Getting to Know Plants

Given: We need to recall herbs we have seen in our surroundings.

Herbs are small plants with soft, green stems. They are usually short and do not have woody stems.

Some herbs I have seen and where I have seen them:

1. Tulsi (Holy Basil) — seen in the courtyard/garden at home. It is kept in a pot and worshipped in many Indian homes.
2. Mint (Pudina) — seen in the kitchen garden at home and in the market.
3. Coriander (Dhaniya) — seen growing in small pots in the kitchen and in vegetable markets.
4. Curry Leaves plant — seen in the backyard of our home.
5. Aloe Vera — seen in pots on the terrace and in parks.

*(Note: Students may write the names of herbs they have personally seen. Answers will vary.)*

Given: A picture of a plant that winds or spreads along a surface or climbs upward is shown (image not visible, but context describes a vine).

Concept:
- A climber is a plant that uses support (like a wall, tree or fence) to grow upward. It has tendrils or twining stems. Example: Money plant, Grapevine.
- A creeper is a plant that grows along the ground or surface. Example: Pumpkin, Watermelon.

Based on the description in the text (a vine winding up a tall tree), this is most likely a climber.

In different languages:
- Hindi: बेल (Bel)
- Telugu: తీగ (Teega)
- Tamil: கொடி (Kodi)
- Kannada: ಬಳ್ಳಿ (Balli)

*(Students should write the name in their own regional language.)*

Given: We need to recall climbers and creepers from our surroundings.

Climbers I have seen:
1. Money Plant — seen climbing up walls inside George's house and in many homes.
2. Grapevine — seen in gardens and farms, climbing on fences.
3. Bitter Gourd (Karela) — seen in kitchen gardens, climbing on bamboo sticks.
4. Beans — seen in vegetable gardens, climbing on sticks.

Creepers I have seen:
1. Pumpkin (Kaddu) — seen spreading on the ground in farms and gardens.
2. Watermelon — seen in fields, spreading along the ground.
3. Sweet Potato — seen in fields.

Names in my language (Hindi examples):
- Money Plant — मनी प्लांट
- Bitter Gourd — करेला की बेल
- Pumpkin — कद्दू

*(Students should write names in their own regional language. Answers will vary.)*

Given: Three plants are mentioned — Marigold, Neem, and Jujube (Ber).

Concept: Plants are classified as trees, shrubs, herbs, grasses, climbers or creepers based on their height, stem type and growth pattern.

| Plant | Local Name (Hindi) | Type |
|---|---|---|
| Marigold (Banthi in Telugu) | गेंदा (Genda) | Herb — it is a small plant with a soft stem, grown in gardens and used for garlands. |
| Neem (Bevugida in Kannada) | नीम (Neem) | Tree — it is a tall, large plant with a hard, woody stem and many branches. |
| Jujube / Ber (Boroi in Manipuri) | बेर (Ber) | Shrub — it is a medium-sized plant with a somewhat woody stem and many branches from near the base. |

*(Students should write the names in their own regional language.)*

Given: This is an observation activity to be done outdoors near school.

How to do this activity:
1. Stand in a group of 2–4 near a tree or shrub in the school compound.
2. Look all around — up at tall plants, at medium-height plants, and down near your feet.
3. Count and note the different types of plants you see.

Sample observation (answers will vary):

| Type of Plant | Examples Spotted | Number of Kinds |
|---|---|---|
| Trees | Neem, Mango, Peepal | 3 |
| Shrubs | Hibiscus, Rose | 2 |
| Herbs | Tulsi, Coriander | 2 |
| Grasses | Lawn grass, Wild grass | 2 |
| Climbers | Money plant, Beans | 1 |
| Creepers | Pumpkin vine | 1 |

Conclusion: There are many different kinds of plants around us. Each type has a different size, stem and way of growing.

*(Students should record their own actual observations.)*

Given: This is a long-term observation activity. Students choose a plant, name it, water it daily, and record observations.

Sample completed observation table:

Name of my plant friend: Sunflower (I call it 'Sunny')

Time and date of observation: Morning, 15th July

Month: July

Weather: Sunny and warm

| Plant Part | Many, a Few or None | Colour | Shape (describe or draw) | Any Other Observation |
|---|---|---|---|---|
| Leaves | Many | Dark green | Large, oval, slightly rough edges, pointed tip | Leaves feel rough when touched |
| Flowers | A few | Bright yellow with brown centre | Round, like the sun, with many petals | Faces towards the sunlight |
| Fruits | None | — | — | No fruits yet; flowers are still blooming |

Care taken: Watered the plant every morning. Made sure no one plucked its leaves or flowers.

*(Students should fill in observations based on their own chosen plant. Answers will vary.)*

Given: This is a follow-up observation activity over several visits to the same plant.

Sample observations (answers will vary):

1. New leaves: Yes, I found small, light green new leaves growing at the tips of the branches. They are softer and lighter in colour than the older leaves.

2. Change in colour: Yes! The new leaves were light green or sometimes slightly reddish. As they grew bigger, they turned darker green.

3. Old leaves falling: Yes, some old leaves turned yellow, then brown, and fell to the ground. The ground near the plant had some dry, brown leaves.

4. Flowers and fruits: After a few weeks, I noticed small buds appearing. Later, flowers bloomed. After the flowers dried up, tiny fruits started to form.

5. Other observations: I saw a butterfly sitting on a flower. A small ant was walking on the stem. The plant grew taller over the weeks.

Conclusion: Plants are always changing — new leaves grow, old ones fall, flowers bloom and fruits form. Plants are living things that grow and change over time.

*(Students should write their own actual observations.)*

Given: This is an observation and drawing activity about leaves.

How to do this activity:
1. Go outside and observe different leaves around you.
2. Draw each leaf carefully in your notebook, colour it, and write its name.
3. Describe each leaf to a friend.

Sample descriptions of leaves:

| Leaf | Colour | Shape | Size | Texture | Smell |
|---|---|---|---|---|---|
| Mango | Dark green | Long, pointed at tip | Medium | Smooth on top, slightly rough below | Mild, pleasant smell when rubbed |
| Tulsi | Light green | Small, oval with slightly jagged edges | Small | Slightly rough | Strong, pleasant, medicinal smell |
| Peepal | Green | Heart-shaped with a long pointed tip | Medium-large | Smooth | No strong smell |
| Neem | Green | Small, narrow, slightly curved | Small | Smooth | Bitter smell |

Statements we can make about leaves after this activity:
1. Leaves of different plants have different colours, shapes and sizes.
2. Some leaves have a strong smell while others have no smell.
3. Leaves can be smooth, rough or waxy in texture.
4. Most leaves are green, but the shade of green can be different.
5. Leaves help us identify the plant they belong to.

*(Students should draw and colour actual leaves they observe. Answers will vary.)*

Given: This is a sensory experiment using the sense of smell to identify fruits.

How to do this activity:
1. Sit with eyes closed (or blindfolded).
2. Ask a friend to slowly bring a whole fruit closer to your nose.
3. Try to name the fruit by its smell alone.
4. Repeat with pieces of cut fruit.
5. Note from how far you could smell each fruit.

Sample observations:

| Fruit | Recognised (Whole)? | Distance (Whole) | Recognised (Cut)? | Distance (Cut) |
|---|---|---|---|---|
| Mango | Yes | About 20 cm | Yes | About 50 cm |
| Guava | Yes | About 15 cm | Yes | About 40 cm |
| Pineapple | Yes | About 30 cm | Yes | About 60 cm |
| Banana | Yes | About 25 cm | Yes | About 45 cm |

Conclusion:
1. Yes, it was easier to recognise cut fruit by smell because cutting releases more of the fruit's natural fragrance.
2. Pineapple (or mango) could be smelled from the farthest away because it has the strongest smell.
3. Our sense of smell is very powerful and can help us identify things even without seeing them.

*(Students should record their own actual results. Answers will vary.)*

Given: A picture of a tomato plant is shown (image not visible, but the parts are described in the text).

Parts of a Plant:

A plant has the following main parts:

1. Roots — The part of the plant that grows underground. Roots absorb water and minerals from the soil and hold the plant firmly in the ground.

2. Stem — The part that grows above the ground and supports the plant. It carries water and food between the roots and leaves.

3. Leaves — Flat, green parts attached to the stem. Leaves make food for the plant using sunlight, water and air (a process called photosynthesis).

4. Flowers — Colourful parts of the plant. Flowers help in producing fruits and seeds.

5. Fruits — The part that develops from the flower. Fruits contain seeds. Example: Tomato is a fruit.

6. Seeds — Found inside fruits. Seeds can grow into new plants.

Labelling the Tomato Plant:
(Students should draw the tomato plant and label the following parts with arrows:)
- Roots (at the bottom, underground)
- Stem (the main stalk above ground)
- Leaves (green, attached to the stem)
- Flowers (small yellow flowers)
- Fruits/Tomatoes (red round fruits)
- Seeds (inside the tomato fruit)

*(Students should label the diagram in their textbook or notebook.)*

Given: This is a hands-on activity to observe tree bark and make bark rubbings.

How to do this activity:
1. Go to a tree in or near your school.
2. Touch the bark — notice if it is rough, smooth, cracked or scaly.
3. Look carefully for any insects, animals or small plants on the bark.
4. Press a sheet of paper firmly against the bark.
5. Rub a crayon or pencil gently over the paper. The pattern of the bark will appear on the paper.
6. Write the tree's name on the back of the paper.
7. Show it to friends and see if they can guess the tree.

Sample observations:

Tree chosen: Neem tree

- Texture of bark: Rough, with deep cracks and grooves.
- Colour of bark: Greyish-brown.
- What I saw on the bark: A small lizard was sitting on it. Some tiny ants were moving in a line along the bark. A small patch of green moss was growing on one side.
- Bark rubbing result: The paper showed a rough, uneven pattern with lines and cracks.

Other animals, birds and insects noticed on the plant:
1. A sparrow was sitting on a branch and chirping.
2. A butterfly was flying around the flowers.
3. A caterpillar was eating a leaf.
4. Small ants were carrying food up the stem.

What were they doing?
- The bird was resting and looking for insects to eat.
- The butterfly was collecting nectar from flowers.
- The caterpillar was eating leaves for food.
- The ants were collecting food and taking it to their nest.

Conclusion: The bark of every tree has a different pattern. Many small creatures live on and around plants. Plants provide food and shelter to many animals and insects.

*(Students should record their own actual observations. Answers will vary.)*

Given: We need to think about the importance of plants for all living things.

If there were no plants, the following would happen:

1. No food: Plants are the main source of food for humans and animals. Without plants, we would have no vegetables, fruits, grains or pulses to eat. Animals that eat plants (herbivores) would also have nothing to eat, and then animals that eat those animals (carnivores) would also starve.

2. No oxygen: Plants release oxygen into the air during photosynthesis. Without plants, there would be no oxygen for us to breathe, and all living beings would die.

3. No clean air: Plants absorb carbon dioxide (a harmful gas) from the air. Without plants, the air would become poisonous.

4. No rain: Plants help in bringing rain by releasing water vapour into the air. Without plants, there would be less rainfall and the land would become dry and desert-like.

5. Soil erosion: The roots of plants hold the soil together. Without plants, the soil would be washed away by rain and blown away by wind.

6. No shelter for animals: Many birds and animals live in trees and plants. Without plants, they would have no home.

7. No medicines: Many medicines come from plants. Without plants, we would lose many important medicines.

Conclusion: Life on Earth would be impossible without plants. Plants are essential for the survival of all living beings.

Given: We need to explain the role of roots in the growth of a plant.

Roots help a plant to grow in the following ways:

1. Absorbing water and minerals: Roots absorb water and minerals (nutrients) from the soil. These are essential for the plant to make food and grow.

2. Anchoring the plant: Roots hold the plant firmly in the soil so that it does not fall over when there is wind or rain. This strong grip allows the plant to stand tall and grow upward.

3. Storing food: Some roots store food for the plant. For example, the roots of carrot, radish, sweet potato and beetroot store food that we eat.

4. Supporting the stem: By holding the plant in the ground, roots give a strong base to the stem, which then supports the leaves, flowers and fruits.

Conclusion: Without roots, a plant cannot absorb water and minerals, cannot stand upright, and cannot grow properly. Roots are the foundation of a plant's life and growth.

Given: We need to explain the functions of the stem of a plant.

The stem plays the following important roles:

1. Support: The stem holds up the leaves, flowers and fruits of the plant. It keeps them in a position where they can get sunlight and air.

2. Transport: The stem acts like a pipe. It carries water and minerals absorbed by the roots upward to the leaves. It also carries food made by the leaves downward to the roots and other parts of the plant.

3. Storage: Some stems store food and water. For example, the stem of sugarcane stores sugar, and the stem of a cactus stores water.

4. Photosynthesis: In some plants (like cactus), the stem is green and can make food like leaves do.

5. New plants: Some stems can grow into new plants. For example, potato (which is an underground stem) can grow into a new plant.

Conclusion: The stem is like the backbone of the plant. It supports the plant, transports water and food, and sometimes stores nutrients.

Given: We need to list plants from our surroundings and classify them.

Plants I have seen and their types:

| Name of Plant | Where Seen | Type |
|---|---|---|
| Neem | School compound | Tree |
| Mango | Near home | Tree |
| Peepal | Park | Tree |
| Rose | School garden | Shrub |
| Hibiscus (Gudhal) | Home garden | Shrub |
| Tulsi | Home courtyard | Herb |
| Coriander (Dhaniya) | Kitchen garden | Herb |
| Lawn grass | Park and school ground | Grass |
| Money plant | Inside home/classroom | Climber |
| Bitter gourd (Karela) | Kitchen garden | Climber |
| Pumpkin (Kaddu) | Farm near home | Creeper |
| Watermelon | Market/farm | Creeper |

*(Students should list plants they have actually seen. Answers will vary.)*

Given: We need to identify which plant part helps us classify a plant as a tree, shrub, herb, grass, climber or creeper.

The stem is the most important part that helps us identify the type of plant.

Here is how:

1. Tree — has a very thick, hard, woody stem (trunk) that stands tall. Example: Mango, Neem.

2. Shrub — has a medium-sized, somewhat woody stem with branches starting from near the base. Example: Rose, Hibiscus.

3. Herb — has a thin, soft, green stem that is not woody. Example: Tulsi, Coriander.

4. Grass — has a very thin, hollow or solid stem with narrow leaves. Example: Wheat, Lawn grass.

5. Climber — has a thin, weak stem that winds around a support (wall, tree or fence) to grow upward. Example: Money plant, Beans.

6. Creeper — has a thin, weak stem that spreads along the ground. Example: Pumpkin, Watermelon.

Conclusion: The stem (its thickness, hardness, and the way it grows) is the main part that helps us identify the type of plant. The height of the plant and the way it grows also help.

Given: We need to describe our favourite plant and give reasons for liking it.

My Favourite Plant: Mango Tree (Aam)

Description:
The mango tree is a tall, beautiful tree. It has a thick, strong trunk with rough, greyish-brown bark. Its branches spread wide and provide a lot of shade. The leaves are long, dark green and pointed at the tip. New leaves are reddish or light green in colour. In spring, the tree is covered with small, yellowish-white flowers called 'manjari' that have a sweet fragrance. After the flowers, small green mangoes appear, which slowly grow bigger and turn yellow or orange when ripe.

Why it is my favourite:
1. I love eating mangoes — they are sweet, juicy and delicious.
2. The mango tree gives cool shade in summer.
3. The flowers have a lovely smell.
4. Many birds like cuckoos (koels) sit on the mango tree and sing beautifully.
5. The mango is our national fruit and is special to India.

Conclusion: The mango tree is my favourite plant because it is beautiful, useful and gives us the most delicious fruit in the world!

*(Students should write about their own favourite plant. Answers will vary.)*

Given: This is a drawing activity. Students need to draw different leaves they have observed.

Instructions for drawing leaves:

1. Go outside and observe at least 4–5 different leaves.
2. In your notebook, draw the outline of each leaf carefully.
3. Colour each leaf in its natural colour (shades of green, or other colours if applicable).
4. Label each leaf with the name of the plant it belongs to.

Leaves to draw (suggestions):

1. Mango leaf — Long, narrow, pointed at the tip. Dark green. Draw with a clear midrib (central vein) and side veins.

2. Peepal leaf — Heart-shaped with a long, thin pointed tip. Light to medium green.

3. Tulsi leaf — Small, oval, with slightly jagged (toothed) edges. Light green.

4. Neem leaf — A compound leaf with many small, narrow leaflets. Dark green.

5. Lotus leaf — Large, round, with a wavy edge. Bright green. (If seen near a pond.)

What to label for each leaf:
- Name of the plant
- Colour
- Shape (oval, round, heart-shaped, long, etc.)

*(Students must draw the actual leaves in their notebooks. This is a creative and observational activity — there is no single correct answer.)*

Given: This is a creative art activity using natural materials.

How to do this activity:

1. Collect materials: Go to the garden, park or school ground. Collect leaves and flowers that have already fallen on the ground. Do not pluck them from the plant.

2. Choose a flat surface: Find a clean, flat surface — the floor of the classroom, the ground outside, or a large sheet of paper.

3. Plan your design: Think of a pattern — it could be a circle, a flower shape, a star, or a border design like a traditional rangoli.

4. Arrange the leaves and flowers: Place the leaves and flowers carefully in your chosen pattern. Use different shapes, sizes and colours of leaves to make the design interesting.

5. Make animal shapes: You can also arrange leaves to look like animals — for example:
- Large leaf for the body of a fish, small leaves for the tail and fins.
- Round leaves for the body of a turtle, small leaves for the legs.
- Long leaves arranged to look like a peacock's feathers.

6. Observe and appreciate: Step back and look at your rangoli. Notice how beautiful natural materials can be.

Things to remember:
- Only use leaves and flowers that have already fallen — do not harm the plant.
- Be creative and have fun!
- You can take a photograph of your rangoli to keep as a memory.

*(This is a hands-on creative activity. There is no single correct answer. Students should enjoy the process of creating with natural materials.)*