6th General Science EM With Cover Page PDF

GENERAL SCIENCE WORKSHEETS
CLASS - VI
LEVEL-1
1) Readiness Programme
AND
LEVEL-2
2) Academic Year 2020-21
CHAPTER – I : OUR FOOD
CHAPTER – II : PLAYING WITH MAGNETS
STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING,
TELANGANA, HYDERABAD.

Acknowledgement

The State Council of Educational Research and Training,
Telangana extends its gratitude to Smt. P. Sabitha Indrareddy, Hon’ble
Minister of Education, Smt. Chitra Ramachandran, Spl. Chief Secretary
to Education, Ms. A. Sridevasena, Director of School Education for
their inspiration and guidance in the development of Worksheets for
all subjects for Classes II to X to reach out to the children during the
lockdown.
Further, SCERT, Telangana expresses heartfelt thanks to Subject
Experts, Editorial Team and DTP operators for their commendable
work in designing the worksheets using online platforms and social
media groups for discussions while developing the material.
August, 2020 B. Seshu Kumari
Hyderabad. Director, SCERT

DEVELOPMENT TEAM
Chairperson
Smt. B. Seshu Kumari, Director, SCERT, Telangana, Hyderabad.
Subject In-charge
Sri D. Nagaraju, SA (Bio-Science), GHS, Gajwel, Siddipet.
Members
Smt. T. Anuradha, SA (Phy.Sci.), ZPHS, Munimoksham, Mdl: Hanwada, Mahabubnagar

Smt. G. Ramadevi, S. A (phy sci.), Mdl : Mahabubnagar , Mahabubnagar
Smt. Shobha Rani, SA (Phy. Sci), ZPHS, Gajulapet, Mdl: Mahabubnagar Rural,
Mahabubnagar
Sri B. Odelu Kumar, SA (Phy. Sci.), ZPHS, Pachunur, Mdl : Manakondur, Karimnagar
Sri K. Nagaraju, SA (Bio-Science), ZPHS, Rajakkapet, Mdl : Dubbaka, Siddipet
Sri P. Ravinder Reddy, PGT, TSMS, Miridoddi, Siddipet
Coordinators
Prof. Tahseen Sultana, Head, C&T Dept., SCERT, Telangana, Hyderabad.
Smt. I. Karuna Sree, SCERT, Telangana, Hyderabad.
Editors
Sri ED Madhusudhan Reddy, ZPHS, Baharpet, Kosgi, Naraynapet.
Smt. V. Latha Madhavi, SCERT, Telangana, Hyderabad. (Language Editor)
Sri Jagadeeshwar Reddy, SGT, MPPS Veerashettipally, Nawabpet (M), Mahabubnagar
(Language Editor)
Technical Support
Sri D. Nagaraju, SA (Bio-Science), GHS, Gajwel, Siddipet.
Smt P. Prathima, SCERT, TS, Hyderabad.
6th Class General Science (EM)
Level - 1
(Class V Basics)
INDEX
Sl.No. Name of the chapter Name of the topic / concept Page number
1 ANIMALS‐THE BASE OF DIFFERENT ANIMALS 1‐3

OUR LIFE
2 ANIMALS‐THE BASE OF USEFUL ANIMALS 4‐6

OUR LIFE
3 AGRICULTURE‐CROPS AGRICULTURE‐CROPS 7‐10
4 LET’S GROW TREES LET’S GROW TREES 11‐13
5 NUTRITIOUS FOOD NUTRITIOUS FOOD 14‐17
6 OUR BODY PARTS‐SENSE OUR BODY PARTS‐SENSE ORGANS 18‐21

ORGANS
7 OUR BODY‐ITS INTERNAL OUR BODY‐ITS INTERNAL ORGAN 22‐24

ORGAN SYSTEM SYSTEM
8 FORESTS‐TRIBALS FORESTS‐TRIBALS 25‐26
9 RIVERS – MEANS OF RIVERS OF OUR STATE 27‐28

LIVELIHOOD
10 RIVERS – MEANS OF USES OF RIVERS 29‐30

LIVELIHOOD
11 ATMOSPHERE‐WIND ATMOSPHERE‐WIND 31‐33
12 THE SUN AND THE THE SUN AND THE PLANETS 34‐36

PLANETS
13 SAFETY AND FIRST AID SAFETY AND FIRST AID 37‐40

Academic Year 2020-21 (Level – 2)
INDEX
1. FOOD ITEMS 1‐2
2. INGREDIETNS 3‐4
3. INGREDIENTS OBTAINED FROM
5‐6
PLANTS
7‐8
ANIMALS
I OUR FOOD
5. PLANT PARTS THAT WE EAT 9‐10
6. METHODS OF PREPARING FOOD 11‐12
7. TASTY FOOD‐FOOD PREPARING
13‐14
METHOD
8. FOOD PRESERVATION 15‐16
9. MAGNETIC AND NON‐MAGNETIC
17‐18
OBJECTS
10. MAGNETIC POLES 19‐20
11. MAGNETIC POLES, COMPASS 21‐22
II PLAYING WITH MAGNETS 12. ATTRACTION AND REPULSION 23‐24
13. MAGNET 25‐26

14. MAGNET MAKING, MAKING OF
27‐28
MAGNETIC COMPASS
15. MAGNETIC INDUCTION 29‐30

LEVEL-1
Readiness Programme
STA
ATE COU
UNCIL OF
O EDUC
CATIONA
AL RESE
EARCH & TRAIN
NING
TELANGA
ANA, HYD
DERABAD.
REA
ADINESS PROGRAM
MME LEVE
EL-1
Class : VI Mediu
um : Engliish Subject : General Science
Name of
o the chap
pter : ANIM MALS-TH HE BASE OF
O OUR LIFE
L WORKSH HEET : 1
Name o the topic_________
of
________________ c / concept
t : DIFFER
RENT
__________ ANI
_________IMALS ___________________
__________ _______
Our anciennt people used
u to livee in forests.. They usedd to eat animals and roots
r as
their foood. They tamed
t anim
mals for theeir food, pro
otection annd transportt. Farmers in
i order
to do agriculture
a u
used earthw
worms, spiiders, ants, snakes andd friendly ttrichogramm
ma. We
w honey and pearls from animals. Due too human acctivities,
get egggs, milk, meeat along with
some of
o the species like Battameka
B Pakshi, Kalivi
K Kodi, Punganurru cow, tig
gers and
eagles are becomiing extinct.. Different varieties of
o trees, aniimals, birdss, insects, food
f for
fish thaat are on thhis earth aree given by nature. Butt due to thee excess usage of inseecticides
by the human
h beinngs the life on earth annd in waterr is getting destroyed.
d
I. In the picturres given below,

b draaw a box around
a thee animals that are used
u for
agrriculture and
a put a ✓ for the animals
a tha
at are keptt as pets att home.

1
II. Maatch with the
t correctt picture.
1.. Ship of thhe desert ( ) A.
2.. Animal ussed for prottection ( ) B.
3.. The hornss of this aniimal are ( ) C.

ussed for makking buttonns
4.. Tamed forr entertainm

ment ( ) D.
5.. Animal thhat attacks sheep

s ( ) E.
III. An
nswer the following
f q
question in 2 or 3 sentences.
1) What are thhe benefits of animalss?

______________________________________
____________________________
_______
______________________________________
____________________________
_______
______________________________________
____________________________
_______
______________________________________
____________________________
_______

2
2) What questions will you ask to know the difficulties faced by the shepherds?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3) Write how the animals in circus are harassed?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4) Write the benefits of dairy farm.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3
STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING
READINESS PROGRAMME LEVEL-1
Class : VI Medium : English Subject : General Science

Name of the chapter : ANIMALS-THE BASE OF OUR LIFE WORKSHEET : 2
Name of the topic / concept : USEFUL ANIMALS
________________________________________________________________________
I. Look at the sentences given below, depending on the first sentence write the
right answer in the second sentence.
1. Our national animal - tiger : : Our state animal - …………………………
2. Cage - parrot : : prison - ……………………….
3. Hunting elephants - for tusks : : Deers are hunted for - ………………………
4. Pearls – shells : : Honey bee - …………………….
5. Our national bird – peacock : : Our state bird - …………………………..
II. Draw a circle around the animals that are endangered, extinct.

4
t picturees given beelow and write theirr names and how th
III. Observe the hey are
useful to th
he farmerss.
Name : Trrichogramm
ma,
Use : Destroys
D thee eggs of thhe worms.
Name : ………………
… ……………
…………
Use : ………………
… ……………
…………..
Name : ………………
… ……………
…………
Use : ………………
… ……………
…………..
Name : ………………
… ……………
…………
Use : ………………
… ……………
…………..

5
IV. Answer the following questions.
1. Imagine what will happen if the living beings become extinct.
2. What should we do to protect animals?
3. Write about the needs of living beings they have like us.

6

Name of the chapter : AGRICULTURE-CROPS WORKSHEET : 3
Name of the topic / concept : USEFUL ANIMALS
________________________________________________________________________
Agriculture means growing crops. From plowing the earth, preparing the field,
growing the crops until we get the grains to hand we need many instruments and water
facility. In agriculture many people are involved in works like plowing, sowing seeds,
cutting crops and harvesting. In agriculture the usage of latest instruments has increased.
Previously they used to preserve the healthy grains that are selected from their crop, but
now we are getting seeds in the market that produce more crop. Farmers are earning more
profits from dairy farms and poultry farms. To get more yield, Panchagavya, Jeevamruth
and compost fertilizers are used. People like Gangavar Manemma are raising crops like
sorghum, Korallu, Oats, Bajra with less water in traditional manner. Excess usage of
chemical fertilizers leads to diseases like cancer. In our state food crops like rice, wheat,
corn and commercial crops like cotton, chilies are grown.
I. Write the names of the crops given below and circle the crop that is grown with
less water.
II. Identify and write the given below crops as commercial and food crops.
cotton green gram sugarcane groundnut
sorghum chilly paddy tobacco
janumu lentils

7
Food crops Commercial crops
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
III. Observe the pictures given below and write reasons why the farmers are
interested to do this farming.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

8
IV. Match the modern instrument to the old type of farming.
Old Present

V. Answer the following questions.
1. Imagine and write what would happen if the farmers do not grow crops.
2. What types of crops are grown in your village?

9
3. Write the disadvantages of using large quantity of chemical fertilizers and
insecticides while farming?
4. Write two sentences appreciating the hard work of the farmers?

10

Name of the chapter : LET’S GROW TREES WORKSHEET: 4
Name of the topic / concept : LET’S GROW TREES
________________________________________________________________________
In the places where there are trees, the climate will be cool and pleasant. The trees
protect the greenery on the earth. Sunlight, nutrient soil and water are required for the
healthy growth of the plants. We need to select favourable soil and healthy plants to
grow. We should plant Neem and Kanuga plants that give shade beside the roads and in
schools. In the house premises we should plant lemon, guava, sapota and banana trees.
I. Observe the picture and write.

11
1. What do yoou feel wheen you obseerve the piccture?
2. What are thhe benefits of plants?
II. Wh
hat do you
u understan
nd when yoou observee the picturre?
III. Th
hink and write
w as shoown in the example.
e
E Banyann tree - for wood

Ex: w : : kaanakambaraalu : : for fllowers.
1. Neem treee - beside road

r : : Ro
ose plant - ………………………
…..
2. Mango treee - in fieldd : : Ridge guard - …………

……………
……..
3. In school - …………
………… : : In the premises of housee - .……………..
4. Chrysanthhemum plaant - for flow

wers : : To
omato - ……
……………
…………..

12
IV. Identify and write the names of flowers and vegetables hidden in the puzzle.
B G O M K A L
S O M L S U Z
Q S N F V W X
R E B E A N S
L T O M A T O
J A S M I N E
T L I L Y E G
____________________ ____________________ _____________________
____________________ ____________________ _____________________
V. Match the following.
1. Fruit plant ( ) a. Nursery
2. Bonsai tree ( ) b. Japan
3. Plants are available here ( ) c. Pomegranate
4. Natural fertilizer ( ) d. Plant protection
5. Thorn fence ( ) e. Vermi compost
VI. Draw the picture of your favorite plant and colour it.

13

Name of the chapter : NUTRITIOUS FOOD WORKSHEET : 5
Name of the topic / concept : NUTRITIOUS FOOD
________________________________________________________________________
The food we eat gives us energy, helps in growth and that gives us health. We need
balanced diet to stay healthy. In the food we take carbohydrates give us energy and
proteins are used for physical growth. Vitamins and minerals are the important nutrients
required for the healthy growth of the body. Consuming the food containing
carbohydrates, proteins, fats and vitamins in required proportions for a body is called
balanced diet.
I. Identify the food items and write their use for our health.

14
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
II. How are the below given food items useful for our body.

15

III. Multiple choice questions.
1. The food that gives us energy. [ ]

A) carbohydrates B) fiber C) proteins D) water
2. Carbohydrates are present in these. [ ]
A) eggs B) fish C) potato D) tomato

16
3. We get proteins from [ ]
A) rice B) sorghum C) chicken D) wheat
4. The food that helps in the growth of the body. [ ]
A) rice B) leafy vegetables C) eggs D) sambar
5. Oil contains [ ]
A) Carbohydrates B) fats C) proteins D) fibers.
IV. Circle the healthy food items and write their names.

17

Name of the chapter : OUR BODY PARTS-SENSE ORGANS WORKSHEET : 6
Name of the topic / concept : OUR BODY PARTS-SENSE ORGANS
________________________________________________________________________
We perform various activities in our daily life with the help of our body organs
like legs, hands, eyes, ears etc. Coordination is needed between body organs to perform
various functions. The organs which receives sense from outside world are called sensory
organs. Eyes, ears, nose, tongue and skin are called sensory organs. Of all these eyes are
the most important. Hence we say “Sarvendriyaanaam Nayanam Pradhaanam”. Ears help
in hearing sounds. The distance from which a person can hear the sound depends on his
hearing capability. Nose helps us to smell and to breathe. In fact we know the taste of
food with its smell also. Tongue helps us to know the taste of food and also helps in
swallowing. It also helps us to speak. We get the sense of touch with the help of skin. The
skin covers all the body parts. Teeth help us to chew the food. If any of these organs do
not function properly then that person is called person with special need. As the sense
organs help us to know various senses, we need to protect them with great care.
I. Tick the body organ which is helpful in performing the given activities.
S. Activities
Eyes Ears Legs Hands Fingers Nose
No. performed
1 Smell
2 Cycling
3 Drawing
4 Running
5 Watching TV
18
II. Identify the Sense organs and name them.

III. Name the kind of teeth used for different food items.
Food items Kind of teeth used
19
IV. Choose the correct answers for the questions given below.
1. Eye disease among the following is [ ]
A) Cholera B) Asthama C) Conjunctivitis D) Fever
2. Language used for people with hearing disability [ ]
A) Sign language B) English C) Telugu D) None of these
3. Types of teeth in humans [ ]
A) 2 types B) 3 types C) 4 types D) only one type
4. The reason we can’t understand when old people speak [ ]
A) there is no tongue
B) cannot speak
C) they don’t have teeth
D) all of the above
5. Which of these is NOT a sense organ [ ]
A) Eyes B) Teeth C) Nose D) Ear
1. Ophthalmologist ( ) a. Ear, Nose and Throat specialist
2. Dentist ( ) b. Eye specialist
3. Dermatologist ( ) c. Skin specialist
4. E.N.T ( ) d. Teeth specialist
VI. Answer the following questions in one sentence.
1. What kind of food should we take for healthy eyes?
__________________________________________________________________
__________________________________________________________________
20
2. What are the precautions you take for your ears?
__________________________________________________________________
__________________________________________________________________
3. How many types of teeth are involved to eat a chocolate?
__________________________________________________________________
__________________________________________________________________
VII.Draw the picture given in box (A), name it and write its functions.
(A) (B)
21

Name of the chapter : OUR BODY-ITS INTERNAL ORGAN SYSTEM WORKSHEET: 7
Name of the topic / concept : OUR BODY-ITS INTERNAL ORGAN SYSTEM
________________________________________________________________________
Life processes inside our body are carried out by the functioning of various systems.
Respiratory system enables the supply of oxygen to the body and give away carbon
dioxide. Oxygen combines with the digested food and releases energy. Circulatory system
supplies the digested food to all parts of the body. Heart, blood and blood vessels are
helpful in this process. Skeletal system provides shape and support to the body. The
skeletal framework of head is called the skull. There are 33 bones (vertebrae) in the
spinal-cord. Digestive system will churn the food. As a result of these Life processes,
waste substances are produced. These are excreted out of the body by the excretory
system. In the nervous system brain, spinal-cord and nerves are the major parts. We have
to cultivate healthy living habits to make the life processes function properly.
I. Name the following systems and write their functions.

II. Observe the given cross word, identify and write the names of organs involved
in nervous system and circular system.
E S D N E R V E S H N
B L O O D V E S S E L
A M B F A E F U H M A
S K R G C I S X E S Q
L N A S B N Q Z A R D
S P I N A L C O R D N
U Q N H D K V L T F Z
____________________ _________________ ___________________

____________________ _________________ ___________________
22
III. Observe the diagram of digestive system and mention the duration the food
stays in each part.
IV. Answer the following questions.
1. How many types of cells are there in the blood? Name them.
2. What is the substance that keeps bones strong?
3. For how many hours does the food stay in stomach?
V. Identify and circle the healthy food items.
23
VI. Write the important organs present in the given systems.
Name of the system Important organs in the system
Excretory system
Digestive system
Respiratory system
Circulatory system
Nervous system
VII. See the given picture of the digestive system and redraw, and label the parts.

24

Name of the chapter : FORESTS-TRIBALS WORKSHEET : 8
Name of the topic / concept : FORESTS-TRIBALS
________________________________________________________________________
Forest is the habitat of various plants and animals. Tribal people of many types
also live in these forests. They are different from us in terms of dress, culture and
language. Nagoba is the main pair of tribals in Adilabad district. Chenchu tribes live in
the Nallamala forests. They depend on the forest for food and consider forest as their
mother. Tribals such as Bonda live in dense forests unconnected with the outer world and
unaware of money. They do Jhumm type of agriculture. Their market is called the
“Hatha”. Forest gives us rain and oxygen so we have to protect forest. Deforestation leads
to the destruction of biodiversity.
I. Identify the tribe by observing the given habitats and dressing and write in the
given box.
II. Choose the appropriate answer.

1. Gonds celebrate the Nagoba fair for __________ days. [ ]
A) 5 days B) 3 days C) 10 days D) 2 days
2. Which district among these do not have the Chenchus. [ ]
A) Guntur B) Mahabubnagar C) Kurnool D) Medak
3. The language spoken by Bonda tribes is [ ]
A) Telugu B) Hindi C) English D) Remo
4. Food of the Chenchus [ ]
A) Fish B) Chicken C) Roots, Honey D) Meat
25
III. Answer the following questions in one sentence.
1. What do the Gonds use to build their huts?
2. Name the dance performed in the Nagoba Fair.
3. What is the difference between our food and that of the Tribals?
4. Mention the disadvantages of deforestation.
IV. Observe and write names related to pictures.


1. Habitat of tribals ( ) a. Penta
2. Who do not know money ( ) b. Forest area
3. Tribals of Adilabad district ( ) c. Bonda tribals
4. Homes of Chenchus ( ) d. Gonds
VI. Redraw the given picture and colour it.
26

Name of the chapter : RIVERS – MEANS OF LIVELIHOOD WORKSHEET : 9
Name of the topic / concept : RIVERS OF OUR STATE
_______________________________________________________________________
Krishna and Godavari rivers flow in our state. Godavari flows for about 1465 km in
the State of Telangana. Many people depend on rivers for their livelihood. Many
industries have also been established in the river basins. Some get employment by fishing
and transport in the rivers. We get water for irrigation with the help of dams constructed
across these rivers. Water gets polluted due to the factories established along the rivers.
Water depletion in the rivers leads to drought and excess rainfall leads to floods.
I. Name the river associated with these pictures.
Basara temple dam– Nagarjunasagar dam– Sriramsagar dam–
_____________________ ____________________ _____________________
II. Write the correct answer in the bracket.

1. In which district does the river Godavari enters first in our state. [ ]
A) Adilabad B) Nizamabad C) Karimnagar D) Mahabubnagar
2. Finally the Godavari river flows into this sea? [ ]

A) Arabia B) Indian Ocean C) Bay of Bengal D) Pacific
3. Fishermen depend on _________ for livelihood. [ ]
A) farm B) river C) field D) plain
27
4. The distance at which the River Godavari flows in Telangana [ ]
A) 1505 km B) 1645 km C) 1465 km D) 1385 km
5. This city is famous for its wooden crafts [ ]
A) Basara B) Nizamabad C) Karimnagar D) Nirmal
III. Answer the following questions in one sentence.

1. To whom the river is their livelihood?
__________________________________________________________________
__________________________________________________________________
2. What are the main reasons for the river water pollution?
__________________________________________________________________
__________________________________________________________________
3. Name some crops grown in the Godavari river basin.
__________________________________________________________________
__________________________________________________________________
IV. Draw a picture of a motor boat.
28

Name of the chapter : RIVERS – MEANS OF LIVELIHOOD WORKSHEET : 10
Name of the topic / concept : USES OF RIVERS
______________________________________________________________________
I. Circle the water animals in the given pictures and write their names.

II. Match the following with right answer.
1. Nandhed ( ) a. Ramalayam
2. Nirmal ( ) b. Birth place of Godavari
3. Bhadhrachalam ( ) c. Gnanasaraswathi temple
4. Basara ( ) d. Wooden dolls
5. Nasik ( ) e. Gurudwara
III. Write the answers for the following questions in one sentence.
1. Through which states does Godavari river flow?

29
2. What is the fish particularly found in river Godavari? When it is found?
3. In how many ways does the river Godavari provides employment?
IV. Draw the picture of a fish.

30

Name of the chapter : ATMOSPHERE-WIND WORKSHEET : 11
Name of the topic / concept : ATMOSPHERE-WIND
______________________________________________________________________
We have air around us. Due to gravitational force, rotation and revolution of the
earth, the wind always blows from one place to another. Air has properties like pressure,
weight and occupies space. The earth is covered with a blanket of air, is called
atmosphere. Atmospheric conditions of a place can be determined with the help of
information about the temperature, clouds and humidity. Due to the bending of the Earth
axis, seasons are formed. There are five layers in the atmosphere. They are troposphere,
stratosphere, mesosphere, thermosphere, and exosphere.
I. Circle the pictures that show the presence of air and the musical instruments
that work with air.

31
II. Identify and write the given words related to the correct season in the table.
Umbrella, Monkey cap, rain coat, floods, cotton clothes, cool water, seize fire, fog,
rain, hot air, May month, fall of leaves, paper boats.
Summer season Rainy season Winter season
III. Fill in the blanks.

1. Air has properties like weight, occupies space and ……………………….
2. The layer of air around us is called …………………….
3. If the air blows from north to south we use ……………………… sign.
4. We wear …………………. clothes in winter.
IV. Look at the picture and redraw in the box. Write its name.

32
1. Name the layers in the atmosphere.
2. Write the reasons for the movement of air.
VI. Observe the pictures and write how they turn to be harmful.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

33

Name of the chapter : THE SUN AND THE PLANETS WORKSHEET : 12
Name of the topic / concept : THE SUN AND THE PLANETS
_______________________________________________________________________
In the sky along with the sun, moon, clouds, there are other planets also. The sun is a
big ball of burning fire. The sun is the source of energy in the solar system. The path in
which the planets revolve is called the orbit. The earth rotates on its own axis, this is
called rotation. Rotation causes day and night. The earth not only rotates around itself,
but also revolves around the sun. This is called revolution. Seasons occur due to
revolution.
I. What does the given picture denote? Write the names of the planets.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

34
II. Match the following
1. Rotation of the earth ( ) a. Jupiter

2. Revolution of the earth ( ) b. Moon
3. Satellite of earth ( ) c. Day, night
4. Ball of burning fire ( ) d. Seasons are formed
5. The biggest planet ( ) e. Sun
III. Complete the shapes of moon given below.
1 2 3 4 5
6 7 8 9 10
IV. Read the sentences and fill the boxes.
1. Along with the stars we see these in the sky.
n t
2. Earth spinning on its own axis is
t n
3. When earth rotates on its own axis these are formed

a g

35
4. The rotation of earth on its own axis and revolves around the sun is called
v t
5. Satellite of earth is
1. What are the reasons for the formation of day and night?
VI. Answer the questions based on the given table.
Day Day temperature Night temperature
Monday 42 22
Tuesday 39 26
Wednesday 40 24
1) On which day, the day temperature is high?

__________________________________________________________________
__________________________________________________________________
2) On which day, the night temperature is more?

__________________________________________________________________
__________________________________________________________________
3) On which day, it is not hot during the day time?
__________________________________________________________________
__________________________________________________________________

36

Name of the chapter : SAFETY AND FIRST AID WORKSHEET : 13
Name of the topic / concept : SAFETY AND FIRST AID
_______________________________________________________________________
Any unexpected harmful event is called accident. The accidents happen in many
different ways. The measures taken to avoid accidents are called safety measures. Where
there are people in large number, there is more scope for accidents. Warning and
suggestions given by the Government are to be followed to avoid accidents.

000
I. Observe the pictures and write down the answers.

1. You have observed the above pictures. Is it good/ bad to do so?

37
2. Imagine and write what kind of accidents may happen?
II. Observe the example and complete the given sentences.
Ex. Leg sprains - not applying ointment : : burns - wash with cool water.
1. Consuming poison - make him/ her drink more water : : fall unconscious -
………………………….
2. Bone of fractures - …………………………. : : Dog bite - wash with soap.
3. Snake bite - keep them in conscious : : Sun stroke - ……………………………
III. Where have you seen the box in the given picture? Write what items will be kept
in the box.
_________________________________________________________________
_________________________________________________________________
IV. Identify and write the different ways of accidents hidden in the puzzle.
C D R O W N I N G ________________ ________________
A C C I D E N T K
________________ ________________
S N A K E B I T E
________________ ________________
F D S T R U D M N
S U N S T R O K E ________________ ________________
G R L S M N P S T
________________ ________________
N K I R O S U Z X

38
V. See the pictures and write the difficulties/ harm caused in the situation.
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39
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40

LEVEL-2
Academic Year 2020-21
CHAPTER–I : OUR FOOD
CHAPTER–II : PLAYING WITH MAGNETS

Academic Year 2020-21 (Level – 2)
INDEX
1. FOOD ITEMS 1‐2
2. INGREDIETNS 3‐4
5‐6
PLANTS
7‐8
ANIMALS
I OUR FOOD
5. PLANT PARTS THAT WE EAT 9‐10
6. METHODS OF PREPARING FOOD 11‐12
7. TASTY FOOD‐FOOD PREPARING
13‐14
METHOD
8. FOOD PRESERVATION 15‐16
9. MAGNETIC AND NON‐MAGNETIC
17‐18
OBJECTS
10. MAGNETIC POLES 19‐20
11. MAGNETIC POLES, COMPASS 21‐22
II PLAYING WITH MAGNETS 12. ATTRACTION AND REPULSION 23‐24
13. MAGNET 25‐26

14. MAGNET MAKING, MAKING OF
27‐28
MAGNETIC COMPASS
15. MAGNETIC INDUCTION 29‐30

STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
ACADEMIC YEAR 2020-21
LEVEL - 2
Class : 6 Medium : English Subject : General Science
Name of the chapter : OUR FOOD Worksheet No : 1
Name of the topic / concept : FOOD ITEMS

CONCEPT:
1. Food items
LEARNING OUTCOMES :
The learner......
1. Identifies most commonly consumed foods and food taken in special days.
2. Describes food being cooked in special occasions.
CONCEPT PRESENTATION:
Every day we eat variety of food.
Write down what you ate yesterday. Morning, afternoon and night in the following
table:
Morning Afternoon Night
We eat foods like rice, lentils and vegetables every day. Generally we eat different
type of food items in the morning, afternoon and night in a day. And also we eat different
type of food items in a week / month.
• Do you eat same food on special occasions?
• What you eat on the special occasion / special day?
1
We eat a wide variety of foods during special occasions such as festivals,
birthdays, weddings etc. We eat mutton, chicken, sweets, cakes, variety of snacks etc. on
the special occasions.
• What is the menu of midday meal of your school?

We eat rice with vegetable curries, leafy vegetables, dal, egg, banana etc.
Write down the recipes which are cooked in your area during festivals, birthdays
and wedding ceremonies in the table:
S.No. Occasion Recipes
1 Festivals.... Ex: Dassera Non-Vegetarian
2 Birthdays
3 Weddings
SELF EVALUATION:
1. Write the weekly menu of the mid day meal programme of your school.
2. What is your favourite food?
3. Write the food items prepared in your home during any one of the occasions.
4. Collect the data of food taken by your friends in the last week. Record the data
and analyse it.

2
LEVEL - 2
Name of the topic / concept : INGREDIETNS

CONCEPT:
1. Ingredients
LEARNING OUTCOMES :
The learner......
1. Identifies the ingredients to prepare food.
We eat different food everyday. We need variety of materials to prepare different

type of food.
• What materials you need to prepare the Brinjal curry?
We need brinjals, oil, onion, garlic, ginger, salt, chilli powder, turmeric powder
etc. to prepare the brinjal curry.
We need a variety of materials to prepare different kind of foods / recipes. The
materials which are required to prepare food are known as “ingredients”.
Just water and rice are sufficient to cook rice but to cook Biryani, we need many
ingredients.
Write your favourite food, list-out the ingredients in the following table that you
need to cook it.
S.No. Favourite recipe / food Ingredients
1
3
Take a packet of potato chips/ biscuit whichever is available, see the ingredients
printed on the packet and list-out them in the following table:
S.No. Name of the packet Ingredients
When you buy packed food, biscuits or any cool drinks, you will find the
ingredients printed on those packets.
SELF EVALUATION:
1. What are ingredients?
2. Write your favourite food and list out its ingredients.
3. List out the ingredients required in the preparation of biryani.
4. Collect the different type of food packets and write the ingredients mentioned on
the food packet.
4
LEVEL - 2
Name of the topic / concept : INGREDIENTS OBTAINED FROM PLANTS

CONCEPTS :
1. Ingredients obtained from plants
LEARNING OUTCOMES :
The learner......
1.Identifies the ingredients obtained from plants
We eat different type of food items. To prepare different type of foods we need
different ingredients.
• From where do we get these ingredients?
We get the ingredients from different sources like plants, animals. We get
vegetables, rice, edible oil, fruits, nuts etc. from plants.
Write down the ingredients that you use in the preparation of tomato dal in the
given table and mention the names of plants from which they are obtained.
S.No. Name of the ingredient Name of the plant
1.
2.
3.
4.
5.
5
We get oil from ground nut / sunflower plant, tomatoes from tomato plant, chilli
powder from chilli plant, onion from onion plants etc.
• List out the plants grown in your village / town. Write down the ingredients
obtained from those plants.
S.No. Name of the plant Ingredients
1.
2.
3.
4.
Generally in our areas we grow paddy and maize. We get rice and corn from these
plants. We get many ingredients from different type of plants.
SELF EVALUATION:
1. Write down the ingredients necessary to prepare your favourite dish. And
write down the ingredients that are obtained from the plants.
2. Write any two food items which are prepared only with the ingredients
obtained from plants. list them out. Mention the plants they are obtained
from.
3. Write the ingredients to prepare the food, that you had yesterday afternoon.
Write the names of plants form which they are obtained.
6
LEVEL - 2
Name of the topic / concept : INGREDIENTS OBTAINED FROM ANIMALS

CONCEPT:
1. Ingredients obtained from animals
LEARNING OUTCOMES :
The learner......
1. Gives examples of ingredients obtained from animals.
2. Explains the significance of ingredients obtained from animals in daily life.
We get ingredients from different sources like plants, animals. We get vegetables,
rice, edible oil, fruits, nuts etc. from plants.
• What are the ingredients that we obtained from the animals?
We get milk, eggs, meat etc. from animals. We obtain meat and milk from sheep,
goat. We get eggs and meat from poultry (chicks, ducks). We obtain honey from honey
bees.
Write the examples of animals which give milk, meat, eggs from your
surroundings in the given table:
S.No. Type of Foods Examples of Animals
1. Milk yielding animals
2. Egg laying animals
3. Meat yielding animals

7
We will get milk from buffalo, cow, donkey, camel etc. We will get eggs from
hens, ducks etc. We get meat from goats, sheep etc. We also eat sea food like fish, prawns
etc.
SELF EVALUATION:
1. Match the following:
i. Cow ( ) (a) Eggs, meat.
ii. Sheep ( ) (b) Milk.
iii. Fowl ( ) (c) Honey.
iv. Honey bee ( ) (d) Meat.
2. From which animals we get food?
3. Write the ingredients that we get from other than plants and animals.
4. Complete the table.
Ingredient Plant / Animal / Others Name of the plant / animal
Cheese
Ghee
Sugar
Honey
Jaggery
Salt
Dough
8
LEVEL - 2
Name of the topic / concept : PLANT PARTS THAT WE EAT

CONCEPT:
1. Plant parts that we eat.
LEARNING OUTCOMES :
The learner......
1.Identifies different parts of the plants that we eat.
We get ingredients from different sources like plants, animals. We get

vegetables, rice, edible oil, fruits, nuts etc. from plants.
• Are all the parts of plants edible?

• Which parts of the plants are edible commonly?
We eat different parts of the plants as food. For example leaves of Spinach,
Coriander, flower of Cauliflower and fruits of tomato and drumstick are used as food.
List out plants parts that we eat in the following given table::
Name of the plant Edible part

Fenugreek Leaves, Seeds
Carrot
Sugar cane
Onion
Cabbage
Mustard
9
We use various parts of plants for our food. Leaves, roots, seeds and fruits of
plants are widely used, whereas stems and flowers are not so widely used. We get
varieties of ingredients from plants. In some plants we eat only some parts as food and
sometimes the entire plant.
SELF EVALUATION:
1. Which parts of the plants are edible commonly?
2. Do we also use flowers as food? Which plant flowers we use as food?
3. Complete the following table.
Parts of the plant that we eat Name of the plants
Stem
Root
Leaves
Flowers
Seeds
Fruits
4. Collect the pictures of the plant parts that we eat. And make a scrap book.
10
LEVEL - 2
Name of the topic / concept : METHODS OF PREPARING FOOD

CONCEPT:
1. Methods of preparing food.
LEARNING OUTCOMES :
The learner......
1. Describes various types of food preparation methods.
2. Differentiates the methods of preparation of different recipes.
3. Applies various food preparation methods in daily life.
We eat different food items in our daily life. We prepare the food in different
methods.
• Are all the food items prepared in the same method?
• What are the different methods of preparing food?
We do not cook all the food items in the same method. There are different
methods to cook various food items.
• Different food preparation methods are given in the table. Write the names of
food items against the methods.
METHODS FOODS
Boiling
Steaming
Fermenting
Roasting
Deep frying in oil
Shallow frying in oil
11
Rice is cooked by boiling. Idly is cooked in steam. Idly batter is made by
fermentation process. Tandoori items are prepared by roasting. Dosa is made by shallow
frying in oil. Potato chips made by frying them deep in oil.
SELF EVALUATION:
1. Which of the following foods are cooked by fermenting? ( )
A. Chicken, eggs, curd
B. Eggs, meat, poori.
C. Curd, dosa, idly
D. Fish, potato
2. Match the following:
i. Roasting ( ) (a). Potato.
ii. Deep frying in oil ( ) (b). Idly.
iii. Boiling ( ) (c). Peanuts.
iv. Steaming ( ) (d). Pakodi.
3. Write the different food preparation methods.
4. Write the food items prepared in your home today. And write the food
preparation methods of the each food item.
5. Write the different recipes made with chicken. And write the food
preparation method of each recipe.
12
LEVEL - 2
Name of the topic / concept : TASTY FOOD-FOOD PREPARING METHOD
CONCEPTS :
1. Tasty food
2. Food preparing method.
LEARNING OUTCOMES :
The learner ….
1. Identifies the reasons for the taste of the food.
2. Explains the preparation methods of food.
3. Applies the food preparation methods in daily life.
CONCEPT PRESENTATION :
Daily we eat different type of foods. We like some of them, and we don’t like
some. We always like to eat the tasty items.
• What are the food items that you feel tasty?
• How does food get its taste?
• We do not like the taste of food from other regions. Why?
Generally, we like the food prepared on the special occasions / days. We like the
taste of some food items on regular days also. Taste of the food depends on the
preparation method, ingredients and also on the cultural habits. That’s why we don’t like
the taste the food of other regions. Usage and quantity of ingredients differ from one
region to other which gives the food its taste. The taste of food depends upon the likes of
the individual also. Some may like biryani; some may like mango pickle and some may
like pulihora.
13
• Is there any one special procedure to make recipe?
• How do you make tomato curry?
There is a specific preparation method for each food item. We make biryani in a
different method and we prepare pickle in a different method. There is a procedure to
make tomato curry and also for every recipe.
Preparation of tomato curry :
To make the tomato curry we need tomatoes, onions, green chilli, oil, turmeric
powder, salt, chilli powder, mustard seeds, cumin seeds etc. First of all, clean all the
vegetables in water, and chop them into pieces. Place a pan on the flame. Pour three
spoons of oil. When oil becomes hot, put one spoon-full of mustard, black gram and
jeera. Add green and red chilli and put a pinch of turmeric powder. Half a minute later
add pieces of onion and tomato. Then add some salt and close the lid. After a few minutes
the tasty tomato curry is ready.
SELF EVALUATION :
1. What does the taste of the food depend upon?
2. Write the procedure of preparation of your favorite recipe?
3. Prepare a food item with the help of your family and write the
preparation method.
4. What is the reason for the like or dislike of food belonging to other regions?
14
LEVEL - 2
Name of the topic / concept : FOOD PRESERVATION
CONCEPTS :
1. Food preservation
LEARNING OUTCOMES:
The learner ….
1. Explains the various food preservation methods.
2. Identifies the ingredients that helps to preserve the food.
3. Applies the food preservation methods in daily life.
CONCEPT PRESENTATION :
Farmers store the grains after harvesting. We store items like rice in our home.
And also we can preserve the food items for some time and consume them when
necessary.
• What are the food items that can be preserved?
• What are the methods used to preserve the food?
• What are the reasons for food not getting spoiled after some time?
Generally pickles, vegetables, fruits, jams are preserved. Salt, chilli powder and oil
were used to preserve the pickles like lemon, tamarind, mango, amla. Mango, fish and
papads are preserved for long time by drying. The fish is smoked to preserve it.
• What are the harmful methods to preserve the food?
• What are the precautions taken for preserving the food?
For preserving food, we use different types of preservatives. But some food items
which are available in the market have harmful preservatives. So, we must be aware of
the ingredients of packaged food. When we purchase any food item in the market, don’t
forget to read about its ingredients and manufacturing date. Eating outdated food material
may damage our health
15
SELF EVALUATION :
1. What are the ingredients generally used to preserve the food?
2. Fill the following table.
Preservation method Food preserved
Using of salt and oil Pickles
Using of salt
Drying
Using sugar syrup
3. What are the food items preserved in your home? Write the preservatives
used to preserve them.
4. Collect some food packets from the market and note down the manufacturing
date and expiry date.
5. Write the different preservation methods of mangoes.
16
LEVEL - 2
Name of the chapter : PLAYING WITH MAGNETS Worksheet No : 9
Name of the topic / concept : MAGNETIC AND NON-MAGNETIC OBJECTS
CONCEPTS:
1. Magnetic objects
2. Non-magnetic objects
LEARNING OUT COMES:
The learner …
1. Identifies magnetic and non-magnetic objects.

2. Draws the different shapes of magnets.
Take a pin holder, drop some pins, paper clips, iron nails, pencil, rubber, piece of
papers.
• Which objects attached to the cap of the pin holder? Which do not attach?
Pins, paper clips, iron nails attach to the top of the pin holder. While the other
objects pencil, pen, rubber, piece of papers falls in to the pin holder. The cap of the pin
holder contains a magnet which attracts objects.
• Why do the pins get attracted to the cap of the pin holder?
• Does it attract objects other than pins?
• What material is needed to make a magnet?
Magnets have the property of attracting some objects. Usually magnets are made of
steel or iron, however special alloys of iron, nickel, copper, cobalt and aluminum can be
made in to powerful magnets.
Magnets are divided in to two types.
1. Natural magnets 2. Man-made magnets
17
SHAPES OF MAGNETS :
• Does a magnet attract all kinds of objects?
Take one bar magnet and touch the magnet to iron nail, plastic scale, a piece of
glass, brass key, pen, pencil, knife, piece of chalk, wooden piece.
Observe and record your observations in the following table
Material of which the object is made Attracted

Name of the
iron/plastic/aluminum/wood/glass/any by magnet
Object
other Yes/No
Nail
Plastic scale
A piece of
glass
knife
• Which materials are attracted by a magnet?
• Which materials are not attracted by a magnet?
The materials that are attracted by magnets are called ‘Magnetic materials’.
The materials that are not attracted by magnets are called ‘Non-magnetic
materials’.
SELF EVALUATION:
1. List out the magnetic and non-magnetic materials in your home?
2. Draw different shapes of magnets.
3. Which of the following object contains a magnet -------------- ( )

A) Torch B) Radio C) Wooden stick D) Watch
18
LEVEL - 2
Name of the topic / concept : MAGNETIC POLES
CONCEPTS:
1. Poles of the magnet.
LEARNING OUT COMES:
The learner …
1. Identifies the poles of bar magnet.
Take a bar magnet and roll it in the soil for some time and pull out the
magnet.
• What do you find?
• Does anything get attracted to the magnet?
Some dark particles of soil sticks to the magnet. These are iron filings.
Now gently remove these iron filings from the magnet and spread
uniformly them on a sheet of white paper.
Place a bar magnet below this sheet and move gently.
19
• Which part of magnet attracts more iron fillings?
• Which part of magnet attracts less iron fillings?
The ends of the magnet attract more fillings than the middle.
Every bar magnet always has two ends whose attracting capacity is more
than its other parts. These ends are called poles of magnet.
SELF EVALUATION:
1. How many poles are there for a magnet? Where they located?
2. Where on the bar magnet do the iron fillings are attracted most?
20
LEVEL - 2
Name of the topic / concept : MAGNETIC POLES, COMPASS
CONCEPTS:
1. Poles of a magnet
2. Magnetic compass
LEARNING OUT COMES:
The learner …
1. Identifies the directions with bar magnet.
2. Explains the uses of magnetic compass.
3. Conducts the experiment of finding the poles of the magnet.
Observe the picture.
Suspend the bar magnet freely with the
help of a thread tied around its centre.
• What do you observe?
The magnet finally takes a position in the
North – South direction. Mark the end with some
colour that points towards the North.
Now disturb the magnet and again wait for some time.
• Where does the coloured portion come to rest?
The marked end points the north side again.
Do this at your home and in some other places also.
• Which direction a freely suspended magnet always come to rest?
21
The magnet always comes to rest in the North-South directions. The end
that points towards (geographic) North is called the “North pole” of the magnet
and the end that points towards (geographic) South is called “South pole” of the
magnet. This property of magnets is called directional property.
Magnetic compass:
Observe this picture.
• How to make this compass?

A compass is usually a small box with a glass covering it. It has
dial with directions marked in it. A magnetized needle is pivoted
inside the box in such a way that it can rotate freely. The compass is
kept at the place where we wish to know the direction. Its needle
indicates the North-South direction when it comes to rest.
• Where the magnetic compass used?
It is mostly used in ships and aeroplanes, mountaineers and
army people also carry a compass with them so that they do not lose
their way in an unknown place.
SELF EVALUATION:
1. A bar magnet has no marking to indicate its poles. How would you find
the end of it’s North pole?
2. Write the experiment procedure to find the magnetic poles.
3. Draw the magnetic compass and write its parts.
4. Freely suspended bar magnet indicates the directions ( )
A) North-East B) East-West C) North-South D) South-East
22
LEVEL - 2
Name of the topic / concept : ATTRACTION AND REPULSION
CONCEPTS:
1. Attraction between two magnets
2. Repulsionbetween two magnets
3. Earth as a magnet
LEARNING OUT COMES:
The learner …
1. Explains repulsion and attraction between two magnets
2. Identifies that the Earth is a magnet.
Observe the picture:
Take two similar magnets, place them in four different ways as shown in
figure.
• When do the magnets attract each other?
• When do the magnets repel each other?
When a magnet’s north pole brought near the second magnet’s north pole
and a magnet’s south pole that brought near the second magnet’s south pole,
they show repulsion. When a magnet’s south pole brought to the second
magnet’s north pole shows attraction.
Like poles (N-N,S-S ) repel each other and unlike poles (N-S, S-N )
attract each other.
23
Earth as a Maggnet:
Place a baar magnett on a tablle in any direction.

Suspennd anotheer bar maagnet oveer it as shown s in
figure.. The susspended bar
b magneet should be fairly
close to
t the one kept on thhe table.
• Observve in whicch directioon the susp

pended baar magnet ccomes to rest?
r
North polle of the suspended

N s d bar magnnet pointss towardstthe south pole
p of
the baar magnet placed onn the tablle. South pole of thhe suspennded bar magnet
m
points towards the
t north pole
p of thee bar magnnet.
• Changge the direcction of thhe bar mag

gnet placeed on the taable?
The direction of the suspendeed bar mag
T gnet also changes.
c BBut north pole
p of
suspennded bar magnets
m p
points towards the south
s polee of the baar magnet on the
table and
a south pole of suuspended bar magn net points towards tthe north pole
p of
bar maagnet on thhe table.
• What happens
h if you remoove the barr magnet placed
p on the table??
The suspeended barr magnet always comes

T c to rest in tthe Northh-South
direction. The earth
e posssess magnnetic propeerty whichh acts upoonthe susp
pended
bar maagnet.
SELF EVALUA
ATION:
1. Does the Earth
E behave as a magnet?
m How do you
u prove it??
2. Explain the
t experriment ab
bout attra
action and
d reflectioon betweeen two
magnets.
3. From th
he figure th
he north and south poles
p of m
magnets aree ( )
A) attractss B) reepels C attracts and repelss
C) D) noone of thesse
24
LEVEL - 2
Name of the topic / concept : MAGNET
CONCEPT:
1. Magnet
LEARNING OUT COMES:
1. Identifies the magnets.

2. Conducts the experiment of identifying magnet.
Take three objects of same size, shape and colour and a bar magnet.
Bring three objects one after the other close to one pole of the bar magnet and
observe.
• Which objects attracted the magnet?
• Which objects repelled by the magnet?
• Which objects neither attracted or repelled by magnet?
Bring these three objects one after the other near to the pole of the bar
magnet and observe.
25
Record your observations in the following table
Object – 1 Object – 2 Object – 3

Observations Attracted/repelle Attracted/repelled Attracted/repelled
d/ not effected / not effected / not effected
Change
observed when
brought close
to one pole of
the bar magnet
Change
observed when
brought close
to other pole
of the bar
magnet
If an object is attracted by one pole of the bar magnet and repelled by the
other pole, it is a magnet.
If an object is attracted by both the poles, and bar magnet and not repelled
by any pole, it is not a magnet but a magnetic substance.
If an object is neither attracted by magnet nor repelled by it, it is neither a

magnet nor a magnetic substance.
SELF EVALUATION:
1. How can we identify whether given object is a magnetic substance or

not?
2. Write the experiment to identify whether given object is a magnet.
26
LEVEL - 2
Name of the topic / concept : MAGNET MAKING, MAKING OF MAGNETIC COMPASS
CONCEPTS:
1. Making of magnet
2. Magnetic compass
LEARING OUT COMES:
The learner …
1. How to make a magnet.
2. Identify the poles for the magnet prepared.
Observe this figure: Take an iron nail

and place it on a table. Take a bar magnet
and place one of its poles near one edge of
the nail. Without lifting the bar magnet,
move it along the length of the iron nail till
reaches the other end. Then lift the bar magnet, without dragging the magnet
back and forth, bring it to the first end of the nail and move along the length
again. Repeat this process 20-30 times.
• How do you know whether this has become a magnet or not?
When iron filings or alpins brought near to the iron nail it acts like magnet
and attracts them.
27
Magnetic comp
pass:
Observe this
t picturre: Take a magnetiized
needlee and tapee it to a ligght cork.FFloat the cork
c
in a glass of watter, add a little deterrgent to water
w
to helpp the cork float freelly.
• What direection does magnetiized needle point?
The magnnetized neeedle pointts settle in

n the Northh – South direction.
The magnnetic mom ment is obbtained by y mechaniically rubbbing the magnet

m
on thee needle. When thee needle is placed on the freely
f floaating cork
k, after
sometiime it willl turn to a certain direction
d acts
a like compass
c sshowing North
N –
South.
SELF EVALUA
ATION:
1. Eplain th
he processs of conveerting a neeedle intoo a magneet.
2. If the twoo rubbed needles are

a brough
ht near eaach otherr, ( )
they will --------
A) attractts B) reepels C attracts and repels
C) D) nonne of thesee
3. Find the correct one ( )

A) Compaass showss the directtions
B) Rubbeed needle shows

s Easst - West directions
d
C) Suspennded norm
mal needlee shows No
orth- Soutth directioons
D) Cork shows
s Norrth – Southh direction
ns
28
STAT
TE COUN
NCIL OF
F EDUCA
ATIONALL RESEA
ARCH AN
ND TRAINING
TE
ELANGAANA, HYD
DERABAAD.
ACADEM
A MIC YEA
AR 2020-21
L
LEVEL -2
Class : 6 Medium
m : English
h Subjectt : General Science
Name of
o the chapter : PLAY
YING WIT
TH MAGNE
ETS Worksh
heet No : 15
5
Name of
o the topicc / concept : MAGNET
TIC INDUC
CTION
CONC
CEPTS:
1. Magnetic inductionn.
RNING OUT
LEAR O COM
MES:
Thee learner …
1. Explains the
t magneetic inducttion.
2. Conducts the experriment shoowing mag
gnetic induuction.
CONC
CEPT PR
RESENTA
ATION:
Take a safety pin annd bring itt close to an alpin.
• Does it get atttracted?
If the safeety pin broought nearr to the alp

pin, they will
w not atttract each other.
Observe the
t figure :
• Briing safety pin and alpin close to one poole of a baar
magnet. Whaat will happpen?
Safety pinn attaches to one poole of magn

net and thhe alpin to
the safetyy pin.
• How t safety pin?

w does the alpin atttracted to the
29
The safetyy pin acts as a magnnet when it
i is in conntact with another magnet.
m
Magneetic properrty is induuced in saffety pin du
ue to the bar
b magneet and attraacts the
alpin.
• If thhe safety pin

p is not near to th
he bar maggnet, is it aable to attrract the
alpin?
fety pin is placed faar from th

If the safe he magnet,, the magnnetic prop
perty is
not indduced in thhe safety pin
p and it will not act as magnnet.
• Whhat happenns if the baar magnett very closse to the safety pin but not
in touch
t withh magnet?
If the maagnet is placed

p neaar the safeety pin, thhe
magneetic properrty induceed in the safety
s pin
n and it accts
as maggnet.
The maggnetic prooperty poossessed by

b a maggnetic suubstance due
d to
thepresence of a magnet near
n it, is called
c Ma
agnetic Induction.
SELF EVALUA
ATION:
1) What is magnetic
m induction
n?
2) Write thee experim

ment show
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GENERAL SCIENCE WORKSHEETS

CHAPTER – II : PLAYING WITH MAGNETS

STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING,

Sri D. Nagaraju, SA (Bio-Science), GHS, Gajwel, Siddipet.

Smt. T. Anuradha, SA (Phy.Sci.), ZPHS, Munimoksham, Mdl: Hanwada, Mahabubnagar

Sl.No. Name of the chapter Name of the topic / concept Page number

1 ANIMALS‐THE BASE OF DIFFERENT ANIMALS 1‐3

2 ANIMALS‐THE BASE OF USEFUL ANIMALS 4‐6

3 AGRICULTURE‐CROPS AGRICULTURE‐CROPS 7‐10

4 LET’S GROW TREES LET’S GROW TREES 11‐13

5 NUTRITIOUS FOOD NUTRITIOUS FOOD 14‐17

6 OUR BODY PARTS‐SENSE OUR BODY PARTS‐SENSE ORGANS 18‐21

7 OUR BODY‐ITS INTERNAL OUR BODY‐ITS INTERNAL ORGAN 22‐24

8 FORESTS‐TRIBALS FORESTS‐TRIBALS 25‐26

9 RIVERS – MEANS OF RIVERS OF OUR STATE 27‐28

10 RIVERS – MEANS OF USES OF RIVERS 29‐30

11 ATMOSPHERE‐WIND ATMOSPHERE‐WIND 31‐33

12 THE SUN AND THE THE SUN AND THE PLANETS 34‐36

13 SAFETY AND FIRST AID SAFETY AND FIRST AID 37‐40

6th Class General Science (EM)

Academic Year 2020-21 (Level – 2)

Sl.No. Name of the chapter Name of the topic / concept Page number

11. MAGNETIC POLES, COMPASS 21‐22

II PLAYING WITH MAGNETS 12. ATTRACTION AND REPULSION 23‐24

13. MAGNET 25‐26

I. In the picturres given below,

1.. Ship of thhe desert ( ) A.

2.. Animal ussed for prottection ( ) B.

3.. The hornss of this aniimal are ( ) C.

4.. Tamed forr entertainm

5.. Animal thhat attacks sheep

1) What are thhe benefits of animalss?

READINESS PROGRAMME LEVEL-1

Class : VI Medium : English Subject : General Science

1. Our national animal - tiger : : Our state animal - …………………………

2. Cage - parrot : : prison - ……………………….

3. Hunting elephants - for tusks : : Deers are hunted for - ………………………

4. Pearls – shells : : Honey bee - …………………….

5. Our national bird – peacock : : Our state bird - …………………………..

1. Imagine what will happen if the living beings become extinct.

2. What should we do to protect animals?

READINESS PROGRAMME LEVEL-1

Class : VI Medium : English Subject : General Science

cotton green gram sugarcane groundnut

sorghum chilly paddy tobacco

V. Answer the following questions.

2. What types of crops are grown in your village?

4. Write two sentences appreciating the hard work of the farmers?

READINESS PROGRAMME LEVEL-1

Class : VI Medium : English Subject : General Science

2. What are thhe benefits of plants?

E Banyann tree - for wood

1. Neem treee - beside road

2. Mango treee - in fieldd : : Ridge guard - …………

4. Chrysanthhemum plaant - for flow

____________________ ____________________ _____________________

____________________ ____________________ _____________________

V. Match the following.

1. Fruit plant ( ) a. Nursery

2. Bonsai tree ( ) b. Japan

3. Plants are available here ( ) c. Pomegranate

4. Natural fertilizer ( ) d. Plant protection

5. Thorn fence ( ) e. Vermi compost

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