SCIENCE-PROJECT

7 Rivers and 7 Continents Class Activity Roll no River/Country Instruction

VI Prepare a project

report on soil

composition of

seven distinct

rivers in seven

countries

including their

detailed

description and

pictures.

1–10

11-20

21-30

31-40

41–onwards

Amazon (SA) and

Yamuna

Nile (Africa) and

Yamuna

Mississippi (NA)

and Yamuna

Yangtze (Asia)

and Ganga

Volga (Europe)

and Ganga

Use A4 pages to make the

project report.

Cover page with title of the

project.

Page 1: World map 7 continents

& 7 rivers.

Page 2: Detailed description

about a local river with its

pictures.

Page 3: Information about the

soil composition of a local

river, along with pictures.

Page 4: Detailed description of

an international river.

Page 5: Information on soil

composition of an international

river.

Page 6: Comparison of soil

composition of a local river and

international river.

Page 7: How soil management

is done in each country?

SCIENCE-PROJECT

Let’s Explore Village Life! Class Activity Roll no Village/Country Magazine

VI Prepare a

magazine on

village life in

England and its

features such as

literacy rate,

medical facilities,

sports club,

restaurants, food,

nature, river,

sights and

buildings.

1–10

11-20

21-30

31-40

41–onwards

Tyneham,

(England) and

Indian village

Avebury,

(England) and

Indian village

Port Isaac,

(England) and

Indian village

Staithes,

(England) and

Indian village

A village from

Scotland and

India

Use A4 pages

Cover page with title of the

project.

Page 1: Introduction to village

life

Page 2: Literacy rate in England

village and Indian village.

Page3: School facilities present

in these villages.

Page 4: Medical facilities in

England village and Indian

village.

Page 5: Sports club of activities

in England village and Indian

village.

Page 6: Restaurant & food of

England village.

Page 7: Nature, rivers & sights

in England village and Indian

village.

Page 8: Write a summary about

the lifestyle in both the villages.

SCIENCE-PROJECT

Talking Textiles, Woven Stories Class Activity Roll no Country/State Power Point Presentation

VI

Prepare a power

point presentation

on comparison

between textile

industry of India

and textile

industry of a

developed country

with description

of different

materials,

techniques used in

textile designing.

1–10

11-20

21-30

31-40

41–onwards

Greece v/s India

England v/s India

Scotland v/s India

Australia v/s

India

Singapore v/s

India

Slide 1: Title of the project

Slide 2: Introduction of textile

industry

Slide 3: Textile patterns

Slide 4: Materials &

technologies used in textile

industry of India and of a

developed country.

Slide 5: Comparison of textile

industry of India with that of

developed country.

Slide 6: Pictures of different

textiles materials of India and

other developed countries.

ARTHRITIS

Read the information about arthritis. Then answer the questions.

Many people get arthritis as they get older. Arthritis makes joints feel painful

and stiff. Arthritis happens when the cartilage covering the bones at a joint gets

damaged. It becomes rough, instead of being smooth and slippery. Sometimes, the

cartilage is so badly damaged that it does not cover the ends of the bones. Each time

the bones move, they rub against each other. The joints that are most often affected

are the knees, fingers and hips. Artificial joints are sometimes used to replace

damaged joints. Artificial joints are made of metal and plastic. One metal that is often

used is titanium. This metal does not react with the fluids inside the body. The

surfaces of the artificial joints are very smooth.

Q1. Describe what happens to a joint to cause arthritis. …………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

Q2. Explain why arthritis makes it more difficult to move a joint. …………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

PASTEURISATION

Read the information below, and then answer the questions that follow.

In 1856, Louis Pasteur was visited by a factory owner called Bigo. Bigo’s factory made alcohol from sugary liquids, such as beet juice. This is called fermentation. But Bigo had a problem. Some of the beet juice was going sour, instead of turning into alcohol. Bigo asked Pasteur to find out why this was happening. At that time, no-one knew what made sugary liquids like beet juice turn into alcohol. Most people thought it was a simple chemical reaction. Pasteur first read all the information that he could find about fermentation. He read that, 20 years earlier, a scientist had looked at fermenting fruit juice down a microscope. The scientist had seen tiny particles, with buds growing from them. They were yeast cells. Pasteur looked at Bigo’s beet juice under the microscope. In the beet juice that was producing good quality alcohol, he could see only yeast cells. But in the beet juice that was turning sour, he could also see smaller, rod-shaped micro-organisms. Pasteur did experiments to show that the beet juice only turned into alcohol when yeast was present. This was the first time that anyone had proved that fermentation was caused by micro-organisms.

Q1. What was the problem that Bigo asked Pasteur to help with?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

Q2. How did Pasteur begin his research into Bigo’s problem?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

Q3. Pasteur concluded that yeast caused the beet juice to turn into alcohol. What evidence

did he have for this conclusion?

Evidence that other people had found:

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

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SORTING PLANTS INTO GROUPS

The drawings show four plants. For each plant, say which of these groups it belongs to: mosses ferns conifers flowering plants

Describe the features of the plant that helped you to decide which group it belongs to.

Group ............................... Group .................................... Features .............................. Features .....................................

Group ............................... Group .................................... Features .............................. Features .....................................

LICHENS Lichens are small, plant-like organisms. They can often be found growing on stones, rocks and tree branches.

Lichens are affected by sulfur dioxide. Some kinds of lichens are killed by very small concentrations of sulfur dioxide. Other kinds can grow in higher concentrations of sulfur dioxide. The table shows the maximum concentration of sulfur dioxide in which six kinds of lichen can grow.

Lichens Maximum concentration of sulfur dioxide in which it can grow / micrograms per cubic metre

A 170

B 125

C 60

D 50

E 30

F 5

Q1. Which lichen can grow in the highest concentration of sulfur dioxide? ………………………………………………………………………………………………..... Q2. Which lichens can grow in a sulfur dioxide concentration greater than 70 micrograms per cubic meter? ………………………………………………………………………………………………..... Q3. Which lichens can grow only in a sulfur dioxide concentration less than 40 micrograms per cubic meter? ……………………………………………………………………………………………….....

HAZARD SYMBOLS

Draw a line from each hazard warning label to the explanation that matches it. You may need

to use the internet or reference books to find some of the answers.

Hazard warning label Explanation

A substance that can cause harm.

A substance that gives off a large amount of heat, when in contact with other substances.

A substance that can explode if it comes in contact with a flame or heat.

A substance that can poison you.

ADAPTATIONS OF ANIMALS

1. Investigate for animals that have any of these adaptations for breathing or moving.

2. If it has, draw or write its name in the correct box.

Adaptations for

movement Example 1 Example 2 Example 3

Streamlined

Shape

‘Oar’ Like legs

Air sacs

Swim Bladder

Flattened shapes

Abundant bristles

Suckers

Adaptations for

breathing

With gills

Without gills

ENERGY FOR LIFE

1. Add the name of a plant in the blank box next to the sun. It shows the energy trapped

by the plants.

2. Add the name of some herbivore in the next box. The arrows to the herbivores show

that the trapped energy from the plant now passes on to the herbivore.

3. Add the name of some carnivore in the box below that of herbivore. This arrow now

indicates that energy has finally travelled from herbivores to carnivores.

GRASS PLANKTON

FISH

SHARK

CHANGES OF STATE

Q1. Choose from the list to complete the spaces below:

Condensation, melting, evaporation, freezing, sublimation

1.

4.

1. 2.

3. 4.

2. 3.

Q2. Say whether the events given below are examples of melting, evaporation,

condensation or sublimation.

a. The ice cubes in my drink have disappeared.

b. The mirror in the bathroom had misted up.

c. The old night has left ice on the road

d. My ice cream has dripped down my shirt.

e. There is steam coming off that hot water.

f. My clothes are all dry now.

Q3. Say whether you need to add heat or remove heat to make these things happen.

a. Freeze water to make ice.

b. Melt an ice cream.

c. Change a liquid into a solid.

d. Change a solid into a gas.

e. Dry off some clothes.

Liquid

Solid

Gas

METALS AND NON METALS

Q1. Use 2 different colours to show whether the words in the word search describe

metals or non-metals.

METAL NON-METAL

Extension:

1. Which metal is liquid at room temperature?

2. What does malleable mean?

3. Which metals are magnetic?

4. Which non-metal can conduct electricity?

Brittle

Dull

Malleable

Conductor

Insulator

Non-magnetic

Ductile

Magnetic

Shiny

HABITATS

Directions: Fill in each of the following blanks with the correct vocabulary word. The

vocabulary words are located in the word bank. Carefully read the sentences, along with your

answers, to make sure that your answers make sense.

Word Bank:

scavenger bark omnivore predator

producer prey herbivore habitat

decomposer roots carnivore food chain

consumer leaves root hairs

1. A _________________________________ is a hunter and must hunt for food in

order to survive.

2. I am an animal that loves to eat only meat. I am called a

__________________________.

3. An animal that gets eaten by other animals is called _______________________.

4. I am a bear, and I love to eat plants and meat. I am called an

______________________.

5. A plant can make its own food by using sunlight. It is green in colour and is called a

________________________.

PHOTOSYNTHESIS

Green plants are able to make their own food from simple raw materials around them. This

process is called __________________________________.

Energy is needed for _______________________________. This energy comes from

_______________________. ________________________ is a substance that absorbs

sunlight.

The light energy is able to _______________________ carbon dioxide and

____________________ into ____________________________. The sugars are the plant

______________________. Oxygen is made as a _______-product.

This is the word equation for the reaction:

Carbon dioxide + ___________ Sugar + ____________________

Word Bank

water sugar

carbon dioxide

photosynthesis

oxygen sunlight

THE HUMAN SKELETON

There are 206 bones in the human skeleton. Label the different bones in the given picture.

READING TEMPERATURE

Read and record the temperatures in degrees Celcius and degrees Fahrenheit.

ACIDS, BASES AND SALTS

Fill in the blanks with words from the box.

FORCE

Q1. The table below includes description of four kinds of forces.

Name of force Description of force

The push of one object on another when they are touching

The force produced when one surface slides over another

The force on an object when it moves through the air

The pull of earth’s gravity on an object

Use words from the list to fill the spaces in the first column.

Friction Weight Contact force Air Resistance

Q2. The diagram shows a boy pushing a box along the ground.

Draw a labelled force arrow to represent each of the following force:

a) The push of the boy (label A)

b) The weight of the box (label B)

c) The contact force of the ground on the box (label C)

MEASURING FORCE

Q1. Look at the picture. Put the force in order, from smallest to biggest.

(label them as 1st, 2

nd and 3

rd )

a) b) c)

Q2. Look at the given picture.

a) Write the name of this device.

…………………………………………………………………………………………………

b) What is the biggest force this device can measure?

…………………………………………………………………………………………………

GRAVITATION FORCE

Q1. Draw a diagram in the given box to show yourself, standing on the ground. Add force

arrow to show your weight.

Q2. Draw a diagram in the given box to show the earth. Mark the centre of the earth. Show

yourself, standing on the earth. Add a force arrow to show your weight.

THE EARTH AND BEYOND

Q1. a) In which direction is the sun when it rises?

……………………………………………………………………………………………….

b) Describe how stars move in the sky at night.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

Q2. The drawing shows the Earth and the Sun. It shows the Earth’s position around the sun.

Answer the following questions.

a) Mark a point on the earth where it is night-time. Label this ‘night’.

b) Draw the position of the Earth three months after January, in April.

c) Use the diagram to explain why the stars we see in July are different from the stars

we see in January.

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