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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.
Lesson:10 Games and Recreation| Class 3 | Evs Textbook | Solutions
APSCERT | ANDHRA PRADESH
Here are the answers to the “Improve Your Learning” section from the lesson Games and Recreation (Class 3 EVS):
I. Conceptual Understanding (Tell and Write)
1. Write five outdoor games you like to play.
• Cricket
• Football
• Kabaddi
• Kho-Kho
• Badminton
2. Write the rules of any game you know. (Example: Kabaddi Rules)
• Each team consists of 7 players.
• The raider must say “Kabaddi, Kabaddi” continuously while attempting to touch opponents and return to their side.
• Defenders should stop the raider from returning to their side.
• The team with the most points at the end of the game wins.
II. Questioning
3. Name your friends who play daily at home.
My friends’ names are,
• Ramesh
• Priya
• Anil
• Sneha
III. Experiments and Field Observations
4. Play a local game mentioned in the textbook and write your experiences.
(Example: Playing Kho-Kho)
• I played Kho-Kho with my friends. It was exciting and fun.
• Running fast and touching players while escaping made the game challenging.
• I learned teamwork, patience, and how to think quickly during the game.
IV. Information Skills – Project Work
5. Ask your friends about the games they like and fill in the table.
Sl. No. Name of Friend Games He/She Likes 1 Ramesh Cricket 2 Priya Badminton 3 Anil Chess 4 Sneha Kho-Kho V. Drawing Pictures and Model Making
6. Prepare play items with clay, such as a ball, bat, tenni-coit, tennis racket, shuttlecock, etc., and display them in your classroom.
(Students can make these clay models as part of their activity.)
VI. Appreciation
7. Your friend won a prize at the school-level games on 15th August. He showed it to you. How do you feel or how would you appreciate him?
• I would feel very happy and proud of my friend.
• I would congratulate him and say, “Great job! You deserve this prize for your hard work and practice.”
• I would encourage him to keep playing and participating in more competitions.
Chapter 8: Tranaport | Class 4 | EVS | Textbook
APSCERT | ANDHRA PRADESH
Here are the answers to the “Improve Your Learning” section from the lesson Transportation (Class 4 EVS):
I. Conceptual Understanding
1. What are the vehicles used for transport in your village or town?
• In my town, common vehicles used for transport are buses, cars, bicycles, motorcycles, and auto-rickshaws.
• In villages, people use bullock carts, tractors, bicycles, and sometimes buses to travel to nearby towns.
2. Have you ever travelled by bullock cart? When and where?
Yes, I have traveled by bullock cart when I visited my grandfather’s village. We used it to go to the farm.
3. Why is the camel called the “Ship of the Desert”?
• The camel is called the “Ship of the Desert” because:
• It can walk easily on the sand without sinking.
• It can survive for long periods without water.
• It carries people and goods across deserts, just like a ship carries goods on the sea.
II. Questioning and Hypothesis
4. What questions will you ask your father about transport facilities to visit your uncle’s village?
• What are the available transport options to reach the village?
• How long will the journey take?
• Are there buses or trains available?
• Which road conditions will we face while traveling?
• What is the ticket price for a bus or train to the village?
III. Experiments and Field Observations
5. Visit a nearby bus station in your locality and collect information about the number of buses and their departure times.
(Students can visit a bus station and note details in a table like this:)
Bus Route No. of Buses per Day Departure Time Town to City 10 Every 30 min Village to Town 5 Every 1 hour City to Another City 8 Every 2 hours IV. Information Skills and Projects
6. Collect pictures of different modes of transport and prepare a scrapbook.
(Students can collect images of bicycles, buses, cars, trains, boats, aeroplanes, etc., and paste them in a scrapbook with labels.)
V. Drawing and Model Making
7. Identify any two shipyards on the map of Andhra Pradesh.
• Two shipyards in Andhra Pradesh:
1. Visakhapatnam Shipyard
2. Kakinada Shipyard
VI. Appreciation
8. How do you feel when you travel in a car and in a bullock cart? Do you find any difference?
• Car: It is fast, smooth, and comfortable for long journeys.
• Bullock Cart: It is slow and bumpy but gives a traditional village experience.
• Difference: Cars are modern and convenient, while bullock carts are eco-friendly and used in rural areas.
Chapter 3: Animals Around Us | Class 4 | EVS | AP SCERT
IMPROVE YOUR LEARNING
I. Conceptual Understanding
1. Give some examples of animals that have thick fur on their skin.
- Examples: Sheep, Polar Bear, Yak, and Alpaca.
2.Why is a hen called oviparous?
- A hen is called oviparous because it lays eggs, and its young ones hatch from these eggs.
3. Sarath says that the duck and the crocodile belong to the same group. Do you agree, why or why not?
Yes, they both belong to the group of oviparous animals because they lay eggs. However, they are different in habitat and lifestyle. Ducks are birds, and crocodiles are reptiles.
II. Questioning and Hypothesis
4. What will happen if there are no crows?
If there are no crows, the natural ecosystem will be disrupted. Crows help clean the environment by feeding on waste and dead organisms. Without them, waste accumulation might increase, leading to a polluted environment.
III. Experiments and Field Observations
5. Observe the legs of a dog and a hen and write about them.
- Dog’s legs: Strong and muscular, designed for running and walking.
- Hen’s legs: Thin and scaly, suitable for walking and scratching the ground to search for food.
IV. Information Skills and Projects
6. Collect the pictures of Herbivores, Carnivores, and Omnivores and make a scrapbook.
- Herbivores: Cow, Goat, Deer.
- Carnivores: Lion, Tiger, Eagle.
- Omnivores: Bear, Crow, Human.
V. Drawing and Model Making
7. Draw the picture of the animal that you like very much and color it.
Draw animals like a tiger, peacock, or elephant and colour them vibrantly.
VI. Appreciation
What activities would you like to do to protect birds?
Activities:
- Set up bird feeders with food and water.
- Plant trees to provide shelter for birds.
- Avoid using harmful pesticides in gardens.
- Educate others about the importance of bird conservation.
Metal Bird feeder 
Class 3 | EVS | Lesson 1 | Happy Family | Textbook Solutions
Here, you can find Chapter 1 of Class 3 solutions for Class 3 of AP SCERT, Andhra Pradesh. This resource can assist teachers in enhancing their classroom instruction. Students can also be guided on how to write questions and answers.
Improve Your Learning
I. Conceptual Understanding
1. What is a family? How many members are there in your family?
• A family is a group of people who live together and care for one another. It usually consists of grandparents, parents, siblings, and sometimes pets.
There are five members in my family.
2. Do you have any pet animals? Name them.
Yes, I have a dog named Tommy.
3. Whom do you love the most in your family? Why?
I love my mother the most because she takes care of me and cooks tasty food.
II. Questioning and Hypothesis
4. You went to your friend’s house. You want to know the best practices of his/her family. What type of questions would you ask your friend about his/her family?
• Examples of questions:
• How do your family members help each other at home?
• What do you all do together as a family?
• What special traditions or practices does your family follow?
III. Experiments and Field Observations
5. Write down the similarities and differences you observe in the faces of your relatives.
Examples:
• Similarities: My father and I both have the same eye color.
• Differences: My grandfather has white hair, and I have black hair.
IV. Information Skills – Project Work
6. Which works are done by your family members? Tick at the proper places.
V. Drawing Pictures and Model Making
7. Draw the picture of a dog, cat, or any pet animal.
Draw their favorite pet.
VI. Appreciation
8. Jessy loves her pet and the trees in her garden very much. She takes good care of them. Do you also do similar things? Share with the class.
• “Yes, I also take care of my pet by feeding it daily and watering the plants in our garden.