess
Do not try to taste any substance until
the state of curd. Observe. Curd is neither
AN
you know what it is and its properties.
in solid state nor in liquid state. What you
Tasting of some substances can be
call this State of material? The curd is in
hazardous to health. The test for taste
semi-solid form. Now measure the level
is to be done only under the guidance
of milk in a bowl and its weight. Then
of teacher and for substances we know
measure the level of the curd and its
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are safe.
weight in the bowl.
Write the values of measurement in table -1
Table 1
S.No. Substance Level in bowl Weight
LA
1 Milk
2 Curd
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and in the state. These indicators of Add some ice-cold milk to bowl 1 and
change explain that a change has taken same quantity of some warm milk to
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place from milk to curd. the bowls- 2 and 3. Then add small
• What can be the reasons for this quantity of curd to the bowls 1 and 2.
change? Stir them well. The curd must mix in
the milk. Cover all the bowls with lids
Activity-2: Finding the conditions and keep them in your classroom. Leave
SC
for making curd them and ensure they are not touched
Take three equal volumes of empty even after you have left for home.
bowls with lids as shown in Fig. 2 Observe the changes in the three bowls
Science VI Class
96
when you come back to the school next The adding of sample curd to the milk
A
day. helps to grow some kind of bacteria in it
and enables conversion of the milk into
What do you notice about the milk in
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curd. You will learn more about this type
the three bowls?
of bacteria in the lesson "living things
Has the milk in all the three bowls under microscope".
changed into curd? If not, which has
Let us discuss one more change
not changed into curd?
NG
Compare bowls 1 and 2, and bowls 2 Changing seasons
and 3 separately and try to answer the Every year we observe that seasons
following questions : changes. We go from rains to winter and
• Why do we notice change only winter to summer and so on.
in bowl 2, though we added curd • What changes do you observe
LA
to the milk of bowl 1 as well. from winter season to summer
• Why do we notice change in season?
bowl-2 though we took warm • Is there any change in the clothes
milk in both bowls 2 and 3? we wear?
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A
These changes that we observe, show the
December (1) May (2)
change of seasons.
Day Sunrise Sunset Sunrise Sunset
AN
• Which of the above changes are 1 06:29 17:40 05:51 18:36
because of changes in seasons? 2 06:30 17:40 05:50 18:36
• Which changes could possibly be the 3 06:31 17:41 05:50 18:37
causes for the change in seasons? 4 06:31 17:41 05:49 18:37
5 06:32 17:41 05:49 18:37
NG
List the changes that you think are 6 06:32 17:41 05:48 18:38
caused by the change of seasons. 7 06:33 17:41 05:48 18:38
We also need to think about what are 8 06:34 17:42 05:47 18:38
the reasons for changing seasons? 9 06:34 17:42 05:47 18:38
10 06:35 17:42 05:46 18:39
Activity-3: Comparing duration of
11 06:35 17:43 05:46 18:39
day in December and May.
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12 06:36 17:43 05:46 18:39
See table 2. shows time of sunrise and 13 06:37 17:43 05:45 18:40
sunset at a particular place in the month 14 06:37 17:44 05:45 18:40
of December, and shows the same 15 06:38 17:44 05:45 18:41
information in the month of May. Is
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see that days are shorter in December 29 06:45 17:51 05:41 18:46
and longer in May. Thus there are short 30 06:45 17:52 05:41 18:46
duration days in winter and long 31 06:46 17:52 05:41 18:46
duration days in summer.
The seasons and changes in weather occur because earth rotates on its tilted axis.
Science VI Class
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Actvity-4: Does the sun rise exactly Observing the changes in shadow
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in the east in all seasons? during winter and summer seasions
In the chapter "playing with magnets" we Teja likes photographs very much. His
AN
learnt about the magnetic compass. This father took photos in the months of
helps us to find the North-South December and May and are given below.
direction. Take a magnetic compass find Observe Fig. 4(a) and 4(b):
the North-South directions with its help.
We know that the East-West direction
NG
is exactly perpendicular to North-South
direction. Mark East-West direction
with the help of magnetic compass and
compare it with the direction in which
the sun rises during the winter season.
LA
○
○
○
○
○
○
○
○
TE ○
Fig. 4(a)
○
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
○
○
○
○
Fig. 3
○
○
○
Observe the direction of sunrise three facing house, at the time of sunrise. This
to four times in winter and in summer. is on a day in the month of December.
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Digestion is the mechanical and chemical breakdown of food into smaller components.
A
time of sunrise on a day in the month of 20th December, the direction of sunrise
May. is a little south of east. Around 15th May,
AN
the direction of sunrise is very close to
• What difference do you notice in
the east. Because of this, we find that the
length and direction of the two
shadow of the boy is right behind him in
shadows?
May and shifts towards his left in
• What does it say about the change December.
in the direction of sunrise in
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This slight change in the direction of the
December and in May?
sunrise is one of the reasons for changes
You may also ask some elders about the in seasons. we will learn about the exact
change in the direction of the sun rays reasons for the changes in higher classes.
coming through windows or doors
facing east during winter and summer. In the two changes discussed above, we
LA
You can also observe shadows formed notice that for every change there are
by the sun rays through windows and indicators to confirm that a change has
doors in your house or in a neighbour's taken place and there is a cause (reason)
house. of the change.
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Science VI Class
100
Compare the change of milk to curd way that it is not shaken and remains
A
with change of seasons. warm. Thus we need some initiation
and intervention from human beings
• Which change is slow and which
AN
to bring a change in the milk.
is fast? Why?
Also, seasonal changes are temporary
• Which change takes place
as these changes from winter to summer
naturally?
and summer to rains then rains to
• Which change needs initiation/ winter are continuous. Thus we get
intervention of human beings to
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winter again. Change of milk into curd
occur? is permanent because we cannot get
• Which is a temporary change and back milk from curd.
which is permanent? The comparision shows that it is
If we compare the two changes i.e. the possible to classify certain changes as
"change from milk to curd" and "change slow or fast, natural or man-made and
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of seasons", we notice that the change temporary or permanent.
of seasons is slow when compared to • Can you think of any other basis
change of milk to curd. for categorization of changes?
But if we compare change of milk to Write the indicators and causes for the
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curd and change in electric bulb due other changes given below. You may not
to the switch being on or off, the be able to write the causes of all changes.
change of milk to curd is a slow Try to discuss with your friends and
change. elders to know the causes.
Thus the change of milk to curd is a ) Change of ice into water and water into ice
fast change when compared with
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) Rusting of iron
change of season but it is a slow change ) Growth in plants
when compared with change in electric ) Rice to cooked rice
ER
Curds are a dairy product obtained by curdling (coagulating) milk with rennet.
A
Table 4 describes some changes. Study the changes, discuss in groups with your friends
and state the category of each change by writing yes or no in relevant columns.
AN
Table 4
S. Change Type of change
No. Natural Man Temporary Permanent Changes Changes
made the state the shape
NG
1 Change from milk
to curd
2 Change in seasons
3 Change of ice into water
and water into ice
4 Rusting of iron
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5 Growth in plants
6 Rice to cooked rice
7 Melting of ice-cream
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Coal, oil and gas are called “fossil fuels” because they have been formed from the or-
ganic remains of prehistoric plants and animals.
Science VI Class
102
Table 5 Discuss with your friends and list
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properties other than those mentioned
Slow Fast
S. No. above for categorization. Prepare a new
Change Change
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table for grouping.
1.
Keywords
2.
Changes, change in state, duration of
3. day, indicators of change, slow/fast
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change, temporary/permanent change,
Table 6 natural/man-made change.
Permanent Temporary What we have learnt
S. No.
Change Change • Many changes are taking place
1. around us.
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2. • Some changes take place naturally
and some changes are initiated by
3. human beings.
• There will be many indicators of
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2.
us in many ways; slow-fast,
3. permanent-temporary, natural -
ER
man-made etc.
In this activity we have categorized ten • Classification of changes is also
changes in three ways - slow/ fast, made based on various indicators
permanent/temporary and natural/ of change like the change in state,
man-made. change in colour, change in size,
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A
Improve your learning a) Souring of curd
b) Ripening of oranges
1. Is the change of ice into water a c) The sawing of a piece of
AN
temporary or permanent change? wood into two
Explain. d) Cooking of food
2. How do you know that rusting e) Heating of milk.
of iron is a change?
7. We use clay to make idols. Can we
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3. If a raw egg is boiled in water, what get back clay from the idol? What
changes do you notice in it? type of change is it? Explain.
If you are given two eggs, can you 8. Carpenter made a chair using
determine which one is boiled wood, what type of change
and which one is not? Explain. is it?
4.
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Name five changes you notice in 9. Rafi said that "Flour from Rice /
your surroundings. Classify them Wheat is a man-made change."
as natural or man-made changes. He wants to make a list of
5. Choose incorrect statements from examples of this kind of change,
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the following and rewrite them help him expand his list.
correctly : 10. Select a plant in your house /
a) The coldness in air during winter school obser ve and record
is a permanent change changes keeping in view height
of plant, number and size of
b) Boiled egg is a temporary change.
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6. Some changes are listed below, experiments and write down the
classify them as temporary and steps of the process.
permanent.
Science VI Class
104
A
12. Write various processes involved in making ghee from milk, what changes do
you find, during this process.
AN
13. Observe the following table and answer the questions give below.
Temperature
Place Month Rainfall Sunrise Sunset
Min. Max.
Rentachintala January 21oC 27oC 2.41mm 6.50 17.12
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April 39oC 47oC 0.01mm 6.11 17.47
explain them?
ER
15. Sita wondered and felt very happy to see the beauty of the fields and insects
like twinkling beetle (Arudra) during rainy season in their village. Can you list
some such changes which make you wonder and feel happy?
SC
A common physical change occurs when matter changes from one phase to another.
11
A
Water in Our Life
AN
During the festival of
Holi, Arvind was playing
with his friends. They had
NG
gone to the market and
bought different colours.
They mixed each colour
in a bucket of water and
poured mugs full of water
on each other. They
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sprayed colours on each
other as well. Arvind and
all his friends were
completely drenched and
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Over 1 billion people use less than 6 litres of water per day.
Science VI Class
106
A
AN
NG
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TE
T
ER
of volume?
of water. Is bucket a measure of the
volume of water used? How do we
measure the volume of water?
Almost 4 million people die each year from water related diseases.
A
use daily?
Collect different used water bottles or water
pouches from nearby shops. Observe their We use water for different purposes. Can
AN
labels. What quantity of water is mentioned you estimate how much water your
on the label? Record your observations in family uses in a day?
your notebook.
Record your estimates in table 1. Also
• Do all the bottles and pouches think how you could reduce the amount
have the same quantity of water? of water used and write how much
NG
water you can save.
You can also ask the water-vendor how
much water there is in a water can or Table 1
bottle.
Activity Water How much
used can you
Do you know?
LA (In liters) save ?
Volume of water and other liquids is Drinking
measured in litres and millilitres. The
water tanks in some villages and most
towns and cities have the capacity to Toilets
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Science VI Class
108
whole day by you and your family. Also, • List out the sources from where
A
calculate the amount of water you and your you get water in your village/
family were able to save. town.
•
AN
You have a rough idea of how much water Are the sources from where
your family uses in a day. With this you get water for your daily
information you may be able to calculate needs and crops the same or
the approximate quantity of water not? Give your reasons.
required for your colony/ village/ town/ Do you know?
NG
city. For this, you will need to know the Water is not only available from
population as well. Ask your teacher sources such as the rivers, lakes and
about population. ponds but also present in certain
Approximate quantity of water used per fruits and vegetables. Fruits like
day by a person ..................................... watermelon and vegetables like
Number of people in the colony/village
LA cucumber contain a lot of water.
etc. ............................................................... Can you suggest some other
examples? Our body also contains
Approximate quantity of water used per 70% of water by weight. Think,
day in the colony/village etc. why we take juicy fruits in summer.
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for us?
in the colony/village etc. .........................
• Can we drink the water
........................................................................
ER
A
prepare questionnaire for interview. We need to appreciate this and preserve
Display your observations in your wall water.
magazine.
AN
Activity-4: Safe drinking water Do you know?
stages Tank Even though the river Krishna flows
through Nalgonda district, it suffers
Filtration from severe water scarcity. Most
people in Prakasam district of A.P
NG
state face a water-crisis. This is because
Aeration
the ground water is polluted and
drinking it causes fluorosis.
Chlorination
You have read about the different types
Over head tank
LA of water sources in our surroundings.
The water level in them depends upon
Taps rainfall. Generally, we observe that the
water levels in wells or other water
TE
Activity-5: How the well was dug sources go up in rainy season and down
Go to nearby village and look at a well during the summer season.
from where people get drinking water. What happens if there is less rain fall or
Can you estimate the approximate too much rain fall?
volume of water in the well? Collect
information from elders in the village Activity-6: Droughts - water scarcity
T
about the level of water in the well over Form groups of 4 to 5 students and
the years.
ER
Unsafe water is the biggest killer of children under five; around 90% of all diarrhoeal
deaths are in this age group.
Science VI Class
110
Group-3 : What could be the possible Kosgi
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reasons for water scarcity in a particular
place? Dear Firoz,
AN
Group-4 : What problems can arise due
to water scarcity in a particular place? I hope you are fine there. Nowadays,
we are facing severe problems due to
drought. For the last five years we have
had no rains. All our fields have dried
NG
and there are cracks on them. We fail
to grow any crop. My father invested
money on bore wells with no results.
Now we get water, after a great struggle
LA
Fig. 3 from the bore-well which is five
In our region, if there is no rain for
kilometers from our village. The days
a long period (4 to 5 years), it may
cause droughts. During this period, have become very bad. Several people
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it is very difficult to get food and have sold their cattle and migrated to
fodder; drinking water is scarce. Hyderabad and Bengaluru. My family
People need to travel long distances
to collect water. Soil becomes dry also wants to do so. I request you to
agriculture and cultivation is difficult. ask your parents to search for a job for
T
The recommended daily water requirement for sanitation, bathing, cooking and
consumption is approximately 50 litres per person per day.
WATER IN OUR LIFE Free Distribution by Govt. of T.S. 2019-20
111
• What problems were faced by List out those situations in our life where we
A
Ramanna? waste water unwisely and make suggestions
to avoid this.
• How can Firoz help him?
AN
Activity-9: Floods a natural hazard
Water scarcity is a problem in some
districts of our state, as mentioned Usually, during the rainy season, you may
earlier. Here rainfall is less and farmers have come across pictures of this type in
newspapers (Fig. 4). Discuss the following.
are largely dependent on irrigation using
NG
underground water to raise crops.
• What will happen if farmer grow
crops that require more water in
these districts?
•
LA
If several bore wells are dug and
underground water is tapped
constantly, what will happen to Fig. 4
the source of ground water? • What does the picture tell us?
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Discuss with your friends the reasons • Does excessive rainfall in certain areas
that can cause reduction of ground water. of our country lead to such a
condition?
Activity-8: How much water do we
waste? • Are there other reasons as well that
can lead to this situation?
After playing in the ground you may
•
T
is on open for you to complete your wash. On the basis of the newspaper
cutting or your own experience in this
Then take a bucket put it under the tap
matter if any, write down a few lines
open the tap for the same time that you
on floods.
measured with the same flow of water.
How many students of your class can wash
• We can't live single day without water.
SC
Agriculture is responsible for about 70% of the world’s water usage. Industry uses a
further 22%.
Science VI Class
112
single drop of water. We must 5. In --------- season we face severe
A
preserve water not only for us but water scarcity. Give your reason.
also for future generations. 6. The nature of sea water is -------
AN
Keywords a) Salty b) Tasteless
Water sources, drought, floods, migration c) Odourless d) Sweet
7. If we use water unwisely what will
What we have learnt happen in future. Write your
• We need water for domestic use, suggestions to prevent water
NG
agriculture, industries etc. wastage.
• We get water from sources like 8. Prepare a map of your village
ponds, lakes, rivers etc. showing different water sources.
9. Make a pamphlet on "Don't
• Of the water available on the
waste water". Display it on wall
LA
earth, only 1% is fresh water.
magazine.
• We depend on rains for water. 10. Collect information about water
• Long periods of less rainfall related games and make a scrap
usually causes condition of book.
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measuring units of water. What 13. Aravind never forget to switch off
will you tell him? water pumping motor in time. Do
3. Why do people need protected you support him? Why?
drinking water scheme? 14. If people are suffering due to
severe floods, what would you do
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12
A
Simple Electric Circuits
AN
Niharika's father Ranganna had
to go to the fields after dinner.
Watering the field in the night
NG
had become a usual practice due
to power cuts throughout the
day. Ranganna walked out of the
house and called Niharika asking
for a torch-light. She took the
torch and cells out from the
cupboard and handed over the
LA
torch-light to her father after
inserting the cells. He switched
on the torch but it did not light
up.
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Science VI Class
114
Have you seen (+) and (-) signs on a cell? • Why do bulbs and cells have two
A
These signs indicate the two terminals of terminals?
a cell. • How does a bulb glow with the help
AN
of a cell?
Note:
Do not connect the two terminals of Activity-2: Simple electric circuits
a cell with a single wire. Take four wires of different colours, say
blue, green, red and yellow, each about
Bulb 15 cm long. Electric wires are often
NG
Observe a torch-bulb or an electric bulb covered with plastic. First, remove about
carefully (Fig. 3). What does it contain. two centimeters of the plastic covering
from both ends of each wire. Now attach
Glass chamber two wires (Blue and Green) to a bulb and
Filament two wires (Red and Yellow) to a cell with
LA a cello tape or cell holder as shown in Fig.
Terminals 4(a). We can use a cell holder to hold the
Metal Cap
cells and wires together tightly.
Terminals [Take an old tube of a bicycle and cut it
Fig. 3
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metal cap. The arrangment in an electric not. Record your observations in table1.
bulb is different. In an electric bulb, two
ER
English scientist William Gilbert (1544–1603) was the first person to use the word
“electricity.” He believed electricity was caused by a moving fluid called humor.
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In which case does the bulb glow? Why?
A
In which case the bulb does not glow? why?
You may observe that the bulb glows in
AN
connections shown in Fig. 4(d) and Fig.
4(e), but not in other cases?
(b) (c) We observe that in Fig. 4(d) and Fig. 4(e)
the connections form a closed path while in
the remaining cases we find some gap in the
NG
path.
What is a circuit?
(d) (e)
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terminal.
Connection Does the bulb glow An electric circuit provides a complete path
ER
Science VI Class
116
A
though electricity is available some bulbs
glow and some don’t glow.
AN
What could be the reason for that?
B
Observe a bulb which is not glowing. Do
A
you find any difference in the filament of
glowing bulb and the bulb that is not
glowing ?
NG
Fig. 6 : Circuit with a switch
The bulbs which don’t glow are said to be
fused . If we connect a fused bulb in a happens? Why doesn't the bulb glow when
circuit the ciruit remains open and there the safety pin is left free at one end?
is no closed path for the flow of electricity. In the above activity, the safety pin is used
Hence the bulb doesn’t glow.
LA to close /open the circuit. Electric switch
Switch is an arrangement to close or open (break)
We use switches to put ON or put OFF the a circuit.
torch light. Similarly we use various switches The switch allows the flow of electricity
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Italian biologist Luigi Galvani (1737–1798) touched two pieces of metal to a dead frog’s
leg and made it jump. This led him to believe electricity is made inside animals’ bodies.
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Copper wire Glass Conductors and insulators
A
Switch
Metal Spring Cells
Reflector
In activity-2, we used wires after removing
the plastic covering at both the ends. Why
AN
don't we use the wires without removing
the plastic covering?
What material do you find in electric
Hollow Cyllindrical Barrel Bulb
wires?
Fig. 7 : Inside view of a torch-light
NG
Why are we advised to wear rubber
Torch-light is used as a source of light. The chappals while working with electricity?
parts of a torch-light are hollow cylindrical Let us find out
barrel, cells, bulb, switch, glass cover and
metal spring. Activity-5: Identifying conductors
and insulators
Torch consists a hollow cylindrical barrel
LA
in which cells are fitted. At one end of Take the circuit which we used in activity-
it there is a lid with screw which can be 3, as shown in Fig. 8. Remove the safety-
opened and closed. When the lid is closed pin from the drawing pins so that you
and switch is ON, the circuit is have two open terminals A and B. Insert
TE
completed and current flows in the different objects like a hair pin, safety pin,
circuit which makes the bulb glow. eraser, plastic scale, match stick, piece of
In Niharika's case, it was just the position a metal bangle, piece of a glass bangle,
of cells that made the bulb to glow. Can paper clip etc. in the gap between A and
you predict other reasons for the torch B. With each insertion, check whether the
T
Danish physicist Hans Christian Oersted (1777–1851) put a compass near an electric
cable and discovered that electricity can make magnetism.
Science VI Class
118
Table 2
A
S.No. Object Name of the Does the bulb glow
Material (Yes/No)
AN
1. Hair pin Metal Yes
2. Pencil lead
3. Eraser Rubber
NG
4. Plastic scale Plastic
5. Match stick
6. Divider from
LA
geometry box
7. Piece of paper
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8. Iron nail
Michael Faraday (1791–1867), an English chemist and physicist, developed the first,
primitive electric motor.
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119
of objects and group them as conductors by performing experiments himself. You
A
and insulators and write in table 3? will be amazed to know that in his lifetime
Table 3 he invented more than one thousand
inventions.
AN
Conductors Insulators
Even an intelligent scientist like Edison
had to work hard for many years before
he could make a bulb that
worked. First of all, he
NG
passed electricity through
a thin, thread-like
platinum wire. He noticed
that the wire did give out
The story of bulb light after being heated,
but it burned out after Edison’s
LA
The story of invention of bulb is very first bulb
interesting. We may think that a bulb is only a few seconds.
a very simple gadget, just press a switch Edison then thought that if the air
and it lights up. But do you know that surrounding the wire coil was removed
many scientists worked hard for many then, perhaps, the wire would not burn
TE
minutes.
He began experimenting with different
materials while searching for a better
choice of filament. He tried cotton thread
coated with soot. This filament burned
SC
Building on his earlier discoveries, Michael Faraday invented the electric generator.
Science VI Class
120
bamboo fan. An idea striked his curious • Substances which allow the flow of
A
mind - "Well, why not try bamboo fiber electricity through them are known
as a filament?" He executed his idea and as conductors of electricity.
AN
amazingly the bamboo filament burned
• Substances which do not allow the
continuously for a number of days. Finally
flow of electricity through them are
he succeeded in making a cotton filament known as insulators of electricity.
that was even better than the bamboo one.
• The electric bulb was invented by
NG
Today we use the same kind of bulbs as Thomas Alva Edison.
were first made by Edison. The only Improve your learning
difference is that our bulbs have a filament
1. What is an electric circuit? Explain
made of a metal called Tungsten.
with a diagram.
Keywords
LA 2. What are the parts of a torch-
Electricity, cell, bulb, fused bulb, light?
terminals, filament, switch, circuit, 3. In a bulb the part which gives us
conductor, insulator, tungsten light is :
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a) Metal base
What we have learnt
b) Glass chamber
• Cell is the source of electrical energy
in a torch-light. c) Filament d) Terminals.
• Cell has two terminals, (+) and (-). 4. Classify the following into
T
The world’s first experimental electric power plant opened in Godalming, England.
A
repairing a street light wearing
gloves on his hand. She asked him
AN
some questions. What would be
those questions?
6. In activity 4 we obsereved some Fig. 11
situations where the torch bulb
glows. Niharika challenged her 9. Draw a circuit diagram showing a
NG
friends that she could make the cell, switch and a bulb.
bulb not glow even with the
cells kept in proper position. 10. A circuit is connected with a cell,
What would she have done? bulb and a switch, but the bulb is
7. Connect a circuit as shown in the not glowing. Write all possible
following diagram. reasons for this.
LA
11. You have studied the story of
Thomas Alva Edison. Write a
note appreciating his efforts in
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8. What will happen if the cells in a 14. Write a list of electrical appliances
torch are arranged as shown in the in your house. Classify them as
following figure? Why? follows.
Thomas Edison (1846–1931) built the first large-scale electric power plants in the USA.
Science VI Class
122
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Works with cell as Works with electric current Works with both cell and
a source as a source electric current as a source
AN
NG
15. Connect circuits as shown in the following figure. Write your observation in
each case. LA
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*****
SC
Don’t play with household power sockets or push things into them. Don’t take apart electrical appli-
ances, because dangerous voltages can linger inside for a long time after they are switched off.
13
A
Learning How to Measure
AN
Rasheed went to a cloth shop with his • Why did the woman use her hand
mother to buy clothes. The cloth to measure the length of the
merchant used a metal rod to measure jasmine flowers’ string?
NG
the length of cloth. Rasheed asked his
• Which method is correct?
mother what that metal rod was and why
did the merchant use it? Mother told him • How can we decide the correct
that the metal rod was a metre scale that method of measurement?
was used to measure lengths. Later, both You might have observed many situations
of them went to a flower market and
LA of measurement of length as in the above
purchased a string of jasmine flowers. examples, where sometimes we use
While cutting the jasmine flower string, instruments and sometimes hands, foot,
the woman selling the flowers measured palms etc.
its length with her cubit.
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Fig. 1
Rasheed was confused and started
thinking :
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We use metre as a unit of length and subsequently, centimetres and millimetres as smaller
units of length.
Science VI Class
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Activity-1: Measuring Lengths Now find the length of your classroom
A
Measure the length of one side of a using your foot-span. Enter your
table using your hand-span (Fig. 3). Ask observations in terms of number of foot-
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your classmates to do the same. Record spans in table 2 :
the length of the table in terms of
Table 2
number of hand-spans in table 1 :
S. Name of Number of
No. the student foot-spans
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1.
2.
Fig. 3
3.
Table 1
LA 4.
S. Name of Number of 5.
No. the student hand-spans
•
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A
'sirra gona', (gilli danda), where the length of the stick is used as the unit to measure
the desired distance.
AN
NG
Foot-span Hand-span Cubit
Fig. 4
The story of the scale In those days, people measuring the
LA length of fields with ropes, it creates
Many hundred years ago, people used to
arguments and hundreds of other things
measure distances with their hand-spans,
must have been a familiar fight. How
strides or foot-spans. One day a very tall
should one measure a half or a quarter
man went to a shop to buy some cloth.
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cubit length?
He asked for three-and-a-half cubit length
of cloth. The shopkeeper measured three Finally, some sensible people got together
cubit lengths of cloth and then added and decided to have a scale of a fixed
approximately another half-cubit length. length. In order to measure subunits, they
marked this scale with several smaller but
The man felt that the shopkeeper had
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arm was the standard for measuring. measure (Fig. 5). They called this
They both argued about whose cubit distance one yard. They used wood
was to be taken as standard measure. and metal to make scales of this length
In 1590 Zaccharias Janssen and his son Hans invented micro scope.
Science VI Class
126
and called this distance one yard. This The story explains the need of standard
A
yard was divided into three equal parts instruments to measure lengths. The
and each part was called a foot. They then meter scale is internationally accepted
AN
divided each foot into twelve equal parts instrument for measuring lengths.
called inches. They even divided each inch
One metre is a standard unit of length.
into smaller segments!
We use metre as a unit of length and
subsequently, centimeters and millimeters
as smaller units of length.
NG
Fig. 6
1 metre = 100 centimetres
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1 centimetre = 10 millimetres
Fig. 5 or
1m = 100 cm
Other countries in the world also made
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A
an eraser, which of the instruments shown
• How do you measure the height
in Fig. 7 is more suitable and why?
of your classmate using a meter scale?
AN
Sometimes we may need to measure long Ask your classmate to stand with his/her
distances like length and breadth of back against a wall. Make a mark on the
school play ground or agricultural fields wall exactly above his/her head.
or distance between our house to school,
Now measure the distance, from the floor
distance between one town to another
NG
to this mark on the wall, with a scale. Let
town, and even longer distances such as
all other students measure this length in a
those between one country and another
similar way. Record your observations in
country. your notebook.
• Can we measure these lengths Study carefully the
using the instruments shown in
LA measurements
Fig. 7? reported by
• If not, how are these distances different students.
measured? Do you all have the
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measuring large distances. We need to scale, results may be close to each other
define a larger unit to measure larger but not exactly equal.
distances. We use kilometre as a larger unit The difference in reading is due to some
of length. One kilometre is 1000 times errors in measurement. For example :
longer than a metre. • Not marking the point exactly at
SC
A
the standard measuring instruments like
We must take the following precautions
meter scale, centimeter scale and tape
while using a metre scale for measuring
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etc., we should take some precautions.
length :
How to measure length accurately
with a meter scale
In our day to day work, we use a
wooden/plastic scale to measure
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lengths. It is marked or graduated in Fig. 10
centimeters and millimetres. Suppose we
are asked to measure the length of a 1. The scale should be placed exactly
table. We will take a metre scale. The along the length to be measured.
zero mark on the scale is made to 2. Zero point on the scale should
LA
coincide with one end of the table and coincide with the starting point
the reading at the point which is of the length to be measured.
coinciding with the other end of the 3. Our eye must be vertically above
table is taken. Since a metre scale has the point of coincidence of scale
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Fig. 9
Can you accurately measure the thickness
• Does we get proper measure by of the cover page of your text book or
viewing A and C places? Why? a coin using the scale? If we want to
A
notebook or a coin it is not possible to with a meter scale? If not why?
directly use a scale. Let us look at the Activity-4: Measuring the length of
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method to measure the thickness of a a curved path
coin. Fix alpins at the ends of the curved
Activity-3: Measuring thickness of line to be measured as shown in the
a coin Fig. 12. Now tie a knot with cotton
thread at the first point of the alpin A
Take about 10 one rupee coins of same
NG
size and place them one upon the other and move the cotton thread along
as shown in Fig. 11. Measure the total points B, C, D, E etc.
thickness with a scale and then divide it
by the number of coins to get the
thickness of one coin.
LA
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Fig. 12
Care should be taken that the thread is
neither too tight nor too loose and see
that the thread coincides with the curve
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thickness of a page of your text book. extreme end of the curved path, cut it
We generally use a scale to measure the at that point.
lengths which are in a straight line like Remove the thread from A and then
the length of a room, length of a table place it straight along the length of a
etc. There are certain situations where meter scale, and measure its length.
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The initial metric unit of mass, the “gram,” was defined as the mass of one cubic centimeter
(a cube that is 0.01 metre on each side) of water at its temperature of maximum density.
Science VI Class
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Measurement of area • Which sheet needs more number
A
Ramu and Ravi's father brought two of matchboxes? Which is bigger
drawing sheets for them. After taking in size?
AN
these sheets from their father, Ramu You may find that one of the sheets
and Ravi started quarrelling with each needs more number of matchboxes
other, each one claiming that his sheet which shows that one sheet is bigger in
was shorter than the others. size than the other. Thus, we need to
Which sheet is smaller? Which sheet is measure the surface of an object to
NG
bigger? How can we decide? decide whether it is bigger or smaller.
Activity-5: Observe the drawing Area is the measure of the extent of
chart figures given below plane surface occupied by an object.
In the above activity, a matchbox is
taken as a unit to measure area but it is
LA not a standard unit. We need a standard
unit to measure the area.
What is the standard unit to
Sheet A Sheet B measure area?
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Fig. 13
Observe Fig. 14. In each
See Fig. 13. Can y.ou decide which is figure, vertical and horizontal
the bigger and which is the smaller sheet lines divide the surface into
by obser ving them? If not, what certain number of parts.
method do you adopt to decide the
bigger one or smaller one?
T
Let us do:
Take two sheets of A4 paper and cut
ER
A
why? and it is written as cm2.
• Are all the parts in both figures • Since Fig. 14 (a) and 14 (b) have
AN
equal? same number of squares, of area
1 cm2 each, both the figures have
• What is the shape of the smaller
a total area of 16 cm2 each. Thus,
part in each diagram?
these figures have different
• Is the length and breadth of each shapes but equal areas.
NG
smaller part equal?
Square centimetre (cm2) is a standard
• Measure the length and breadth unit to measure the area of a surface.
of any one part of each diagram.
We use m 2 (square metre), mm 2
What do you notice?
(square millimetre), foot2 (square foot),
You may notice that the small parts in etc., also to measure the areas
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each diagram have equal lengths and according to need and requirement
breadth, one centimeter each. Area of of the situation.
Table 3 : Units of measurement
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The Mughal measurement system measured land in terms of “gaz” and “bigha”.
Science VI Class
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side equal to 1 cm. The area of each small pencil. Now remove the leaf to find the
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square on this graph paper is 1 cm2. outline or boundary of the leaf on graph
Place the cardboard on the centimetre paper.
AN
graph paper (Fig. 15) and draw its
outline with the help of a sharp pencil.
Now remove the cardboard and mark
the shape as PQRS. Count the number
of squares inside the outline. The
NG
number of squares is 8.
Area of the cardboard is equal to the
area covered by PQRS on the graph
paper.
Area of PQRS = Total area of
unit
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squares Fig. 16
inside the PQRS
Count the number of complete squares
= 8 × area of 1
(each of 1 cm2 area) inside the boundary.
unit square
Also count those squares, inside the
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• Can you relate the measured area boundary gives the area of the leaf. If
to some formula of finding area? there are 'n' squares inside the boundary,
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shape. Place the leaf on a graph paper which is close to the actual area.
as shown in Fig. 16. Mark the boundary • How can you use the graph paper
of the leaf on the graph paper with a to get a more accurate answer?
A
• How do you find the volume of a It is cylindrical in shape,
solid? with graduations marked
AN
Mrs. John is constructing a house. She on its body. Measuring
needs sand and enquired about prices. cylinders are available in
The supplier informed her that two different sizes. They are
tractor loads of sand costs Rs. 4000/- used in laboratories to
and one lorry load of sand costs about measure a certain volume
NG
Rs. 4000/-. of a liquid and to
measure milk, oils, etc by
• Which deal is cheaper for shop keepers. We can fill
Mrs.John? A lorry load or too it with the liquid to be
tractor loads of sand? measured and then read
Fig. 17
•
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How can you decide which load the marking at the lowest
has more quantity of sand? point of the concave surface of liquid.
We must bring our eyes in line with
To decide the quantity contained either this level of liquid and then read it.
in a lorry or tractor, we need to know
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the volume of the body of lorry as well Apart from measuring the volumes of
as that of the body of tractor. liquids, we also measure the volumes of
solids, for example, loose solids like sand,
Volume is a measure of the extent of
clay, and ready mix of cement.
space occupied by a body.
• What is the standard unit of
T
A
height, the volume of one cube is equal
to 1cm x 1cm x 1cm = 1cm3 which is
AN
known as 1 cubic centimetre and written
as 1 cm3.
Cubic centimetre is a standard unit for
Fig. 18 measurement of volume of solids.
Place three cubes in a line so as to cover Therefore the volume of the rectangular
NG
the entire length. Along the side of this cardboard box is equal to the total
line, place another line of three cubes number of cubes occupying it.
so as to completely cover the base of Therefore volume of rectangular
the box (Fig. 19). How many cubes have cardboard box = 12 × 1 cm3 = 12 cm3.
you used so far? However, if we multiply length, breadth
LA
• How many cubes do you need to cover and height, it would be
the entire empty space in the box? 3 cm × 2 cm × 2 cm = 12 cm3
Therefore, we can say volume of a box
= length × breadth × height
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Do you know?
You must have noticed that the
volumes of liquids are written in ml
Fig. 19 while those of solids are written in
cm 3 . Do you know the relation
T
Place more cubes over this set of blocks; between these two units. The two
so that the total space is occupied by units are related as follows :
ER
A
a fine cotton thread. Put the solid gently measure lengths accurately.
into the water in the cylinder so that it is
• Meter scale is a standard
AN
completely immersed in water.
instrument to measure length.
What changes do you notice in the water
• Meter is the standard unit for
level of the cylinder?
measuring length. Larger distances
You may notice that the level of water can be measured in kilometers.
in the measuring
NG
• Area is a measure of the extent
cylinder rises as the
of the plane surface occupied by
stone displaces
an object.
water equal to its
own volume. • Generally we measure area in
Record the new square metres or square
volume of water.
LA centimetres etc.
Let us assume • Volume is a measure of the extent
that it is "b" ml. of space occupied by a body.
Now the volume Fig. 20 • Volume of solids is measured in
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1cm3 = 1ml
Measure, standard unit area, volume,
regular surface, irregular surface, Improve your learning
ER
Astronomers use a method called parallax to measure the distance to some stars
Science VI Class
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3. A school hall measures 20 m in length and 15 m in breadth. Find its area.
A
4. Ramu's father had a rectangular plot of length 60 ft. and breadth 50 ft. He built
a house occupying length 40 ft. of the plot and breadth 40 ft. and in the
AN
remaining area he planned a garden.
Can you help Ramu to find out the area of his garden?
5. Match the following :
A B
NG
a) A litre i) 10000 m2
b) A metre ii) 1000 ml
c) A Kilometre iii) 100 cm
d) A Centimetre iv) 1000 m
e) 1 hectare
LA v) 10 mm
A
S. No. Name of the student Volume of Kalakanda Volume of Patika
AN
1
NG
4
14. Make a visit to panchayat office collect information how VRO measure areas of
agricultural lands in your village. Prepare a questionaire for this.
15. Collect any invitation card with envelope. Find out the difference between the
measurments of card and cover. Write down the process that you follow.
16. The distance between numbers in a clock is accurately same. List out the things
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that you observe in your surroundings with accurate distance between them.
17. Try to imagine the area of CD, sim card, mobile phone then find out the area
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of the above by using graph paper. Compare the values of your guess with
graph paper measurment. Which thing is closely related to your guess?
*****
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14
A
Movements in Animals
AN
While doing physical exercise we move Let us look closely at some of our own
our body parts in different ways. We lift movements.
and bend our legs, hands and other body
Activity-1: Human body and its
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parts. We can also rotate some parts of
our body Have you ever noticed how movement
we are able to move this way? What parts Do the following actions :
of our body are responsible for these Bowl an imaginary ball at an imaginary
movements? wicket. Lie down and try to rotate your
leg at the hip. Bend your arm at the
LA
Usually, when we have to go a short elbow and your leg at the knee. Stretch
distance from one place to another, we your arms sideways, chew some food,
walk or run. But how do animals like bend your arm to touch your shoulder
fish, snails, snakes etc. move their body with your finger and try to move other
or move from one place to another? Can
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1 Neck
2 Wrist
3 Fingers
4 Knee
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5 Ankle
6 Toes
The cheetah (Acinonyx jubatus) is one of the fastest mammals found in the animal
kingdom today. (97 km/hr)
A
No. Part Partially/Completely (Yes/No) (Yes/No) (Yes/No)
7 Back
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8 Head
9 Elbow
NG
10 Arm
11 Upper
jaw
the body. We can't see and study them shall also see some of the activities that
like we can see our hair, skin, eyes, these muscles perform in the body.
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we can sense these internal parts from upper arm with the other hand, as
outside. We will also take the help of shown in Fig. 1. Can you feel a swollen
their pictures. region inside your upper arm?
Snails and slugs travel at speeds that vary from slow (0.013 m/s) to very slow
(0.0028 m/s).
Science VI Class
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• Could you identify the
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movements in different muscles?
Try to open and fold your fingers
AN
without moving these muscles. Is it
possible to do so?
NG
Fig. 1
This is muscle. The muscle bulges due
LA
to contraction. When contracted, muscle
Fig. 2(a) Fig. 2(b)
becomes shorter, stiffer and thicker.
Activity-3: Fold and un-fold In a similar manner, try to feel
movements of muscles in your legs and
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A
white, rope-like fibres at their
Muscles work in pairs. When one of
ends that connect them to the
them contracts, the bone is pulled in
AN
bone (Fig. 3). These fibrous
that direction and the other muscle of
structures are called tendons.
the pair relaxes. To move the bone in
the opposite direction, the relaxed You can feel the tendons in
muscle contracts and the first one several parts of your body like;
relaxes. Thus two muscles have to work for example, above the elbow,
NG
together to move a bone. Are the beneath the knee, near the
muscles attached to bones? Some ankle (Fig. 4 (a,b,c)) . Try to find
Fig. 3
muscles are connected directly to bones. out if you can feel them in other
LA parts of your body.
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Fig. 4 (a)
Fig. 4 (b)
T
Do you know?
ER
Fig. 4 (c)
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Bones
A
The different bones of different body parts combine together to form a single
structure or system. This structure is called the skeleton. It is very interesting to
AN
study the skeletal system, and it is funny to think, how we are with our skeleton.
Skull
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Clavicle
Upper bone
LA of arm
ribs
Girdle of arm
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Calf Bones
SC
Bones of toe
Fig. 5 : Skeleton
The average adult male ostrich, the world’s largest living bird, weighs up to 345 kgs.
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same way, two bones are joined together in a special way by fibres. These fibres are
called ligaments (Fig. 6).
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Thigh
bone
Ligament
NG
Muscles
Calf
bones
LA
Fig. 6
Activity-4: Jaw bone Activity-5: The clavicle
Ask your friend to Fold one arm and rest it on your waist.
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open his mouth and Now slowly lift your arm and shoulder
move his lower jaw up together (Fig. 8).
and down as well as
sideways. Observe
his face carefully.
T
on both sides of your face and spot Run a finger of your other hand from
where you have these joints. These are just below your neck towards your
fixed joints. shoulder. Try and locate a raised bone
The femur is the longest and strongest bone in the body. It is located in your thigh.
Science VI Class
144
there and the one behind it. The raised Ribs are curiously bent and join the
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bone is called clavicle and the bone chest bone and the back bone together
behind it is the shoulder blade. to form a box. This is called the rib cage.
AN
There are two bones protruding from the Some important internal parts of our
shoulder called shoulder bones. body lie protected inside this cage. Try
to guess what those important parts are.
Activity-7: Backbone
NG
Ask your friend to stand up, bend
forward at the waist and try to touch
his toes with his palms. Run a finger
along the centre of his back from below
the neck.
Fig. 9
LA
Look at Fig. 9 showing where the clavicle
joins the shoulder blade. Now try to
locate the joint between the clavicle and
shoulder blade.
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Fig. 11
A long structure running down the
Fig. 10 middle of his back is called the
backbone (spinal cord). The small bones
SC
Feel your chest bones by gently pressing that make up this backbone are called
the middle of the chest. Count as many vertebrae. The spinal cord passes
ribs as possible. (Fig-10) through the vertebrae of the backbone.
(Fig-11)
The average adult heart beats 72 times a minute; 100,000 times a day; 3,600,000 times
a year; and 2.5 billion times during a lifetime.
A
There are 33 separate vertebrae in the
backbone of an infant. Later out of
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the last 9 vertebrae, 5 vertebrae merge
to form a single bone and last 4
merge to form another single bone.
Can you say how many vertebrae you
now have?
NG
Fig. 13
Activity-8: Pelvic girdle
Press the area just below your waist with The skull is made up of many bones
the fingers of both hands as shown in joined together. It encloses and protects
the brain. The joints between the skull
LA
Fig. 12. Can you feel similarly shaped
bones on both sides of your body. This bones are fused. They are also called
is called pelvic girdle fixed joints. (Fig-13)
Activity-9: Flexible bones-cartilage
Hold your ear with your fingers, press it
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Fig. 14
Fig. 12 Some parts of the ear and nose are soft
and others are hard. The hard parts are
This structure is made of pelvis bones. made up of a structure called cartilage.
SC
They enclose the portion of your body This is also a bone but it is flexible. Do
below stomach. This is also the part you you find these flexible bones in any other
sit on. part of your body? Cartilage is present
The volume of blood pumped by the heart can vary over a wide range, from five to
30 liters per minute.
Science VI Class
146
in other parts of the skeleton as well, like, There are different types of joints in our
A
between the rib and sternum, between the body to help us carry out different
vertebrae of the backbone (spinal cord) movements and activities. Let us learn
AN
etc. about them.
Activity-10: Different types of joints
Ball and socket joint
We knew that muscles help move a bone.
How does one bone help the other to You will have to make a model to
move? Is there any arrangement understand how the joint between the
NG
between bones? Are ligaments of bones shoulder blades and the bones of your
sufficient for body movement? Let us arm works. Place a fused bulb inside the
understand different types of joints in half shell of a coconut and rotate it in
our body. Put a meter scale under your the way shown in Fig. 16(a).
arm so that your elbow is in the centre.
LA
Ask your friend to tie the scale and your
arm together as shown in Fig. 15. Now
try to bend your elbow. Is it possible?
TE
Fig. 16(a)
A joint made by fitting a ball into a
socket is called a ball and socket joint.
In this joint, a bone can rotate easily in
all directions. (Fig-16-b)
T
Fig. 15
ER
According to the Science Museum of Minnesota (SMM), the lungs are the only
organ in the body that can float.
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directions at the elbow joint. Is it
You may have often done the exercise in
possible at the elbow as well? No. Why?
which you stand straight up and touch the
AN
Try one more thing; bend your arm floor with your palms by bending your
towards your shoulder in the opposite body but without bending your knees. You
direction. Repeat this exercise two to may have also done the exercise in which
three times. Were you able to bend your you have bent your body to the left and
arm downward after a limit? right at the waist.
NG
Could you move your hand from your • Could you explain what property of
elbow in all the directions? Why? the spinal cord enabled you to
perform both these exercises?
Fig. 17 shows a hinge. Where do you
find such hinges in your house? There is tender and flexible cartilage
Observe how objects attached by these between the vertebrae of the backbone.
LA
hinges move. Compare these things This cartilage between the vertebrae helps
with that of your elbow and knee. in rotating the backbone in different
directions. (Fig-18)
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T
ER
Fig. 18
Neck joint
Neck joint is different from both the
SC
Fig. 17
hinge joint and the ball and the socket
Identify and list the hinge joints in your joint. This joint helps us to move our
body by taking help of Fig. 17. head up-down and side to side.
The small intestine in adults is a long and narrow tube about 7 meters (23 feet) long.
Science VI Class
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But we cannot rotate our head totally. Neck joint is a type of joint called pivotal
A
joint.
Fixed joints
AN
Some joints between bones in our head can't move; such
joints are called fixed joints. These joints are fused and seem
to be a single bone in the skull. When you open your mouth,
you can move your lower jaw. Can you move the upper jaw
as well?
NG
There is a joint between the upper jaw and the rest of the
head. It is a fixed joint. So you cannot move the upper jaw.
(Fig-19)
Movements in other animals
We can move our body parts with the help of muscle bones Fig. 19
LA
and joints. Do all animals have these parts like us? Let us
study how animals move.
Activity-11: Locomotion
Lets us see how animals move from one place to another. Fill your observations in
TE
table 2.
Table 2
Animal Body part used for moving How does the animal move
Cow Legs
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By analyzing table 2 you will see that different animals use different body parts for
moving from one place to another (locomotion).
The skull is really 22 bones, not one single bone. The skull is also called a cranium.
A
forward. A series of such jerks help the
Fish swim in water. Do they swim the
fish swim forward. The tail fins also aid
same way as humans? What is the
AN
in this movement (Fig. 21).
difference? What features help fish in
swimming and how?
Activity-12
Make a paper boat. Put it in water and
NG
push it with narrow end pointing
forward (fig. 20.a). Now hold the boat
sideways and push it into water from
the broad side (fig. 20.b). What did you
observe? In which process was it easy
Fig. 21
to move the boat?
LA
Locomotion in birds
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Fig. 20.a
T
Fig. 20.b
The body of the fish is streamlined.
ER
Most amphibian species have a life cycle that involves three stages, egg, larva, and adult.
Science VI Class
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flight which is used to move the wings up
A
and down. (Fig-22)
Activity 13: Observe Hen and Sparrow
AN
How do they move? Write your
findings about similarity and
dissimilarities in your note book.
Locomotion in snake
NG
Fig. 24 (a) Fig. 24 (b)
Don’t forget to put back the snail from
where you collected it. If you let it go
Fig. 23 away it will die. You are a student with
Snakes have a long back bone and concern towards bio diversity.
LA
several muscles. Usually the snake's body
Movement or locomotion is an
curves into many loops. Each loop of
the snake gives it a forward push by important function in every living
pressing against the ground. This helps organism. It is very interesting to watch
the snake move forward very fast. There ants running hurriedly in a line, squirrels
TE
are other ways in which snakes move. and monkeys jumping on trees. Try to
try to find out about them. Collect those enjoy watching various locomotions in
pictures, information and display them the animal kingdom.
on wall magazine Keywords
joint.
it back? Place the snail on a glass plate
What we have learnt
and watch it, when it starts moving Fig.
24 (a). A thick structure may come out • The different bones of differents
of an opening in the shell. the thick body parts combine together to
structure is its foot, made of strong form a single structure called,
SC
We have 208 bones and over 230 moveable and semi-moveable joints in our body.
A
us in performing several activities. a _________________ joint.
• Bones and muscles help us 6. Guess who I am
AN
perform different movements
i) I am a joint that works like joint of
and activities.
doors and window.
• Muscles work in pairs.
ii)I help to join two bones.
• Tendons join muscles to bones. iii) Joint between upper jaw and skull.
NG
• Ligaments join one bone to other iv) I am a chain of small-small bones
bone.
v) I join bone and muscle
• Our backbone works like a spring.
7. Collect X-Ray films and identify
• The joint between upper jaw and which body parts they represent.
skull is fixed joint. Write a note on them.
LA
Improve your learning 8. Prepare a questionaire to take
1. Imagine a situation where you have interview of a yoga teacher or PET
no bone in your body. Describe with sir about asanas and exercises.
reasons, what would happen. 9. Crawling snake, jumping frog, flying
TE
2. Try and identify the joints in the bird are they amazing to you? Why
body of a goat or a cow. Make a list you think so?
of these joints. 10. List out the activities that you
3. What difficulties would you face if performed at your home before
your fingers had only a single bone? coming to school. Which joints are
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Did you know that humans and giraffes have the same number of bones in
their necks i.e. 8?
Science VI Class
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15
A
Light, Shadows and Images
AN
One day Raju started for his home from room. After that, hold a plank or a
school, late in the evening. When he writing pad in front of your face. Is the
started, he was able to see trees, buildings, object visible to you? Why is it not visible
NG
animals, buses etc. on the road and on though there is light? What happens
either side of the road. As he kept when you hold a plank between the
walking, it started growing dark and object and you?
soon he was not able to see objects The object is visible when there is no
either on the road or on the sides as obstruction between your eyes and the
clearly as earlier. When he reached home,
LA object. If we keep obstructions like
it was already dark. He started doing his plank or writing pad, they do not allow
homework. Suddenly the power went some thing that is coming from the
off. He was not able to see any objects object to reach us. What is that some
in the room. thing coming from the object?
TE
It takes 8 minutes 17 seconds for light to travel from the Sun’s surface to the Earth.
A
Which objects give us light? Think the help of a torch.
and write below :
Do you find any differences in the
AN
..............................., ............................... shadows of the above objects? Do all
..............................., ............................... objects form shadow?
A substance which gives light is known as • Which objects form the
a light source. Sun, a glowing bulb, lighted shadows?
candle etc. are some sources of light. Any
NG
object which burns or glows acts as a ..............................., ...............................
source of light.
..............................., ...............................
• Is Moon a source of light?
• Can you give some more examples • Which objects do not for m
for source of light? LA shadows?
You might have seen your shadow ..............................., ...............................
many times.
..............................., ...............................
• When did you see it? Is it during
day time or at night? • Think and write why some
It is our common experience that we objects for m shadows? And
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possible to form shadows when there iron etc. don't allow light to pass through
is no sunlight, bulb or any other light? them. These objects form shadow.
ER
Red, green and blue are the primary colours of light. Mixing them in various ways will
make all other colours, including white.
Science VI Class
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are unclear. These are called translucent substances. You have also come across
A
these terms in the chapter on materials.
Observe Fig. 2. Write whether the sheet held by the boy is transparent, translucent
AN
or opaque below each of the pictures.
NG
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Fig. 2
Think, guess and write in table 1 which objects in your classroom and at home
form shadows, which do not form shadows and which form an unclear shadow.
Table 1
LA
Objects which form shadows.
TE
your own examples for transparent, Thus we see that all objects do not form
translucent and opaque substances. shadows. Only opaque objects form
shadows. We need a source of light and
Transparent Substances : .........................
an opaque object to get a shadow.
.......................................................................
Are sources of light and an opaque
SC
A
(outside) at night. Where are the
Do this activity in a dark room with a
shadows formed in this situation? Do
torch and a book. Focus the light on
you see a shadow in open air when the
AN
the book with a torch as shown in Fig.
torch is under the book? If not, why?
3 (keep the distance about 30 cm
between the book and the torch). Place a drawing sheet or a plank (Fig. 5)
at a distance of 1 m. above the book
• Where do you find the shadow and try to find the shadow of the book.
of the book in the room?
NG
LA
TE
Fig. 3
Now put the torch under the book at a
distance of about 30 cm (Fig. 4).
• Where do you find the shadow Fig. 5
T
Science VI Class
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In our day-to-day life, we observe many shadows on the surface of the Earth. In
A
all these cases, the earth is the screen.
Do you know?
AN
Shadow puppetry is one of
our traditional recreational
activities. In this, some
puppets are used to form
NG
shadows on a screen and a
story is narrated with the help
of these shadows. Observe
Fig. 6. Try to make puppets
and do a shadow puppet
show in your school. Fig. 6
LA
Can we guess the object by observing its shadow?
Observe the shadows given in Fig. 7(a). Guess and write the names of the objects
which form the shadows.
TE
T
Fig. 7(a)
ER
See the objects in Fig. 7(b) and compare them with the names guessed by you.
SC
Fig. 7(b)
The speed of light is the speed at which light travels. It is about 300,000 kilometres per
second. Nothing travels faster than light.
A
colour of the ball correctly?
• Were you able to guess the object
correctly in all cases? • Is it possible to guess the colour
AN
of the object by observing it's
You must have wondered when you shadow? If not why?
compared your guesses and the actual
Shadow is an area where light is absent.
objects of which shadows are formed.
Hence, the shadow is colourless
You may notice that the shadows that irrespective of colour of the object.
look like bird and animal are actually
NG
We have seen that we can't guess the
formed by hands. (Try to form similar
object by observing it's shadow.
shadows with your hands.)
• Can we guess the shape of the
• What can you conclude from the shadow that would be formed by
above activity? an object?
• Can we guess the object by
LA Let us find.
observing its shadow? Activity-5: Shape of shadow
Activity-4: Colour of a shadow Observe the shadows of a book, a pen
Take four balls of equal size but different a duster, a ball and a round plate, one
TE
yes, what?
• What change do you observe in
the shadows formed when you
hold the pen horizontally and
then vertically?
SC
Science VI Class
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• Why are the shapes of the shadows of the same object different when you
A
change the position of the object?
Observe the objects, formation of shadows and the path of light in Fig. 9(a) and
AN
9(b). Similarly, draw the shadows for the objects given in Fig. 9(c, d). Extend the
path of light and draw shadow on given screen.
Fig. 9(a)
NG Fig. 9(b)
LA
TE
We have drawn arrows in the above figures assuming that light travels like rays that
are straight. We can predict the shapes of the shadows only when we consider
ER
that light travel as rays along a straight path. In ancient days people by observing
the shapes of shadows came to an understanding that light travels in a straight
line.
Activity-6: Getting different shapes of shadows of a single object:
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Light takes 1.255 seconds to get from the Earth to the Moon.
A
shaped shadow? oil - 1 ml, two rubber bands, a pin, and
• Were you able to make a A4 sheet.
AN
triangular shadow? (If you cannot get pvc pipes, take a thick
sheet of paper and roll it to form tubes.
• Were you able to make a circular The diameter and length of the tubes
shadow? should be the same as that given for
• What are the other possible the pipes.)
NG
shapes? Cut a piece of black paper and put it
like a cap at one end of the big pvc
• Why are we getting different pipe and fix it with a rubber band as
shapes of shadows when the shown in Fig. 10(a). Put the white paper
object is same? like a cap at one end of the thinner pvc
Because of the straight line path pipe. Fix it with a rubber band as shown
LA in Fig. 10(a). Now make a hole in the
followed by light rays, we can get
middle of black
different shaped shadows for a single
paper cap with the
object by changing its position. The
help of a pin. Put 2
nature of straight line motion of light
to 3 drops of oil on
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of length 30 cm.
A pvc pipe, about 7 cm in diameter and
of length 20 cm. Fig. 10(b)
Sunlight can reach a depth of around 80 metres (262 feet) in the ocean.
Science VI Class
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This picture is to be observed from the This leads to the formation of an inverted
A
back of the thin pipe (see figure 10b). image.
What do you see? The flame of the The formation of inverted image on the
AN
candle appears inverted on the screen. screen of the pinhole camera explains
Why is it like that? This is not the that light travels in a straight line.
shadow of the candle. It is its image. Now look at a tree through the pinhole
By observing Fig. 11(a), try to camera as shown in figure 11(b).
understand how light enters into the
NG
pinhole camera. This will explain the
reason for inversion of image.
LA Fig. 11(b)
Fig. 11(a) What do you see?
The light from the candle travels straight We get the full image of the tree in the
in all directions from each point of the pinhole camera. But when we put a
TE
flame of the candle. But only the light candle in front of the pinhole camera,
coming in some particular directions can we get the image of the flame only. Why
enter into the camera through its is it so?
pinhole.
• Predict what would happen if we
Light which comes from the point at make two pin holes in the
T
the top of the flame goes straight camera? Try it and write down
towards the bottom of the screen and your obser vations in your
ER
A
image formed on the sheet?
Make your calss room dark by closing
The image on the white drawing sheet
doors and windows. Ask one of your
AN
is inverted. Isn't it? What difference do
friends to hold a mirror in his hand. Take
you notice between the images formed
a torch and cover its glass with a black
through the pinhole camera and
paper leaving only slit in the middle. Now
through the magnifying glass?
switch on the torch and adjust it so that
You may notice that the image formed
light falls on the mirror in your friend’s
NG
through the magnifying lens is clearer
hand. Ask your friend to adjust the
than that formed with a pinhole
mirror so that the patch of light falls on
camera.
another friend standing in front of him
Differences between Image and Shadow:
at some distance. (see Fig. 13).
We see our face in the mirror everyday.
Is this picture in mirror a shadow or an
image? How did you decide that?
LA
We know that shadows are not coloured
but an image has colours that are same
as that of the object. Also, a shadow
TE
Laser is also a kind of light. Lasers are used to destroy and kill tumours and
many other purposes.
Science VI Class
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a book. Now switch on the torch and • Light travels in a straight line.
A
focus it on the book. Can you see the • Light gets reflected when it falls
patch of light on your friend? Why? Did on any object.
the light that fell on the book not get •
AN
People came to an understanding
reflected? We know that we can see the that light travels in a straight line
objects only after light is reflected from by observing the shapes of
them, as mentioned in activity 1. shadows.
If light falls on any object, it is reflected • An image and shadow are not
back . But we see reflected light, as if same.
NG
from a source, only when it falls on the Improve your learning
objects like mirror.
1. Classify the following objects into
Precaution: You can reflect sunlight transparent, translucent, and
using mirrors and play with it. But make opaque :
sure that the reflected light does not Cardboard, duster, polythene
enter your eyes.
LA cover, oily paper, glass, spectacle
lens, piece of chalk, ball, table,
Keywords book, window glass, palm, school
Light, sources of light, shadow, bag, mirror, air, water.
Which type of materials do you
transparent substances, translucent
TE
A
paper) in your daily life? Write few examples.
6. Between an electric bulb and a 12. We would not be able to see any
tube light, which forms sharp
object around us if light does not
AN
shadows of objects? Do
experiment to find and give the get reflected. How do you appreciate
reason. this property of objects?
7. What is required to get a shadow 13. Can we use a plain mirror as a rear
of a opaque body? view mirror? If not why?
8. How can you explain that light
14. A mirror is kept on the wall of your
NG
travels in a straight line?
9. Explain what happens if the size room. Your friend is sitting on a chair
of the hole in a pinhole camera in that room. You are not visible to
is as big as the size of a green him in the mirror. How do you adjust
gram? Increase the size of the your place so that you are visible to
hole in pin hole camera and look your friend in the mirror? Explain.
at any object with that camera.
LA
What do you find? Write reasons
15. Why do we get shadows of different
shapes for the same object?
for that.
10. Draw the shadows in your note 16. What are the differences between a
book for the objects given below shadow and an image?
assuming that the light source is 17. Malati noticed changes in lengths of
TE
exactly above these objects. her shadows during the day time. She
got some doubts about this. What
could be those doubts?
18. Observe the light source and mark the place where the screens should be kept
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Light travels slower through different mediums such as glass, water and air.
Science VI Class
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16
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Living and Non-Living
AN
Venkatesh likes his blue shirt which
he bought in the previous year. Now
it does not fit him. He wants to alter
NG
it. He went to a nearby tailor shop
along with his friend Tanvir. The
tailor refused to alter the shirt
because he said that it is not possible
to increase the size of a shirt. On
the way back, the friends saw a dog
LA
lying on the roadside as if it was
fast asleep. Venkatesh wondered
whether the dog was alive or not. "It Fig 1
is quite obvious that the dog is alive,
TE
How will you decide whether the solids, liquids and gases. Another type of
dog is alive or not? category is that of living things and non
ER
The seeds of an Indian Lotus plant remain viable for 300 to 400 years.
A
things. of living things. Do all living things have
common characteristics that make them
List out as many living things as you can.
different from nonliving things?
AN
Don’t forget to give reasons for why you
think something is living. • Do you know you are a living
being? How can you say that?
Chair and tables also have four legs like
buffalo. But they can't move, why? Trees Activity-2: Compare the characteristics
cannot move but they can produce seeds Some characteristics that are listed in
NG
which give birth to new plants. How do Table-1 tells you that you are a living
we know whether some things are living being. Compare these characteristics
and some others are non-living? You will with plants, animals and rocks.
Table 1
S. Characteristics
LA
In you In plants In animals In rocks
No.
1 Growth 9 9 9 ×
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2 Movement
3 Taking Food
4 Breathing
T
6 Respond to Heat
ER
7 Respond to touch
8 Respond to light
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9 Giving birth to
young ones
A new born blue whale measures 20-26 feet (6.0 - 7.9 meters) long and weighs
up to 6,614 pounds (3003 kg).
Science VI Class
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• Do plants and animals possess the beings go from one place to
A
same characteristics as you do? another? Observe the following
• In which way do the characteristics table discuss in groups and write
the way the organisms move.
AN
of plants differ from you or from
other animals? Table 2
• What characteristics are same in Living Means of
plants and animals? organism motion
NG
Do you agree that you are the
same as other animals? Housefly
• What characteristics do you Grasshopper
observe in rocks? Frog
The things around us that possess the Snake crawls, ...
LA
characteristics listed above are known
Birds
as living things. Those which do not
possess these characteristics are known Fish
as non-living things. Plant
TE
Is it essential for a living thing to have flowers. Discuss in groups. List out the
all of these properties or could a thing movements in plants. Track your
be considered living if it has some of discussions in your notebook.
these properties? Let's take a closer look • We say that plants don't move
at the characteristics of living things. but we find plants of the same
SC
The longest living cells in the body are brain cells which can live an entire lifetime.
A
into plants and we feel that plants
have moved from one place to You notice that kittens, pups and chicks
another. Can you list these natural grow into adults. You become taller
AN
ways of seed dispersal? We will every year. Similarly, a seed germinates
learn more about this in the next into a plant. Some plants grow day by
class. day into trees. A human child grows into
Food and living beings man/woman. Plants also produce
We have seen in the chapters on food branches that show their growth. They
NG
that we as well as all other animals need grow throughout their life but we don't
food for smooth functioning of grow like that. We will grow upto certain
different activities. age and height. But some parts of the
body grow throughout our life. Think
• Do plants also need food?
LA what are those parts? (Fig. 2(a) and 2(b)).
In the chapter "plants parts and
functions", we have seen that some
parts of plants like root, stem and fruits
store food.
•
TE
Some plants cannot prepare their observations. Also add some things that
own food. They depends on the don’t grow. Record in table 4.
other platns for their nutrition. These
plants are called ‘Parasitic Plants’. eg.
Cuscuta. We also prepare food. Is our
SC
Fig. 2(b)
The average cough comes out of your mouth at 60 miles (96.5 km) per hour.
Science VI Class
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Table 3 • Do all birds have noses? How do
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they breathe?
Grows for a hen, ...
certain period • Fish can't remain alive in air.
AN
How might they breathe while
Grows throughout remaining in water?
its life
Do all living things breathe? Do plants
Doesn’t Grow rock, ... breathe like us? We know that they don't
have a nose. How would they breathe?
NG
• Do all living things grow Let us try to understand.
throughout life? Activity-4: Plant has nose
• Pick up any item from the column Take any fleshy leaf like, alovera. Peel the
'doesn't grow' in the above. Does upper layer from it and put it on a slide.
it need food?
LA Observe this under a microscope. You
• Do you grow for entire life time or will see the structures as shown in Fig. 3.
why not? They are called stomata. These are useful
for exchange of gases.
If we grew like trees, how would we look
TE
your nostrils. When we breathe in or be removed from the body. Our body
inhale, air moves from outside to inside produces different types of waste
our body. When we breathe out or materials during different life processes.
When we work hard our body becomes
exhale the air inside comes out.
An egg white is made mainly of a protein called albumen
A
The process of getting rid of wastes is
called excretion. In what forms do Animals/ birds Those which
animals excrete? that lay eggs give birth to
AN
Animals excrete wastes in different young ones
forms - dung, urine, sweat etc. Plants
also excrete their
wastes but this is not
in the same way as
animals. Have you
NG
ever observed sticky
substance on the
stems of trees?
Actually this gummy
substance are the
excretions. Generally
we feel that excretions Fig 4(a)
LA
are useless and foul smelling material.
But excretory products of animals are
used as manure. Secretions of plants like,
gums and resins, are also useful for us.
TE
The leg muscles of a locust are about 1000 times more powerful than an equal
weight of human muscle.
Science VI Class
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• Can plants be classified as Response to stimulus
A
Oviparous or Viviparous? Activity-6 : What will happen
We know that seed germinates into plants. When you step on a sharp object what
AN
This means that plants also produce their would you do? You will take back your
young ones. Seed germination is one of feet. Isn’t it? Discuss with your friend how
the ways of doing this. would we respond in the conditions given
• Are there any other ways in which in table-5.
plants produce their young ones?
NG
Table 5
Stimulus Response
When you step on a sharp object
LA
Touch a flame or fire
Touch ice-cream
See a bright light Blink, ...
TE
All living beings possess the characteristic How does this plant respond when you
feature of response to stimulus. touch it? How much time does it take
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The Atlantic Giant Squid’s eye can be as large as 15.75 inches (40 centimeters) wide.
A
also respond to stimulus. Some plants Seeds are produced from plants. We know
bloom in the morning and some at that plant is a living being. Can we say that
AN
night. These respond to sunlight. When seeds are also living? Let us discuss what
winter comes many trees shed their characteristics of living beings that seeds
leaves. They respond to change in have?
temperature.
• Does a seed take in food? From
Activity-8: Response to light by where?
NG
earthworms
• Will it die if stored for a long time?
Get an earthworm from nearby moist soil.
Take a glass jar. Cover half of the glass jar • What happens when a seed is
with black paper as shown in Fig. 6. Put sown in soil?
some soil in the jar and put the earthworm Seeds germinate and
LA
in the jar. Close the jar with a lid that turn into a whole
contains small holes, to allow air into the plant. So we can say
jar. When earthworm crawls out of the that seed is a living
covered portion, shed some light on the Fig. 6(a) thing. Can you think
TE
moves to the dark portion. It seems that non-living things. Generally we are told
earthworms show response to stimulus, that the plant is dead when it has dry
in this case light. leaves and stem. If an animal doesn’t
Science VI Class
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A
AN
NG
Fig. 7
show living characteristics, we can say that Can we see mouth and antenna of ants
the animal is dead. Is a dead plant or a and small insects with our naked eye?
dead animal non-living? When you touch flowers, a yellow colour
Dead plants, animals or any other living powder sticks your fingers. If you want
LA to know what it is, what can you do?
beings decompose to form non-living
constituents. So we can’t say dead things We cannot see all things around us with
are non-living things. They are our naked eye. Because those things like
intermediate things between living and antenna of ants, yellow powder of
TE
than their actual size. then use it for observing some micro-
Activity-9 : Prepare your own magnifier organisms.
What is a microscope?
Collect an used electric bulb. Remove its
filament. Fill water in half of the bulb. Microscope is an instrument with the
See a book through this bulb. Do the help of which we are able to see minute
SC
letters in the book seem bigger? things that we cannot see with our
naked eyes. It works like a hand or
Are all things around us visible to us? magnifying lens but it is much more
Name some small animals that you see. powerful.
The human heart creates enough pressure to squirt blood 30 feet (9 m).
A
AN
Arm Objective Lens
Stage
Coarse Focus Slide
Fine Focus Light
NG
Base
Fig 8
Basically, there are two components in What happens when you pack bread or
LA
a microscope - the structural vegetable and keep for a couple of days?
component and the visual components You observe that they become rotten
Structural components are the head/ and they emit a foul smell. We can see
body, base and arm. Visual components thin, thread like grey colour substance.
TE
are eyepiece, objective, nosepiece, After some days this grey colour
coarse and fine adjustment knobs, stage, substance turns black. If you touch this
aperture etc. material black colour substance sticks to
your fingers.
Fig. 8 shows a labeled diagram of a
compound microscope. Taking its help
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Bacteria are found everywhere - in air, water, soil, animals, people and food.
Science VI Class
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These tiny thread like structure are diseases in human beings as well as animals
A
commonly called mould. Can we say that and birds. These bacteria spread
mould is also living? from one person
AN
The mould that develops on spoiled to the other and
material is able to produce new mould. It cause various
grows. So we can say the mould is also types of diseases.
living. They spread all
over the world.
We all know that cows gives us milk. So
NG
There is no place
they are useful. Do micro-organisms help Fig. 10 in the world
us in any way? without bacteria.
• Why is idly mixture prepared the
When you suffer from a disease, the
day before?
doctor advises you to take boiled water.
• Why do we add little amount of
LA Are there micro-organisms in water? Is
butter milk to milk to get curd? the water that you drink regularly, pure?
Activity-11: Let us see bacteria
Activity-12: Micro organisms in water
Take the watery substance in curd. Put
Collect water samples from a pond, well
TE
The micro-organisms that you see under samples have the same type of micro-
the microscope are called bacteria. organisms? Is there any water without
micro-organisms? Which water contains
ER
A
like growth, breathing, excretion,
movement, response to stimulus
AN
and giving birth to young ones.
NG
pond water and bore well water? doesn't have all characteristics of
the living world.
Thus we see that micro-organisms are
present everywhere, although they are • We can see minute things under
not visible to naked eyes. From our a microscope.
activities, we could see only a few of
Improve your learning
LA
them. But there is a vast world of
micro-organisms and they are all part 1. List out common characteristics
of the living world. of living things.
Keywords 2. Why do cockroaches come out
TE
move?
• Dead material decomposes to
form non-living things. 6. What is the use of microscope?
7. Thread like structure developed in
In humans the compound used to transport of oxygen in respiration is known
by the name haemoglobin.
Science VI Class
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bread are -------------------- stomata in leaves? Write your
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predictions.
8. Which of the following is not a
response to stimulus : 12. Write down the steps of the
AN
experiment that you did in the
a) Feeling cold by touching lab to observe micro-organisms
ice. in pond water.
b) Feeling the weight of 13. How do you feel when you touch
carrying a bag of books. ‘Touch me not’ plant? Write your
NG
c) Scratching the skin at the feelings.
place of ant bite. 14. Prepare Venn diagram to
represent living and non living
d) Closing eyes immediately
characteristics of dog and tree.
after seeing bright light.
LA
9. Collect sweet potato, bottle, salt,
and water. Take a bottle full of
water and add salt, then put the
sweet potato inside the bottle.
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environment. Why?
ER
The brain operates on the same amount of power as 10-watt light bulb.