Living World
Living World – Level-1 (SGT) Concept Guide
Living and Non-Living Things
Living things have life. They grow, move on their own, need food and air, and can respond to changes. Non-living things do not show these features.
| Feature | Living Things | Non-Living Things |
|---|---|---|
| Growth | Grow from inside (seed to plant, baby to adult) | No natural growth (size changes only when we cut, join, or build) |
| Need for food and water | Must take food and water for energy | Do not need food or water |
| Breathing | Breathe in oxygen, breathe out carbon dioxide | No breathing |
| Response to stimuli | React to light, sound, touch, heat, cold | Do not respond on their own |
| Reproduction | Produce new individuals of same kind | Cannot reproduce |
| Movement | Move on their own or part of body moves | Can move only when pushed, pulled, or lifted |
Use the short key: G R R M B F – Growth, Respiration, Reproduction, Movement, Response, Food – to recall main features of living things.
Questions often ask: “Which one is living?” or “Identify the feature of living things.” Focus on growth from inside and reproduction – these are strong clues in options.
Plants – Types, Habitats and Parts
Plants differ in size, strength, and place of growth. They have special parts with fixed functions.
| Type by Size | Key Features | Examples |
|---|---|---|
| Herbs | Soft, green stem, small height | Coriander, spinach, mint |
| Shrubs | Woody stem, many branches near base | Rose, hibiscus, cotton |
| Trees | Tall, strong trunk, branches high | Mango, banyan, neem |
| Climbers | Weak stem, need support to grow up | Money plant, pea plant |
| Creepers | Weak stem, spread on ground | Watermelon, pumpkin, bottle gourd |
| Habitat Type | Condition | Plant Features |
|---|---|---|
| Terrestrial | Grow on land | Normal roots and leaves, e.g., mango, neem |
| Aquatic | Grow in water | Light stems, floating leaves, e.g., lotus, water hyacinth |
| Desert | Very little water | Thick stems, spines instead of leaves, e.g., cactus |
| Mountain | Cold climate, slopes | Conical shape, needle leaves, e.g., pine, deodar |
| Marshy | Water-logged, muddy soil | Special breathing roots (pneumatophores), e.g., mangroves |
Plant parts and functions:
- Root – fixes plant, absorbs water and minerals.
- Stem – supports plant, carries food and water.
- Leaf – makes food by photosynthesis, exchanges gases.
- Flower – reproductive part, gives rise to fruit and seed.
- Fruit – protects seeds.
- Seed – grows into a new plant.
When you see “needle-like leaves” or “breathing roots” in a question, think of the habitat clue – mountains and marshy areas are usually asked in short questions.
Animals – Types, Habits and Adaptations
Animals differ in food habits, place of living, and way of reproduction. They show special body features to adjust to their habitat.
| Classification | Groups | Examples |
|---|---|---|
| By food |
Herbivores – eat plants Carnivores – eat other animals Omnivores – eat plants and animals |
Cow, goat Lion, tiger Human, dog, bear |
| By reproduction |
Oviparous – lay eggs Viviparous – give birth to young ones |
Birds, most reptiles, frogs Humans, cow, dog, cat |
| By habitat |
Terrestrial – live on land Aquatic – live in water Arboreal – live on trees Aerial – fly in air Amphibians – live on land and in water |
Horse, elephant Fish, whale Monkey, squirrel Eagle, pigeon Frog, toad |
Domestic animals live with humans and help in work or give products. Wild animals live in forests and natural habitats.
- Beaks – shape matches the type of food (sharp for tearing, flat for sieving, hooked for tearing flesh).
- Claws and feet – for perching, scratching, swimming, catching prey.
- Nests – different birds use twigs, grass, mud, feathers to build nests in safe places.
Common one-mark questions: “Home of the animal” (e.g., lion–den, dog–kennel, bee–hive) and “Sound of the animal” (e.g., dog–barks, cow–moos, lion–roars). Make a small personal list and revise.
Human Body, Health and Safety
Our body has external and internal parts that work together. Good habits, safety, and respect for all people keep us healthy.
| Aspect | Main Points |
|---|---|
| Body parts | External: head, hands, legs, eyes, ears, nose, mouth, skin. Internal: heart, lungs, stomach, brain, kidneys. |
| Sense organs | Eyes, ears, nose, tongue, skin – help us see, hear, smell, taste and feel. Need regular cleaning and protection. |
| Skeletal system | Bones, joints, and cartilage give shape, protect organs, and help in movement. |
| Muscular system | Muscles work with bones to move body parts. |
| Good habits | Bathing daily, brushing teeth, washing hands, clean clothes, enough sleep, simple and clean food. |
| Care for differently-abled | Respect, help when needed, no teasing or rude comments, support inclusion in school and play. |
- Home – keep away from sharp tools, hot stoves, electric sockets.
- School – do not run on stairs, do not push others, follow teacher’s instructions.
- Road – walk on footpath, use zebra crossing, follow traffic signals.
- Water bodies – do not go alone to rivers, ponds, or wells; always with elders and use safety tools if needed.
Good touch makes us feel safe and comfortable, like a hug from parents. Bad touch makes us feel unsafe, scared, or confused. Children should be taught to say “No”, move away, and tell a trusted elder if anyone touches them in a wrong way.
First aid is the first help given before a doctor comes. Clean small cuts with clean water, use clean cloth to stop bleeding, do not apply unknown creams, and call elders or doctor for serious injuries.
Food and Nutrition
Food gives energy, helps in growth, and repairs the body. We get food from plants and animals.
| Component | Role in Body | Common Sources |
|---|---|---|
| Carbohydrates | Give energy | Rice, wheat, chapati, bread, potatoes |
| Proteins | Body building, growth and repair | Pulses, milk, eggs, meat, fish, nuts |
| Fats | Stored energy, warmth | Oil, ghee, butter, nuts |
| Vitamins | Protect from diseases | Fruits and vegetables |
| Minerals | Healthy bones, teeth, blood | Milk, green leafy vegetables, fruits, salt |
| Water & Roughage | Help digestion and removal of waste | Fresh fruits, vegetables, salads, plenty of water |
A balanced diet has food from all groups in correct amounts. It includes cereals, pulses, vegetables, fruits, milk or milk products, and a small amount of fats.
- Lack of Vitamin A – poor night vision.
- Lack of Vitamin C – bleeding gums.
- Lack of Iron – tiredness and weakness.
- Lack of Iodine – swelling in neck (goitre).
Raw food includes salads, some fruits and vegetables. Cooked food is easier to digest and tastes better. Methods like boiling, steaming, roasting, and frying are used. Food is preserved by drying, salting, pickling, cooling, or using sugar and oil.
Avoid frequent junk food like deep-fried snacks and soft drinks. Do not waste food. Take only what you can eat. Mid-day meal in schools provides simple, nutritious food to children.
We also get food from animals: milk, eggs, honey, meat, and fish. Birds and animals have different feeding habits that match their beaks, teeth, and digestive systems.
Agriculture and Food Production
Agriculture is the main activity for producing food grains, fruits, vegetables, and other crops. It includes many steps from field preparation to storage.
| Stage | Main Action | Tools / Help |
|---|---|---|
| Field preparation | Loosening and turning soil | Plough, hoe, tractor |
| Sowing | Placing seeds in soil | Seed drill, by hand |
| Manuring | Adding nutrients to soil | Farmyard manure, compost, fertilizers |
| Irrigation | Supplying water to fields | Canals, wells, borewells, sprinklers, drip systems |
| Weeding | Removing unwanted plants | Hoe, hand tools, controlled chemicals |
| Harvesting | Cutting and collecting crops | Sickle, harvester |
| Storage | Keeping grains safe from pests and moisture | Godowns, silos, bags, traditional bins |
- Oxen and bullocks – plough fields and pull carts.
- Buffaloes and camels – help in transport and field work.
- Cows and buffaloes – give milk.
- Bees, hens, goats, and fish – give honey, eggs, meat, and fish for food.
Questions often ask correct sequence of agricultural practices or match “tool with use”. Remember the order: prepare soil → sow → manure → irrigate → weed → harvest → store.
Family, Shelter and Migration
Family and shelter are basic needs. Family structure and housing type change with place, work, and income.
| Type | Main Features |
|---|---|
| Nuclear family | Parents and their children living together. |
| Joint family | Grandparents, uncles, aunts, cousins, parents, and children living together. |
| Extended family | Relatives staying nearby and visiting often, support each other. |
- Family tree shows different generations using simple diagrams.
- Family budget is a simple plan for income and spending, helping to avoid waste and manage needs.
- Changing structure may be due to jobs, education, travel, or other reasons.
| House Type | Material | Common Use |
|---|---|---|
| Kutcha house | Clay, mud, straw, bamboo | Often seen in villages and poor areas. |
| Pakka house | Bricks, cement, iron, tiles | Stronger and long-lasting, in towns and cities. |
| Temporary shelters | Tin sheets, plastic, wood | Used in slums, by homeless people, or during work at sites. |
Migration is movement of people from one place to another for work, education, safety, or better facilities. It affects family structure, schools, and local resources.
Home appliances like fans, lights, stoves, mixers, and washing machines make daily life easier but must be used safely and carefully.
Cell and Microorganisms (Introductory)
All living things are made of tiny units called cells. Some organisms are so small that they can be seen only with a microscope.
| Concept | Simple Explanation |
|---|---|
| Cell | Basic unit of life, like a small building block of the body. |
| Plant cell | Has a cell wall and usually a large vacuole; helps plant keep shape. |
| Animal cell | No cell wall; many small vacuoles; flexible outer boundary. |
| Microorganisms | Very tiny living things like bacteria, some fungi, and some algae. |
- Useful – some bacteria help in curd formation; some fungi help in making bread soft (yeast); some microorganisms help in making medicines.
- Harmful – some bacteria and viruses cause diseases in humans, animals, and plants.
Simple exam questions focus on “cell is the basic unit of life” and “germs can be useful or harmful.” Avoid too much detail; keep the basics clear.
Games, Recreation and Their Importance
Games and recreation keep the body active and the mind fresh. They teach teamwork, discipline, and respect for rules.
| Type of Game | Place | Examples |
|---|---|---|
| Indoor games | Played inside the house or hall | Carrom, chess, ludo, board games |
| Outdoor games | Played in open ground | Cricket, kho-kho, kabaddi, football |
| Local / traditional games | Based on local culture and simple materials | Gilli-danda, hopscotch, spinning tops, marbles |
- Keep body fit and strong.
- Improve coordination, balance, and skills.
- Teach cooperation, following rules, and fair play.
- Reduce stress and improve mood.
Questions may ask which game is indoor or outdoor, or which game needs more players. Link each game with its place and basic material (for example, carrom–board and coins, cricket–bat and ball).