Changing Times

What "Then and Now" means
"Then and Now" helps us see how people, things and ways of living have changed over time. "Then" means the past (how things used to be). "Now" means the present (how things are today). Comparing them helps us understand what changed, why it changed, and what stayed the same.

What causes change?

• New inventions and technology (e.g., phones, vehicles)
• People's needs and choices (e.g., faster travel, easier work)
• Availability of resources (electricity, fuel, materials)
• Population growth and cities expanding
• Contact with other places and cultures

How change affects life

• Makes many tasks faster and easier (cooking, communication, travel)
• Creates new jobs and skills, but some old jobs may disappear
• Can improve health and education (better medicines, schools)
• May cause problems like pollution or loss of some traditions

How to find "Then and Now" differences

1. Ask grandparents or elders about their childhood.
2. Look at old photographs, letters or objects.
3. Compare tools, toys, clothes, transport and houses from two times.

Class activity idea: Make a two-column chart with "Then" and "Now" and fill it with examples (transport, school items, games). Discuss why each change happened and whether it is good or needs care (for example, using less plastic).

Homes and Building Materials

Homes are places where people live. Houses can be simple or strong, made from different materials depending on the climate, money, skills and what is available nearby. Building materials decide how strong, warm, cool or long-lasting a house will be.

Types of houses (simple terms)

• Kutcha houses: made of natural materials like mud, bamboo, wood, thatch. Common in villages. They are cheaper but need more repair.
• Pucca houses: made of strong materials like bricks, stones, cement, steel. Common in towns and cities. They last longer and are safer.
• Semi-pucca houses: parts are pucca and parts kutcha (for example, brick walls but thatch roof).

Common building materials and their uses

• Mud (clay): used for walls and flooring in hot, dry places—keeps the house cool.
• Wood and bamboo: used for frames, roofs, doors; renewable but can rot or catch fire.
• Thatch (straw, palm leaves): used for roofs in many villages; inexpensive but not very durable in heavy rain.
• Bricks and stones: strong materials for walls and foundations; good for safety and long life.
• Cement and concrete: used for floors, beams, columns, and roofs in modern houses.
• Steel and iron: used for reinforcement (to make concrete strong) and for frames in tall buildings.
• Glass: used for windows to let light in; modern houses use more glass for ventilation and light.

How people choose materials

• Climate: mud keeps cool in heat, sloped roofs help in heavy rain.
• Cost and availability: people use what is close and affordable.
• Safety: strong materials (brick, concrete) are chosen where storms or earthquakes may happen.
• Maintenance and life span: pucca houses need less frequent repair than kutcha houses.

Changing times

Over time many families moved from kutcha to pucca homes because of better money, new materials (cement, steel), and new skills. Cities have more flats and apartments while some villages still use traditional materials. Today we also think about eco-friendly materials and saving energy (for example, using bricks that keep houses cool or solar panels for electricity).

Parts of a simple house

• Foundation (bottom part that holds the house)
• Walls (made of mud, bricks or stones)
• Roof (thatched, tin, tiles, concrete)
• Doors and windows (for entering, light and air)
• Floor (mud, cement, tiles)

Safety and maintenance

Good homes have proper drainage, safe roofs, strong walls and enough light and air. Regular cleaning and small repairs (fixing leaks, replacing thatch) keep houses safe.

Simple measurements used in building (for students)

When building we use simple measurements: length, breadth, height and area. These help to know how many bricks, how much paint, or how much fencing is needed.

Clothes and ornaments are things we wear on our body. Clothes protect us from cold, heat and dust, keep our body clean and safe, and show who we are (for example, our culture, job or age). Ornaments are items such as necklaces, bangles and earrings. They are used for decoration, to show traditions, and sometimes to show wealth.

Long ago people made clothes by hand from locally available fibres. Today there are many machine-made fabrics and new styles. Clothes are made from natural fibres (cotton, silk, wool) and synthetic fibres (polyester, nylon). Ornaments can be gold, silver, glass beads or artificial jewellery. The kinds of clothes and jewellery people wear change because of climate, work, fashion, technology, and contact with other cultures.

• Uses: protection (warmth, sun), modesty, identity (uniforms, traditional dress), celebration (weddings, festivals), and comfort.
• Materials: cotton (comfortable, good for summer), wool (warm for winter), silk (used for special clothes), synthetic fabrics (easy to wash, quick-drying).
• Cultural role: Some clothes and ornaments are worn on special occasions or as part of religious or regional identity (for example, saree, kurta, dhoti, turbans, mangalsutra).
• Care: follow wash labels, separate colours, dry in shade if coloured, store ornaments safely and remove them while playing or sleeping to avoid injury.
• Jobs linked to clothes and ornaments: weavers, tailors, designers, shopkeepers, goldsmiths and jewelers.

Knowing about clothes and ornaments helps children understand how people live, how needs change with seasons and jobs, and why we should take care of our belongings and the environment (by reusing, repairing or donating clothes).

What is food and why do we cook it?
Food gives us energy and nutrients to grow, play and study. Cooking makes food easier to chew and digest, improves taste and smell, and kills many germs that can make us sick. Some foods (like fruits) are eaten raw, but many foods are cooked using heat.

Ways heat changes food
When food is heated, it can become softer (rice, dal), change colour (roasted bread), release water or steam (vegetables), and join ingredients together (baking cake). Heat can also kill bacteria and make food safe to eat.

Main cooking methods

• Moist-heat methods — use water or steam. Examples: boiling (rice, eggs), simmering (dal), steaming (idli, momos). These keep food moist and are good for dals, vegetables and rice.
• Dry-heat methods — use hot air or hot surfaces without added water. Examples: roasting (corn, peanuts), baking (bread, cake), grilling (paneer, vegetables), toasting (bread, nuts).
• Frying — cooks food in hot oil. Shallow frying (parathas, pancakes) uses little oil; deep frying (pakoras) uses more oil. Frying makes food crispy and brown.
• Microwaving — uses electromagnetic waves to heat food quickly (reheating leftovers, making popcorn).
• Sun drying and solar cooking — use the sun’s heat to dry fruits or cook slowly in a solar cooker (raisins, dried mango, some vegetables).
• Fermentation — not direct cooking but a method to change food using good microbes (making curd, idli batter, dosa batter, pickles). Fermentation improves taste and nutrition.

Heat transfer types
There are three ways heat moves during cooking:

• Conduction: Heat passes through a solid surface (pan to chapati).
• Convection: Heat moves through liquids or gases (boiling water, hot air in an oven).
• Radiation: Heat travels as waves (sun, grill, microwave radiation).

Everyday tips
Smaller pieces cook faster; covering a pot saves heat and shortens cooking time; always use safe, grown-up supervision near hot stoves and oil.

What is Transport?

Transport means moving people and things from one place to another. We use different vehicles and ways to travel depending on distance, speed and what we are carrying.

Modes of Transport

• Land: walking, bicycle, scooter, car, bus, truck, train, auto-rickshaw.
• Water: boat, ferry, ship.
• Air: aeroplane, helicopter.
• Animal and other: bullock cart, horse, cable car.

How transport has changed (Changing Times)

• Long ago people walked or used animals. With the wheel, carts began to move goods faster.
• Later came bicycles, motorbikes, cars and trains — they made travel quicker and easier.
• Now we use aeroplanes for long distances and ships for large loads. Roads, bridges and railways help connect places.

Why transport is important

• It helps us go to school, work and visit family.
• It moves food, clothes and medicines where they are needed.
• It helps trade, emergency services and tourism.

Good habits and safety

• Wear helmets on two-wheelers and seat belts in cars.
• Follow traffic lights, road signs and use zebra crossings.
• Use public transport, walk or cycle for short trips to save money and reduce pollution.

Environmental notes

Many vehicles use fuel and make smoke (pollution). Choosing cleaner options — like buses, electric vehicles, bicycles and planting trees — helps the environment.

Short activities for the classroom

• Make a chart of how each student comes to school (walk, cycle, bus, car).
• Draw a timeline showing how transport changed in your town (animal carts → bicycles → cars → buses → trains).

What is communication? Communication is how people share information, thoughts and feelings with each other. It can be by talking, writing, using signs, gestures or pictures. Good communication helps us learn, solve problems and stay connected.

Parts of communication

• Sender: The person who sends the message.
• Message: The information that is shared (words, picture, sound).
• Medium/Channel: The way the message travels (voice, paper, phone, internet, gestures).
• Receiver: The person who gets the message.
• Feedback: The response from the receiver (answers, nod, smile).

Types of communication

• Verbal: Spoken or written words (talking, letters, SMS, email).
• Non-verbal: Body language, facial expressions, gestures, pictures.
• Visual: Drawings, signs, charts, symbols.

How communication changed over time (simple view)

• Long ago people used speaking, drums, smoke signals, carrier pigeons to send basic messages.
• Then came letters and messengers which took days or weeks.
• The telegraph and telephone let messages travel faster.
• Now we use mobile phones, SMS, email and video calls to talk instantly around the world.

Why good communication is important

• Helps us make friends and work together.
• Helps us learn and share ideas.
• Makes it easier to solve problems and keep family safe.

Tips for clear communication

• Speak clearly and politely.
• Listen carefully and give feedback (say "I understand" or ask questions).
• Choose the right way to send the message (face-to-face for feelings, phone for quick talk, letter/email for long messages).
• Be kind and respectful when you communicate.

Safety and good manners

• Ask a parent or teacher before using the internet or sharing pictures.
• Don’t share personal information with strangers.

Toys and games are objects and activities children use for fun, learning and exercise. Over time, toys and games have changed a lot. Long ago children played with simple, handmade toys such as wooden tops, spinning wheels, marbles and cloth dolls. Today many toys are made of plastic and electronic parts: remote-controlled cars, video games and battery-operated dolls. Both old and new toys help children learn skills — physical (running, throwing), mental (counting, planning), social (sharing, teamwork) and creative (making new games).

Materials and safety: Old toys were often made of wood, cloth or metal. Modern toys are more often plastic and electronic. It is important that toys are safe: not too small for young children, not sharp, and made from non-toxic materials. Playing outside helps keep children healthy, while indoor games (board games, puzzles) develop thinking skills.

How toys teach: Playing with building blocks teaches balance and shapes. Board games teach counting and rules. Team games teach cooperation and fair play. Simple homemade toys (kites, paper boats, spinning tops) show how we can reuse materials and be creative.

Changing times and choices: The choice of toys depends on technology, culture and money. Communities may keep traditional games (hopscotch, hide-and-seek, kabaddi) while adding new electronic games. We should balance screen time with active outdoor play and choose toys that are safe and kind to the environment.

• Skills learned: motor skills, problem solving, counting, social skills, creativity.
• Environmental tip: prefer durable or recyclable toys, repair when possible, and make simple toys from old materials.

What is a tool? A tool is anything that helps us do a job more easily or quickly. Tools make work easier by changing the size, direction, or place of the force we use.

How tools help:

• Reduce the effort needed (for example, a crowbar to lift a heavy stone).
• Change the direction of force (for example, a pulley to pull something up).
• Increase speed or allow many tasks to be done faster (for example, a bicycle vs walking).

Simple machines (basic kinds of tools) — many tools are based on six simple machines. Each one makes some kinds of work easier:

• Lever (e.g., seesaw, crowbar) — a bar that rests on a fulcrum to lift or move loads.
• Inclined plane (ramp) — lets you move things up or down with less force over a longer distance.
• Pulley — uses a wheel and a rope to lift loads, sometimes changing direction of force.
• Wheel and axle (e.g., bicycle wheel, rolling pin) — helps move things or turn objects easily.
• Screw (jar lid, screw) — converts turning force into a forward push and holds things together.
• Wedge (knife, axe) — a moving inclined plane that splits or cuts objects.

Changing times — old tools and new tools

• Long ago people used stone axes; today we use metal axes or electric saws. The job is the same, but the tool is faster or needs less effort.
• Traditional grinding stones were turned by hand; now electric mixers grind and mix quickly.
• Farming used to be done with a plough pulled by animals; now tractors do much larger areas in less time.

Safety and care: Use the right tool for the job, keep tools clean, store them safely, and use protective gear (gloves, goggles) when needed.

Short activity to understand levers: Place a stick on a small stone (fulcrum). Try to lift a book by pushing on one end and placing the book near the other end. Notice how moving the fulcrum changes how easy it is to lift the book.

What are schools? Schools are places where children learn many things — reading, writing, numbers, science, arts and how to live together. They have teachers, classrooms, books and time for play.

How schools and learning have changed over time

• Old days: In the past, some villages had a small one-room school (pathshala) or classes under a tree. A single teacher taught many children of different ages. Students used slates and chalk. Teaching was mostly by listening and repeating (rote learning).
• Now: Modern schools have separate classrooms, many teachers, libraries, science labs, playgrounds and computers. Teaching uses activities, stories, experiments and audio-visual aids. Schools follow a timetable and have rules like uniforms and regular attendance.

How learning methods differ

• Then: Learn by memorising, teacher-centred lessons, few materials.
• Now: Activity-based learning, group work, projects, experiments, reading corners, digital lessons. Children are encouraged to ask questions and think.

People who help learning

• Teachers: plan lessons, explain new ideas and help students practise.
• Parents and community: send children to school, help with homework, take part in school activities.
• Government and NGOs: build schools, train teachers and provide mid-day meals, books or scholarships.

Why these changes matter

• More children go to school now and learn better skills (reading, writing, using numbers, science).
• Better facilities and new methods make learning fun and useful for future jobs.
• Problems remain in some areas (few teachers, no buildings), so work continues to make every school better.

How students can learn better

• Attend school regularly, listen to the teacher and do homework.
• Work with friends on projects, read library books and try simple experiments.
• Ask questions when you do not understand and use both books and real-life observations to learn.

Farming and agriculture mean growing crops and raising animals for food, clothes and other needs. Farmers prepare the land, sow seeds, water the crops, protect them from pests and harvest the produce. Animals like cows and buffaloes give milk, while goats, sheep and poultry provide meat and eggs. Farming can be small (a kitchen garden) or large (many acres of fields).

There are two main crop seasons in many parts of India: Rabi (winter crops like wheat and mustard) and Kharif (monsoon crops like paddy/rice, maize and soyabean). Farmers choose seeds and times to plant according to the season and weather.

Farming methods have changed over time. Traditional tools were simple, such as ploughs pulled by oxen. Modern farming uses tractors, combine harvesters and machines that save time. Irrigation systems — wells, canals and drip irrigation — supply water when rain is not enough. Fertilisers and natural compost help plants grow better, and farmers use safe methods to control pests.

Important steps in farming:

• Preparing the soil (ploughing and leveling)
• Choosing good quality seeds
• Sowing seeds at the right time
• Watering (irrigation) and weeding
• Protecting crops from pests and disease
• Harvesting and storing the produce

Farming is important because it gives us food (grains, vegetables, fruits), clothes (cotton), and raw materials (sugarcane for sugar). Small farms and home gardens also help families save money and eat fresh healthy food.

What is water? Water is a clear liquid we drink, cook and clean with. It comes from rivers, lakes, wells, and rain. Plants, animals and people need water to live.

Uses of water

• Drinking and cooking
• Bathing, washing clothes and cleaning
• Irrigating fields and growing plants
• Making electricity in some places (for example, dams for hydropower)

How to save water (simple tips)

• Turn off the tap while brushing your teeth.
• Use a bucket and mug to bathe instead of a running shower (where possible).
• Fix leaking taps and pipes quickly.
• Collect rainwater for watering plants (rainwater harvesting).

What is electricity? Electricity is energy that powers lights, fans, TVs and many machines. It flows through wires and makes devices work. We get electricity from power plants (which may use coal, gas, nuclear, wind, sun or water).

Uses of electricity

• Light, fans and heating/cooling
• Running refrigerators, TVs, computers and pumps
• Helping machines in factories and schools

How to save electricity (simple tips)

• Switch off lights and fans when you leave a room.
• Use energy-efficient bulbs (LED) instead of older bulbs.
• Unplug chargers and devices not in use.
• Use natural light during the day when possible.

Water and electricity together

• Water helps make electricity at hydropower stations (dams). Flowing water turns turbines to make power.
• Electricity is used to pump water from wells and water tanks to homes and fields.
• Both are valuable and should be used carefully to avoid waste.

Safety rules

• Do not touch electric switches or plugs with wet hands.
• Keep electrical devices away from water (sinks, tubs).
• If you see a broken wire or a leaking electrical device, tell an adult at once.

Simple experiment idea (with adult help): Fill a clear bottle with water and mark the water level every minute while water runs in at a steady speed. You can draw a graph of water level versus time to see how fast it rises.

What are occupations and roles?

An occupation is the work a person does to earn a living, for example farming, teaching or running a shop. A role is a part or duty a person takes in the family or community, such as taking care of younger children, teaching, or helping neighbours. Roles may or may not be paid jobs.

Types of occupations

• Primary (use natural resources): farmers, fishers.
• Secondary (make things): weavers, carpenters, factory workers.
• Tertiary / Services: teachers, doctors, shopkeepers, drivers, IT workers.

How occupations and roles have changed with time

Long ago most people were farmers or artisans and worked close to home. New tools, machines, schools and faster transport created new jobs—factories, shops, offices and computer jobs. Education and technology help people learn new skills and move to different kinds of work. Roles in the family also change: women and men now share many jobs both at home and at work. Communities need many different occupations to work together.

Why occupations and roles matter

Every job and role helps the family and society. Farmers grow food, teachers teach children, doctors keep people healthy, and cleaners keep places clean. Respecting all jobs and learning skills help society progress.

How children can learn about occupations and roles

• Ask family about their jobs and the tools they use.
• Make a family tree of occupations.
• Draw pictures of past and present jobs in your village or town.

What is "Reasons for Change"?
"Reasons for Change" tells us why things become different. Change can happen slowly or quickly. It can happen to people, animals, plants, objects and places.

Main reasons for change:

• Growth and ageing: Living things grow older and change shape and size. For example, a baby grows into a child and then into an adult.
• Weather and seasons: Cold, heat, rain or seasons make things change. For example, leaves fall or change colour in autumn; water can freeze in winter and melt in summer.
• Use and wear: Things that we use often become small or break. For example, a pencil becomes short when we keep sharpening it.
• Movement: When something moves from one place to another it causes change. For example, a river changes its banks as water flows and carries soil away.
• Human actions: People build, farm, cut trees, paint houses or invent new things — all these cause change. For example, planting trees can change a bare land into a green area.
• Natural events: Earthquakes, floods, or storms can change houses, roads and land quickly.
• Care and food: Plants and animals change depending on the food and care they get. A well-watered plant grows better than a dry one.
• Time: Many changes happen just because time passes. Old buildings may look different from when they were new.

How to observe change: Look carefully, take pictures or notes at different times, measure things (like height or temperature) and compare earlier and later measurements. This helps you understand why and how things change.

Change means something becoming different from how it was before. Changes happen in nature, in towns and villages, in the way people live, travel and work. Some changes make life better, while others can cause problems.

Benefits of change

• Better facilities: New schools, hospitals and clean water make life healthier and safer.
• More convenience: Modern transport and machines save time (for example, cars and buses are faster than walking).
• Improved communication: Phones and the internet help us talk and learn quickly.
• More jobs and opportunities: New businesses and technology create new kinds of work and skills.
• Higher comfort: Better houses, electricity and appliances make daily life easier.

Problems of change

• Loss of old ways: Traditional skills, games or crafts can disappear when people stop practicing them.
• Environmental harm: Building roads and factories may cut trees, cause pollution and create garbage.
• Crowding and noise: Cities can become crowded and noisy as more people move there.
• Unemployment for some: Some people may lose jobs if new machines replace their work.
• Cost and adjustment: New things can be expensive and people may find it hard to learn new skills.

We must try to keep the good parts of change and reduce the problems. This can be done by planning carefully, protecting nature, saving old crafts and teaching new skills to people.

What are traditions? Traditions are old habits, celebrations, skills and stories that families and communities do again and again. They include festivals, songs, games, food recipes, clothing styles and local crafts.

Why preserve them? Preserving traditions helps us remember who we are. Traditions teach values, keep families and neighbours close, and pass useful skills (like weaving, cooking or planting seeds) to the next generation.

How can we preserve traditions?

• Listen to elders and ask them to tell stories or show how to make things.
• Practice traditional songs, dances and games with friends and at school.
• Cook traditional recipes with family and write them down so they are not forgotten.
• Take part in festivals and explain to younger children what they mean.
• Make or buy traditional crafts and support local artisans.
• Use school projects, displays or a ‘heritage day’ to share traditions with classmates.

Benefits for children: You learn skills, gain respect for elders, feel proud of your culture and keep your community connected.

‘Activities and Exercises’ in Chapter "Changing Times" help students observe and record how life, tools, games, transport, communication and homes have changed over time. These activities are hands‑on and aim to develop observation, comparison, listening (interview), recording and presentation skills. Typical classroom tasks include interviewing elders, collecting pictures or objects, drawing timelines, comparing old and new items, role‑playing past situations, answering short questions and doing matching/fill‑in exercises.

How to do these activities (step by step):

• Choose a topic (e.g., toys, transport or school life).
• Ask questions or interview an elder: note what was used or done in the past.
• Collect evidence: pictures, old objects, or stories.
• Compare past and present: make lists or drawings of differences and similarities.
• Record findings: draw a timeline, chart or simple report and present to the class.

Learning outcomes: students learn to identify changes (what is different), continuity (what stayed the same), and the reasons for change (technology, needs, comfort). Exercises in the book also check reading comprehension and vocabulary—match the words, fill the blanks, answer short questions, and draw pictures to show understanding.