Answer Key

ICSE Geography – 6
 1. Representing the Earth

Answer Key
Answers given for some questions may be different for each student. Ensure that the students have
understood the concept clearly and accept all logical answers.
• The answers given in the answer key to the chapter-end exercise can be used as hints. The student
can rephrase to produce an answer. Accept all logically rephrased answers.
• The activities and projects given in the Exercises can be used for assessment.
• During the assessment, following can be used to evaluate the performance of a student.
• Accuracy
• Presentation
While working in groups
• Team work

In-text Activities
Warm Up (Page 1)
• Conceptual Knowledge
• Understanding of the subject
1. River
2. North line
3. Railway line
4. Mountain range
Do and Learn (Page 2)
The learners are expected to draw the symbols at the instructed points using the legend given along
the map on their own. The teacher can help the students in completing the activity in class.
Exercises (Pages 11, 12 and 13)
A. 1. (a) 2. (a) 3. (a) 4. (c) 5. (b)
B. 1. graphical 2. latitudes 3. sketch 4. small 5. source
C. 1. (c) 2. (b) 3. (a) 4. (e) 5. (d)
D. 1. True
(Maps are easier to carry around than globes.)
2. False
(Large scale maps can give more information and details than small scale maps.)
3. True
(A sketch map is a free hand rough drawing of an area.)
4. False
(Maps are two-dimensional, so they can’t accurately represent the Earth’s shape, size, distance,
and direction.)

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 5. True
(A scale helps in determining the actual ground distance based on the map distance.)
E. 1. We get a general idea about the world, distances, directions, sizes and shapes of the countries
through a map. Maps show different features of the land and water bodies. Maps present
information about the world in a simple and visual way.
2. A scale on a map helps to measure distance between two places on the map. It explains the ratio
of distances on a map to actual distances on the ground and makes it easier to understand how
far the two places from each other on the ground are.
3. Advantages of Maps (Accept any two)
• Maps are two-dimensional drawings on a sheet of paper that can be folded easily. This makes
it easy to carry them around.
• Maps enable us to study the layout of cities and towns in detail. Maps exist for the entire
world for various countries, states, cities and even down to street blocks.
• Maps can provide much more topographical information in detail than a globe.
• Maps are easier to prepare and can be modified as physical or political situations change.
4. Differences between a Map and a Globe

Map Globe
On a map, we can see all the places on the Earth A globe gives us an idea of how the Earth
at the same time. looks like from space.
In a map, the shapes and sizes of the continents It shows correct shapes and sizes of
and oceans get distorted, specially around the continents and oceans.
Poles.
A map helps us to study parts of the Earth in A globe only represents the spherical
greater detail. Earth.
5. Difficulty in understanding different languages has made the geographers evolve a standard
system in the form of symbols. In global context, locating places with the help of symbols
requires uniformity. Hence, same symbols are used and accepted internationally and they are
known as conventional symbols.
F. 1. The different elements of a map are title, legend, scale, grid and North line.
Title: The title identifies what a map would represent. The title of the map conventionally
appears at the top of the map.
Legend: The legend lists the symbols used on a map and what they depict. They could be small
shapes, colours, lines or pictorial symbols.
Scale: Maps are made to scale. A scale explains the ratio of distances on a map to actual distances
on the ground. For example, 1 cm on a map might be equal to 100 km on the ground.
North line: The North line in a map indicates the North direction and thereby makes it convenient
to locate the other directions.
Grid: The horizontal and vertical lines on a map form a geographic grid. These grids help in
pinpointing an exact location anywhere on the map by giving a unique number known as a grid
reference. The vertical lines are called longitudes or eastings. They increase in value as we travel
east on the map. The horizontal lines are called latitudes or northings. They increase in value as
we travel north.

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 2. Rivers
Rivers are large streams of fresh water flowing in a channel from higher to lower elevations.
The bottom of the channel is called the bed and the sides of the channel are called the banks.
The place where the river originates is the source and the place where it ends its journey is the
mouth.
Meanders
A meander is simply a bend in a slow-moving river. It is formed due to erosion, transportation,
and deposition. Due to continuous erosion and deposition, the meandering loops become
almost circular and their ends come close to each other. Gradually, the river flows into the strip
of land between the two loops and takes a straighter course. The circular loop that is left behind
is completely cut off from the main channel. This is known as an oxbow lake. This landform is so
named for its distinctive curved shape resembling an oxbow. An example of a meandering river
in India is Ganga, which is one of the longest rivers in India and is engaged in high erosional
activity. When silt and sediment deposition occurs at a large level, the river Ganga cannot move
straight and forms large meanders in plains.
Deposition

Erosion

Oxbow lakes
The new meander
starting to enlarge
and migrate
downstream
Tributaries
A small river that flows into a larger one is known as a tributary. Many tributaries will usually
feed into a main river. River Ganga is a major river. A large number of tributaries like Alaknanda,
Ramganga, Kali, Yamuna, Gomti, Ghagra, Gandak, Kosi and Son, draining 11 states of the country
join River Ganga at different confluence points during its journey. Brahmaputra is another major
river which originates from Tibet. Dibang, Lohit, Dhansiri, Kameng, Manas, and Teesta are some
of the major tributaries of River Brahmaputra.
river source
UPSTREAM

tributaries

floodplain
DOWNSTREAM

meanders main river

river mouth wetlands

delta

ries
distributa

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 Distributary
When a small stream breaks away from the main river without rejoining it, it is known as a
distributary. For example, the Hooghly River is a distributary of the Ganges River and Kollidam
River is a distributary of River Kaveri. Distributaries carry away the water and drain into the sea.
These are found in the delta regions at the mouth of the river.
Delta
Triangular or fan-shaped built-up areas, at the mouth of the river are called deltas. A delta is
formed when a river carrying sediment reaches a body of water, such as a lake, ocean, or reservoir.
As the river enters the standing water, it slows down and expands in width, losing its ability to
carry sediment along. The sediment then drops out of the water and settles at the river’s mouth.
Since the river deposits most of its sediments near the mouth, these deposited sediments force
the river to split into several distributaries and this region is collectively known as Delta.
The best example of a delta is the Ganga– Brahmaputra Delta in India and Bangladesh.

distributaries
main river

delta
deposition

3. Maps are important as they are used in various ways.

• Maps represent the real world on a much smaller scale. They help us to travel from one
location to another. They also help us to organise information by providing a guide to know
where we are and how to reach our destination.
• Geographical facts and factors can be explained properly through maps as they give us
information about climate, produce, agricultural products and population and the related
factors. Maps help us to arrive at a concrete solution.
• Maps are useful for sailors, pilots, engineers and environmentalists.
• Maps are used by the governments for administrative, planning and defence purposes.

Activity Corner
Tech Corner: The students are expected to do this activity under guidance of the teacher or an elder.
Create a Plan: The teacher can guide the students to take the measurements of the classroom using
measuring tapes. The teacher will explain that a plan is a systematic drawing drawn with the help of
proper instruments relative to the actual size of the place. The teacher will help the learners to choose
a suitable scale and prepare the plan accordingly.
Create a Sketch: The teacher can divide the students in small groups and guide them to find the
directions of various buildings, playground area, canteen, auditorium and different gates of the
school. The teacher will also inform the students that a sketch is a free hand rough drawing of an area

4
representing only the main features of that area. The teacher will then guide the students to prepare
the sketch of the school as per their findings.

Finding Directions: The teacher will inform the students that a compass is an instrument used to find
directions. The teacher will divide the students into small groups, give them compass and guide them
to find the direction of various buildings, playground area, canteen, auditorium and different gates of
the school.

Case Study:
1. Aerial photography captures images from an elevated viewpoint, offering a unique and
comprehensive perspective of an area.
2. Aerial photography helps understand the three-dimensional characteristics of an area by
observing height, depth and elevation differences in the terrain. Visual cues like colour, size,
shape and patterns offer valuable information for identifying objects, revealing trends and
studying land use.
3. Aerial photography plays a crucial role in cartography (art of map-making) by creating accurate
maps through measurements taken from the photos.

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 2. Landforms

Answer Key
Answers given for some questions may be different for each student. Ensure that the students have
understood the concept clearly and accept all logical answers.
• The answers given in the answer key to the chapter-end exercise can be used as hints. The student
can rephrase to produce an answer. Accept all logically rephrased answers.
• The activities and projects given in the Exercises can be used for assessment.
• During the assessment, following can be used to evaluate the performance of a student.
• Accuracy
• Presentation
While working in groups
• Team work
In-text Activities
Warm Up (Page 16)
• Conceptual Knowledge
• Understanding of the subject
The answers will vary from learner to learner. However the following points could be covered.
Mount Kilimanjaro is the highest mountain in Africa, standing at 5,895 meters (19,341 feet) above
sea level. It is located in northeastern Tanzania, near the border with Kenya. Kilimanjaro is a dormant
volcanic mountain with three main volcanic cones: Kibo, Mawenzi, and Shira. The mountain is famous
for its snow-capped peaks, even though it is situated near the [Link] is part of Kilimanjaro
National Park and is a UNESCO World Heritage Site. It is a popular destination for climbers and trekkers
worldwide, known for its diverse ecosystems, from tropical forests to alpine deserts.
Let’s Discuss (Page 21)
The answers will vary from learner to learner. The following points, however, can be covered.
Without the Himalayas, India would face extreme climatic changes, with colder winters and reduced
monsoon rains, leading to very hot and dry conditions in the northern plains. The absence of major
rivers like the Ganga and Brahmaputra would drastically impact agriculture and livelihoods. India
would lose its rich biodiversity and cultural heritage tied to the mountains. Additionally, the lack of a
natural barrier would leave India’s borders more exposed to external threats, altering its geography,
economy, and way of life.

Exercises (Pages 29 and 30)

A. 1. (b) 2. (a) 3. (a)
4. (c) 5. (a)
B. 1. 1000 2. Collision of two plates 3. Fault
4. Volcanic eruptions 5. Water, ice

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C. 1. False
(Exogenic forces are the forces that originate on the surface of the Earth.)
2. False
(Old fold mountains are older than young fold mountains.)
3. True
(The Himalayas act as a natural boundary between India and China.)
4. False
(Valleys can be found in plains, hills and mountains.)
5. True
(Plateaus are elevated areas with a levelled land on top and steep slopes on all sides.)
D. 1. (b) 2. (c) 3. (d) 4. (a)
E. 1. Mountains are formed when two large tectonic plates under the earth’s surface collide with
each other.
2. Rhine Rift Valley, Narmada Rift Valley and Nile Rift Valley are three prominent rift valleys.
3. A rift valley or graben is a linear depression or trough created by the sinking of the intermediate
crustal rocks between two or more parallel faults. When whole blocks of rocks get displaced
along the cracks, it leads to the formation of Block Mountains or horst.
4. Valleys are formed through the process of erosion by the action of the flowing of water or
flowing of ice.
F. 1. The different types of plateaus are as follows.
Intermontane Plateaus
• Intermontane plateaus border around fold mountains. They can either border them or be a
part of the mountain range itself.
• They are the highest plateaus in the world.
• They have horizontal rock layers which are raised very high by the vertical movement of the
earth.
• The Plateau of Tibet is an example of an intermontane plateau. It is surrounded by the fold
mountains of the Himalayas, the Karakoram, the Kunlun and the Tien Shan.
Piedmont Plateaus
• They are situated at the foot of the mountains.
• One side of the plateau is bounded by a sea, plain or an ocean. It is a type of border plateau.
• They are also called plateaus of denudation as the areas which were once high as the
mountains, have now been reduced to the foot of the mountain by various agents of erosion.
• The Malwa Plateau is an example of piedmont plateau.
Continental Plateaus
• Continental plateaus are bordered on all sides by plains or oceans, and form away from the
mountains.
• Continental plateaus are also known as plateaus of accumulation.
• The Plateau of Maharashtra is an example of a continental plateau.
Dissected Plateaus
• The plateaus which have been intensely eroded so that the relief becomes sharp are known
as dissected plateaus.

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 • Weathering, erosion and denudation of the flat land result in the formation of dissected
plateaus.
• The eroded region tends to appear mountainous or as hilly slopes and valleys.
• Catskill Mountains of the USA and the Blue Mountains of Australia are two examples of
dissected plateaus
2. Many weathering and eroding agents such as volcanic magma, extrusion of lava, running water
and glaciers help in the formation of plateaus.
• When the molten magma rises from the mantle, it moves towards the surface of the Earth’s
crust. A plateau can be formed during the rising process when a large flat area of rock is lifted.
The magma does not break through it but instead raises a section of the rock up to form a
plateau.
• Plateaus are also landforms that were formed millions of years ago due to constant action
of winds, water and glaciers on the land surface. When water keeps flowing in a specific
direction, it breaks down layers of rock over time and carves out channels that continually
grow deeper. As the water moves down, the excessive pressure creates steep slopes that
form the edges of the plateau.
• Forces of wind can also erode a particular area and eventually force the rocks to create slopes
and plateaus.
• A mountain or another type of landform could also be reduced into a plateau, while a very
large plateau could give way to smaller landforms like mesa or butte due to constant action
of water, snow and glaciers.
G. 1. The life of the people in mountains differ from those living in Plains in the following ways.

Life in the Mountains Life in the Plains

Shelter and Houses in the mountains are The houses in the plain regions are
clothing normally made of wood. The very sturdy. In cities, which are around
houses have slanting roofs so the plain regions, houses are built on
that snow does not accumulate large plots. They are made of thick
on it. mortar and bricks. In desert areas,
In the mountainous regions, mud is used to make the houses to
people wear thick woollen keep them cool and dry during the hot
clothes to insulate themselves seasons. In places like Rajasthan, mud
from the cold temperature. wall and straw roofs keep the houses
cool during summer. People living in
the plain regions generally experience
all the four seasons. Hence, their
clothing also depends on the season
that particular area experiences.
Occupation Agriculture, cattle rearing, Agriculture, industry and trade are
handicraft production and important occupations.
tourism are some main
occupations.

8
 Life in the Mountains Life in the Plains

Transportation The steep and rugged terrain The flat and level lands of the plains
of the mountains do not have helped in the development
allow for a well-developed of a robust transportation system.
transportation network. Water Rivers are broader, shallower and
transport is also not well move slower. This helps in making the
developed as the rapid falls waters navigable.
are not conducive for it. Hence,
roads are the main modes of
transport.
2. Mountains are storehouse of natural resources such as minerals, timber, medicinal herbs, lac
and wood. Mountains are also a source of water for irrigating fields and many other uses.
Mountains like the Himalayas act as barriers and provide protection from cold winds. Mountains
are places of tourist attractions also.

Activity Corner
Project Work: The students are expected to do this activity on their own with the help of an elder. The
models will vary from learner to learner.
Tech Corner: Guide the students to search online about the rich mineral deposit regions in India. The
Presentation will vary from learner to learner.
Group Discussion: Guide the students to do research work on incidents of landslides using the Internet
and present it in form of a PowerPoint presentation.
Some of the incidents of recent landslides that can be mentioned are as follows.
• Kedarnath landslide in Uttarakhand
• Raigad landslide in Maharashtra
• Ankola landslide in Karnataka
• Wayanad landslide in Kerala
Picture Study:
1. Plateau
2. Volcanic magma, extrusion of lava, running water and glaciers are the agents that help in the
formation of plateaus.
3. Malwa Plateau, Chota Nagpur Plateau, Deccan Plateau, Plateau of Tibet, Catskill Mountains of
the USA, Blue Mountains of Australia
Map Work: Guide and help the students to locate the mentioned landforms using the atlas and mark
them on the world map. The answer will vary form learner to learner.
Case Study:
1. Mount Everest
2. Mount Kilimanjaro is the highest free-standing mountain, standing alone and distinct from a
range.
3. Mauna Kea in Hawaii.

9
 3. Water Bodies

Answer Key
Answers given for some questions may be different for each student. Ensure that the students have
understood the concept clearly and accept all logical answers.
• The answers given in the answer key to the chapter-end exercise can be used as hints. The student
can rephrase to produce an answer. Accept all logically rephrased answers.
• The activities and projects given in the Exercises can be used for assessment.
• During the assessment, following can be used to evaluate the performance of a student.
• Accuracy
• Presentation
While working in groups
• Team work

In-text Activities
Warm Up (Page 33)

Dal Lake
Dal Lake is a well-known freshwater lake in Srinagar, Jammu & Kashmir, India's northernmost state.
Known as the ‘Jewel in the Crown of Kashmir,’ it is famous for its scenic beauty, houseboats, and floating
gardens. The lake is surrounded by mountains and has been a popular tourist attraction for many years.
Dal Lake also contributes significantly to the local economy with activities including fishing, boating,
and vegetable farming in floating gardens.
Let’s Discuss (Page 37)
The answers will vary from learner to learner. The following points can be covered.
1. Water is not evenly distributed across the planet. While some regions have abundant freshwater
sources like rivers, lakes, and groundwater, other areas, particularly deserts or arid regions,
have very limited access to freshwater.
2. Most of the Earth’s water (about 97%) is saltwater found in oceans and seas, which is unsuitable
for drinking, irrigation, or most human uses without costly desalination processes.
3. Many freshwater sources are polluted due to industrial waste, agricultural runoff, and sewage,
making the water unsafe for consumption. In many parts of the world, water bodies are
increasingly contaminated, aggravating scarcity.
4. In some areas, water is being used faster than it can naturally be replenished. Over-extraction
of groundwater for agricultural or industrial use leads to the depletion of these water sources.

Exercises (Pages 45, 46, 47and 48)

A. 1. (b) 2. (a) 3. (a) 4. (b) 5. (a)
B. 1. 70 per cent 2. 30 per cent 3. Challenger Deep 4. marginal 5. five

10
C. 1. False
(The Pacific Ocean is the world’s largest ocean.)
2. True
(The Indian Ocean covers about 14 per cent of the Earth’s surface area.)
3. True
(The Arctic Ocean is the smallest and shallowest of the world’s five oceans.)
4. True
(Inland seas are shallow seas that extend far into the interior parts of continents.)
5. True
(A gulf can be considered as a large bay.)
D. 1. (e) 2. (d) 3. (c) 4. (b) 5. (a)
E. 1. A marginal sea is a sea partially enclosed by islands, archipelagos or peninsulas while Inland
seas are shallow seas which extend far into the interior parts of the continents. Because they
open out to the larger ocean or sea, marginal seas share the currents formed by ocean winds
and these currents dominate the water circulation. Marginal seas are far more common than
inland seas.
2. A lake is an inland body of water that does not have much water movement. They usually have a
river or stream through which water flows into the lakes or flows out of it. Most lakes have fresh
water but there are some lakes that have salt water.
3. The major rivers of the world are: Amazon River, Nile River, Mississippi River, Mackenzie River,
Ganges River, St. Lawrence River, Rhine River, Indus River, Danube River, Ob River, Huang He
River, Yangtze River, Murray River (accept any five among these).
4.

Gulf Bay
A gulf is a large body of water which A bay is a small body of water or a broad inlet that
sometimes has a narrow mouth. This is set off from a larger body of water. This happens
mouth is almost completely surrounded generally when the land curves inward.
by land.
A gulf can be considered as a large bay. Bays usually occur in oceans, lakes, and gulfs, and
generally not in rivers except when there is an
artificially enlarged river mouth.
For example, the Gulf of Mexico is The San Francisco Bay, off the coast in northern
surrounded by Mexico, the southern California, is a well-known bay in the United States.
coast of the United States, and Cuba. Bay of Bengal near Indian coastline is also a well-
known example.
5. The five major oceans of the world are: Pacific Ocean, Atlantic Ocean, Indian Ocean, Southern
Ocean and Arctic Ocean.
F. 1. There are three parts of a river. These are also referred to as the courses of a river.
(i) Upper course: The upper course of a river is often in steep, mountain areas. This section of
a river is cold, clear and fast-flowing. It has a very steep slope.
(ii)  Middle course: Rivers often meander along their middle course. It is less steep and has a
moderate flow of water.
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 (iii) L ower course: The lower course is where the river flows gently because of the gentle slope
of the land.
2. The oceans are important because of the following reasons:
• Oceans moderate Earth’s temperature by not changing temperature rapidly and by
distributing heat around the planet.
• Oceans produce more than half of the oxygen in the atmosphere and absorb most of the
carbon dioxide from it.
• The oceans are an essential part of Earth’s water cycle. Since they cover so much of the planet,
most of the evaporation comes from oceans and most of the precipitation falls on oceans.
• Not only are oceans important to sustain life, but also for moving materials that we use.
Without commercial ships and barges, transportation of goods from place to place would be
much more difficult and expensive.
• Oceans have tremendous biodiversity and most of the biomass of Earth is found in them.
3. Water bodies get polluted when pollutants are directly or indirectly discharged into them
without removing the harmful compounds. The different causes of water pollution are as follows.
Sewage and Waste Water: The sewage water carries harmful bacteria and chemicals that
can cause serious health problems. These contaminated water bodies become the breeding
grounds for several diseases which are then spread through other creatures that act like carriers.
Therefore, the sewage and waste water produced by each household should be chemically
treated and only then released into water bodies.
Marine Dumping: The garbage produced by each household in the form of paper, aluminium,
rubber, glass, plastic, food are deposited into the rivers, seas and oceans in some countries.
These items can take 2 weeks to 200 years to decompose. When such items enter the sea, they
not only cause water pollution but also harm animals in the water bodies.
Accidental Oil Leakage: Oil spills pose a huge concern to water bodies. When large amounts of

oil spill into the oceans and seas, this becomes a serious threat to local marine life such as fish,
birds and sea otters.
Burning of Fossil Fuels: Burning of fossil fuels like coal and oil produces a substantial amount

of ash in the atmosphere. When mixed with water vapour, the particles which contain toxic
chemicals may cause acid rain. Also, carbon dioxide is released when the fossil fuels are burnt
which leads to global warming. Global warming, in turn, leads to destabilisation of ocean
currents and a rise in the sea levels.
Chemical Fertilisers and Pesticides: When chemical fertilisers and pesticides get mixed with

rainwater and flow down into rivers and canals, they pose a serious threat to aquatic animals.
Leakage from Landfills: Landfills are huge piles of garbage that produce an awful smell and can

be seen all across the city. When it rains, the landfills may leak. These leaking landfills can pollute
the underground water with large varieties of contaminants.

Activity Corner
Map Work: Guide and help the students to mark the required water bodies on the world map.
Project Work: The teacher will guide and help the students to collect various clippings and article
on water pollution. The teacher will inform the students about the various pollutants that directly or
indirectly get discharged in water bodies and give rise to water pollution and put a negative impact on
the living beings. The teacher will guide the students to prepare a report on the same.

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Field Trip: The teacher may take the students to a nearby water body and discuss the history and
the changes that particular water body has gone through. The teacher will also help the students to
interact with the locals to know what role that water body play in their day today lives.
Tech Corner: The teacher may show a video or animation on Christopher Columbus or Vasco da Gama
with the help of the Internet. The teacher will encourage the students to participate in the discussion
on the importance of oceans and seas in trade and commerce in different eras and present day.
Group Discussion: The teacher will inform the students that conservation of water bodies and reversing
the impact of water pollution is necessary for the humans to live a healthy life as water is essential for
the survival of life. The teacher will encourage the students to participate in the discussion.
Some of the scientific and technological interventions to address water pollution that can be mentioned
are as follows.
Water Filtration Systems, Wastewater Treatment Plants, Oil Spill Cleanup Technology and Eco-friendly
Agricultural Practices
Picture Study:
1. Hydrological cycle
2. This natural process is important to maintain the total amount of water on the Earth’s surface
and keep it constant.
3. Precipitation in form of snow and rain are the main sources of water on the Earth.
4. Groundwater is the water that is stored beneath the Earth's surface in the spaces and cracks
between rocks, sand, and soil. It comes from rainfall and other sources that seep through the
ground.
Case Study:
1. The ocean’s plant and animal life depend on factors such as temperature, ocean depth and
proximity to the shore.
2. The coral reefs resemble rainforests in the ocean, supporting a diverse array of marine creatures
like seahorses, clownfish and sea turtles.
3. Kelp forests found along the coastlines of the Pacific and Antarctic Oceans are another significant
habitat that provides food and shelter for marine organisms.

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 4. Agriculture

Answer Key

Answer Key of The Chapter

Answers given for some questions may be different for each student. Ensure that the students have
understood the concept clearly and accept all logical answers.
• The answers given in the answer key to the chapter-end exercise can be used as hints. The student
can rephrase to produce an answer. Accept all logically rephrased answers.
• The activities and projects given in the Exercises can be used for assessment.
• During the assessment, following can be used to evaluate the performance of a student.
• Accuracy
• Presentation
While working in groups
• Team work

In-text Activities
Warm Up (Page 50)
• Conceptual Knowledge
• Understanding of the subject
The answers may vary from learner to learner. The following points however can be discussed.
The process of producing silk involves several stages. Sericulture involves cultivation of silkworms to
produce silk. Following are the steps involved in producing silk:
• Silkworms are raised in a controlled environment on a diet of fresh mulberry leaves. This process is
called sericulture.
• After about 25 - 30 days of feeding, the silkworm enters the cocoon stage, where it spins a protective
cocoon around itself made of liquid silk fibers.
• The silk produced by the worm is in the form of a long, continuous thread.
• To extract the silk threads, the cocoons are boiled in hot water.
Let’s Discuss (Page 54)
The answers will vary from learner to learner. The following points can be covered.
The different foodstuffs that can be cultivated for survival are rice, wheat, maize, potatoes, yam and
cassava. Two or three crops can be grown on the same piece of land at different times during the year,
yielding maximum and different variety of food crops.

Exercises (Pages 62, 63, 64 and 65)

A. 1. (a) 2. (b) 3. (d) 4. (b) 5. (d)
B. 1. agriculture 2. Intensive 3. Extensive 4. terrace 5. profit

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C. 1.
True
(Agricultural sector provides raw materials for various industries.)
2.
False
(Green revolution increased crop production by using modern techniques of farming.)
3.
True
(Cash crops play an important role in the economy of the country.)
4.
False
(Subsistence farming is the practice of small-scale farming.)
5.
True
(The agricultural sector provides raw materials to various industries.)
D. 1.
(d) 2. (c) 3. (b) 4. (a)
E. 1.
Agriculture is defined as the art of cultivating the soil, growing crops and raising livestock.
2.
Farmers, who have very small plots of land and little money, grow crops which are just about
enough to feed their families. There is no surplus for sale. Such form of farming is known as
subsistence farming.
In commercial farming, crops are grown and livestock is reared for sale in the market. The area
cultivated and capital used is large and most of the work is done by machines.
3. Differences between Food Crops and Cash Crops.

Food Crops Cash Crops

Food crops are any agricultural products Cash crops are grown for profit. They are
that can be eaten such as rice, wheat, generally purchased by wealthy companies
corn, soya beans and pulses. that are from developed nations. For example:
cotton, coffee and tea.
These crops are essential for basic food These crops are cultivated for commercial
but have less value as compared to cash purposes and have more value.
crops.
4. Intensive Subsistence Farming is the traditional form of subsistence farming.
The farmer cultivates a small plot of land using more labour with simple tools. Farmers waste no
land in this type of farming. More than one crop is grown annually because of the favourable
climate. It also uses manure as a fertiliser and uses traditional irrigation systems. Rice and
vegetables are the most common crops which are grown in the same fields using the polyculture
method.
Extensive subsistence farming is a farming practice where a relatively small amount of produce
is generated from a large farmland. This method does not damage the environment with the
use of chemical fertilisers. The produce is less in quantity but healthy and high in quality.
5. The Green Revolution is the increase in crop production (especially wheat and rice) due to the
use of new varieties of seeds, use of pesticides and new agricultural techniques. The Green
Revolution changed the society in many developing countries. The Green Revolution increased
crop production by using modern agricultural techniques. The techniques adopted were high
yield variety seeds, chemical fertilisers, pesticides, insecticides and assured irrigation facilities.

15
F. 1. Agriculture plays a critical role in the economy of a country. It is even considered as the backbone
of certain economies of the world. Given below are the ways through which agriculture develops
the economy.
• Agriculture is the main source of national income for most of the developing nations. The
excess agricultural produce is exported. Even today, some developing nations continue to
depend on agriculture which amounts to 50 per cent of their economy. Certain products
such as jute, oilseeds, spices and tobacco account for approximately 20 per cent of the entire
economy of a country.
• The agricultural sector provides fodder for domestic animals. Cows and other animals in turn,
meet people’s food requirements such as milk, cheese, butter, meat and eggs.
• The agricultural sector provides employment to a large portion of the population in any
country. Although agriculture can cause disguised unemployment, it is also helpful in
reducing unemployment in developed nations.
• The agricultural sector is the sole provider for a variety of foods like wheat, rice, corn, sugar
cane, vegetables and fruits to the population engaged in other sectors of the economy.
• The agricultural sector provides not only crops but even raw materials to various agro-based,
small-scale and large-scale industries like cotton, sugar cane, tobacco and oilseed.
• The agricultural and industrial sector are interrelated and hence, develop each other. With
changes in agricultural practices there is a spurt in the industrial sector which deals in
threshers, harvesters, tractors, tube-wells and various other consumer goods.
• There is an increase in the income of the farmers when there is development in the agricultural
sector which improves their standard of living.
2. Plantation farming is done on large farms called estates where mostly a single crop of tea,
coffee, sugarcane, cashew, rubber, banana or oil palms are grown. Large amount of labour and
capital is required for this type of farming. The processing is done on the farm itself or in nearby
factories. Some of the plantation crops are as follows.
Tea is obtained from the leaves of the tea plant, which is a tropical bush. It is the most important
beverage crop. Tea requires high temperature of about 25°C and moderate rainfall of about
200 cm. It is grown as plantation on sloping land to avoid water logging. Well-drained loamy
soil is required for tea cultivation because the plants cannot withstand stagnant water. Tea is
grown in Japan, Indonesia, Kenya, Uganda, and Bangladesh. In India, tea is grown in Assam,
West Bengal, Kerala, and Tamil Nadu.
Coffee is another beverage crop. It is obtained from the beans of the coffee plant. There are
three main varieties of coffee—Arabica, Robusta, and Liberia. Coffee requires a warm and humid
climate with a temperature of about 14°C to 26°C and rainfall of about 150 cm. It grows well in
well-drained soil. Brazil is the leading producer and exporter of coffee in the world. Other coffee
producing countries include Colombia, Venezuela, Ecuador, Peru, Mexico, El Salvador, Jamaica,
Ivory Coast, Kenya, Uganda, Angola and Indonesia. In India, coffee is grown in Karnataka and
Tamil Nadu.
Rubber is found in the equatorial forests. It is used in the manufacturing of tyres and tubes
for vehicles and for waterproofing and insulating. Rubber requires hot and wet climate with a
temperature of about 27°C and more than 150 cm of rainfall uniformly distributed throughout
the year. Fertile well-drained soil and flat land is well suited for rubber. Malaysia is the largest
producer of rubber followed by Indonesia. Other rubber producing countries include Thailand,
India, Sri Lanka, Nigeria, Liberia, Cambodia, Vietnam, and Brazil. In India, rubber is grown mainly
in Kerala.

16
 Sugar cane is a tropical crop and the major source of sugar. It requires 21°C to 27°C of temperature
and about 125 cm of rainfall with a long rainy season. It grows well in fertile and well-drained
loamy soil. Main sugar cane producers are Cuba, Brazil, and Hawaii in USA, Australia, Mexico,
Philippines, Fiji and Indonesia. In India, it is grown in Uttar Pradesh, Maharashtra, Tamil Nadu,
Andhra Pradesh, and Karnataka.
G. 1. The Green Revolution has put a significant impact on the agriculture sector in the following
ways.
• As a result of the new agricultural strategy, the production of food grains increased
substantially.
• It is a capital-intensive agricultural strategy. This new technology is characterised by
frequent application of water, fertilisers, insecticides, double cropping, larger volumes of
transportation, marketing and food-processing. This led to an increase in employment and
income among the agricultural labourers and small farmers.
• Traditional Indian agriculture was self-sufficient. It was produced only for the individual’s use.
But the new strategy attaches great importance to agricultural products as industrial inputs,
and are meant for sale in the market.
• The Green Revolution enhanced the agricultural output to be exported. This, in turn,
improved India's creditworthiness in the eyes of the World Bank and other international
lending agencies.
• The increase in irrigation led to the construction of new dams to harness monsoon water. The
water stored was used to create hydroelectric power. This boosted industrial growth.
2. The answers will vary from learner to learner. The following points however can be covered.
Today, machines like tractors, harvesters, and irrigation systems are used to plant and harvest
crops faster. Farmers also use fertilizers, pesticides, and genetically modified seeds to improve
crop yields and protect against pests. Technology helps farmers grow more food in less time,
feeding the growing population. In recent years, there is a focus on sustainable farming, which
means farming in ways that protect the environment, conserve water, and keep the soil healthy
for the future.

Activity Corner
Think and Discuss: The teacher will inform the students of the various types of agricultural practices
such as subsistence farming, commercial farming, plantation faming and mixed farming and help the
students to recognise the type of farming practices in their district and state. Help them understand
the differences between the different types of agricultural practices.
Picture Study:

Sketch A Sketch B

Buildings Huts/ Temporary shelters Modern buildings

Equipment Traditional Modern

Farming Methods Traditional Modern

17
Classroom Session: The teacher can divide the class into small groups and assign tasks to work on
different parts of the newspaper. Guide the learners to collect information, images, reports, weather
reports, comic strips and edit and write articles related to it. Some can be editors, illustrators, proof
readers to collectively take out the newspaper under the guidance of the teacher.
Field Trip: The teacher can plan a visit to a nearby farm or plantation for an experiential learning. Guide
the students to observe the soil, crops, farming tools and machinery used. Help the learners to interact
with the farmers on the fields and discuss about pests, pesticides, fertilisers, irrigation methods used
by them, the various problems they face or the help they receive from the government.
Some of the points that can be covered under the challenges farmers face are as follows.
1. Weather Problems
2. Pests and Diseases
3. Expensive Seeds and Tools
4. Lack of Water
5. Storage Problems
6. Low Prices for Crops
7. Difficulty in Selling Crops
Tech Corner: The teacher can show a documentary on the Green Revolution in India to the learners
and guide them to make notes at important moments throughout the video. The teacher can later
discuss about the impact the Green Revolution had on India’s agricultural sector as covered in the
documentary.
Case Study:
1. Intensive farming with excessive pesticide and fertiliser use harms biodiversity.
2. Farming landscapes can provide habitats, promote connectivity and help species respond to
threats.
3. Diversifying crops, using new varieties and combining methods can sustain yields while
supporting biodiversity and providing nutritious food.

18
 5. Minerals

Answer Key

Answer Key of the Chapter

Answers given for some questions may be different for each student. Ensure that the students have
understood the concept clearly and accept all logical answers.
• The answers given in the answer key to the chapter-end exercise can be used as hints. The student
can rephrase to produce an answer. Accept all logically rephrased answers.
• The activities and projects given in the Exercises can be used for assessment.
• During the assessment, following can be used to evaluate the performance of a student.
• Accuracy
• Presentation
While working in groups
• Team work

In-text Activities
Warm Up (Page 67)
• Conceptual Knowledge
• Understanding of the subject.
The answers may vary from learner to learner. The following points however can be discussed.
• Coal is a major fuel for power plants to generate electricity through thermal power stations.
• It is used in residential and industrial heating applications.
• Coal is used as a fuel and reducing agent in the production of steel through the blast furnace process.
• Coal is also used as a raw material to produce chemicals such as benzene, naphthalene, and methanol.
• Coal has been used as a fuel for steam engines in trains and ships.
Let’s Discuss (Page 69)
The answers will vary from learner to learner. The following points can be covered.
When water is frozen, it becomes ice, which can be considered a mineral under specific conditions. To
qualify as a mineral, a substance must meet the following criteria:
1. Naturally Occurring: Ice occurs naturally in the environment as snow, glaciers, hail, and frost.
2. Inorganic: Ice forms without biological processes.
3. Solid State: Frozen water is solid.
4. Definite Chemical Composition: Ice has a consistent chemical formula, H₂O.
5. Crystalline Structure: The molecules in ice are arranged in a regular, repeating pattern.
Thus, when frozen and meeting the criteria, water transitions from a liquid to a solid mineral form, with
significant scientific and environmental importance.

19
Let’s Discuss (Page 76)
The answers will vary from learner to learner. However, the following points can be covered.
Each mineral has its own unique properties because of the way it is made and structured. The following
points can be covered for discussion.
1. Different Ingredients (Chemical Composition)
Minerals are made up of specific combinations of elements. For example, salt is made of sodium
and chlorine, while quartz is made of silicon and oxygen. These different ingredients give
minerals their unique characteristics.
2. Crystal Shape (Structure)
The way the tiny particles inside a mineral are arranged forms a unique crystal shape. For
instance, diamonds and graphite are both made of carbon, but their particles are arranged
differently, so they look and feel completely different.
3. Formation Process
Minerals form in different ways—some grow deep inside the Earth under high pressure, while
others form near the surface. This affects their hardness, color, and other properties.
4. Environment
The place where a mineral forms (like a volcano or ocean floor) also influences its properties, like
its color or how shiny it looks.
These differences in ingredients, structure, and formation make each mineral special and easy
to tell apart from others.
Let’s Discuss (Page 78)
For this group discussion, the teacher can guide the students to explore how mining plays a crucial role
in their everyday lives by looking at common household items and materials. Here's how she or he can
structure the discussion:
1. Select household items such as mobile phones, carpets, batteries (e.g., for electronic devices),
light bulbs, jewellery (gold, silver, etc.), cement or concrete (used in buildings)
2. For each Item, discuss the following:
• Chemical Nature: What elements or compounds are found in the item? For example, mobile
phones contain metals like lithium, cobalt, and gold.
• Properties: What physical properties make the material suitable for the item? For example,
the flexibility and durability of metals like aluminum and copper used in mobile phones.
• Origin: Where are these materials sourced from? For example, lithium is mined in countries
like Chile, Bolivia, and Argentina. Carpet fibers could come from wool, nylon, or polyester,
each having different origins.
• Production: How is the item produced, and how does mining contribute? For instance,
mining provides the raw materials for mobile phone components, such as semiconductors,
while mining and refining metals like copper and aluminium are essential for the production
of household appliances.

Exercises (Pages 79, 80 and 81)

A. 1. (c) 2. (d) 3. (b)
4. (b) 5. (a)

20
B. 1. minerals 2. Surface 3. Hydraulic
4. strip 5. Underground
C. 1. (b) 2. (c) 3. (a) 4. (d)
D. 1. True
(Ores are rocks from which valuable minerals can be extracted.
2. False
(Minerals are formed naturally but at an extremely slow pace.)
3. True
(Mining causes deforestation and releases large amounts of toxins in the environment.
4. False
(India produces a very small quantity of gold since it has very few gold reserves.)
5. True
(Uranium ore is extracted for nuclear energy.)
E. 1. Minerals are solid substances that occur naturally in the Earth. They are inorganic solids, with
a definite chemical composition and an ordered atomic arrangement. They can be made of a
single element or from a combination of elements.
2.

Metallic Minerals Non-metallic Minerals

Melting They can be melted to make new They do not produce new
products. products on melting.

Heat and electricity They are good conductors of heat They are good insulators but poor
and electricity. conductors of heat and electricity.

Natural abundance The ores have a high Rocks and gems have a high
concentration of metallic minerals. concentration of non-metallic
minerals.

Abundance They are less abundant as They are more abundant as

compared to non-metallic compared to metallic minerals.
minerals.

Appearance They have a shiny or glossy They have a sub-metallic or dull

appearance. appearance.

Physical properties They are ductile or malleable and They are not ductile and
when hit, they do not get broken malleable, but they are brittle and
into pieces. break into pieces when force is
applied.

3. Iron ore is the foundation of manufacturing of iron and steel. The iron that is obtained from iron
ore is the sixth most abundant element in the universe. It is used for making various industrial
products such as magnets and auto parts.

21
 Copper is a ductile metal with very high thermal and electrical conductivity. It is used in
manufacturing aeroplanes, electric wires and machinery. It is not freely available in nature.
Gold is a bright yellow coloured metal. It is used for making jewellery. It is also used in dentistry
and medicines. It is also used for scientific and electronic instruments.
4. The following are some ways through which minerals can be conserved.
• We should use renewable sources of energy like hydroelectricity and solar power to conserve
mineral resources such as coal.
• Scarce minerals can be saved by substituting them with minerals which are cheaper and found
in abundance.
• Minerals can be conserved by bringing efficient mining technology.
• Recycling or reusing metals and minerals can reduces the need for mining and there by conserve
the existing mineral resources.
F. 1. India has rich deposits of economically useful minerals. These minerals are sufficient for
maintaining most of our key industries. The major minerals found in India are iron-ore, bauxite,
mica, coal and petroleum. Although the mountains and alluvial plains in northern India are
comparatively poor in minerals, the plateau regions, mainly Chota Nagpur Plateau, have the
highest concentration of minerals in India.
The major mineral belts of India are as follows.
North-eastern Plateau Region
• North-eastern plateau region is the richest mineral belt of India. The major areas of the north-
eastern plateau region are Chota Nagpur (Jharkhand), Odisha, West Bengal and parts of
Chhattisgarh.
• Iron, coal, manganese, bauxite, copper, chromites and mica are the major minerals of this
region.
South-western Plateau Region
• The south-western plateau region covers major parts of Karnataka, Goa, and the joint borders
of the Tamil Nadu uplands and Kerala.
• The major mineral resources found here are iron ore, manganese and limestone.
• Kerala has deposits of monazite, thorium and bauxite, and Goa has deposits of iron ore.
North-western Region
• The north-western region covers the areas of the Aravallis in Rajasthan and parts of Gujarat.
• The major minerals found here are copper, zinc, sandstone, granite and marble, along with
gypsum and Fuller’s earth deposits.
• Gujarat and Rajasthan also have rich deposits of salt.
• The Himalayan belt has rich deposits of copper, lead, zinc, cobalt and tungsten.
Central Region
• The central region of India includes Chhattisgarh, Madhya Pradesh, Andhra Pradesh and
Maharashtra.
• The major minerals of this region are bauxite, manganese, limestone, marble and mica.
Southern Region
• This region includes Andhra Pradesh, Karnataka and Tamil Nadu.

22
 • The minerals available in this region are gold, iron ore, chromite, manganese, lignite, mica,
bauxite, gypsum, asbestos, dolomite and limestone.
2. Mining has affected the environment and human beings in the following ways.
• Mining causes deforestation and releases large amounts of toxic minerals into the soil and
water.
• Mining practices can ignite fires, which release fly ash and smoke, laden with greenhouse
gases and toxic chemicals.
• Strip mining destroys landscapes and forests at the site of the mine when trees, plants and
topsoil are cleared from the mining area. This, in turn, leads to soil erosion and destruction of
agricultural land.
• Coal mines release methane which contributes to global warming because it is a greenhouse
gas.
• It destroys river banks and changes how the river flows, where it flows, what lives in it, etc.
• Mining destroys animal habitats and ecosystems.
• Cultural degradation also occurs in mining villages. For example, mining often destroys sacred
sites and cemeteries. In Guyana, a special fishing event called Haiari Fishing unfortunately
cannot take place since the river has been dredged for gold because the displacement of the
gravel and mud obstructs the natural flow of the river.
G. 1. Mining is necessary because it gives us the materials we need to make things we use every
day. Minerals like iron, coal, gold, and copper are taken from the Earth through mining and are
used to build houses, roads, and bridges, as well as make cars, computers, and other products.
It also provides fuels like coal to produce electricity. Mining creates jobs for people and helps
the economy grow. However, we must do mining carefully to protect the environment and save
resources for the future.
2. Minerals are formed naturally but at an extremely slow pace. Therefore, they are categorised
as non-renewable resources. They are being consumed at a very fast pace and are not being
provided with the sufficient time to be replenished. These minerals take thousands of years to
form and hence, it is necessary to conserve them.

Activity Corner
Project Work: The teacher may guide the students to collect materials and information related to
mining of minerals and the effect of mining on the environment. The teacher can help and guide the
learners to make posters on pollution due to the mining activity. The posters will vary from learner to
learner.
Tech Corner: The teacher with the help of the Internet, help the students to search for the mining sites
of various minerals. The teacher can guide them to look through different views for better vision and
understanding.
Debate: The teacher may divide the class into two groups and guide the students to conduct a debate
on the harmful effects of mining on the environment. The following positive and negative points can
be included in the debate.
Positive points: Essential raw materials, need for vital energy resources, job opportunities, rehabilitation
efforts to minimise the harmful effects can be considered to avail the benefits of minerals.

23
Negative points: Deforestation, soil erosion, pollution, water contamination, loss of biodiversity, global
warming and health problems
Case Study:
1. Impact of mining on water is being discussed in the passage.
2. A mine can take up a large area, and therefore can change the way water travels within the
landscape. Sometimes, rivers need to be re-routed to not flood the mine. Also, groundwater
needs to be pumped out of the mine so that water does not flood the mine. By disrupting the
landscape and re-routing rivers and groundwater, the availability of water can be impacted over
long distances downstream from the mine.
3. Mining can impact plants, animals, local communities and other industries.
Map Work: The teacher will guide the learners to mark the states where the minerals are found.

24
 6. North America

Answer Key

Answers given for some questions may be different for each student. Ensure that the students have
understood the concept clearly and accept all logical answers.
• The answers given in the answer key to the chapter-end exercise can be used as hints. The student
can rephrase to produce an answer. Accept all logically rephrased answers.
• The activities and projects given in the Exercises can be used for assessment.
• During the assessment, following can be used to evaluate the performance of a student.
• Accuracy
• Presentation
While working in groups
• Team work

In-text Activities
Warm Up (Page 83)
• Conceptual Knowledge
• Understanding of the subject
Statue of Liberty situated in New York City in United States of America (USA)
Let’s Discuss (Page 85)
There were many Native American tribes and the people of the Aztec Civilisation who inhabited the
land. However, Paleo-Indians are thought to be amongst the first to arrive in North America from Asia
or the first to have migrated from the Pacific coast.
Let’s Discuss (Page 90)
Yes, India has a volcanic mountain, and it is the Barren Island volcano, located in the Andaman and
Nicobar Islands. It is the only active volcano in India and has been erupting intermittently since its first
recorded eruption in 1787.

Exercises (Pages 92 and 93)

A. 1. (b) 2. (a) 3. (a)
4. (a) 5. (a)
B. 1. Colorado 2. Caribbean 3. Continental Drift
4. Smoky Mountains 5. Mt Elbert
C. 1. False
(The supercontinent Pangaea was surrounded by an enormous ocean called Panthalassa.)
2. True
(Pangaea broke into two giant continental blocks—Laurasia and Gondwana.)

25
 3. True
(The Isthmus of Panama joins North America and South America.)
4. False
(North America is bordered by three oceans: the Pacific, Atlantic and Arctic Oceans.)
5. True
(Western Cordilleras are young fold mountain ranges spread between Alaska and Mexico.)
D. 1. (d) 2. (c) 3. (b) 4. (e) 5. (a)
E. 1. North America is located in the Northern and the Western Hemispheres, between the Pacific
and the Atlantic Oceans. The majority of North America lies between the Arctic Circle and the
Tropic of Cancer.
2. The credit of discovering North America is given to Christopher Columbus but historians believe
that probably the Vikings were the first to set their feet on the continent. There were many
Native American tribes and the people of the Aztec Civilisation who inhabited the land before
the arrival of the Europeans. The most populous country in North America, the United States,
was formed only in the late 1700s. Paleo-Indians are thought to be amongst the first to arrive in
North America from Asia or the first to have migrated from the Pacific coast.
3. Some of the important physical features of North America are as follows.
(a) The Western Cordilleras (b) The Great Plains
(c) Eastern Plateaus (Highlands) (d) The Central Lowlands (Prairies)
4. The Great Lakes include Lake Superior, Lake Michigan, Lake Huron, Lake Erie and Lake Ontario.
5. The four deserts of America are The Great Basin Desert, Chihuahuan Desert, Sonoran Desert and
Mojave Desert.
F. 1. The present continents were once connected together as one huge continental mass or
supercontinent called Pangaea. This supercontinent was surrounded by one enormous ocean
named Panthalassa.
According to Alfred Wegener, Pangaea initially broke into two giant continental blocks—Laurasia
and Gondwana. Laurasia comprised the present day North America, Europe and Asia. Whereas,
Gondwana comprised of South America, Africa, Australia, Antarctica and India. The sea that was
created in between these two blocks was known as Tethys Sea.
Around 65 million years ago, North America separated from Laurasia while South America,
Africa, India, Madagascar, Australia and Antarctica broke away from Gondwana. North America
and South America drifted towards the west which eventually resulted in the formation of
the Atlantic Ocean while the Indian Ocean was formed due to the northward drifting of India.
Ultimately, all the five oceans were formed after the continents took their present-day positions,
dividing Panthalassa into segments.
The idea of sea-floor spreading improved upon Wegener’s Continental Drift Theory. This new
concept is referred to as the Plate Tectonics Theory and has proved that the continents were
once one single landmass, and then they separated due to the movement of the tectonic plates.
2. The major physical features of North America can be divided into four main divisions:
(i) The Western Cordilleras: The Western Cordilleras are young fold mountain ranges which
spread from Alaska to Mexico. They consist of the Rocky Mountains, the Sierra Nevada
Range, the Coastal Range and the Alaska Range. The plateaus surrounded by these
mountain ranges are the Columbia Plateau, the Colorado Plateau and the Mexican Plateau.
The Great Basin also lies in the Western Cordilleras.

26
 (ii) The Great Plains: The Great Plains are vast high plateaus and plains of semi-arid grassland.
In the United States, the Great Plains are drained by the Missouri River and its tributaries,
the Red River, the Rio Grande and the Arkansas River, which flow eastward from the
Rockies through broad, steep-sided, shallow valleys.
(iii) Eastern Plateaus (Highlands): The Eastern Plateaus extend from the Hudson Bay in the
north to the Gulf of Mexico in the south and includes the Appalachian Mountains. It is
also called the Great Mississippi Plain. To the east of the Appalachian Mountains lie the
Piedmont Plateau and the Atlantic Coastal Plain.
(iv) The Central Lowlands (Prairies): The Central Lowlands are vast plains which are very
fertile and ideal for cultivation as they are supported by large rivers for irrigation. The
Central Lowlands are suitable for wheat farming, cattle rearing, agro-based industries and
networking of the international market.

Activity Corner
Map Work: The teacher may guide the learners to locate the mentioned regions on the map of North
America.

27
Globe Work: The teacher may guide the learners to locate the three largest countries of North America
and their capital cities on a globe. The three largest countries, with their capital cities in North America
are as follows:
1. Canada, Ottawa
2. USA, Washington, D.C.
3. Mexico, Mexico City
Tech Corner: The teacher may guide and help the students to search for various images and information
on the physical features, people, flora and fauna of North America and present it creatively in the form
of a PowerPoint presentation. The presentation will vary from learner to learner.
Make a Report: The teacher may guide and help the students to search for various sources of
information on the Great Lakes Basin and guide the learners to prepare reports. The following points
can be included in the report:
Reasons for depletion: Climate change, over extraction of water for domestic and commercial useage,
urbanisation, deforestation and pollution
Steps to save the resources: Control climate change; make water and waste management policies,
practise afforestation. The reports will vary from learner to learner.
Do it Yourself: The teacher will guide the students to research on their chosen physical feature and
help them to prepare their handbooks. The handbook will vary from learner to learner.
Project Work: The teacher will guide and help the learners to collect information on the physical
features of Greenland and north-eastern Canada and guide them to write research essays on the same.
The essays will vary from learner to learner.

Case Study: Lumbering in Canada

Exercises (Page 100)
A. 1. The cutting of trees to manufacture wood for domestic, industrial or commercial purposes is
called lumbering.
2. Pine, spruce and fir
3. The products created by the lumber and wood industries include lumber, veneer, plywood,
particle board, oriented strand board (formerly called flake, chip or wafer board), wood pellets
and wood composites (or engineered wood).
B. 1. coniferous
2. strength and masculinity
3. British Royal Navy
4. Oaks, maples and walnuts
5. Balsa

28
C.

D. 1. Effects of Lumbering on the Environment

Loss of biodiversity: Many species live in, on, or near primary trees. When these trees are cut
down, species lose their habitat, source of food and shelter. This may lead to the extinction of
some species. Also, primary trees provide seeds for new trees to grow. When these trees are cut,
the seed source is lost.
Erosion: Trees and leaves provide nutrients for the soil in the rainforests. Without trees, a
rainforest becomes barren and without life. Trees also stop erosion as their roots hold the soil
firmly preventing the washing away of nutrients in the topsoil.
Flooding: Trees keep the soil stable by absorbing rainwater. Without trees, flooding and
mud-slides can occur causing serious environmental and economic damage. Seedlings (young
plants), existing trees as well as nearby homes and buildings can be easily wiped out during
strong floods. Many people have lost their lives due to massive floods and landslides.
Obstruction of rivers and streams: With erosion and flooding, the soil and silt often run into
rivers and streams. This sedimentation clouds the water and sometimes prevents fish and other
species from making their nests and laying their eggs. For example, salmon need clear rivers
and streams with small pebbles to lay their eggs.
Climate change: Trees store carbon. When trees are cut or burned down, carbon is released
into the atmosphere in the form of carbon dioxide. Carbon dioxide is a greenhouse gas which

29
 means it absorbs heat. This absorption of heat leads to global warming which results in serious
environmental consequences. Droughts, massive floods and extremely powerful hurricanes are
some of the effects of global warming.
2. The manufacturing process of trees into lumber consists of five different stages.
Inspection: The log is cleaned and each limb is removed once they are cut from the standing
tree. A careful inspection of the logs for any faults, such as fungus or unwanted pieces of metal,
is carried out during this process.
Debarking: In this process, high-powered jets are used to remove the bark from the trunks.
Barks can also be removed using a series of cutting blades rotated along the surface of the log.
Bucking logs: The logs are then cut into appropriate sizes by a process known as bucking logs.
The larger pieces are used for plywood and the smaller, less healthy ones for pulp. Buck saws
are used to cut large logs. These preparations take place while the wood is still wet, and hence,
water is constantly sprayed over the logs to avoid drying.
Cutting and edging: Optical sensors are used to measure and scan the wood for any defects. A
computer then maps out a series of cuts that would produce the most solid boards. Computer
operator controls the head rig saw and cuts the board lengthwise. Slabs (curved pieces) are the
first to be cut from each wood which are regarded as scrap or recycled as mulch. The rest of the
log is cut into usable pieces.
Planing and grading: Only the seasoned, planed and graded boards are used. The boards are
seasoned (a process to avoid rotting) by placing them in a holding area over time or are heated in
a kiln to draw out as much moisture as possible. Next, a planer is used to perfect the dimensions,
smooth the surfaces and round off the corners. They are then rated by machines and workers
according to the number of defects present in them. Then, lumber is packaged together and
shipped to lumber yards for sale according to their types and qualities.
3. The story will vary from learner to learner.

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 7. South America

Answer Key

Prompt Response
Answers given for some questions may be different for each student. Ensure that the students have
understood the concept clearly and accept all logical answers.
• The answers given in the answer key to the chapter-end exercise can be used as hints. The student
can rephrase to produce an answer. Accept all logically rephrased answers.
• The activities and projects given in the Exercises (H1) can be used for assessment.
• During the assessment, following can be used to evaluate the performance of a student.
• Accuracy
• Presentation
While working in groups
• Team work

In-text Activities
Warm Up (Page 102)
• Conceptual Knowledge
• Understanding of the subject
Lake Titicaca located in the Andes Mountains in South America. It is located on the borders of Bolivia
and Peru. It is the largest lake in South America. It is the highest navigable lake in the world.
Let’s Discuss (Page 102)
An Isthmus is a narrow strip of land connecting two larger landmasses and separating two bodies of
water, whereas, a strait is a narrow body of water connecting two larger bodies of water and separating
two landmasses.
Let’s Discuss (Page 104)
The answers may vary from learner to learner. The students are expected to find some interesting facts
about any of the following countries of South America.
Venezuela, Colombia, Peru, Ecuador, Brazil, Bolivia, Argentina, Chile, Paraguay, Uruguay, Guyana and
Suriname

Exercises (Page 109, 110 and 111)

A. 1. (a) 2. (a) 3. (a)
4. (c) 5. (a)
B. 1. Portuguese, Spanish 2. The Tropic of Capricorn
3. Montevideo 4. Volcano Cotopaxi
5. Orinoco Crocodile, Caribe Piranha

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C. 1. False
(Lake Titicaca is a large, deep lake in the Andes Mountains.)
2. True
(South America is mostly located in the Western Hemisphere.)
3. True
(South America is named after the Italian navigator Amerigo Vespucci.)
4. True
(The Amazon River is the second largest river in the world.)
5. True
(Agouti is responsible for the fertilisation of the Brazilian nut trees.)
D. 1. (b) 2. (a) 3. (e) 4. (c) 5. (d)
E. 1. The Pacific Ring of Fire is a zone of earthquake and volcanic activities in the Pacific Ocean.
2. Some of the important rivers of South America are as follows:
Amazon River, Parana River, Orinoco River and Rio Negro
3. Some of the important lakes of South America are as follows:
Lake Titicaca, Lake Maracaibo, Lake Chungara and Lake Llanquihue
4. A list of the countries with their capitals is given below.

Country Capital
Argentina Buenos Aires
Bolivia Sucre
Brazil Brasilia
Chile Santiago
Colombia Bogota
Ecuador Quito
Guyana Georgetown
Paraguay Asuncion
Peru Lima
Suriname Paramaribo
Uruguay Montevideo
Venezuela Caracas

F. 1. South America is located, mostly in the Southern Hemisphere. It is connected to North America
by the Isthmus of Panama. Its location is 12°27’ N latitude to 55°59’ S latitude and 34°41’ W
longitude to 81°2’ W longitude.
Portuguese and Spanish are the most spoken languages in South America. Spanish is the official
language of most countries, although native languages are also spoken in some of them. Some
of the known languages used in their respective regions are as follows.

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 • Portuguese is spoken in Brazil.
• Dutch is the official language of Suriname.
• English is the official language of Guyana and is also spoken in the Falkland Islands.
• French is the official language of French Guiana and the second language in Amapa (Brazil).
2. The continent of South America can be divided into three main regions—the Eastern
Highlands, the Andes Mountains and the Central Lowlands.
The Eastern Highlands are the oldest geological region of South America. They consist of igneous
and metamorphic rocks. are divided into three regions—the Guiana Highlands, the Brazilian
Highlands and the Patagonian Highlands.
• A small area is occupied by the Guiana Highlands as they take up most of Guiana, Suriname
and French Guiana. Southern Venezuela, northern Brazil and some parts of southeastern
Colombia also reside in these highlands. They lie between the Amazon and the Orinoco river
system. Angel Falls, the world’s highest waterfall (979 m), is located in the Orinoco system.
• The Plateau of Mato Grosso is located in the western part of the Brazilian Highlands. This is
the source for a few rivers of which the most notable are the Parana and the Sao Francisco
rivers. They are higher in elevation than the Guiana Highlands.
• The Patagonian Highlands or the Plateau of Patagonia is found in the extreme south of the
continent. It has evolved into a cold desert as it is situated in the rain shadow of the Andes.
Andes Mountains is also the world’s longest mountain range. The range covers about 8,850 kilometres
and stretches from the southern tip to the northernmost part of the coast of South America. These
are young fold mountains and are comparatively narrower than the Rockies of North America. The
highest peak in the Andes, Aconcagua, stands at 6,962 m and straddles the Argentina–Chile border.
Aconcagua is the tallest mountain outside Asia. The Volcano Cotopaxi is one of the highest active
volcanic peaks in the world. The Andes, being part of the Pacific Ring of Fire, contain several other
volcanic peaks. The Andes also contain a few parallel ranges that have intermontane plateaus lying
between them. Bolivian Plateau is the second most extensive area of high plateaus in the world. The
highest navigable water body of the world, Lake Titicaca, is also situated here. The Central Lowlands lie
in between the Eastern Highlands and the western mountain region. These lowlands cover almost half
of South America. The basins of three great rivers are located in this region.
• The Orinoco Basin which is drained by the river Orinoco in the north.
• The Amazon Basin is drained by the Amazon river and its tributaries in the centre.
• The La Plata Basin consists of the Parana, Paraguay and Uruguay rivers. Parana- Paraguay
River has formed a fertile plain in the Pampas. It provides irrigation facilities to the Pampas
for cultivation.
Apart from these physical regions, the continent of South America has narrow coastal plains almost all
along its coastline except close to the mouth of large rivers. These coastal plains are located in central
Chile, Colombia and Venezuela. They are also found in the countries of Uruguay and Argentina which
are located to the south of the Brazilian Highlands. The uninhabitable Atacama Desert, the driest non-
polar desert in the world, is situated in the coastal plain and lies to the north-west of Chile.
3. A gulf is a large bay that is an arm of an ocean or a sea such as Gulf of Penas, whereas, strait is
a narrow passage of water that connects two seas or two other large bodies of water such as
Magellan’s Strait.

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Activity Corner
Map Work: The teacher will guide the students to locate, mark and colour the required features of
South America.

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Countries and Capitals: The teacher will guide the learners to locate the different countries of South
America and their capital cities on a globe.
The countries with their capital cities in South America are as follows:

Country Capital
Argentina Buenos Aires
Bolivia Sucre
Brazil Brasilia
Chile Santiago
Colombia Bogota
Ecuador Quito
Guyana Georgetown
Paraguay Asuncion
Peru Lima
Suriname Paramaribo
Uruguay Montevideo
Venezuela Caracas

Project Work: The teacher will guide the students to collect pictures of the physical features, people,
flora and fauna of South America and help them prepare collage. The collage will vary from learner to
learner.
Tech Corner: The teacher will guide the learners to search for Cotopaxi and other active volcanoes
with the help of [Link] The teacher will then guide the students to prepare
models of an active volcano and present it in class. The models will vary from learner to learner.
Let’s Talk About: The teacher may guide the learners to choose a physical feature of South America,
research about its features and talk about it in the class. The teacher will guide other students to put
up related questions and encourage the students to actively participate in the question and answer
session. The views and discussions will vary from learner to learner.

Case Study: Life in the Amazon Basin

Exercises (Pages 115 and 116)
A. 1. (a) & (b) 2. (a) 3. (a)
B. 1. most
2. Orinoco Crocodile, Caribe Piranha
3. Giant Amazon water lily
C. 1. False
(The Amazon River is the second longest river in the world.)
2. True

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 (Agouti is responsible for the fertilisation of the Brazilian nut trees.)
3. False
(The Amazon basin consists of 57 endangered species.)
D. 1. Due to the frequent rain and high humidity many of the species have adapted to living in the
trees, so as to avoid their predators in the rainforest waters.
2. The Brazil nuts can be eaten and the oil derived from them can also be used in cooking, skin-
care products and as food for the livestock.
3. The Amazon rainforest provides the people with almost everything from food and shelter to
tools and medicines. It also plays a crucial role in people’s spiritual and cultural life.
E. 1. The indigenous people of South America have lived in the Amazon Basin for many years and
have learned to live in harmony with the plants and animals. Most of them lived along rivers
where canoes made transportation easy. The rich and complex natural surroundings of forest
life are interwoven with the people living in the forest. There are many indigenous tribes living in
the jungle. Some of these tribes have not had any contact with the rest of the world. The people
staying in these forests rely on the forest itself for their way of life. The forest provides them with
almost everything from food and shelter to tools and medicines. It also plays a crucial role in
people’s spiritual and cultural life. People of the forests stay within tribes or groups. Each tribe
has its own language and culture, including dance, crafts, songs and medicines. Earlier, people
used blowguns, spears and arrows tipped in poison for hunting but today, these weapons have
been replaced with guns by those who could afford them. These hunter gatherer groups used to
be nomadic in nature. They lived in small temporary settlements for 4–5 years until the natural
resources were exhausted and the need for them to shift to another place arose. Most tribal
children don’t go to schools. Rather, they learn about the forest from their parents and other
elders from the community. They are taught the skills required to survive in the forest. They
learn how to hunt and fish, and to know which plants are useful for medicine or food.
2. The life of people in the Amazon Basin is very different from that of people living in cities around
us. People in cities are far from the natural surroundings and have modern lifestyle. They have
access to various means of transport and communication and access to modern education. The
natives of the Amazon Basin live among the natural habitat of rainforests in harmony with the
plants and animals of the region. They do not mingle with the outside world and prefer to stay
with their own tribes. The tribal children do not go to schools unlike the children of the cities,
and learn skills for survival from their elders.
3. Human activities are transforming the world’s biggest land-based ecosystem, the Amazon Basin
in the following ways.
• Millions of acres are lost each year to farming, logging (much of it being illegal), mining and
other human endeavours.
• Much of the once vast rainforest region has been destroyed by lumbering, and slash-and-
burn agriculture, which consists of cutting trees and other vegetation, burning what is left,
and then planting crops over the deforested lands.
• Timbering (using wood as building material) and clearing activities have caused habitat
fragmentation and unnatural breaks in the ecological integrity of the rainforest communities.

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