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By reviewing Kerala Syllabus 5th Standard Social Science Notes Pdf and Class 5 Social Science Chapter 4 Clothing through the Ages Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 5 Social Science Chapter 4 Clothing through the Ages Notes Questions and Answers

Class 5 Social Science Chapter 4 Question Answer Kerala Syllabus

Question 1.
Observe these pictures.

a) How these living beings survive situations like extreme heat, unbearable cold, etc.?
b) Have you ever thought about the way in which humans faced such situations?
Answer:
a) Fur of goat, feathers of parrot and tortoise’s shell provide protection like a clothing in unfavourable weather conditions.
b)

• The clothing needed for humans had to be shaped with the materials available in nature.
• Woolen jackets and dresses are used to protect from extreme cold.
• Cotton clothes and light coloured clothes are used in summers.
• New born babies are dressed up to maintain their body temperature.

Question 2.
What types of clothing do people use today?
Answer:
People use different types of clothes made of materials like cotton, jute, wool, silk etc., depending upon their culture, climatic condition, occupation and immunity.

Question 3.
How does clothing become useful to us? Complete the list by adding more details.
• Protection from cold
• Protection from heat
• Maintains body temperature
• Protection from insects
Answer:

• Protection from cold
• Protection from heat.
• Maintains body temperature
• Protection from insects
• Protection from germs
• Protection from dust particles and pollutants
• Protection from harmful UV rays from Sun
• Protects our skin from cuts and rashes
• Helps in identifying a specific occupation

Question 4.
Observe the pictures.
What materials did early humans use as clothing?

Answer:

• Bark of trees
• Skin of animals
• Leaves

Question 5.
The making of clothes by early humans was not like that of today. What could be the reason?
Answer:
It is due to lack of different varieties of materials and technology in cloth manufacturing.

Question 6.
Discuss the changes in the textile industry brought about by the introduction of machines.
Answer:

• Increase in production of clothes
• Reduction in human labour
• Diversity in clothing
• Quality clothing
• Spread of clothing
• Less demand for traditional handloom-based clothing
• Less opportunities for traditional handloom cloth manufacturers
• Exploitation of raw materials

Question 7.
Complete the table by finding the organisms and plants from which natural produced.

Answer:

Wool	Sheep
Silk	Silk worm
Cotton	Cotton plant
Jute	Jute plant

Question 8.
Collect scrap pieces of clothes by visiting a tailoring shop in your locality. Differentiate the clothes made from natural fibres and synthetic fibres and paste them on the chart and display them in your class.
Answer:
Steps

• Get Scrap Pieces: Go to a nearby tailor shop and ask for extra pieces of fabric. Most of the time, tailors have a lot of extra pieces from different fabrics.
• Name the Types of Fabric: Sort the pieces of cloth you have collected into two groups: those made of natural fibres and those made of synthetic fibres.
• Natural Fibres: These come from animals or plants. Cotton, wool, silk, and linen are some examples.
  • Touch it: Fabrics made from natural fibres usually feel softer and more comfortable.
  • Look for labels or ask the tailor what kind of fabric it is.
• Synthetic Fibres: These are man made. As an example, polyester, nylon, and other synthetic fibres may feel smoother, shinier, or more stretchy.
• Get the Chart Ready:
  Separate the chart into two parts: one for natural fibres and one for man-made fibres.
  You can make the two parts stand out by drawing a line down the middle or using some other way.
• Put the pieces of fabric together:
  Put each piece of cloth on the right spot on the chart using glue or double-sided tape.
  Leave some room around each piece to write on it.
• Label the Fabrics: Write the name of each type of fabric next to the piece that goes with it. You can also give each type some information, like how it’s usually used, what qualities it has, or where it came from.
• Give it a title and a explanation: Give your chart a name, like “Natural Fibres and Synthetic Fibres.”

Question 9.
Observe the given pictures. Find out the situations in which each type of the clothing is used. Write the corresponding number of the picture in the table given.

Answer:

Climate	Immunity	Authority/Status	Employment
1 6	4	2 3 5	2 3 5

Note: Pictures 2, 3 and 5 represent both authority/status and employment.

Question 10.
Prepare an album by collecting pictures indicating dressing in various situations.
Answer:
(Hints)
To create an album that highlights dressing in various situations, selecting photos that exhibit different styles acceptable for different occasions is necessary. Here’s a possible list of what could be on such an album:
1) Casual Wear: A person wearing comfortable jeans and a T-shirt can be included.

2) Business/ Formal wear: A person wearing a formal suit can be included.

3) Athletic Wear : A person wearing a swimming suit, tennis outfit, etc. can be included.

4) Seasonal Wear: A person wearing cotton clothes, a raincoat, a winter jacket, etc., can be included.

Question 11.
Observe the costumes in the given pictures. Identify the art forms to which they are associated and list them.

Answer:

• Kathakali
• Theyyam
• Mohiniyattam
• Kerala Nadanam
• Oppana
• Chavittunatakam

Question 12.
Discuss the diversity of costumes in various art forms.
Answer:
• Kathakali: Kathakali costumes are colourful and it includes fancy headdresses and bright make¬up. It takes hours to put on the makeup, which is just as complicated and uses natural colours to make unique patterns on the face. The faces of the characters show who they are: heroes have green faces, villains have red faces, and demons have black faces.

• Mohiniyattam: Mohiniyattam dancers wear a simple and beautiful outfit made of off-white or white cloth with gold brocade borders. The outfit usually has a blouse and a sari that is wrapped in a unique way. They also wear traditional jewellery and a flower-covered bun.

• Oppana: Oppana is a traditional Muslim dance style. Women wear clothes like the “Pattu Pavada” (silk skirt) and top, which are often brightly coloured and have lots of gold coloured embroidery on them. Along with traditional jewellery, the dancers w’ear a scarf or shawl.

Question 13.
Discuss and make note about the violation of rights that existed in clothing.
Answer:
• Clothing Limits for Women: Throughout history,many countries had strict rules about what women can wear.In ancient times,certain lower caste women were restricted to wear some types of clothes or jewellery. In the same way,women in some religious countries are forced by law to wear certain clothes,which limits their choice of what to wear.

• Certain laws have been used by many societies throughout history to control what people could wear based on their social rank. In many regions of India, particularly in the southern states, caste-based restrictions were severe. Lower-caste communities, were historically prohibited from wearing certain types of clothing that were reserved for upper-caste people. This made class differences stronger and made it harder for people to move up in society.

Question 14.
How did Charka and khadi clothing become weapon of agitation against the British? Make a poster and display in class.
Answer:
(Hints)
Title: “Charka and Khadi: Spinning Freedom”

• Give the title big and bold at the top.
  • Give the following images:
    a) Charka Picture: A simple, clear drawing of a charkha, which is a spinning wheel.
    b) Khadi Cloth Picture: A picture of plain khadi cloth that was made by hand.
    c) It includes a picture of Mahatma Gandhi spinning khadi on a charkha.
    d) Image of British Cloth.
• Write short notes on charka, khadi, Gandhi’s role, etc.
• Include quotes or slogans.
• Make the poster colourful.

Question 15.
Do you like to wear the same types of clothes all the time? What are your preferences in dressing?
Answer:
Note: This answer can vary based on personal preferences.
No, I don’t like wearing the same type of clothes every day. I enjoy dressing differently for various occasions. I prefer to wear casual attire like jeans or shorts and a T-shirt while going for an outing. I prefer to dress nicely or wear traditional attire, on important occasions like birthdays or festivals. When I go outside or play sports, I prefer wearing track pants or shorts and a jersey.

Question 16.
Organise a discussion on how advertisements, movies, social media etc. influence the choice of clothing.
Answer:
Here are some points that can be used for the discussion.
a) Advertisements:

• Advertisements directly promote certain brands and clothing items and encourage people to buy them.
• Advertisements often influence people’s feelings by saying that buying a certain item of clothing will make them happier, more successful, or more popular.
• Advertisements are now displayed to each person based on their browsing history.
  Examples: Running limited-time deals, showing off the newest fashions, seeing ads for summer clothes after looking for places to go on vacation, etc.

b) Movies:

• Fashion trends are often set by movies by making certain styles popular through their characters.
• People may try to dress like their favourite figures because they see them as models.

c) Social media:

• By showing off different styles and names, fashion bloggers and social media influences help to introduce trends.
• Sites like Instagram and YouTube let people show off their own style, which naturally spreads these trends.
• People can get instant feedback on the clothes they wear on social media, which makes them more likely to follow popular trends.
  Example: rise of certain hashtags, such as #OOTD (Outfit of the Day).

Question 17.
How can we convert used and unwanted clothing into useful materials?
Answer:
a) To make home decor items like artificial flowers, curtains, pillow covers, etc.
b) To make accessories like hair bands, earrings, etc.
c) For art and craft works
d) For donation

Question 18.
Observe the given headlines.

a) Do you use all the clothes you buy?
b) Have you tried making handicrafts from used clothes?
Answer:
a) No. Sometimes I buy clothes because they look cool or because my parents think I need them, but I don’t end up wearing all of them. Some clothes don’t fit after a while, and others just don’t feel right after wearing them a few times.
b) Yes

• Old T-shirts and jeans can be reused to make bright pillow covers with the help of parents.
• Ornaments can be made out of old fabric hits.
• A tote bag can be made out of an old pair of jeans with the help of parents.
• Old cloth strips and elastic bands can be used to make some cute hair scrunchies.

Question 19.
Today, tons of clothes are thrown away all around the world. This adversely affects the environment. The volume of unused and discarded clothes is increasing in our country. How can such clothing be reused?
Answer:
a) We can give things we don’t need as charity.
b) Recycle: Some centres take old clothes and turn them into new fabric or other things.
c) Craft Projects: You can make fun crafts out of old clothes, like stuffed animals, blankets, or tote bags.
d) With a little imagination, we can upcycle old clothes into new fashion items. For example, we could take a long dress and turn it into a skin and top set.

Question 20.
Observe the pictures.

Can we also make such craft products?
Answer:
Yes, it is very simple and interesting to make such beautiful products.

Question 21.
Don’t we feel more proud and confident when we wear our favourite cloth?
Answer:
Yes, wearing our favourite cloth can make us feel more proud and confident. It is a way to express ourselves, feel comfortable, and have positive attitude.

Extended Activities

Question 1.
Visit any handloom centre in your area and gather information about its method of cloth manufacturing.
Answer:
(Hints)
Visit a nearby handloom centre. The general information about a handloom centre is given below

Yarn Preparation:

• Natural fibres like cotton, silk, or wool are spun into yam.
• Yams are dyed in different colours.

Setting Up the Loom:

• Warp threads (lengthwise threads) are set up on the loom.
• Weft threads (horizontal threads) are interlaced w ith the warp threads.

Weaving Process:

• The weaver manually operates the loom to create patterns and designs.
• Different techniques are used to achieve desired textures and patterns.

Finishing:

• The woven cloth is washed to remove any chemicals.
• It is then dried, pressed, and folded.

Quality Check:

• Each piece of cloth is inspected for defects.
• Final adjustments are made to ensure quality.
  Handloom centres keep traditional methods active and often display off patterns that are culturally unique to their area.

Question 2.
Prepare an album based on the topic ‘Diversity of Clothing in Indian States’ by collecting pictures of diverse style of clothing in various states.
Answer:
(Hints)
Materials Needed:

• A4 or A3 size album or scrapbook
• Printed pictures clothing in various states
• Glue or double-sided tape
• Marker pens or fine-tip pens for labeling
• Decorative materials like stickers, tape, etc. (optional)

Steps

• Do some research: get pictures of native clothes from different Indian states.
• Choose states : Pick states like Rajasthan, Kerala, Assam, Gujarat, Punjab, etc. that are known for their unique dressing style.
• Some of the clothes that are worn are sarees, salwar kameez, lehengas, dhotis, kurta-pyjamas, and traditional jewellery and turbans.
• Images: Look for real pictures on cultural websites, in books about Indian customs, or in your own personal collections.
• Arrangement: Put pictures in order by state or type of clothing to show how different and culturally significant they are.
• Below given are few images of different dressing styles which you can add to your album.
  

Question 3.
We live in an age in which a wide variety’ of clothing is readily available. But, the availability of clothes was limited in earlier times. Ask the elders in your family about the changes in clothing and style and make a note.
Answer:
• Getting materials and clothes
Back then, cotton, silk, and wool were commonly used to make clothes. A lot of them were made by hand and in the same region.
Now: Clothes are easy to find in stores or online and come in a lot of different materials, including fake ones.

• Trends and styles
At that time, most people wore native clothes like sarees and dhotis. Styles slowly changed. Now: New trends come out all the time, and fashion changes fast. People like both western and native styles.

• How to Take Care of Clothes
Clothes were washed by hand and dried in the open air. Care was taken to keep special clothes in good shape.
These days, people use dryers and washers. You can get delicate things dry cleaned.

• Festive or unique clothes
When it was that time, clothes for celebrations were made of good materials and had complicated patterns.
Now: For special events, there are a mix of classic and current styles.

• Changes in general
More clothes to choose from and easy access now.
Change from making clothes by hand to artificially made clothes.
Trends in fashion around the world affect what people wear today.

Question 4.
Collect pictures of different art forms and make an album titled ‘Costume Diversity in Art’.
Answer:
Materials needed

• A4 or A3 size album or scrapbook.
• Printed pictures of different art forms showcasing costume diversity.
• Glue or double-sided tape.
• Marker pens or fine-tip pens for labelling.
• Decorative materials like stickers, tape, etc. (optional).

Steps
• Select Art forms and gather Images:
Collect pictures from magazines, books, or print images from the internet. Make sure to choose high-quality images that clearly show the costumes.

• Categorize the Images:
Group the images based on themes such as cultural costumes, historical costumes, theatrical costumes, etc. Alternatively, you can categorize them by the art form or by region.

• Prepare the Album:
Decide on a layout for each page. You can dedicate one page to each category or mix them up to create a diverse presentation. Leave some space around each image for captions and descriptions.

• Attach the Images:
Use glue or double-sided tape to securely attach each picture to the album pages.

• Label the Images:
Write captions for each image, providing information such as:
The name of the art form.
The culture or period it represents.
Any relevant details about the costume (materials, significance, etc.).

Question 5.
Collect old clothes from your home and do craft work with them. Present them in the Social Science Club.
Answer:
• Gather Old Clothes
Collect old clothes from home that you don’t use anymore.

• Choose Simple Crafts:
Tote Bag: Turn an old t-shirt into a bag.
Fabric Flowers: Make flowers from fabric scraps.
Cushion Covers: Use fabric to make new pillow covers.

• Tools and Materials:
Scissors, needle and thread, fabric glue, buttons, and any decorations.

• Crafting Steps:
Tote Bag:
1. Cut off the sleeves of a t-shirt.
2. Sew the bottom closed.
3. Add fabric handles if needed.

• Fabric Flowers:
1. Cut fabric into petal shapes.
2. Layer and glue or sew them together.
3. Add a button in the centre.

• Cushion Covers:
1. Measure and cut fabric to fit your pillow.
2. Sew the edges together, leaving an opening for the pillow.
3. Add buttons or zippers for closure.

Question 6.
Set up a Clothing Collection Centre in the school to collect old and clean clothes and deliver them to old age homes, orphanages and relief camps near your school with the help of the teacher.
Answer:

Talk to Your Teacher:

• Discuss the idea with your teacher and get their support.
• Decide together where to collect clothes and who will help.

Get Permission:

• Ask your principal if you can start a clothes collection for people in need.

Make a Plan:

• Choose a spot in school where students can bring clean, old clothes.
• Decide how long you will collect clothes (like two weeks).

Spread the Word:

• Make posters with dates and where to bring clothes.
• Tell everyone in your class and school about the collection.

Collect Clothes:

• Ask classmates and teachers to donate clothes they don’t wear anymore.
• Put the clothes in boxes or bags in your collection spot.

Sort the Clothes:

• Check that the clothes are clean and not tom.
• Put them into different bags for kids, adults, and others.

Deliver the Clothes:

• With your teacher, take the clothes to old age homes, orphanages, or relief camps nearby.
• Give the clothes to people who need them and make them happy.

Thank Everyone:

• Thank everyone who gave clothes and helped you.

Learn from It:

• Talk about what you learned and how you can help more next time.

Class 5 Social Science Clothing through the Ages Notes Questions and Answers

Question 1.
Cotton and jute had an important role in cloth manufacturing. Why?
Answer:
Cotton are Jute are the important raw materials in cloth manufacturing.
Cotton is used to make clothing all over the world. Cotton obtained from the cotton plant is converted to yams and used to make clothing. Cotton has been cultivated in India since ancient times. Jute is produced from the jute plant. It is a natural fibre.
Most of the world’s jute cultivation is on the fertile banks of the river Ganges in India. All these indicates the role of cotton and jute in cloth manufacturing.

Question 2.
What are the advantages of using synthetic fibres over natural fibres ?
Answer:
Synthetic fibres are generally less expensive to produce clothes than natural fibres. It also has the advantage of not wrinkling quickly.
The use of synthetic fibres such as polyester and nylon helped to make clothing more durable and cost-effective.

Question 3.
Name one traditional attire commonly worn in South India.
Answer:
Saree

Question 4.
Why is diversity in clothing important?
Answer:
Diversity in clothing shows respect for different cultures and allows people to express their identity.

Question 5.
New trends in clothing reflect changing _______.
Answer:
fashion preferences and styles.

Question 6.
Give an example of a job in the clothing sector in India.
Answer:
Tailors who stitch clothes, fashion stylists who create outfits for celebrities, or textile workers in factories.

Question 7.
(a) Classify the below given materials as natural and synthetic fibres.
Cotton, polyester, jute, Nylon, rayon, silk
(b) Differentiate between natural and synthetic fibres.
Answer:
(a)

Natural fibre	Synthetic fibre
Cotton	Polyester
Jute	Nylon
Silk	Rayon

(b) Natural fibres
Produced from animals and plants.
Synthetic fibres
Produced from chemicals such as petroleum.
Synthetic fibres are generally less expensive to produce clothes than natural fibres. It also has the advantage of not wrinkling quickly.

Question 8.
Observe the pictures given below.
(a) Which civilisation is represented by the statues given below.

(b) Write a note about clothing in Indus Valley.
Answer:
(a) Indus valley civilisation
(b) The Indus Valley was an ancient river valley civilisation that existed in the north western part of India. From the available evidences it is assumed that the people of Indus valley made clothing from cotton and wool. The dressed statues excavated from there reflect the clothing style of the people. It is believed that cotton was traded from here to other regions.

Question 9.
Observe the pictures.

(a) Humans used the materials they got from their surroundings as clothing when they lived by hunting. What materials did early humans use as clothing?
(b) What tools did they use for making clothes?
Answer:
(a) Bark of trees
Animal skin
Leaves

b) Horn and bone of animals were used as needles and tools to make clothes. During the period when polished stones were used as weapons, stone needles helped to sew clothes.

Question 10.
In the early days, fibres collected from the surroundings were used for making clothes.
(a) How are yarns made using fibres?
(b) What do you mean by weaving?
(c) What led to the spread of woven clothes?
Answer:
(a) Fibres were combined and spun to make long yams.
(b) Weaving is the technique of making cloth with these yams.
(c) People realised that clothes woven from yams were better than animal skin. This led to the spread of woven clothes.

Question 11.
Observe the figure.

(a) Production of which fibre is represented by the figure?
(b) What type of fibre ¡s it? How are these fibres obtained ? Give two examples for it.
(c) Where is most of the world’s jute cultivation?
Answer:
(a) Jute
(b) Natural fibre. They are produced from animals and plants.
Examples: Cotton, Silk
(c) Most of the world’s jute cultivation is on the fertile banks of the river Ganges in India.

Question 12.
Match the following

Silk	Edmund Cartwright
Wool	Cotton plant
Cotton	Silkworm
Spinning jenny	Sheep
Powerloom	James Hargreaves

Answer:

Silk	Silkworm
Wool	Sheep
Cotton	Cotton plant
Spinning jenny	James Hargreaves
Powerloom	Edmund Cartwright

Question 13.
(a) What do you mean by handloom clothes?
(b) Write the name of any two handloom centres in Kerala.
(c) Mechanisation in cloth manufacturing had a positive impact on textile sector but it affected the handloom sector. Justify the statement.
Answer:
(a) Handloom clothes are clothes woven on handloom using yams.
(b) Balaramapuram in Thiruvananthapuram district, Kuthampulli in Thrissur district
(c) Increase in production of clothes, reduction in human labour, diversity in clothing, quality clothing are some of the positive impacts of mechanisation in cloth manufacturing. But it reduced the demand for handloom clothes which in turn made their lives miserable.

Question 14.
Identify the machines given below and write a note on them.

Answer:
(i) Spinning jenny
(ii) Powerloom
The spinning jenny
The spinning jenny was invented by James Hargreaves. The handmade yam production was not enough to meet the demand of the textile industry at that time. The invention of the Spinning Jenny accelerated the production of yam.

Powerloom
Powerloom was invented by Edmund Cartwright. The power loom is operated either with the help of electricity or some other energy source. A powerloom can produce more cloth much faster than a handloom.

Question 15.
What are the changes brought by Europeans in the textile sector of India?
Answer:
The Europeans travelled to different parts of the world in search of markets, to sell the clothes produced as a result of mechanisation. As part of it, they reached India also. They took the raw materials needed for the textile industry from India to Europe. Clothes they produced there with the help of machines were sold in India. They colonised India and took the raw materials from here to their lands.

Question 16.
The changes in the society also had a significant impact on the cloth manufacturing. Write a note on this impact caused in cloth manufacturing.
Answer:
The changes in the society also had a significant impact on the cloth manufacturing. The increase in demand for clothing led to the development of more advanced weaving machines. Production increased with the help of machines. Clothes with better quality and variety reached more people. Artificial dyes began to be used to colour clothes.

Question 17.
State True or False.
a) In some workplaces, w omen have faced discrimination for wearing traditional attire.
b) Discrimination based on clothing does not violate fundamental rights in India.
c) Mahatma Gandhi promoted Khadi as a way to stop buying British goods and help Indians become more independent.
d) Trends in clothing never change over time.
e) Traditional clothing in India is influenced by regional cultures. uaralGoao sxm Answer:
a) True
b) False
c) True
d) False
e) True

Question 18.
a) Changes in clothing style show how fashion evolves with _______
b) How has clothing style changed over time in India?
c) Classify the following in the table below.
Shorts, Sweaters, Raincoats, Cotton Kurtas, Jackets
Answer:
a) Time and culture.
b) Earlier, people wore mainly traditional clothes, but now they also wear modern clothes influenced by global fashion.
c)

Winter	Summer	Monsoon
Sweaters	Shorts	Raincoats
Jackets	Cotton Kurtas

Question 19.
a) Identify the movement related to the given picture.

b) Differentiate between ‘The Swadeshi Movements and ‘The Khadi movement’.
Answer:
a) The Khadi Movement

b) The Swadeshi Movement was started on 7th August 1905 as a part of India’s freedom struggle. Its aim was to boycott the British-made goods and to promote the production and use of Indian- made goods.
The Khadi movement was started in India in 1918 under the leadership of Gandhiji. Khadi has a distinctive place in the history of India’s freedom struggle. As the Khadi Movement gained momentum the sound of’Charka’ rose from Indian Villages. Then, the khadi clothing spread all over India.

Question 20.
a) Provide an example of discrimination in clothing in Indian society.
b) Explain ‘Upper Cloth Agitation’.
Answer:
a) In earlier times, people from lower castes are prohibited from wearing certain types of clothing.
b) During the early 19th century, a certain section of the women in Southern Travancore made a protest for the right to cover the upper part of their body. At that time only women who were said to belong to the upper caste had the right to wear the upper clothes as they wished. Women of the so called lower castes did not have the right to cover the upper part of their body in front of the upper castes. This protest is known in history as Upper Cloth Agitation.

Question 21.
Justify the statements.
a) “India exhibits a rich diversity of clothing styles influenced by regional cultures.”
b) “Traditional dance costumes in India are designed to reflect the cultural heritage of each region.”
Answer:
a) India is a big country with many different regions, each of which has its own distinct culture and traditions. This rich diversity makes India a very colorful and interesting country when it comes to clothing. This is why people in different parts of India wear different types of clothes.

b) In South India, traditional dance costumes like Bharatanatyam costumes are known for their bright colours, elaborate temple jewellery, and unique ways of covering the body. These parts not only make the dance look better, but they also represent the rich culture of Tamil Nadu and other southern states. Similarly, Kathakali costumes from Kerala include fancy headdresses, bright makeup for the faces, and costumes that represent characters from Hindu mythology. These costumes show off Kerala’s cultural heritage.

Question 22.
a) What is fashion designing?
b) Why is it important for a fashion designer to understand trends?
Answer:
a) Fashion design is the art and process of making new clothes and other items. It includes drawing out patterns, picking out fabrics, and choosing colours and patterns.
b) Fashion designers can make designs that people will like if they know what is the current trend. By following fashion trends, designers can guess what styles will be popular and make sure their collections are both stylish and sellable.

Question 23.
a) “Changing beauty concepts and cultural diversities influence the style of contemporary clothing”. Justify the statement.
b) Name some craft items that we can make using clothes.
Answer:
a) Changing beauty concepts and cultural diversities influence the style of contemporary clothing because what people consider beautiful and stylish often changes over time and varies in different cultures. If we observe the historical timeline of clothing, we can see that in the early days, protection of body was given importance. Following that, the geography and climate influenced manufacturing of clothes and style of clothing. So, what we wear today might look very different from what people wore in the past or what people in other parts of the world wear.

b) Hair accessories, tote bags, cushion covers, stuffed animals, home decors, etc.

Question 24.
a) Complete the picture.

b) Name a natural dye.
Answer:
a)
b) Indigo

Question 25.
a) Clothing, which is one of the basic human needs, should be available to all sections of the society”. Justify this statement.
b) How can clothing help people express their culture?
Answer:
a) Clothing is a basic need that protects, comforts, and shows respect for others. Making sure that everyone can get the clothes they need is an important part of protecting basic human rights and promoting social equality. Not having the right clothes on can make one sick, make one look bad in public, and make it harder to fully join in society. By letting everyone wear clothes, we help make our community more open, fair, and healthy, so everyone can live with respect and honour.

b) Clothing can help people express their culture by allowing them to wear traditional outfits that represent their heritage, customs and celebrations.

Question 26.
Observe the image.

a) Who issued this proclamation?
b) What is the importance of this proclamation?
c) When and where did the ‘Upper Cloth Agitation’ happen?
Answer:
a) This proclamation was issued by Uthram Tirunal Marthandavarma, the then king of Travancore.
b) This proclamation granted the right to women of the so-called lower castes of southern Kerala to wear the upper clothes. It reveals that the caste system existed at that time prevented certain sections of the people from wearing clothes as they wish.
c) The ‘Upper Cloth Agitation” happened in the early 19th century in Southern Travancore.

Std 5 Social Science Clothing through the Ages Notes

For thousands of years, clothes have been an important part of life. People have been making clothes for a very long time. They make clothes not only to stay warm and safe but also to show off their culture and talent. People’s clothes changed a lot over time. People used simple things like animal skins and leaves to make clothes a long time ago. Later, they learned how to use plants like flax and cotton to make clothes. People wore brighter and more decorated clothes as their societies grew. Once we reached the modern age, fashion began to change quickly. New styles carne and went quickly. There are now a huge number of clothes available for all occasions, made from a huge number of materials and in an infinite number of styles. This chapter ‘clothing through the ages helps us to understand how people lived, what they cared about, and how they expressed themselves.

Towards Weaving

• Fibres were combined and spun to make long yarns. ¡t is the technique of making cloth with these yarns.
• Handloom, Spinning jenny, Powerloom were the different methods used for weaving.
• The Indus Valley was an ancient river valley civilisation that existed in the north western part of India.
• The people of Indus valley made clothing from cotton and wool. The dressed statues excavated from there reflect the clothing style of the people.
• Cotton is used to make clothing all over the world. Cotton obtained from the cotton plant is converted to yarns and used to make clothin.
• Jute is produced from the jute plant. It is a natural fibre. Most of the world’s jute cultivation is on the fertile banks of the river Ganges in India.
• Both natural and synthetic fibres are used to manufacture clothes.
• Natural fibres are produced from animals and plants.
  Example: Cotton, Jute
• Synthetic libres are produced from chemicals such as petroleum.
  Example: Polyester, Nylon

Diversity in clothing

• The weather. traditions power roles, jobs. and differences ¡n regions all affect what people wear.
• Most of us choose clothes that are comfortable to wear and that are good for the weather.
• A lot of different kinds of clothes are used in the arts.
• ‘Upper cloth started during the early 19th century in Southern Travancore. Women from certain sections made a protest for the right to cover the upper part of their body. Women of the so-called lower castes did not have the right to cover the upper part of their body in from of the upper castes.
• Cloth has been used in the past as a weapon against various forms of exploitation.
• In India’s Freedom Movement, as a part of the struggle. Gandhiji made khadi and charka and boycotted foreign goods by making and wearing indigenous clothes.
• Gandhiji encouraged khadi clothes made by spinning in the charka and exhorted people wear khadi clothes.
• In this way, Gandhiji turned the freedom struggle into a mass movement by making clothes as a weapon of struggle.
• The Swadeshi Movement was started on 7th August 1905 as a part of India’s freedom struggle.
• Its aim was to boycott the British-made goods and to promote the production and use of Indian made goods.
• The Khadi Movement was started in India in 1918 under the leadership of Gandhiji.
• As the Khadi Movement gained momentum the sound of ‘Charka’ rose from Indian Villages. Then, the khadi clothing spread all over India.

New trends in clothing

• Every day, not only the ways that clothes are made but also how they look, how they are worn, and how they are designed, changes.
• Today’s clothes are largely based on personal tastes, hobbies, and ease of use.
• Movies, commercials, social media, and other things have a big effect on what people wear.
• Changing beauty standards and cultural diversity affect modern fashion.
• Today fashion designing has grown into a field of study with immense employment potential.
• A lot of employment opportunities are opening up today in the fields like fashion designing and embroidery.
• Designing, weaving, sewing. embroidery, dyeing, etc. are some employment sectors in cloth manufacturing.

Towards weaving

• Weaving is the technique of making cloth with yarns. Handloom, Spinning jenny,Powerloom were the different methods used for weaving.
• The people of Indus valley made clothing from cotton and wool.
• Cotton is used to make clothing all over the world. Cotton obtained from the cotton plant is converted to yarns and used to make clothing.
• Jute is produced from the jute plant. It is a natural fibre. Most of the world’s jute cultivation is on the fertile banks of the river Ganges in India.
• The increase in demand for clothing led to the development of more advanced weaving machines.
  Production increased with the help of machines. Clothes with better quality and variety reached more people. Artificial dyes began to be used to colour clothes.
• Both natural and synthetic fibres are used to manufacture clothes.
• Natural fibres are produced from animals and plants.
  Example :Cotton ,Jute
• Synthetic fibres are produced from chemicals such as petroleum.
  Example : Polyester,Nylon

Humans used the materials they got from their surroundings as clothing when they lived by hunting. They used grass, bark of trees (Maravuri) and hide (animal skin) for making clothes. Horn and bone of animals were used as needles and tools to make clothes. During the period when polished stones were used as weapons, stone needles helped to sew clothes. They also made clothes by cleaning and softening animal skin and fur.

Weaving
In the early days, fibres collected from the surroundings were used for making clothes. Fibres were
combined and spun to make long yarns. Weaving is the technique of making cloth with these yams.

Clothing in the Indus Valley

• The Indus Valley was an ancient river valley civilisation that existed in the north western part of India.
• The people of Indus valley made clothing from cotton and wool.
• The dressed statues excavated from there reflect the clothing style of the people.
  
• It is believed that cotton was traded from here to other regions.

Development of weaving

• Gradually, the technique of weaving became more developed.
• In the early days, clothes were made by hands using yarns from cotton and jute.
• They realised that clothes woven from yams were better than animal skin. This led to the spread of woven clothes.
  
• The method of making cloth using wooden looms was developed later.
• The increase in the need of clothing led to the invention of weaving equipment. This helped to increase the speed of weaving.

Handloom

• Handloorn clothes are clothes woven on handloom using yarns.
• The invention of handloom was a breakthrough in the field of cloth manufacturing.
  
• Clothes were coloured with a dye made from indigo plant. The technique of weaving became more popular over the years.

Common raw materials in textile industry

Cotton

• Cotton is used to make clothing all over the world.
• Cotton obtained from the cotton plant is converted lo yarns and used to make clothes.
• Cotton has been cultivated in India since ancient times.
  

Jute

• Jute is produced from the jute plant. It is a natural fibre.
• Most of the worlds jute cultivation is on the fertile banks of the river Ganges in India.
• Large quantities of jute were taken from India by foreigners for the textile industry.
  

Indigo
In the early days. a dye made from the indigo plant was used to colour clothes. Later various pigment were mixed with indigo, to make different colours.

Major handloom centres in Kerala

• Balaramapurarn in Thiru’ananthapuram district
• Kuthampulli in Thrissur district and Kannur

New machines in the field of cloth manufacturing
The progress in science has led Lo the invention of new machines in the Íield of cloth manufacturing.

Spinning jenny
The spinning jenny was invented by James Hargreaves. The handmade yarn production was not enough to meet the demand of the textile industry at that time. The invention of the spinning jenny accelerated the production of yarn.

Powerloom
The rise in population increased the demand for clothing. New machines became a part of weaving.
It reduced the human effort. The handloorn was later replaced by the power loom.
Powerloom was invented by Edmund Cartwright. The powerloom is operated either with the help of electricity or some other energy source. A powerloom can produce more cloth much faster than a handloom.

The Europeans travelled to different parts of the world in search of markets, to sell the clothes produced as a result of mechanisation. As part of it, they reached India also. They took the raw materials needed for the textile industry from India to Europe. Clothes they produced there with the help of machines were sold in India.

The Europeans
Europe is one of the seven continents. The people of this continent arc called the Europeans. The Portuguese (Portugal), the Dutch (Netherlands), the English (England) and the French (France) came to India from Europe for trade. They colonised India and took the raw materials from here to their lands. Among them, the English colonised India for the longest period. The changes in the society also had a significant impact on the cloth manufacturing. The increase in demand for clothing led to the development of more advanced weaving machines. Production increased with the help of machines. Clothes with better quality and variety reached more people. Artificial dyes began to be used to colour clothes. The colour varieties found in most of our clothing we use today were made by mixing these types of dyes.

Fibres

• Both natural and synthetic fibres are used to manufacture clothes.
• Natural fibres are produced from animals and plants.
• The discovery of synthetic fibres led to the production of clothes of different textures and qualities.
• The use of synthetic fibres such as polyester and nylon helped to make clothing more durable and cost-effective.
  

Diversity in clothing

• We wear different clothes in different situations.
• The weather, traditions, power roles, jobs, and differences in regions all affect what people wear.
• Most of us choose clothes that are comfortable to wear and that are good for the weather.
• A lot of different kinds of clothes are used in the arts.
• A protest called Upper Cloth Agitation took place in the early 19th century in Southern Travancore.
• where women protested for the right to cover their upper bodies.
• Gandhiji used clothing as a tool to create a mass movement for independence.
• As part of India’s Freedom Movement, Gandhiji made khadi and charka and refused to buy foreign goods by wearing and making his own clothes.
• Charka symbolised the Swadeshi nìoement (7th August 1905) during the Indian liberation struggle.
• After the Khadi Movement (1918), khadi clothes spread all over India.

Climate, customs, positions of power, employment and regional differences influence clothing. This variety can be seen not only in clothing but also in jewellery, hats and footwear. Nowadays, a lot of diversities and similarities can be seen in clothing and style of dressing. Most of us choose clothing suitable for climate and comfort for conveyance. Diversity of clothing is also widely seen in the field of arts.

Discrimination in clothing

Proclamation

This is a proclamation issued by Uthram Tirunal Marthandavarma. the then king of Travancore, in 1859, granting the right to women of the so-called lower castes of southern Kerala to wear the upper clothes. This proclamation reveals that the caste system that existed at that time prevented certain sections of the people from wearing clothes as they wished.

Tray ancore

• It was a princely state in British India comprising most of southern Kerala, a small part of central Kerala and Kanyakumari district, which is now a part of Tamil Nadu.
• The Travancore state expanded during the reign of Anizham Tirunal Marthandavarma in mid 18th century.
• With the formation of the state of Kerala in 1956. this princely state became a part of Kerala.

Upper Cloth Agitation
During the early 19th century. a certain section of the women in Southern Tray ancore made a protest for the right to cover the upper part of their body. At that time, only women who were said to belong to the upper caste had the right to wear the upper clothes as they wished. Women of the so called lower castes did not have the right to cover the upper part of their body in front of the upper castes. This protest is known as Upper Cloth Agitation.

Cloth as a weapon of agitation

• Cloth has been used in the past as a weapon against various forms of exploitation.
• In India’s Freedom Movement, as a part of the struggle, Gandhiji made khadi and charka and boycotted foreign goods by making and wearing indigenous clothes.
• He encouraged khadi clothes made by spinning in the charka and exhorted people to wear khadi clothes.
• In this way, Gandhiji turned the freedom struggle into a mass movement by making clothes as a weapon of struggle.
• Charka became a symbol of the Swadeshi movement in the Indian freedom struggle.
• Wearing khadi clothes and khadi caps became a symbol of patriotism.
  

The Swadeshi Movement

• It was started on 7th August 1 905 as a part of Indias freedom struggle.
• Its aim was to boycott the British-made goods and to promote the production and use of Indian-made goods.
• August 7, which marked the beginning of the Swadeshi movement, has been observed as National Handloom Day in India since 2015.

The Khadi Movement

• It was started in India in 1918 under the leadership of Gandhiji.
• As the Khadi Movement gained momentum the sound of ‘Charka’ rose from Indian Villages.
• Then, the khadi clothing spread all over India.

Clothing through the Ages Class 5 Notes Pdf

• Fibres were combined and spun to make long yarns. It is the technique of making cloth with* these yams.
• Flandloom, Spinning jenny,Powerloom were the different methods used for weaving.
• The Indus Valley was an ancient river valley civilisation that existed in the north western part of India.
• The people of Indus valley made clothing from cotton and wool. The dressed statues excavatedfrom there reflect the clothing style of the people.
• Cotton is used to make clothing all over the world. Cotton obtained from the cotton plant is converted to yams and used to make clothing.
• Jute is produced from the jute plant. It is a natural fibre. Most of the world’s jute cultivation is on the fertile banks of the river Ganges in India.
• Both natural and synthetic fibres are used to manufacture clothes.
• Natural fibres are produced from animals and plants.
  Example: Cotton, Jute
• Synthetic fibres are produced from chemicals such as petroleum.
  Example: Polyester, Nylon
• The weather, traditions, power roles, jobs, and differences in regions all affect what people wear.
• Most of us choose clothes that are comfortable to wear and that are good for the weather.
• A lot of different kinds of clothes are used in the arts.
• ‘Upper Cloth Agitation’ started during the early 19th century in Southern Travancore. Women from certain sections made a protest for the right to cover the upper part of their body. Women of the so-called lower castes did not have the right to cover the upper part of their body in front of the upper castes.
• In India’s Freedom Movement, as a part of the struggle, Gandhiji made khadi and charka and boycotted foreign goods by making and wearing indigenous clothes.
• Gandhiji encouraged khadi clothes made by spinning in the charka and exhorted people to wear khadi clothes.
• The Swadeshi Movement started on 7th August 1905 as a part of India’s freedom struggle. Its aim was to boycott the British-made goods and to promote the production and use of Indian- made goods.
• The Khadi Movement started in India in 1918 under the leadership of Gandhiji.
• As the Khadi Movement gained momentum the sound of ‘Charka’ rose from Indian Villages. Then, the khadi clothing spread all over India.
• Today’s clothes are largely based on personal tastes, hobbies, and ease of use.
• Movies, commercials, social media, and other things have a big effect on what people wear.
• Changing beauty standards and cultural diversity affect modem fashion.
• Today fashion designing has grown into a field of study with immense employment potential.
• Designing, weaving, sewing, embroidery, dyeing, etc. are some employment sectors in cloth manufacturing.

Reviewing Kerala Syllabus 5th Standard Basic Science Notes Pdf and Class 5 Basic Science Chapter 1 The Chain of Life Question Answer Notes SCERT Solutions Pdf can uncover gaps in understanding.

The Chain of Life Class 5 Questions and Answers Notes

Class 5 Basic Science Chapter 1 Question Answer Notes Pdf The Chain of Life

Basic Science Class 5 Chapter 1 Question Answer Kerala Syllabus

Let Us Assess

Question 1.
‘The plants with red-coloured leaves cannot prepare food by themselves’. Do you agree? Why?
Answer:
I agree with the statement. To make food by themselves in plants, it is necessary that they have the pigment chlorophyll. Only in green coloured leaves, chlorophyll is seen.

Question 2.

Question 2.
What will happen to this food web if the number of frogs decrease?
Answer:
If the number of frogs in this food web went down, it would affect other groups of animals. In order of possible outcomes, here they are:

• Increasing the number of insects: Frogs eat insects, mostly mosquitoes, grasshoppers, and cockroaches. Because they wouldn’t be being eaten by frogs, these insect numbers would probably grow if there were fewer of them.
• Effects on Plants: More grasshoppers and bugs, which eat plants, could mean more damage to plants.
  Snake and house lizard populations: Without as many frogs, it would be harder for these animals to find food. Because of this, their numbers might go down.
• Illnesses Spread by Mosquitoes: More mosquitoes could make people and other animals more likely to get illnesses that mosquitoes carry. The balance of this food web would be thrown off by a drop in frogs. It’s possible that the number of insects would grow, but the number of predators and some plants might go down.

Question 3.
Observe the illustration and complete the stages of gaseous exchange in plants.

• Atmospheric air enters the plant.
• Photosynthesis takes place using the carbon dioxide in the atmospheric air.

Answer:

• Atmospheric air enters the plant.
• Photosynthesis takes place using the carbon dioxide in the atmospheric air.
• Oxygen is released.
• Oxygen is absorbed.
• Carbon dioxide is released.

Extended Activities

Question 1.
Wrap the leaf of a plant with a transparent polythene cover. Observe it the next day. What is seen in the polythene cover? What would be the reason?
Answer:
If you wrap a leaf of a plant with a transparent polythene cover and observe it the next day, you will likely see water droplets forming on the inside of the cover.
Reason: This is because of a process in plants called transpiration. Here is what happens:

• Plants take in water through their roots. .
• Some of this water is used for growth and other processes.
• The rest of the water evaporates from tiny pores on the underside of leaves called stomata.
  Since the transparent cover traps the water vapour, it condenses back into liquid water droplets on the cooler surface of the plastic.

Question 2.
Observe a pond in your locality and write the maximum food chains. Find out If there ¡s any human activity that destroys the habitat of a pool.
Answer:

Human Activities that Harm Ponds:

• Pollution: Runoff from fertilisers, pesticides, and litter can harm plants and animals in the pond.
• Habitat Destruction: Draining ponds for development or removing plants disrupts the food chain and shelter for animals.
• Introduction of Invasive Species: Introducing fish or plants not native to the pond can disrupt the ecosystem by outcompeting native species.

The Chain of Life Notes Questions and Answers

Question 1.
Observe the picture.

a) Which bird is in the picture?
Answer:
Kingfisher

b) What is its main food?
Answer:
Fish

c) Where is the bird usually seen?
Answer:
In burrows on the banks of rivers or ponds.

d) What could be the reason for that?
Answer:
Due to the availability of fishing facilities near water sources.
The kingfisher lives in burrows on river banks or near ponds. They mostly choose places near water sources where they can fish.

Question 2.
There are many creatures around us who eat various kinds of food.
What are the different types of food that they eat? What is the main food of goat?
Answer:

• Leaves
• Twigs
• Weeds
• Shrubs
• Vines to grass

Question 3.
Which other Creatures feed on parts of plant? Find and write.
Answer:

• Deer
• Rabbit
• Cow
• Elephant
• Buffalo

Habitat is the environment in which an animal, plant, or any other type of organism lives. For example, a pond, a field, a sea, a meadow, and a tree are examples of different habitats.

Question 4.
Observe the picture.

a) Write down the creatures seen in the picture.
Answer:
Crow, Crane, Dragonfly, Frog, Grasshopper, Tortoise, Snail, Small fish, Crab, Snake

b) Which of these creatures feed on plants?
Answer:

• Small fishes
• Grasshopper
• Snail
• Dragonfly

c) Which creatures feed on small fishes?
Answer:

• Crane
• Crow
• Frog

Take, for example, the field, we can see frogs, grasshoppers, crabs, small fish, big fish, worms, plants, etc. Here, each animal feeds on the other and becomes the food of the other. Every creature in our Earth feeds on some other organism.
Small fishes feed on plants.
Large fishes feed on small fishes.
Cranes feed on fishes.

Question 5.
Complete the illustration by adding other creatures in the field.

Answer:

Habitat
The natural environment in which an organism lives. An ecosystem ¡s an interconnected system of living and non-living elements.

Question 6.
Complete the food relationship by adding other creatures that feed on them.

Answer:

Question 7.
Present the completed food relationship in the class. Expand the food relationship by adding more organisms and illustrating them in the science diary.
Answer:

Living things depend on each other for food. This interrelationship of organisms is the food web.

Animals such as deer, rabbits and grasshoppers are herbivores. Other animals that eat them are tigers, foxes, frogs, etc.

Question 8.
Some sea creatures are shown in the picture.

Look at the information in the table below and draw a food web that includes these organisms.

Organism	Food
Shark	Squid, fishes, sea turtle
Sardine	Small fishes, plankton
Sea turtle	Plant parts, fishes
Small fishes	Plankton

Answer:


Plankton are small plants that flow freely in water bodies. They are the producers in the ocean ecosystem.

Question 9.
Observe a tree in your surroundings, continuously for a few days. Draw a food web in your science diary that includes the organisms you observed.
Answer:

Question 10.
Observe the picture.

a) Did you see the fish in the pool? What components does the fish need to survive?
Answer:

• Sunlight
• Aquatic plants
• Small insects
• Air
• Water
• Worms
• Rocks and gravel (Provide a home for beneficial bacteria, which helps to break down waste products in water. Thus, it can help to add oxygen to the water.)

b) Don’t you think other organisms in the pond also need these components to survive?
Categorise and list the components of the pond.
Answer:
Living things

• Small insects
• Aquatic plants
  Small fishes
• Planktons

Non-living things

• Sunlight
• Air
• Waste products
• Water
• Rocks
• Dissolved oxygen
• Minerals

Question 11.
Are there any other habitats around us?
Answer:
Yes, there are many habitats around us. A habitat is an environment that contains all the elements needed by many organisms.
Example: Field, pond, mangroves, trees.

Question 12.
Observe the biodiversity garden in your school.The biodiversity garden is a habitat for many creatures. Which are they? What are the favourable conditions for the presence of the various organisms found in the biodiversity garden?
Observe and prepare notes.
Answer:
1) Aim of Observation: To identify the creatures present in the biodiversity garden and document the favourable conditions that contribute to their presence.

2) Materials (if required):

• Notebook and pen
• Camera (optional)
• Magnifying glass (optional)
• Field guide (optional)

3) Conditions of Observation:
Where: Biodiversity garden of your school
How: Observe the garden quietly, looking for signs of life on plants, under rocks, in the soil, and the air. Pay attention to sounds and movement. You can gently turn over rocks or leaves. to observe hidden creatures, but be sure to replace them carefully.
When: Choose a time of day when there is likely to be more activity, such as early morning or late afternoon.

4) Findings:

• List of Creatures:
• Identify the different creatures you observe, such as insects (bees, butterflies, ladybugs), birds (hummingbirds, sparrows, finches), reptiles (lizards, snakes), amphibians (frogs, toads), and small mammals (mice, shrews).
• Note the approximate number of each type of creature observed.
• Favorable Conditions:
• Observe and record the following aspects of the garden that might be attracting these creatures:
• Variety of plant life, including flowering plants, shrubs, and trees.
• Presence of water features like ponds.
  Areas of shelter, such as rock piles.
• Minimal use of pesticides and herbicides.

5) Conclusion:

• Based on your observations, discuss the relationship between the variety of plants and features in the biodiversity garden and the presence of different creatures.
• How do these features create a favourable habitat for various organisms?
• Mention any limitations of your observation (e.g., time of day, weather conditions) and how they might have affected your findings.

Question 13.
Present a role play in your class involving living and non-living things in a biodiversity garden.
Answer:
Busy biodiversity garden — A classroom roleplay
Characters:

• Narrator (Teacher)
• Sun (Student 1)
• Butterfly (Student 2)
• Spider (Student 3)
• Worm(Student4)
• Lady Bug (Student 5)
• Rock (Student 6)
• Water droplet (Student 7) . . . . . .. .

Narrator : Today, our classroom transforms into a busy biodiversity garden. We have living things like plants and animals, and non-living things that support them. Let us see how everyone plays their part. (Sun stretches)

Sun : Hello everyone! I am the Sun, and I bring light and warmth to the garden.

Butterfly : (Fluttering wings) Oh, thank you, Sun. Your light helps me find the most delicious nectar from the flowers. (Butterfly flies towards a colourful flower)

Narrator : The butterfly uses its beautiful wings to fly from flower to flower, searching for food.

Spider : (Spinning a web) Hold on a minute, Butterfly. Do not get too close to my web. I might mistake you for a tasty snack.

Butterfly : (Gasps) Oh my God! I would not want to be your lunch. But do not worry, spiders are good for the garden, they help control other insects. (Worm peeks out of the soil)

Worm : (Wiggling) Hello everyone! I am down under the soil, helping to break down fallen leaves and other things into nutrients that plants need to grow.

Lady Bug : (Crawling on a leaf) Hi Worm! You are doing an essential job. And look at me, I am eating aphids (sap-sucking insects) that could harm the plants. We all have a role to play.

Rock : (Sturdy and silent) Don’t forget about me. I may not be alive, but I provide shelter for some creatures and help with drainage in the soil.

Water Droplet: (Sparkling) And I am a tiny water droplet, but I am essential for all of you. Plants need me to grow and all living things need water to survive.

Narrator : See how everyone, living and non-living, plays a part in this beautiful biodiversity garden. The Sun provides energy, the butterfly pollinates flowers, the spider controls insect populations, the worm enriches the soil, the ladybug protects plants, the rock offers shelter, and the water droplet sustains life.

All Characters: (Together) Together, we make this a healthy and thriving biodiversity garden. (The students can bowor wave to the audience)

Narrator :This is just a small example of the amazing diversity of life in a biodiversity garden. Remember, even in your backyards, countless creatures and features contribute to a healthy ecosystem.

Question 14.
Living things can exist only by depending on non-living things. Do you agree with this statement? Why?
Answer:
I agree with the statement. Living things can exist only by depending on non-living things. From water and air for basic functions to sunlight for energy, non-living components provide the foundation for life. Even the habitat itself, with its rocks, soil, and water bodies, is crucial for survival. Living things may interact and depend on each other, but the essentials for life come from the non-living world.

Question 15.
Can you suggest a suitable definition for habitat?
Answer:
A habitat is an environment containing all the elements many organisms need.
Example: Field

Question 16.
Observe your surroundings and find different types of habitats.
Answer:

• Biodiversity garden
• Pond
• Lake
• Tree
• Forest
• River

Question 17.
Observe the figure. Which are the habitats shown here?

Answer:

• Grasslands
• Deserts
• Mangroves
• Polar region

Question 18.
The food cards of two creatures are shown in the picture.
In this way, prepare the food card of two other creatures.

Answer:

Question 19.
Examine the food web.

a) What will happen if tigers disappear from this habitat?
Answer:
Apex animals, like tigers, are at the top of the food chain. Animals that eat plants, like deer, wild boar are what they mostly hunt. Without tigers to keep these groups in check, the number of herbivores would probably go through an increase.

b) Which organisms will increase in number?
Answer:
If the tigers disappear, the number of animals like grasshoppers. chickens, jackals, bison, and deer increases.

c) What will happen ¡f the deer population increases?
Answer:
An increase in the number of deer can lead to a decrease in the number of plants. This will affect the survival of the organisms that feed on the plants. (Example: Grasshopper). It then affects the entire food web.

Question 20.
What will happen to the habitat if an African catfish reaches into a local pond?
Answer:
The African catfish feeds on native fish in the water body. The organisms that feed on them are not found in our water bodies, so the native fish and small fishes in our ponds will disappear and this will affect the ecosystem.

Question 21.
Find out If your locality has any of these invasive organisms. Identify and present what problems they cause to other plants and creatures.
Answer:
One way to think about invasive species is as enemies that live in an environment. They complete native plants by getting resources, eating them for food, or spreading new diseases faster than the native plants can respond. This upsets the balance of the ecosystem, making it hard for local animals to find food and a place to live. When important tasks like pollination are interrupted, they have a bad effect on the whole ecosystem. The health and diversity of our natural surroundings are in danger from invasive species.

Question 22.
Find out more food relationships in a single sequence.
Answer:
Plant → Rabbit → Fox
Plant → Grasshopper → Frog → Snake → Vulture
Plant → Rabbit → Snake
Plant → Rabbit → Tiger →Vulture

Question 23.
Compare food chains you have writen and list them in your science diary.

First link	Last link
Grass	Vulture

Answer:

First link	Last link
Grass	Vulture
Plant	Fox
Plant	Vulture
Plant	Snake
Plant	Vulture

Question 24.
From which organisms do all the food chains begin?
Answer:
From plants

Question 25.
Don’t they also need food for their existence?
Answer:
Yes

Question 26.
Where do they get their food?
Answer:
They make their own food.
Each link in the food chain represents a different energy level.
All food chains begin with plants. Then, some herbivores eat plants, carnivores who eat them, and so on.

Question 27.
Observe the illustration.

Which are the main components that plants need to make their food?
Answer:

• Carbon dioxide
• Water
• Sunlight

Question 28.
Look at the arrangement of the leaves in the following pictures. Do you find any special features?

Answer:
Hibiscus leaves do have a special feature in their arrangement. They exhibit alternate arrangement. This means that each leaf arises at a different point on the stem. This arrangement isn’t necessarily unique in the plant world, but it’s efficient for hibiscus. It helps to prevent leave from shading each other too much, allowing them to capture maximum sunlight for photosynthesi Tulsi leaves might show a special arrangement where leaves grow in opposite pairs, but each pa is at a right angle to the one above and below it. Imagine a cross (+) followed by an X, then another cross, and so on. This helps them pack tightly on the stem and capture sunlight efficiently. Blackboard trees are likely to have a simple, whorled leaf arrangement. This means that two more leaves arise at a single node and form a whorl.

Question 29.
Observe the plants in your surroundings and group them according to the similarity in the arrangements of leaves.

Answer:

• Similar to hibiscus
• Sunflower
• Oak tree
• Apple tree
• Mango tree

Similar to tulsi

• Rose
• Oregano
• Mint leaves
• Ixora(Thechi)

Similar to Ezhilam paala

• Garden thyme
• Coffee
• Natal mahogany
• Arali

Question 30.
The leaves are green in general. But you must also have noticed multi-coloured leaves. Collect different coloured leaves from your surroundings. Rub the collected leaves on a blotting paper Write down your observation in the table.

Answer:

Name of plant	Colour of the leaf	Colour seen on blotting paper
Spinach	Red	Red
Caladium	Pink	Pink
Begonia	Red	Red
Croton	Yellow	Yellow
Crocus	Violet	Violet
Mango leaf	Green	No colour
Jasmine leaves	Green	No colour

Question 31.
Write your findings from the table in the science diary.
Answer:
From the table, we can see that the leaves that are not green in colour when rubbed on a blotting paper, the colour got spread on the blotting paper. In the case of green-coloured leaves the colour is not spreading onto the blotting papertive fish for resources and may not have predators in its new environment, leading to a decline in native fish populations.

Question 32.
Look at the illustration showing the amount of gases in the atmosphere.

a) Which of these gases are used for photosynthesis?
Answer:
Carbon dioxide

b) Which of these gases are used by living organisms for respiration?
Answer:
Oxygen

c) Don’t you think that plants also need energy?
Answer:
Yes, Plants need energy.

d) Shouldn’t respiration take place in plants to obtain energy?
Answer:
Yes, Respiration takes place in plants too.

Carbon dioxide is the gas used for photosynthesis. Oxygen is the gas used by living organisms for respiration. Living things breathe to get energy. Plants also need energy. Respiration takes place in plants, too. All living beings use oxygen for respiration. As a result, carbon dioxide is Animals release carbon dioxide. Carbon dioxide produced as a result of respiration by plants is used for photosynthesis during day time. Carbon dioxide from the atmosphere is also used by plants for photosynthesis.

Question 33.
Observe the leaf layer ¡n a microscope and draw it in the science diary.
Answer:
Given below is the microscopic view of the leaf layer. Try to draw it in the science diary.

The microscopic pores in the leaves are known as stomata.
It is through these pores that atmospheric air enters the plant.
Oxygen produced as a result of photosynthesis is also released through these pores.

Question 34.
Observe the illustration.

Do plants release only oxygen? Discuss.
Answer:
It is in the daytime that photosynthesis happens. During photosynthesis carbon dioxide is absorbed by the plants. Also, oxygen is released.
In the night no photosynthesis happens. So, in the night time, there happens the respiration of plants and oxygen is absorbed. Also, carbon dioxide is released.

Question 35.

a) You have observed the conversation among the Mango Tree, Loranthus, Cuscuta, and Vanda, haven’t you? Which of these plants prepare their own food?
Answer:
Mango tree, Loranthus, Vanda.

b) These plants get the sunlight and carbon dioxide needed for photosynthesis in the same way. But, how do they get water?
Answer:
They do not get water in the same way.

c) Where does the mango tree get its water from?
Ans:
Mango tree gets water from the soil.

d) How about anda and loranthus?
Answer:
Vanda and Loranthus absorb water from other plants.

Question 36.
Observe the picture of vanda.

Answer:
The small roots help the vanda to grow by clinging to the tree. The thick roots absorb moisture from the atmosphere.
Epiphytes: Plants that depend on host plants only for habitat are called epiphytes.
Example: Vanda. Plants such as vanda have two types of roots. Small roots and Thick roots.
Small roots help the vanda to grow by clinging to the tree. The thick roots absorb moisture from
the atmosphere.

Question 37.
Observe the epiphytes and understand the peculiarities of the roots. Can the growth of epiphytes harm the host plant?
Answer:
Unlike plants that root in the soil, epiphytes have special aerial roots that grow in the air and attach to their host plant. These roots are not parasitic and don’t steal nutrients from the host.

Epiphytes absorb less nutrients than ground plants because they are not dependent on soil. They might take up some nutrients from the surface of the host. In general, the host plant is not harmed by the formation of epiphytes. Because of their small weight, they do not really compete for either light or water.

Question 38.
Observe the picture of the roots of Loranthus.

Where do their roots grow to?
What is the benefit for Loranthus with their special roots?
Answer:

• Roots of Loranthus are grown into the host plant. Loranthus makes its own food by absorbing water and minerals from the host plant.
• Semi—parasites: The plants that make their own food by absorbing water and minerals from the host plant are known as Semi—parasites. Example: Loranthus

Question 39.
Observe the Cuscuta spread on the plant.

a) What colour is it? Do you see leaves?
Answer:
It is yellow in colour.

b) Can Cuscuta prepare food? Where do its roots grow to?
Answer:
No, Cuscuta cannot prepare food because it does not have the pigment, chlorophyll in it.
The roots of the Cuscuta are grown into the branches of the host plant. Thus, Cuscuta can absorb nutrients from the host plant.

Total Parasites: The plants that have roots that can absorb nutrients from the host plant are called total parasites.
Example: Cuscuta

Question 40.
Observe the picture.

Look around and find more examples of the interdependence of living beings. Write down your findings in your science diary.
Answer:
i. Pollination: Plants and insects have a vital interdependent relationship. Plants rely on pollinators like bees, butterflies, and hummingbirds to transfer pollen between flowers, enabling reproduction. In return, pollinators receive nectar from the flowers as a food source.

ii. Food Chains and Webs: This classic example highlights how organisms rely on each other for food. Herbivores eat plants (producers), carnivores eat herbivores, and decomposers break down dead organisms, returning nutrients to the soil for plants. Food webs are even more intricate, with multiple feeding relationships existing within an ecosystem.

Basic Science Class 5 Chapter 1 The Chain of Life Question Answer Notes

Question 1.
What is a habitat?
Answer:
A habitat is the natural environment in which an organism lives. It provides everything an organism needs to survive, such as food, water, shelter, and space.

Question 2.
Can you give some examples of different habitats?
Answer:

• Forest
• Grassland
• Desert
• Ocean
• River
• Coral reef
• Tundra (very cold and dry)

Question 3.
What can happen ¡fan organism’s habitat is destroyed?
Answer:
If an organism’s habitat is destroyed, it may not be able to find food, water, or shelter. This can lead to the organism dying or being forced to move to a new habitat, where it may not be able to survive.

Question 4.
What is a food web?
Answer:
Living things depend on each other for food: This interrelationship of organisms is the food web.

Question 5.
What are the biotic and abiotic components of an ecosystem?
Answer:

• Biotic components: Living things in an ecosystem, like plants, animals, fungi, and bacteria.
• Abiotic components: Non-living things ¡n an ecosystem, like soil, water, temperature, sunlight, and air.

Question 6.
How are biotic and abiotic components interrelated?
Answer:
Biotic components depend on abiotic components for survival. Plants need water, sunlight, and soil nutrients to grow. Animals need plants or other animals for food, water, and shelter. Abiotic components can also be influenced by biotic components. Plants can help regulate temperature and prevent soil erosion.

Question 7.
What happens if a species population in the food chain increases or decreases?
Answer:
A decrease in lower levels (herbivores) can affect the food source for higher levels (carnivores).
Conversely, a decrease in top predators can lead to an increase in herbivores, which can then lead to decrease in the number of plants. A healthy ecosystem needs a balance within each level.

Question 8.
What is an invasive species, and how can it harm an ecosystem?
Answer:

• An invasive species is an organism introduced to a new environment where it has no natural predators and can rapidly reproduce, disrupting the existing balance.
• The African catfish, for example, can outcompete native fish for resources and may not have predators in its new environment, leading to a decline in native fish populations.

Question 9.
What is the difference between a food chain and a food web?
Answer:

• Food chain : A single sequence of food relationships from the food web is the food chain.
• Food web : Living beings depend on each other for food. This interrelationship among them is the food web.

Question 10.
Why are plants (producers) at the base of the food chain?
Answer:
Plants capture the sun’s energy through photosynthesis and use it to create their own food. This energy then gets transferred to consumers who eat them.

Question 10
Why do plants have different leaf arrangements?
Answer:
To maximise the amount of sunlight they receive, each and every plant has different leaf arrangements.

Question 11.
What part of the plant plays a major role in food production?
Answer:
Leaves

Question 12.
What is the role of chlorophyll ¡n food production?.
Answer:
Chlorophyll absorbs sunlight and helps convert it into energy for food production.

Question 13.
What is the process called by which plants make their own food?
Answer:
Photosynthesis.

Question 14.
What are the three main ingredients plants need to produce food?
Answer:
Carbon dioxide, Water, Sunlight

Question 15.
What tiny openings on leaves allow plants to take in carbon dioxide?
Answer:
Stomata

Question 16.
Plants play a crucial role ¡n maintaining the balance of gases in the atmosphere. Explain how plants exchange gases with their environment.
Answer:
Plants take in and release gases through tiny pores on their leaves called stomata. These microscopic openings act as gateways for gas exchange. During photosynthesis, plants use carbon dioxide from the atmosphere, which enters through the stomata. At the same time, plants release oxygen, a byproduct of photosynthesis, back into the atmosphere through these same pores.

Interestingly, plants also respire, just like animals. Respiration in plants uses oxygen and releases carbon dioxide. However, respiration typically occurs at a slower rate than photosynthesis during the day. Therefore,plants act as net producers of oxygen, creating a vital balance for alt living organisms that rely on it for respiration.

Question 17.
What are epiphytes?
Answer:
Plants that depend on other plants only for their habitat (place to grow) are called epiphytes.

Question 18.
How do semi-parasites like Loranthus get their food?
Answer:
Semi-parasites like Loranthus make their own food through photosynthesis but also absorb water and minerals from the host plant.

Question 19.
What is the difference between a semi-parasite and a total parasite?
Answer:
Semi-parasites can make some of their own food, while total parasites cannot make any food and rely entirely on the host plant for nutrients.

Question 20.
Match the organism with its habitat:

Organism	Habitat
Frog	Land
Grasshopper	Sea
Crab	Soil
Worm	Pond
Plant	Field

Answer:

Organism	Habitat
Frog	Pond
Grasshopper	Field
Crab	Sea
Worm	Soil
Plant	Land

Question 21.
Fill in the Blanks:
a) A ___________ is the natural environment in which an organism lives.
b) A food chain shows the flow of__________ in an ecosystem.
___________ are small plants that flow freely in water bodies.
___________ are animals that eat plants
are animals that eat other animals.
Answer:
a) Habitat
b) Energy
c) Plankton
d) Herbivores
e) Carnivores

Question 22.
Why is it important for organisms to have a habitat?
Answer:
Imagine your favourite food, a cozy place to sleep, and a place to hide during a storm. That is what a habitat is for animals and plants. It is their special home where they find everything they need to survive:

• Yummy food: Plants get sunshine, and animals find plants or other creatures to eat.
• Cool drinks: Water to keep them going, from ponds.
• Safe haven: A place to hide from dangers and raise their babies.Without the perfect habitats it’s like living in a strange house with no food or bed. Not fun! So habitats are super important for all living things.

Question 23.
Create a poster about the importance of habitat conservation.
Answer:

Question 24.
State True or False.
a) All organisms live in the same habitat.
b) A food chain can only have two organisms.
c) Plants are at the bottom of all food chains.
d) Humans are part of many food chains.
Answer:
a) False
b) False
c) True
d) True

Question 25.
Arrange the organisms given below correctly to form a food chain.
Fox, Hen, Worm, Vulture, Plant ‘
Answer:
Plant → Worm → Hen → Fox → Vulture

Question 26.
a) Write the name of any invader fish.
b) What are the problems and harms caused by these invader species to native creatures and plants?
Answer:
a) African Catfish
b) Invasive species are like sneaky outsiders in an ecosystem. They:

• Steal lunch: They compete with native plants for sunlight, water, and nutrients, making it hard for native plants to grow.
• Become bullies: They might eat native animals or plants, disrupting the food chain.
• Bring sickness: They can carry new diseases that native creatures haven’t seen before.
• Change the neighbourhood: They crowd out native plants, making it difficult for native animals to find food and shelter.
  This throws the whole ecosystem out of balance, hurting the variety of plants and animals that live there.

Question 27.
a) Can you draw a simple food chain?
b) What happens to the other organisms in the food chain if one organism disappears?
Explain with the help of the food chain you have drawn.
Answer:
a)
Plant → Rabbit → Fox
b) Let us say the rabbit disappears from this food chain. Here is what would happen:

• The fox would have no food source and its population would decrease or disappear altogether.
• The grass population might increase due to lack of herbivores eating it. This could lead to competition for resources among the remaining grass plants.
• Other organisms that might have eaten the rabbit, like some tigers could also be affected.

Question 28.
Observe your surroundings for a few minutes.
a) List the living things (biotic components) and non-living things (abiotic components) from your surroundings.

b) Can you give two examples of how living things depend on non-living things for survival.
Answer:
a)

b) Fish and Air (Dissolved in Water): Even though fish live in water, they still need oxygen to breathe. While the air we breathe is not directly accessible to them, oxygen from the air dissolves in water. Fish use gills to extract this dissolved oxygen from the water, allowing them to survive.

Birds and Seeds: Birds rely on seeds from plants for food. These seeds are non-living, but they provide the energy that the birds need to fly, sing, and build nests. Without seeds, birds would not have a readily available food source and their populations would struggle.

Question 29.
Fill in the missing part.
a) Photosynthesis ¡n plants: Chlorophyll
Respiration in plants : ………………

b) During photosynthesis
Taking in : Carbon Dioxide
Releasing : ………………

c) Chlorophyll : Green colour
Carotene : ………………
Answer:
a) Stomata
b) Oxygen
c) Orange colour

Question 30.
a) What are the different types of leaf arrangements you observed?
b) How do you think the different leaf arrangements affect the plant’s ability to capture sunlight?
Answer:
a) There are three main types of leaf arrangements:
Alternate: Leaves are attached to the stem at different heights, alternating sides s you move up the stem. (Imagine a staircase where each step has a leaf on a different side), Example: Mango leaves
Opposite: Leaves grow in pairs at the same level on opposite sides of the stem. (Imagine an X shape formed by leaves at each node). Example: Tulsi
Whorled: Three or more leaves arise at the same node (growth point) on the stem, forming a circle or whorl. (Imagine a crown of leaves around the stem). Example: Arali
b) The leaves of plants are arranged in such a way that they receive maximum sunlight.

Question 31.
Match the following

Colour	Pigment
Red	Chlorophyll
Green	Xanthophyll
Orange	Anthocyanin
Yellow	Carotene

Answer:

Colour	Pigment
Red	Anthocyanin
Green	Chlorophyll
Orange	Carotene
Yellow	Xanthophyll

Question 32.
Match the following

A	B
Epiphyte	Loranthus
Total parasite	Vanda
Semi parasite	Cuscuta

Answer:

A	B
Epiphyte	Vanda
Total parasite	Cuscuta
Semi parasite	Loranthus

Question 33.
Explain the following
a) Food web
b) Food chain
c) Habitat
d) Epiphytes
e) Total parasites
f) Semi – parasites
Answer:
a) Food web — Organisms depend on each other for food, and this interconnection of organisms the food web.

b) Food chain — A single sequence of food relationships from the food web is the food chain.

c) Habitat — Habitat is the environment in which an animal, plant, or any other type of organism lives.
For example, a pond, a field, a sea, a meadow, and a tree are examples of different habitats.

d) Epiphytes — Plants that depend on host plants only for habitat are called epiphytes.
Example: Vanda. Plants such as vanda have two types of roots. Small roots and thick roots.
Small roots help the vanda to grow by clinging to the tree. The thick roots absorb moisture from
the atmosphere.

e) Total parasites — The plants that have roots that can absorb nutrients from the host plant are called total parasites.
Example: Cuscuta

f) Semi – parasites — The plants that make their own food by absorbing water and minerals from the host plant are known as Semi—parasites.
Example: Loranthus

Question 34.
Give examples for the following
a) Epiphytes
b) Semi-parasites
c) Total parasites
Answer:
a) Vanda, Orchid
b) Loranthus
c) Cuscuta

Question 35.
Find the odd one out.
a) Deer, Rabbit, Peacock, Sambar deer
b) Mango tree, Vanda, Loranthus, Cuscuta
c) Carotene, Xanthophyll, Anthocvanin, Stomata
Answer:
a) Peacock. (Others are herbivores. Peacock is an omnivore)
b) Mango tree (Others depend on other plants for their food. Mango tree makes their own food.)
c) Stomata. (others are pigments.)

The Chain of Life Class 6 Notes

Have you ever wondered how a tiny ladybug finds its lunch, or how a giant oak tree gets its dinner? In this chapter, we will explore the fascinating world of plants and animals, diving into how they find food and shelter. We will unravel the intricate web of connections between them, from friendly guests to unwelcome invaders. We will even peek inside plants to see how they make their own food and breathe! Get ready for a delicious journey through the science of food, habitats, and amazing relationships in the natural world!

Food and habitat

• Habitat is the natural environment in which an organism lives.
• Living things depend on each other for food. This interrelationship of organisms is the food web.
• Just like there are different types of food relationships on land, there are also different types of food relationships in the sea.
• Plankton are small plants that flow freely in water bodies. They are the producers in the habitat system of the ocean.

For survival

• Living components of an ecosystem are called biotic components, and non-living components are called abiotic components. These are interrelated.
• A habitat is an environment that contains all the elements needed by many organisms. Example: Field

Food chain

• The food chain is a single sequence of food relationships from the food web.

Food production in plants

• Plants make food using carbon dioxide and water. They use energy from sunlight. Hence, this activity is called photosynthesis.
• Chlorophyll is the green pigment in leaves.

Gaseous exchange in plants

• Carbon dioxide is the gas used by plants for photosynthesis.
• The microscopic pores in the leaves are known as stomata. It is through these pores that atmospheric air enters the plant.
• Oxygen produced as a result of photosynthesis is also released through these pores.

Host and guests

• Epiphytes: Plants that depend on host plants only for habitat are called epiphytes.
  Example: Vanda, Orchid.
• Semi—parasites: The plants that make their own food by absorbing water and minerals from the host plant are known as semi—parasites.
  Example: Loranthus.
• Total Parasites: The plants that have roots that can absorb nutrients from the host plant are called total parasites.
  Example: Cuscuta.
• Habitat is the natural environment in which an organism lives. Ecosystems are systems of living and nonliving things that exist through their interactions.
• Living things depend on each other for food. This interrelationship of organisms is the food web.
• Just like there are different types of food relationships on land, there are also different types of food relationships in the sea.
• Plankton are small plants that flow freely in water bodies. They are the producers in the ocean ecosystem.
• Living components of an ecosystem are called biotic components, and non-living components are called abiotic components. These are interrelated.
• Living things can exist only by depending on non-living elements.
• A habitat is an environment that contains all the eLements needed by many organisms. Example: Field
• A single sequence of food relationships from the food web is the food chain.
• Plants make food using carbon dioxide and water. They use energy from sunlight. Hence, this activity is called photosynthesis.
• Chlorophyll is a green-coloured pigment in the leaves that helps the plants to produce food.
• Even though plants have different leaf arrangements, they are arranged in such a way that the plants receive the maximum amount of sunlight.

• Leaves have different colours other than green. Some other pigments give other colours to leaves. They are tabulated below.
  

  Colour	Pigment
  Red	Anthocyanin
  Orange	Carotene
  Yellow	Xanthophyll

• The microscopic pores in the leaves are known as stomata. It is through these pores that atmospheric air enters the plant. Oxygen produced as a result of photosynthesis is also released through these pores.
• Epiphytes: Plants that depend on host plants only for habitat are called epiphytes. Example: Vanda , Orchid.
• Semi—parasites: The plants that make their own food by absorbing water and minerals from the host plant are known as semi—parasites. Example: Loranthus
• Total Parasites: The plants that have roots that can absorb nutrients from the host plant are called total parasites. Example: Cuscuta

By reviewing Kerala Syllabus 5th Standard Social Science Notes Pdf and Class 5 Social Science Chapter 3 Diverse Employments Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 5 Social Science Chapter 3 Diverse Employments Notes Questions and Answers

Class 5 Social Science Chapter 3 Question Answer Kerala Syllabus

How you noticed the pictures given abovev?

Question 1.
What did Keerti get for watering the garden?
Answer:
Keerthi’s parents give her toffees as a reward for watering the garden at home regularly.

Question 2.
How did Tejas’s parents appreciate him for folding clothes?
Answer:
Tejas is gifted a storybook by his parents for folding the clothes regularly at home.

Question 3.
What do the elders in your home get in return for the work they do?
Answer:
Money, Salary, Wage, etc…

Question 4.
Hope you have observed the below pictures of people involved in different activities. Which are the activities that each one is involved in?

Answer:
Activities that people are involved are:

• Teaching
• Trade
• Playing Carroms
• Drawing
• Playing Volleyball
• Nursing

Question 5.
Which among these activities are rewarded in the form of money?
Answer:

• Teaching
• Nursing
• Trading

Question 6.
Which activities are rewarded with gifts?
Answer:

• Playing Carroms
• Playing Volleyball
• Drawing

Question 7.
Find out the other activities that are rewarded with money.
Answer:
Plumbing, Construction, Online Trading, Household Chores, etc.

Question 8.
Draw a diagram illustrating the various sources of income.
Answer:

Question 9.
Organise a discussion in your classroom on the different sources of income in your family.
Answer:
(Hints) Ask your family members about their income sources and write a short note.
Salaries and Wages: This is the money earned from jobs where family members work for a company or organisation. For example, if your parents are teachers, doctors, or works in an office, they receive salary or wage for their work.

Business Income: Some families might have their own business, like a shop, a restaurant, or an online store. The money they earn from selling products or services is called as business income.

Investment Income: Families can also earn money from investments. This could include interest from savings accounts, dividends from stocks, or rental income from properties they own and rent out to others.

Question 10.
Observe your surroundings and list out various sources of income and the income from them.
Answer:
(Hints)

Name	Source Of income	Income
Appu	Employment	Salary/Wages
Ammu	Asset	Rent/Lease

Question 11.

In this poem, the poet hints at the various types of employment we choose after studies. What are the jobs mentioned in these lines?
Answer:

• Agriculture
• Trade
• Teacher
• Military

Question 12.
What employment do you wish to do in future?
Answer:

• Teacher
• Doctor
• Advocate
• Engineer
• Nurse
• Police, etc..

Question 13.
Is it only physical work that humans do?
Answer:
No, humans engage in both physical and mental work.
Physical work involves tasks that require bodily effort and physical activities. Examples include Construction work, Agricultural work, etc…
Mental work involves tasks that require cognitive effort and intellectual activities. Examples include Professional jobs like doctors, lawyers, and engineers who use specialised knowledge and problem-solving skills, Creative work such as writing, designing, or composing music, etc…

Question 14.
Who are the members of your family that engage in income-generating activities?
Answer:
Father, Mother, etc.. (Include the elders in your family who are going for jobs.)

Question 15.
List out the employments of the members of your family.
Answer:
(Change according to your family member’s Employment)

Members	Employment
Father Mother Brother	Doctor Teacher Software Engineer

Various schemes to promote self-employment by Government implements are:

Self-Employment Schemes	Beneficiaries
Navajeevan Project	Senior citizens
Kaivalya	People with disabilities
Saranya	Women
Jeevanam	Provides financial aid to the dependents as well as victims of crime

Question 16.
Look at the pictures given below. What employments are seen in the picture?

Answer:

• Health Service
• Dairy Farming
• Teaching Driving
• Farming
• Advocates

Question 17.
What are the activities that are carried out by the Agriculture Club of your school? Make notes.
Answer:
The Agriculture Club at our school is dedicated to promoting agricultural knowledge and practices among students. Here are some of the key activities we engage in:

• Gardening Project
Our Gardening Project involves students in cultivating a variety of plants, vegetables, and flowers within the school premises. Students learn essential gardening skills, such as planting, watering, weeding, and harvesting. This project not only beautifies the school environment but also provides hands-on experience in sustainable agriculture.

• Afforestation
To combat deforestation and promote environmental sustainability, the Agriculture Club organises afforestation drives. Students participate in planting trees around the school and in the local community. These activities help increase green cover, improve air quality, and foster a sense environmental management among students.

• Awareness Programmes
We conduct awareness programs to educate students and the community about important agricultural issues, such
issues, such as sustainable farming practices, the importance of biodiversity, and the impact of agriculture on the environment. These programs often include presentations, posters, and interactive sessions.

• Field Trips
Field trips are an exciting part of our club activities. We visit farms, botanical gardens, and agricultural research centres to provide. students with real-world insights into agriculture. These trips allow students to observe and understand various farming techniques and the importance of agriculture in our daily lives.

• Educational Talks and Seminars
The club hosts educational talks and seminars featuring experts in the field of agriculture. These sessions cover a range of topics, from modern farming techniques to the role of technology in agriculture. Students get the opportunity to ask questions and learn from experienced professionals.

Question 18.
Prepare a table classifying the employment found in your surroundings into agricultural and non-agricultural.
Answer:

Agricultural Employments	Non-agricultural Employments
• Cultivation of rice	• Business
• Pisciculture	• Building construction
• Horticulture	• Driver
• Cultivation of Wheat	• Engineer

Question 19.
Observe the pictures given below and write down the types of job they are related to:

Answer:
a) Tailoring
b) Craft Work
c) Xerox
d) Entrepreneurship

Question 20.
Write the characteristics of self-employed enterprises.
Answer:
Individuals can earn through self- employment without depending on others.
It involves ownership and management of activities by a person.
The owner alone has to take the profit and bear the risk of loss.

Extended Activities

Question 1.
As part of Social Science Club activities interview the farmers in your neighbourhood and prepare a brief description of the variety of agricultural employments.
Answer:
(Hints: Prepare questions related to these agricultural employments):

• Cultivation of rice
• Pisciculture (Fish farming)
• Sericulture (Cultivation of silk worms for silk)
• Apiculture (Rearing of honey bees)
• Floriculture (Cultivation of flowers)
• Dairy farming

Question 2.
Prepare a video about different employments around your locality with the help of your teacher and present it to the class.
Answer:
(Hints: Here are the list of examples of some employments in your locality which you can create the video)

• Teacher
• Doctor
• Lawyer
• Plumber
• Entrepreneur

Question 3.
Interview entrepreneurs in your area. Prepare questions for the interview with the help of the teacher.
Answer:
Things to ask while doing the interview:
a) What inspired your business idea?
b) What keeps you motivated as an entrepreneur?
c) What were some of the biggest challenges you faced?
d) How do you manage the day-to-day operations of your business?
e) What strategies have you used for growth?
f) How does your business contribute to the local community?
g) What are your hopes for the future of your business?

Question 4.
Visiting a self-employment venture in your area and observe the activities there. Make notes.
Answer:
(Hints: Make notes regarding these topics)
a) Is it a home-based business, a storefront, or something else?
b) How much time was dedicated to each activity (estimate)?
c) Did the entrepreneur interact with any customers during your visit?
d) Did you observe any time-saving techniques or productivity tools?
e) Were there any interruptions or unexpected events?

Question 5.
Present a seminar by collecting information on the changes in the field of employment in Kerala society.
Answer:
Kerala’s society has witnessed significant changes in the field of employment in recent decades and they are:
a) Traditionally, Kerala’s economy relied heavily on agriculture. However, there has been a gradual shift towards the service sector, which now employs a larger portion of the workforce.
b) Kerala’s landmass is relatively small, restricting the potential for large-scale agricultural expansion.
c) Kerala has a high literacy rate, but there’s a mismatch between the skills demanded by the job market and the skills possessed by the workforce.
d) This has led to a phenomenon of skilled and educated youth migrating to other states or abroad for better employment opportunities.
e) Some sectors experience a shortage of workers for low-skilled manual jobs.

Question 6.
Prepare a project on government schemes promoting self-employment and present it in the Social Science Club.
Answer:
(Hints): Here are some of the examples of government schemes promoting self-employment.
Pradhan Mantri Mudra Yojana: This scheme provides loans to micro and small enterprises.
Stand-Up India: This scheme focuses on promoting entrepreneurship among women and Scheduled Castes (SCs), Scheduled Tribes (STS), and backward classes.
Skill India: This mission aims to provide skill development training to improve employability and promote entrepreneurship.
Aatma Nirbhar Bharat Abhiyan: This initiative focuses on promoting self- reliance and encouraging domestic production.

Class 5 Social Science Diverse Employments Notes Questions and Answers

Question 1.
………….. is the money received by a person over a period of time as a result of engaging in various economic activities.
Answer:
Income

Question 2.
………… are the financial resources in different forms like buildings and property.
Answer:
Asset

Question 3.
……… is the total income received by a person from various sources of income during a particular period.
Answer:
Individual Income

Question 4.
………. is the income received by all the members of a family during a certain period.
Answer:
Family Income

Question 5.
……….. are paid by the employer to the employee for performing services under a contract.
Answer:
Wages

Question 6.
…………. is the remuneration paid by the employer for the work performed by the employees on a monthly basis.
Answer:
Salary

Question 7.
…………. means earning a livelihood through independent economic activity without being under the control of any employer.
Answer:
Self-Employment

Question 8.
What is known as Income?
Answer:
Income is the money received by a person over a period of time as a result of engaging in various economic activities.

Question 9.
What are some major activities that are rewarded in the form of money?
Answer:
Major activities rewarded in the form of money include teaching, trading, and healthcare.

Question 10.
Differentiate between rewards and gifts in terms of actions with suitable examples.
Answer:
Some of our actions are rewarded with money. For example, doctors for their service get rewarded as wages, while other actions may receive gifts as rewards for winning in games, competitions and so on.

Question 11.
How is income generated from employment categorised?
Answer:
Income generated from employment is categorised as wages or salary.

Question 12.
Explain the term ‘personal income’.
Answer:
Personal income is the total income received by a person from various sources of income during a particular period.

Question 13.
What is ‘family income’?
Answer:
Family income is the income received by all the members of a family during a certain period.

Question 14.
Can an individual earn income from multiple sources? Provide an example.
Answer:
Yes, an individual can earn income from multiple sources. For example, a farmer can have personal income from bank deposit interest and profit from agricultural-related business.

Question 15.
How do assets generate income?
Answer:
Assets generate income through rent or lease.

Question 16.
Give some examples of assets.
Answer:
Examples of assets are buildings and property.

Question 17.
What is the difference between individual income and family income?
Answer:
Individual income is the total income received by one person from various sources, while family income is the combined income received by all members of a family.

Question 18.
Fill in the blanks

Answer:
a) Agriculture
b) Business
c) Assets

Question 19.
What is the definition of employment?
Answer:
Employment is the work done by a person physically or intellectually for income.

Question 20.
How are wages and salaries different?
Answer:
Wages are paid by the employer to the employee for performing services under a contract and are fixed on an hourly or daily basis. Salary is the remuneration paid by the employer for the work performed by the employees on a monthly basis.

Question 21.
What are the two main types of employment?
Answer:
The two main types of employment are Agricultural and Non-agricultural employment.

Question 22.
What constitutes agricultural employment?
Answer:
Agricultural employment involves work done using natural resources, such as the cultivation of plants for food and fibre production, animal husbandry, and pisciculture.

Question 23.
How significant is agriculture in the Indian economy?
Answer:
Agriculture plays an important role in the Indian economy, with 46.5 per cent of the total workforce in India engaged in agriculture and related activities.

Question 24.
What types of employment fall under non-agricultural employment?
Answer:
Non-agricultural employment includes different types of services and employment related to industrial production, such as manufacturing clothes, construction, business, banking, teaching, transportation, and factory work.

Question 25.
What is self-employment?
Answer:
Self-employment means earning a livelihood through independent economic activity without being under the control of any employer. Self-employed persons have their own enterprise and carry out all the responsibilities of an employee.

Question 26.
Give examples of self-employment ventures.
Answer:
Examples of self-employment ventures include grocery shops, tailoring shops, and bakeries run by individuals or groups.

Question 27.
Write down the names of employment from the given pictures according to agricultural and non-agricultural employment.

Answer:

Agricultural Employment	Non-Agricultural Employment
(a) Animal husbandry	(b) Plumber
(c) Pisciculture	(d) Postman
(e) Sericulture	(f) Doctor

Question 28.
Name some government schemes that promote self-employment.
Answer:
Some government schemes that promote self-employment include the Navajeevan Project, Kaivalya, Saranya, and Jeevanam.

Question 29.
Fill in the blanks

Self-Employment Schemes	Beneficiaries
Navajeevan Project	……(a)…………..
…………..(b)………..	People with disabilities
Saranya	……(c)………
………(d)………….	Provides financial aid to the dependents as well as victims of crime.

Answer:
a) Senior citizens
b) Kaivalya
c) Women
d) Jeevanam

Question 30.
Why is employment important for a country?
Answer:
Employment is important because it plays an important role in determining the socio-economic progress of a country.

Std 5 Social Science Diverse Employments Notes

Diverse employment and sources of income are important topics to understand because they show us how people make money in different ways. Families earn money from jobs, businesses, and other activities. Some people work in agriculture related jobs, like farming, while others work in non-agricultural jobs, such as teaching, healthcare, or technology. Both the type of jobs are important and help communities to grow. Learning about these different kinds of employment helps us to appreciate how everyone contributes in our society and how families manage their money to live happy and healthy lives.

Income

• Income is the money received by a person over a period of time as a result of engaging in various economic activities.
• The major activities that are rewarded in the form of money are teaching. trading and healthcare, individuals receive money as a reward.
• Assets are the financial resources in different forms. Buildings and property are examples of assets.
• Personal income is the total income received by a person from various sources of income during a particular period.
• Family income is the income received by all the members of a family during a certain period.

Sources of Income

• People around us earn income through different sources. They get income from agriculture,business, bank deposits and other assets.
• Labour or property that generates such income is called sources of income.
• Assets are the financial resources in different forms. Buildings and property are examples of assets.
• The list of various sources of Income are:
  

  Sources of Income	Income
  Agriculture	Crop
  Employment	Wages/salary
  Business	Profit
  Bank Deposit	Interest
  Assets	Rent/Lease
  Stock Investment	Profit Share/Divident

Individual income and family income

• Income from various sources also varies.
• An individual can earn income from many sources. For example, a farmer’s personal income can be from the interest incurred from bank deposits, profit from agricultural-related business, etc.
• Thus, a person gets income through employment and other means.
• Personal income is the total income received by a person from various sources of income during a particular period.
• Family income is the income received by all the members of a family during a certain period.

Employment

• Employment is the work done by a person physically or intellectually for income.
• Wages are paid by the employer to the employee for performing services under a contract.
• Agricultural and Non-agricultural employment are the two types of Employment.
• Self-employment means earning a livelihood through independent economic activity without being under the control of any employer.

Different Employments

• The rarious types of employment exist in the world are Agricultural and Non-agricultural employment.
• Agricultural employment is the work done using natural resources. Examples cultivation of plants for food and fibre production, animal husbandry and pisciculture. etc.
• Agriculture plays an important role in the Indian economy.
• 46.5 percent of the total workforce in India is engaged in agriculture and related activities.
• Different types of services and employment related to industrial production are know as Non agricultural employment.
• Examples of non-agricultural employment include manufacturing clothes, construction, business, banking, teaching, transportation, and work in the factory works.

Self-employment

• Self-employment means earning a livelihood through independent economic activity without being under the control of any employer.
• Self-employed persons have their own enterprise and, at the same time, earn’ out all the responsibilities of an employee.
• In self-employment initiatives individuals mostly manage their enterprise alone.
• Self-employed entrepreneurs are the sole beneficiaries of the income Grocery shops, tailoring shops. bakeries, etc. run by individuals or groups are examples of self-employment ventures.
• Self-employment plays a major role in the economic growth of the country.
  

  Self-Employment Schemes	Beneficiaries
  Navajeevan Project	Senior citizens
  Kaivalya	People with disabilities
  Saranya	Women
  Jeevanam	Provides financial aid to the dependents as well as victims of crime.

Diverse Employments Class 5 Notes Pdf

• Income is the money received by a person over a period of time as a result of engaging in various economic activities.
• People around us earn income through different sources. They get income from agriculture, business, bank deposits and other assets.
• Labour or property that generates such income is called sources of income.
• The major activities that are rewarded in the form of money are teaching, trading and healthcare services.
• Assets are the financial resources in different forms. Buildings and property are examples of assets.
• Personal income is the total income received by a person from various sources of income during a particular period.
• Family income is the income received by all the members of a family during a certain period.
• • Employment is the work done by a person physically or intellectually for income.
• Wages are paid by the employer to the employee for performing services under a contract. Wages are fixed on an hourly or daily basis.
• Salary is the remuneration paid by the employer for the work performed by the employees on a monthly basis.
• Agricultural and Non-agricultural employment are the two types of Employment. Self-employment means earning a livelihood through independent economic activity without being under the control of any employer.

Expert Teachers at HSSLive.Guru has created Kerala Syllabus Std 5 Basic Science Notes Pdf Malayalam Medium English Medium of SCERT Class 5 Basic Science Notes Textbook Solutions are part of Kerala Syllabus 5th Standard Textbooks Solutions. Here we have given Basic Science Class 5 Question Answer of Basic Science Class 6 Kerala Syllabus Notes Pdf Part 1 & 2.

SCERT Class 5 Basic Science Solutions Notes

Class 5 Basic Science Notes Pdf English Medium

Basic Science Class 5 Question Answer Pdf Part 1

• Chapter 1 The Chain of Life Class 5 Notes
• Chapter 2 Away from Diseases Class 5 Notes
• Chapter 3 Water and Life Class 5 Notes
• Chapter 4 Seeds of Life Class 5 Notes

Class 5 Basic Science Questions and Answers Part 2

• Chapter 5 Sky Near at Hand Class 5 Notes
• Chapter 6 Sources of Energy Class 5 Notes
• Chapter 7 Magic of Senses Class 5 Notes
• Chapter 8 Diverse Organisms Class 5 Notes

Class 5 Basic Science Notes Pdf Malayalam Medium

SCERT Class 5 Basic Science Solutions Malayalam Medium Part 1

• Chapter 1 ഒറ്റയല്ലൊരു ജീവിയും Notes
• Chapter 2 വ്യാധികൾ പടരാതിരിക്കാൻ Notes
• Chapter 3 ജലം നിത്യജീവിതത്തിൽ Notes
• Chapter 4 ജീവനുള്ള വിത്തുകൾ Notes

Std 5 Basic Science Notes Pdf Malayalam Medium Part 2

• Chapter 5 കൈയെത്തും ദൂരത്ത് ആകാശം Notes
• Chapter 6 ഊർജസ്രോതസ്സുകൾ Notes
• Chapter 7 ഇന്ദ്രിയജാലം Notes
• Chapter 8 ജന്തുജാലങ്ങൾ Notes

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