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.)*