CLASS - IV

SCIENCE
Theme 1: Human Body: Food we Eat

The underlying aim of this theme is to provide information about and discuss the various
components of food and also develop an awareness regarding the importance of eating a
balanced nutritious diet. The content would further help in developing skills such as,
i.e., classification, and sensitivity towards environment and sensitivity towards wastage
of food.

Learning Outcomes:
Children will be able to:
discuss and share various kind of food items used by a family on various occasions;
list out food items based on ‘energy giving’, ‘body building’ and ‘protection from diseases’;
classify food items into various components based on their function and cite examples of each
component of food;
explain the need for balanced diet in their own words;
discuss the need of each food component for healthy living;
infer why different groups of people require different amount and kinds of food (child, adult,
elders, etc.);
suggest various ways to avoid food wastage;
appreciate the need and importance of plants/ environment in our life;
develop a sensitivity towards plants and the environment.

Human Body: Food We Eat

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
Revisit concepts/ skills of  Revisit concepts learnt in Class III  Live experience of children
learnt in Class III. and build on previous learning. related to food.
 Food for energy, for work,  Providing opportunities to children to  Various kinds of food
food for growth (body share their personal experiences items (actual).
building), food for about the food they generally eat,  Picture cards of different
protection from diseases. what they like and do not like, food items and their role.
 Components of food: different kinds of food available  Documentary film on a
Carbohydrates, Proteins, around them etc.; balanced diet.
Fats, Vitamins, Minerals,  Providing opportunities to children to  Doctor and/or Dietician.
Water and roughage as observe various kinds of food items,  Charts and visuals on food
essential components. and list out those that provide energy, items.
 Examples of each group of vitamins, minerals, body  Magazines describing
food component. building/wear & tear (actual/visuals); more information on food
 An idea of a balanced diet.  Organizing group activities to classify items (food of children,
 Care of food to avoid food items based on their functions adults, elders).
wastage. (energy giving, body building and  Children’s portfolio
protection from diseases);  Children’s drawings.
 Showing documentary films/charts on  Worksheets
balanced diet and later organizing a provided/prepared by the
discussion; teacher.
 Conducting individual activities by

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 Human Body: Food We Eat
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
asking each child to make a menu of
one week keeping the need for a
balanced diet in view (under
supervision of elders).
 Discussing / interacting with the
Dietician.
 Assigning individual/group projects
to children on:
 Drawing pictures/ collecting
pictures of each kind of group of
food;
 Preparing a component-wise
chart on different food items with
examples.
 Discussing ways to avoid food
wastage.
 Conducting activities in the school
(tree plantation, care of plants) to
develop a habit for care and
protection of plants.

Integration: Languages, Health and Physical Education, Social Studies (Our State - Agriculture
(Types of Crops))

Life Skills: Sensitivity towards plants/environment, appreciating the value of avoiding wastage of
food.

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 Theme 2: Human Body: The Teeth

The main focus of this theme is to create awareness regarding the various kinds of
teeth in human beings and the importance of dental care and regular check-ups. The
theme will also focus on the need for daily brushing to keep teeth healthy and strong
for healthy living.

Learning Outcomes:
Children will be able to:
identify and name the different kinds of teeth in human beings;
draw pictures of each kind of tooth and label the parts of a tooth;
discuss the need for various kinds of teeth in human beings and explain their functions;
infer why the old people, adults and children have different number of teeth;
demonstrate healthy habits related to taking care of their teeth;
give reasons why the gums and teeth get spoilt/damaged;
suggest ways to keep teeth and gums healthy and strong;
appreciate the importance of regular check-up of teeth;
relate healthy food habits with the development of healthy teeth and proper brushing.

Human Body: The Teeth

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Kind of teeth in the mouth  Providing opportunities to children to  Children’s own
and location. share their personal experiences experiences.
 Structure and Functions
(when did milk teeth first appear, how  Tooth brush, Tongue
many teeth do they have, etc.) cleaner
of each kind of tooth.  Organizing simple activities  Pictures on the process of
 Diagram with labelling of individually and in small groups with cleaning the teeth, tongue
parts of a tooth, number of children such as: etc.
teeth of each kind in:  Counting one’s own teeth and  Film on care of teeth.
infants and adults. sharing with the peer group;  Magnifying glass to
 Care of Teeth and Gums:
 Visiting a dentist/ inviting a
dentist to conduct a question 
observe teeth/gums.
Medical reports of
Causes of cavities/ answer session in the class; children.
deficiencies and steps to  Organizing discussion in small groups
prevent them. on care of teeth;
 Need for regular check-up  Providing opportunities to draw
to keep teeth healthy; pictures of kinds of teeth and labelling
them;
importance of healthy
dental care habits.
 Making models of various types of
teeth;
 Role of food in the  Showing a documentary on care of
development of healthy teeth/steps showing the process to
teeth and gums. clean teeth followed by group
activities to demonstrate healthy ways
of brushing one’s teeth.
 Maintaining children’s portfolio to
keep their medical report for regular
check-ups.
 Discussing / interacting with the
Dentist.

Integration: Health and Physical Education

Life skills: Healthy habits for a healthy living

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 Theme 3: Human Body: The Digestive & Excretory Systems

The main objective of this theme is to create an awareness and understanding regarding
the functioning of the digestive and the excretory systems in the human body. The
theme also aims at to promoting healthy habits for healthy living. While transacting this
theme, the concepts covered in this theme may be related with the themes ‘Food we
Eat’ and ‘The Teeth’ to develop a better understanding on related concepts.

Learning Outcomes:
Children will be able to:
draw and label parts of the digestive system;
name and identify organs of the digestive system;
discuss the functions of the digestive system in the human body;
explain the functions of each digestive organ in his/her own words;
give reasons for chewing of food for better digestion;
name and identify organs of the excretory system;
explain and functions of each organ of the excretory system;
draw and label parts of the excretory system;
discuss the need for the excretory system in the body;
identify various habits that help to keep the digestive and excretory organs healthy.

Human Body: The Digestive and Excretory Systems

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Organs of the digestive  Providing opportunities to children to  Pictures/charts of the
system (mouth, food pipe, share their own experiences. digestive and excretory
stomach, liver, small and  Drawing attention to the various systems.
large intestine, rectum, organs in a model/chart of the  Models showing various
anus). digestive and excretory systems. organs of digestive and
 Functions of various  Opportunities to draw pictures of both excretory systems.
organs in digestion, need the systems and labelling the organs  e-programme/content on
for chewing food well, and in both the systems. digestive/excretory
for regular bowel  Discussing the importance of water in systems.
movements. the process of digestion and excretion.  Cut out of the human body
 Need for water.  Discussing the functions of the locating places of various
 Organs of the excretory different organs of the digestive and organs of both the
system and their functions. excretory systems, through systems.
 Healthy habits related to models/charts.  Diagrams on the digestive
digestion and excretion.  Discussing healthy food habits related and excretory systems
to digestion and excretion and made by children.
relating them with the children’s own  Discussion on junk and
experiences healthy food items

Integration: Languages, Health and Physical Education.

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 Theme 4: Adaptation in Animals

The theme ‘Adaptation in animals’ would discuss need for adaptation in animals by
referring to the different habitats. The theme would also discuss adaptations seen in
the bodies of herbivores, omnivores and carnivores. Some key concepts such as need for
adaptation, reasons for adaptation in animals would also be discussed to create
awareness amongst children by using various examples.

Learning Outcomes:
Children will be able to:
discuss the need for adaptation in animals to survive in their different habitats;
enlist reasons of adaptation in animals: on land, in air and in water;
give examples of adaptations of animals: on land and in water;
relate modification of body parts in various animals due to food habits (herbivores, carnivores,
omnivores);
give examples of herbivores, carnivores and omnivores;
develop empathy, love and concern for animals.

Adaptation in Animals
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Adaptation in animals.  Sharing/listening to the  Pictures of animals having
 Need for adaptations in experiences of children related adaptations.
animals. to adaptation in animals.  Flash cards.
 Reasons of adaptations.  Showing a film/picture and  Digital images (in animals).
 Examples of adaptations in then creating situations to  Web map of animals showing
animals: on land, in water. identify adaptations in various adaptations on land.
 Adaption in modification of animals have.  Web map of animals showing
body parts in herbivores,  Assigning project work to adaptations in water.
carnivores, omnivores. children in  Charts prepared by children.
 Examples of each. groups/individually to develop  Documentary film on
 Care and concern for animals charts depicting adaptation in adaptation in animals.
animals due to water, land,
food habits;
 Assigning Project work to
children in groups
/individually to develop scrap
books on adaptations in
animals.

Integration: Languages, Health and Physical Education, Social Studies (Our State-Landforms,
Climate, vegetation)
Life Skills: Care and concern for animals

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 Theme 5: Adaptation in Plants

The theme ‘Adaptations in Plants’ is expected to provide awareness and information

regarding the need for adaptation in plants on land, in water and due to variation in
habitat, along with examples. The theme would also be expected to develop skills
related to observation, concern and care for plants.

Learning Outcomes:
Children will be able to:
discuss the need for adaptation in plants to survive in their habitat;
enlist reasons of adaptations in plants on land, water, desert and hilly areas;
give examples of plant adaptations on land, water, desert and hilly areas;
draw pictures of various adaptations in plants.

Adaptation in Plants
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Need for adaptation in plants.  Sharing/listening to the  Pictures.
 Examples of adaptation of learning experiences of  Flash cards.
plants on land with examples. children related to adaptation  Digital images (various
 Examples of adaptation of in plants. plants).
plants in water with examples.  Showing various plants having  Web map of plants showing
 Examples of adaptation of adaptations due to their adaptations.
plants in desert with habitats.  Examples of adapted plants.
examples.  Creating situations to identify  Charts prepared by children.
 Examples of adaptation of various other plants having  Documentary film on
plants in hilly areas with (after seeing pictures/films) adaptation in plants.
examples. adaptations.
 Assigning project work to:
 develop charts depicting
adaptation of plants in
different habitats i.e. water,
land,
 develop scrap book on
adaptation in different
plants with examples
 Drawing of pictures by
children of different
adaptations seen in plants.

Integration: Languages, Social Studies (Our State-Landforms, rivers, climate, vegetation)

Life skills: Concern for the environment

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 Theme 6: Plants in the Surroundings and Environment

The aim of this theme is to acquaint children with the classification of plants and
functions of different parts of plants. The functions of leaves along with the processes
of transpiration and photosynthesis will also be discussed in a simple manner. The theme
would also highlight the significance of plants in our lives by taking different examples
from children’s daily lives.

Learning Outcomes:
Children will be able to:
identify plants as herbs, shrubs and trees;
identify the kind of roots seen in plants (through observation);
differentiate between tap and fibrous root (through observation);
cite examples of plants with the tap and fibrous root systems;
draw pictures and label each kind of root system;
identify variations in leaves (observation);
discuss the process of photosynthesis in their own words (simple non-technical language);
demonstrate presence of iodine in a leaf through a simple experiment (with support of elders).

Plants in the Surroundings and Environment

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Parts of plants and their  Providing opportunities to observe  Various kind of leaves,
uses (Revisiting earlier various kinds of plants and different parts of plants
concepts). categorizing them as herbs, shrubs  Plant products-wood, coir,
 Roots: kinds of roots, their and trees. rubber.
functions and examples.  Drawing pictures of leaves and  Hand lens.
 Shoots: functions of the colouring them.  Apparatus required for
stem.  Showing through simple experiments experiments on
 Functions of the leaf: different functions of the photosynthesis and
Photosynthesis, leaf (showing stomata, green pigment) presence of iodine in
transpiration process (in to explain transpiration, leaves.
simple language). photosynthesis (in simple language  Visuals /videos on the use
 Iodine test for starch in using non-scientific terms). of plants.
leaves.  Conducting simple experiments/  Collection of products of
 Products obtained from activities (hand lens) to locate stomata plants.
plants such as food items, on the surface of leaf  School’s herbal garden.
wood, coir, rubber, fibres.  Providing opportunities to children to
discuss various uses of plant products
in our life, with examples
 Conducting experiment to
demonstrate the process of
photosynthesis
 Conducting experiment showing
presence of starch in leaves using
iodine test
 Providing opportunities to appreciate
the significance of plants in our life.
 Creating a herbal garden.

Life Skills: Sensitivity towards plants and environment.

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 Theme 7: Air

‘Air’ is an important component for our life. Many activities are carried out with the
help of air. This theme will help to develop clarity in children regarding properties of
air, besides discussing the causes of air pollution and remedies for the same. The
theme is also expected to develop experimental and observational skills.

Learning Outcomes:
Children will be able to:
give reasons why air is important for living beings;
demonstrate some properties of air through simple experiments (air has weight, occupies
space, expands and has no colour);
demonstrate the process of inhalation/exhalation of air;
discuss causes of air pollution in the environment / surroundings;
suggest ways/remedies to reduce air pollution in the environment;
show concern about the environmental activities which cause air pollution.

Air
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
Revision of Class III-Matter  Revisiting concepts learnt in the  Apparatus /objects
earlier classes. required to conduct
 Some properties of air i.e.,  Building on children’s earlier experiments.
occupy space, weight, learning.  Project work report on
expands, no colour.  Conducting simple experiments to causes of air pollution.
 Composition of air (gases demonstrate that air has weight,  Project work report on
+ water vapour). occupies space, air expands. ways to prevent air
 Process of breathing and  Arranging live demonstration to show pollution.
burning. the process of inhalation/ exhalation  Origami material.
 Causes of air pollution – of air by lungs.
dust, smoke, spitting  Arranging a class activity for all
(germs/bacteria, Virus), children to demonstrate the process of
preventive measures to breathing and deep breathing for
keep air clean. healthy living.
 Organizing group discussions to
identify causes of air pollution.
 Assigning projects (group work) to
children to list down ways to prevent
air pollution.
 Facilitating origami activities with
children like making kites,
aeroplanes, etc.
 Decorating the classroom by making
small kites.

Integration: Languages, Health and Physical Education, Social Studies (Pollution- its impact on
the environment, The Earth- Atmosphere)

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 Theme 8: Materials and Solutions

The theme ‘Materials and Solutions’ is expected to develop in children an understanding

of the meaning ‘solute’, ‘solvent’ and ‘solution’ through daily life examples. The theme
would also deal with various methods of separation of insoluble material from
water/liquids.

Learning Outcomes:
Children will be able to:
discuss/share examples of solvent, solute and solution in day-to-day life;
explain each term in their own words;
conduct experiments to make solutions by using solute and solvent;
identify various methods of separation of solute and solvent from solution;
distinguish between the methods of sedimentation, filtration and evaporation;
give an example of the methods of - sedimentation, filtration and evaporation;
differentiate between soluble and insoluble substances in liquids;
cite examples of soluble and insoluble substances.

Materials and Solutions

Key Concepts Suggested Transactional Suggested Learning
Processes Resources
Revisit learning of Class III  Building on previous learning  Collection of soluble and
 Definition- solvent, solute and and concepts. insoluble substances.
solution, giving examples of  Conducting simple  Apparatus to show making of a
each (simple language). experiments to demonstrate solution.
 Soluble and insoluble how to make solutions in  Sieving apparatus, filter paper.
substances giving examples of various solvents.  Apparatus to show
each (solubility in oil, water)  Conducting activities/ to evaporation activity.
 Method of separation: demonstrate various ways of
sedimentation, decantation, separating impurities from a
filtration, evaporation. solution.
 Conducting simple
experiments showing soluble
and insoluble substance in
solvent.
 Encouraging children to cite
examples of various solutions
used in day-to-day life.
 Citing examples of the process
of sedimentation, decantation,
filtration and evaporation.
 Demonstrating to children in
groups and as a whole class:
 the process of
sedimentation (sand +
water, clay + water);
 the process of decantation,
filtration and evaporation
(sugar in water).

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 Theme 9: Light

The expectation of this theme is to create awareness about various sources of light in
the environment and simple properties of light, by taking examples from daily life. The
theme is also expected to provide an understanding of how a shadow is formed and
various uses of natural sources of light. The theme would also focus on how to save and
conserve light energy in our day-to-day lives.

Learning Outcomes:
Children will be able to:
identify various sources and uses of light in the environment;
distinguish between natural and artificial sources of light;
cite examples of natural and artificial sources of light;
appreciate the use of natural source of light in our day-to-day life;
differentiate between luminous and non-luminous objects;
differentiate between transparent, translucent and opaque objects in the surroundings;
cite examples of each type of object, i.e. transparent, translucent and opaque;
explain the process of shadow formation in simple language.

Light
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Source of light: natural and  Creating situations for sharing  Pictures/live examples of
artificial. personal experiences of various sources of light.
 Examples of sources of children and discussing them.  Objects depicting transparent,
natural and artificial light.  Demonstrating luminous and translucent, opaque features.
 Luminous/non-luminous non-luminous objects (plain  Photographs/Pictures on the
objects. paper and paper with oil process of shadow formation.
 Properties of light. drop).
 Transparent, translucent and  Initiating discussion, asking,
opaque objects. Examples of questions related to light and
each category of objects. its properties, showing simple
 Uses of these objects in daily activities/experiments.
life.  Organizing activities to
 Formation of shadows identify different objects as
(how a shadow is formed - transparent, translucent and
not in technical terms). opaque.
 Conducting experiments to
demonstrate how shadow is
formed.

Integration: Social Studies (Motions of the Earth)

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 Theme 10: Measurement

The theme ‘Measurement’ is expected to develop an awareness and understanding of the

need for a unit of measurement to explain any object, process and phenomenon. The
theme would also discuss various measuring instruments used in daily life. The emphasis
of this unit is not only to develop scientific understanding but also to create a
functional understanding of measurement in children.

Learning Outcomes:
Children will be able to:
appreciate the need for measurement of various things/phenomenon;
identify various instruments used for measurement;
differentiate various instruments based on their uses in daily life;
give examples of unit of measurement of some objects;
cite examples of activities where unit of measurement is required.

Measurement
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Need for measurement  Providing opportunities for  Discussion/question answer
 Examples of measurement in discussion, interaction among interaction among children
daily life (buying goods, peer group; child and teacher. and teacher
watching time)  Creating situations in the  Instruments used for
 Simple description of classroom for questioning, measurement (scale, tape,
instruments used for making questions. weighing machine, ruler,
measurement (ruler, tape,  Demonstrating each clock, etc.)
weighing machine, instrument to observe and  Examples/situations where
thermometer, clock) describe. unit of measurement is
 Use of each instrument, how  Discussing uses of each required
to read/use them. instrument in daily life.  Children’s drawings.
 Demonstrating ‘How to use’
with instructions.

Integration: Mathematics (Measurement)

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 Theme 11: Push and Pull

In this theme, children will learn that pushes and pulls are examples of Force which can
change the shape/ direction of an object. Children will also be familiarized with the
various kinds of forces experienced in day-to-day life.

Learning Outcomes:
Children will be able to:
discuss examples of push and pull seen in day-to-day life;
differentiate between push and pull and give examples of each;
describe push and pull in their own words (not definition);
identify various kind of forces seen in day-to-day life (muscular, gravitational, magnetic,
frictional);
explain each force in their own words;
cite examples of each force by relating it with daily life;
demonstrate push and pull situation in a group activity (with safety precautions).

Push and Pull

Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 The concept/ meaning of push  Showing and discussing the  Apparatus/Objects to
and pull and difference difference between push and demonstrate push and pull
between the two; pull and citing examples of  Pictures of examples of push
 Examples of push and pull. each in groups; and pull in real life situations.
 Force: meaning in simple  Sharing/showing push and
terms, changes shape of pull situations as a
objects and direction; demonstration activity and
 Meaning of various types of later involving students to do
forces – muscular, it in groups;
gravitational, magnetic and  Demonstrating various kinds
frictional. of forces through simple
activities,
 Organizing group activities for
demonstration of various
kinds of forces by children and
explaining them in their own
words

Integration: Physical Education.

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 Theme 12: Friction as a Force

In this theme, children will build on their previous knowledge of Forces and learn more
about Friction as a force and the role it plays in our lives. The theme will focus on
uses of friction and also on concept formation by using simple examples.

Learning Outcomes:
Children will be able to:
cite examples of friction observed in daily life and explain friction in their own words;
explain uses and harmful effects of friction in daily life;
conduct simple activities/experiments demonstrating friction.

Friction as a Force
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Friction – meaning, concept.  Providing opportunities to  Children’s experiences.
 How to reduce friction (oil, children to discuss / share  Oil, powder and other objects
powder). their experiences. that can illustrate friction.
 Uses of friction.  Conducting activities /  Different surfaces
 Harmful effects of friction. experiments that demonstrate  Playing Carom Board.
 Examples of friction. friction.
 Creating situations to
demonstrate friction on
various kinds of surfaces.
 Asking children to identify
situations where friction may
be harmful.

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