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Tag: 5th class evs
Earth to Space
| Class 5 | EVS Tetbook | Chapter 11
Andhra Pradesh | APSCERT
Home » Solutions » Class 5 » EVS Textbook Solutions » Chapter 11: Earth to Space
Here are the answers to the “Improve Your Learning” section from the lesson “Earth to Space” for Class 5 EVS.
I. Conceptual Understanding
1. What are the differences between latitudes and longitudes?
• Latitudes:
• These are horizontal imaginary lines on the globe.
• They run parallel to the Equator.
• They help in measuring distances north or south of the Equator.
• Longitudes:
• These are vertical imaginary lines on the globe.
• They converge at the poles and are widest at the Equator.
• They help in measuring distances east or west of the Prime Meridian.
2. What do you know about the globe?
• The globe is a miniature model of the Earth.
• It shows continents, oceans, countries, and important geographical locations.
• It helps in understanding latitudes, longitudes, and Earth’s rotation.
• The globe is useful in learning about climate zones, time zones, and different regions of the world.
3. What is the shape of the Earth?
• The Earth is round (spherical) in shape.
• Though the Earth looks flat in small areas, satellite images confirm that it is round.
• Ferdinand Magellan’s voyage around the world proved that the Earth is not flat.
• The shadow of the Earth on the Moon during a lunar eclipse is always circular, further proving its round shape.
II. Questioning and Hypothesis
4. What will happen if the Earth stops its rotation?
• There will be no day and night cycle; one side of the Earth will have continuous daylight and the other side will have continuous darkness.
• Gravity and atmospheric conditions will change, leading to severe natural disasters.
• Oceans and winds will stop moving in their normal patterns, causing climate changes and extreme weather.
• The Earth’s magnetic field may weaken, exposing us to harmful space radiation.
III. Experiments and Field Observations
5. Prepare a model of the solar system and explain it.
• Take balls of different sizes to represent the planets.
• Use a large yellow ball to represent the Sun.
• Arrange the planets in order from the Sun:
• Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.
• Show the revolution of planets around the Sun using circular paths.
• Explain that planets revolve around the Sun due to gravitational force.
IV. Information Skills and Projects
6. Collect the names of artificial satellites sent by India and write about their purposes.
Satellite Name Year Purpose Aryabhata 1975 India’s first satellite for space research. INSAT Series 1983–present Used for communication and weather forecasting. IRS Series 1988–present Used for Earth observation and resource mapping. Chandrayaan-1 2008 India’s first Moon mission, discovered water on the Moon. Mangalyaan (Mars Orbiter Mission) 2013 India’s first mission to Mars, studied Mars’ surface and atmosphere. Chandrayaan-2 2019 India’s second Moon mission with an orbiter, lander (Vikram), and rover (Pragyan). V. Drawing and Model Making
7. Draw latitudes and longitudes on a ball and explain them.
• Steps:
1. Draw horizontal lines (latitudes) parallel to the Equator.
2. Draw vertical lines (longitudes) from the North Pole to the South Pole.
3. Mark the Prime Meridian (0° longitude) and the Equator (0° latitude).
4. Label important latitudes like Tropic of Cancer, Tropic of Capricorn, Arctic Circle, and Antarctic Circle.
VI. Appreciation, Values, Application to Daily Life, Biodiversity
8. Why is Earth the only habitat for human beings?
• Earth has oxygen and an atmosphere, which are essential for life.
• It has liquid water, necessary for drinking and survival.
• Earth has a moderate temperature that allows humans, animals, and plants to thrive.
• The protective ozone layer shields us from harmful radiation.
• Gravity holds everything in place and makes life possible.
• No other planet in our solar system has these perfect conditions for human survival.
These answers help students understand Earth’s features, space, satellites, and the importance of the planet in supporting life.
The Journey of India for Freedom | Class 5 | Evs Textbook | Solutions
Andhra Pradesh | APSCERT
Home » Solutions » Class 5 » EVS Textbook Solutions » Chapter 10: The Journey of India for Freedom
Here are the answers to the “Improve your Learning” section from the lesson “The Journey of India for Freedom”:
I. Conceptual Understanding
1. Explain what would have happened if freedom fighters had not sacrificed their lives for us?
If freedom fighters had not sacrificed their lives, India would still be under British rule. Indians would not have the rights and independence they enjoy today. The country’s progress in various fields such as education, economy, and technology would have been hindered.
2. Write a brief note on the Indian freedom movement.
The Indian freedom movement was a long struggle against British rule. It began with early revolts like the 1857 Rebellion, followed by the formation of the Indian National Congress in 1885. Mahatma Gandhi led non-violent movements like the Non-Cooperation Movement (1920), Salt Satyagraha (1930), and Quit India Movement (1942). Finally, India gained independence on August 15, 1947.
3. Name some of the freedom fighters you know.
Some of the notable freedom fighters are:
• Mahatma Gandhi (led non-violent movements)
• Subhas Chandra Bose (led the Indian National Army)
• Bhagat Singh (fought against British rule)
• Rani Lakshmibai (fought in the 1857 revolt)
• Sardar Vallabhbhai Patel (worked for India’s unity)
• Jawaharlal Nehru (India’s first Prime Minister)
• Dr. B.R. Ambedkar (drafted the Indian Constitution)
II. Questioning and Hypothesis
4. What would have happened if Mahatma Gandhi had not arrived in India from South Africa?
If Mahatma Gandhi had not returned from South Africa, India’s independence struggle might have taken a different course. His principles of non-violence and civil disobedience played a crucial role in uniting people against British rule. Without him, movements like the Salt Satyagraha and Quit India Movement might not have happened.
III. Experiments and Field Observations
5. Why do people install statues?
People install statues to honor great personalities who contributed to society. Statues remind us of their sacrifices, inspire future generations, and preserve history.
IV. Information Skills and Projects
6. Collect the pictures of our freedom fighters and prepare an album.
(This is a project-based activity. You can collect images of Mahatma Gandhi, Bhagat Singh, Subhas Chandra Bose, Rani Lakshmibai, etc., and create an album.)
V. Drawing and Model Making
7. Draw the National Flag and color it.
(This is a drawing activity. Draw the Indian flag with saffron, white, and green colors and a blue Ashoka Chakra in the center.)
VI. Appreciation, Values, Application to Daily Life, Biodiversity
8. How do you appreciate the sacrifices of Indian freedom fighters? Write a brief note.
We should always remember and respect the sacrifices made by our freedom fighters. Their efforts gave us independence, and we should honor them by being responsible citizens. This includes following laws, voting, respecting others, and working towards the progress of our nation.
Alert Today, Alive Tomorrow
Class 5 | Evs Textbook | Chapter 9
Home » Solutions » Class 5 » EVS Textbook Solutions » Chapter 9: Alert Today, Alive Tomorrow
Here are the answers to the “Improve Your Learning” section from the lesson “Alert Today, Alive Tomorrow” for Class 5 EVS
I. Conceptual Understanding
1. Why should we take safety measures?
• Safety measures help prevent accidents and injuries.
• They ensure that people remain safe in daily activities like traveling, working, and playing.
• Following safety measures protects both individuals and society.
2. What is first aid and when is it needed?
• First aid is the immediate care given to an injured or sick person before medical help arrives.
• It is needed in case of accidents, burns, snake bites, fractures, or any emergency to prevent the condition from worsening.
3. Aparna’s grandfather was bitten by a snake. What kind of first aid is suggested to him?
• Keep the affected person calm and still to slow down the spread of venom.
• Do not try to suck out the venom.
• Tie a cloth or bandage lightly above the bite to slow the venom’s spread.
• Take the person to the nearest hospital or call 108 ambulance services immediately.
II. Questioning and Hypothesis
4. What questions would you ask to know more about 108 Services?
• How quickly can 108 services respond to an emergency?
• What types of emergencies does 108 handle?
• What information should we provide while calling 108?
• How does the ambulance team provide first aid before reaching the hospital?
• Is the 108 service available 24/7 in all areas?
III. Experiments and Field-Based Observations
5. Visit an accident spot which is nearby. Find the causes of the accident and record your observations.
• Possible causes of accidents:
• Over-speeding
• Not following traffic signals
• Not wearing helmets or seat belts
• Walking or playing on the road carelessly
• Observations should include:
• The condition of the road (slippery, damaged, crowded)
• Actions of drivers and pedestrians before the accident
• Response time of emergency services
IV. Information Skills and Projects
6. Discuss the precautions to be taken while using fireworks on Diwali.
• Always burst crackers in an open space under adult supervision.
• Keep a bucket of water or sand nearby for emergencies.
• Wear cotton clothes to avoid catching fire.
• Avoid using fireworks near flammable materials.
• Do not relight a firework that did not burst the first time.
V. Drawing Pictures and Model Making
7. Draw a mind map showing precautions we take while traveling on a bus.
• Stand in a queue while boarding.
• Do not push others while getting on or off.
• Hold handrails for support.
• Avoid talking to the driver while he is driving.
• Never put hands or head outside the window.
VI. Appreciation
8. How do you appreciate the services of 108 and 104?
• 108 provides emergency medical services and helps save lives in accidents and medical crises.
• 104 provides medical advice over the phone, helping people access healthcare easily.
• These services are free and available 24/7, making them accessible to all.
• The ambulance staff and medical professionals work hard to save lives, so they deserve our respect and gratitude.
Chapter 4: Know Our Organ Systems | Class 5 | EVS | AP SCERT
Andhra Pradesh | APSCERT
Home » Solutions » Class 5 » EVS Textbook Solutions » Chapter 4: Know Our Organ Systems
Based on Chapter 4, “Know our organ systems” from the Class 5 EVS textbook, here are the answers to the “Improve Your Learning” section.
Improve Your Learning
I. Conceptual Understanding
1. Name the parts of the circulatory system.
• The circulatory system consists of:
• Heart
• Blood
• Blood vessels (arteries and veins).
2. Which system is responsible for our body’s movement?
• The Skeletal System and Muscular System together support body movement.
3. What is inhalation and what is exhalation?
• Inhalation: The process of taking in oxygen-rich air into the lungs.
• Exhalation: The process of expelling carbon dioxide and water vapor from the lungs.
II. Questioning and Hypothesis
4. If you have a chance to meet a doctor (cardiologist), what type of questions would you ask about the heart?
• What is the role of the heart in the circulatory system?
• How can we keep our heart healthy?
• What causes heart diseases?
• How many times does the heart beat in a day?
• Why do athletes have slower heart rates?
III. Experiments and Field Observations
5. Place your hand on the heart and feel the heartbeat carefully. Run for some time and feel it again. Do you find any difference? Write the difference with reasons.
• Observation: The heartbeat increases after running.
• Reason: When we run, our muscles need more oxygen to produce energy. The heart beats faster to pump more oxygen-rich blood to the muscles and remove carbon dioxide efficiently.
IV. Information Skills and Projects
6. Visit a doctor or a nurse nearby and ask the functions of vital organs. Make a brief note.
• Brain: Controls all body functions and processes messages from sensory organs.
• Heart: Pumps blood, transporting oxygen and nutrients to the body.
• Lungs: Absorb oxygen and expel carbon dioxide during respiration.
• Kidneys: Filter blood and remove waste materials as urine.
• Liver: Helps in digestion and detoxifies harmful substances.
V. Drawing and Model Making
7. Draw the following on a chart. Label them and display them in the classroom:
• i) Digestive System: Include parts like mouth, oesophagus, stomach, small intestine, large intestine, rectum, and anus.
• ii) Excretory System: Include kidneys, ureters, bladder, and urethra.
VI. Appreciation
8. What amazes you in these body parts? Write down.
• The brain amazes me as it controls the entire body like a supercomputer.
• The heart pumps blood tirelessly, ensuring the survival of the body.
• The digestive system breaks down complex food into nutrients efficiently.
• The lungs provide oxygen, which is essential for energy.
• The kidneys filter impurities, keeping our blood clean.
The End
Chapter 2: Climate Change | Class 5 | EVS | Textbook Solutions
Andhra Pradesh | APSCERT
Home » Solutions » Class 5 » EVS Textbook Solutions » Chapter 2: Climate Change
Here are the answers to the “Improve Your Learning” section for the lesson “Climate Change”
I. Conceptual Understanding
1. What is climate?
• Climate refers to the weather conditions such as temperature and rainfall prevailing in an area over a long period.
2. What are the effects we face due to climate change?
• The effects of climate change include untimely rainfall, droughts, floods, melting of ice, rising sea levels, cyclones, tsunamis, and forest fires. It also impacts food production and causes the death of aquatic plants and animals.
3. What are the reasons for climate change?
• The main reasons for climate change are deforestation, pollution from industries and vehicles, overuse of natural resources, burning waste, and the excessive use of plastic and harmful chemicals.
II. Questioning and Hypothesis
4. In your village, people are suffering from drought. Can you guess the reasons?
• Drought could be due to a lack of rainfall caused by deforestation, climate change, overuse of groundwater, pollution, and improper agricultural practices.
III. Experiments and Field Observations
5. Observe the process used for disposing of garbage at your home and make a report.
• At home, garbage is segregated into wet waste (food leftovers, peels) and dry waste (plastic, paper). Wet waste is composted to make manure, while dry waste is sent for recycling or discarded. However, in some cases, improper disposal, such as burning or dumping, causes pollution.
IV. Information Skills and Projects
6. Collect information about students who are using steel water bottles instead of plastic water bottles.
• A survey at school shows that 60% of students use plastic bottles, while 40% have switched to steel bottles. The latter group prefers steel bottles for their durability, safety, and eco-friendliness, reducing plastic pollution.
V. Drawing and Model Making
7. Make a pen stand, flower vase, etc., by using a plastic water bottle.
• This activity involves cutting and decorating plastic bottles creatively to reuse them as pen stands, vases, or storage containers, promoting recycling.
VI. Appreciation
8. Prepare some slogans on ‘Save Environment.’
• “Plant Trees, Save Lives.”
• “Reduce, Reuse, Recycle.”
• “Say No to Plastic, Yes to Nature.”
• “Save Water, Save the Planet.”
• “Act Now, Save Tomorrow.”