Class 5

By reviewing Kerala Syllabus 5th Standard Social Science Notes Pdf and Class 5 Social Science Chapter 9 Towards Equality Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 5 Social Science Chapter 9 Towards Equality Notes Questions and Answers

Class 5 Social Science Chapter 9 Question Answer Kerala Syllabus

Question 1.
What could be the reasons for the difference in income between families?
Answer:

• People who work in different jobs earn different amounts of money.
• Families with higher education and special skills can often get better-paying jobs.
• People in big cities often earn more because jobs in those areas pay more compared to small towns.

Question 2.
By reading the thoughts of Neenu and Vickey after returning from Peeli’s Village, list out the source of income of both the families.
Answer:

Source of family income of Neenu	Source of family income of Vickey
Lease	Business
Government job	Pension from government

Question 3.
The table shown below gives an approximate estimate of the monthly income of both families.

Family	Monthly Income (approx.)
Vicky	3,00,000 – 5,00,000 (between three lakh and five lakh)
Neenu	1,00,000 – 3,00,000 (between one lakh and three lakh)

Is the income of the two families the same?
Answer:
No

Question 4.
The table shown below gives the approximate monthly income of various families in a panchayath. Observe the table and identify the family with the highest income and the one with the lowest income.

Family	Monthly Income (approx.)
A	4,00,000 – 5,00,000 (between four lakh and five lakh)
B	3,00,000-4,00,000 (between three lakh and four lakh)
C	2,00,000-3,00,000 (between two lakh and three lakh)
D	1,00,000-2,00,000 (between one lakh and two lakh)
E	50,000-1,00,000 (between fifty thousand and one lakh)
F	25,000-50,000 (between twenty-five thousand and fifty thousand)
G	10,000-25,000 (between ten thousand and twenty five thousand)

Answer:

• Family with the highest income – A
• Family with the lowest income – G

Question 5.
Discuss the extent of influence of family income in meeting the needs of your family.
Answer:
Family income has a big influence on meeting a family’s needs. A higher income helps cover basics like food, shelter, clothing, and healthcare more easily. It also allows families to afford better education, entertainment, and savings for the future. With less income, families may need to prioritise essentials and make careful choices about spending. So, the more income a family has, the easier it is to meet both basic needs and extra wants.

Question 6.
What kind of inequalities are mentioned in inter dining, Upper cloth protest, Ayyankali- Panchamim Memorial school?
Answer:

• Lack of opportunity to dine together
• Inequality in dress
• Denial of Education

Question 7.
Why did people from certain social groups have to face discrimination? Do similar situations exist in society? Discuss.
Answer:
People from certain social groups have faced discrimination because of unfair beliefs and stereotypes about them. This means that people judge them based on things like their skin colour, religion, language, gender, or social background instead of who they truly are. Such discrimination led to fewer opportunities for jobs, education, and fair treatment. Even today, similar situations can exist. Some people still face unfair treatment because of who they are or where they come from. However, many people and organisations are working hard to reduce discrimination and create a fairer society for everyone.

Question 8.
Discuss the causes leading to social inequality and the factors influencing them in your class and make notes.
Answer:
Social inequality happens when people don’t have the same opportunities or resources. This can be caused by differences in education, as not everyone has access to good schools. Jobs and income also play a role, as some jobs pay more than others, and people with less income may struggle to get what they need. Discrimination is another cause where some people are treated unfairly because of things like their skin colour, religion, or background. Health issues can also make it harder for people to have the same chances as others. Additionally, where people live can affect their access to services, good jobs, and education. All these factors together influence social inequality.

Question 9.
Shanti is studying in class 5. Her family consists of father, mother, sister and brother. Being in the coastal area, they live in fear when the sea gets rough. The biggest problem they face is the absence of a safe and secure home.
Akash and his family live in a hilly area. It is difficult for Akash and his sisters to go to school due to inadequate transport facilities.
Consider the above two scenarios. What are the problems they face?
Answer:
Lack of security
Lack of basic amenities

Question 10.
Find and discuss, in the class, the opportunities and schemes that help to uplift the students educationally, address their backwardness and reduce inequality.
Answer:
Scholarships and Financial Aid: Many governments, NGOs, and companies provide scholarships and financial help for students who can’t afford school or college fees.

Free or Low-Cost Education: Public schools often offer free or low-fee education, and some countries even provide free university education to reduce inequality.

Extra Learning Support: Remedial classes, tutoring programs, and special grants help students who need extra academic help due to educational gaps.

Access to Digital Resources: Programs provide free or low-cost online courses, laptops, and internet » access to students who lack these resources.

Question 11.
Conduct interviews with elected representatives of local self-governments to gather more information about Life Mission, Theeramythri, Kaivalya, Vidyavahini.
Answer:
To interview local government leaders about programs like Life Mission, Theeramythri, Kaivalya, and Vidyavahini, follow these steps:
Find the Right Person: Look for leaders in your area, like a panchayath president or council member, who know about these programs.
Prepare Simple Questions:
Life Mission: “How does this program help people find homes?”
Theeramythri: “How does it support women starting businesses?”
Kaivalya: “How does this help with mental health and well-being?”
Vidyavahini: “How does this improve education?”
Ask About Their Work: Find out how they help run these programs and any challenges they face. Take Notes: Write down their answers or record with permission to remember important details.
Thank Them: After the interview, thank them for sharing information about these important programs.

Question 12.
Complete the table given below.
Answer:

Projects	Beneficiaries	Features
Mahatma Gandhi National Rural Employment Guarantee Scheme	Those who have completed 18 years of age in the rural area.	Each family is provided with a maximum of 100 days of employment in a financial year.
Life Mission	Low-income families, Homeless people, and people living in poor housing	Provide house
Vidhyavahini	Children in the Scheduled Castes category	It provides better learning resources, ensuring that all students, especially in rural areas, have access to quality education.
Theeramaithri	Fisherwomen	Economic and socisl uplift of fisherwomen.
Kaivalya	Differently abled persons between the ages of 21 and 55 years	Equality of opportunity

Extended Activities

Question 1.
Identify the various schemes and their objectives implemented by the Central/State Governments to materialise socio-economic equality in post-independent India. Note them in a chart and display in the class.
Answer:

SCHEMES	YEAR	AIM/OBJECTIVE
Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA)	2005	Provides 100 days of guaranteed wage employment in rural areas.
Pradhan Mantri Jan Dhan Yojana (PMJDY)	2001	Promotes financial inclusion by opening bank accounts for all.
Mid-day Meal Scheme	2016	Provides free meals in schools to improve nutrition and attendance.

Question 2.
Conduct a seminar on ‘Socio-Economic Inequalities and National Development.’ Sub-topics to be covered in the seminar: Social inequality, economic inequality, reasons for inequality.
Answer:
“Socio-Economic Inequalities and National Development”
Social Inequality: Some people don’t have the same chances as others because of their background, like caste or gender. This can make life unfair for many.
Economic Inequality: This is when wealth isn’t shared equally. Some people have a lot, while others have very little. This can lead to poverty.
Reasons for Inequality:
Lack of education
Poverty
Social discrimination
Few job opportunities in rural areas

Impact on the Nation: When people don’t have equal chances, it holds the whole country back. If everyone has the same opportunities, the country can grow stronger and happier.

Question 3.
Organise public awareness programmes under the auspices of the Social Science Club by preparing placards, posters, etc., of the schemes implemented by the government to resolve socio-economic inequalities.
Answer:
Make placards and posters with the help of elders, such as the examples given below.

• “End social inequality.”
• “The rich and the poor are no longer there-we are a country.”
• “Economic equality is national progress.”

Class 5 Social Science Towards Equality Notes Questions and Answers

Question 1.
What are the reasons for the difference in family income?
Answer:
The reasons for the difference in family income are mainly in two ways. Difference in Income from employment
Difference in the sources of income

Question 2.
According to Chinnu, families can be divided into three categories based on the availability of income. Do you agree with this statement?
Answer:
Yes, I agree with this statement. Generally, families can be classified into three groups based on their income. They are: Families with an amount of high income, Families with an amount of moderate income, Families with an amount of low income.

Question 3.
When does inequality form in a society?
Answer:
Inequality occurs when the available resources in a society are not distributed equally.

Question 4.
Define the terms?
a) Social Inequality
b) Economic Inequality
Answer:
a) Social Inequality:
Social inequality refers to the unequal distribution of resources, opportunities and status within a society. Social inequality manifests itself in various forms, such as inequality in income and wealth, lack of access to education and healthcare, discrimination based on race and gender and unequal representation in political and social institutions. The Government formulates policies aimed at promoting equality, justice, and equal opportunities for all members of society to address social inequality.

b) Economic Inequality:
Economic inequality refers to the unequal distribution of wealth, income or resources among individuals or groups in a society. This often leads to inequalities of access to opportunities, education, employment, healthcare and political power. Governments seek to address economic inequality through implementing various policies and initiatives aimed at a more equitable distribution of resources and opportunities.

Question 5.
Define the struggle of the women of Travancore in the early 19th century.
Answer:
The Upper Cloth Protest was led by the women of South Travancore from the beginning of the nineteenth century for the right to use upper cloth as part of their dress. After a series of protests, the Travancore Government proclaimed the right to wear any dress for everyone, irrespective of caste or religion, according to their will and pleasure. However, many were not able to wear their favourite clothes due to the customs imposed by the caste system.

Question 6.
What are the scholarships that students get for educational purposes?
Answer:
A number of scholarships have been introduced for students for educational purposes. They are:

• Pre-Matric Scholarship
• Post-Matric Scholarship
• Merit Scholarship
• T.H. Muhammed Koya Scholarship

Question 7.
What is the aim of the Vidyavahini project?
Answer:
Vidyavahini is a project to provide transportation facilities for tribal students to go to school. This scheme is implemented to ensure transportation facility for students who belong to the tribal. communities and to prevent dropouts.

Question 8.
Write the difference between The Mahatma Gandhi National Rural Employment Guarantee Scheme (MGNREGS) and the Life Mission Scheme.
Answer:
Mahatma Gandhi National Rural Employment Guarantee Scheme: The scheme ensures unskilled physical employment for not less than 100 days in a financial year to any family residing in rural areas. Its beneficiaries are individuals above 18 years old. It is a poverty alleviation scheme designed and implemented by the Central and State governments.

Life Mission: The objective of the complete housing scheme (LIFE) is to provide a safe and decent housing system in Kerala for all the landless, homeless people with homes that have not been fully constructed and those whose existing houses are not fit to live in. This is a scheme designed and implemented by the Central and State governments.

Question 9.
Fill in the blanks.
Answer:
a) The project is being implemented by the Government of Kerala for the educational advancement of children in the coastal areas…………
b) ………. is a scheme implemented by the Government of Kerala to provide nutritious food to pregnant women and mothers belonging to the tribal communities.
Answer:
a) Prathibhatheeram
b) Janani Janmaraksha

Question 10.
Write a note on Welfare pensions.
Answer:
The governments implement various schemes for the uplift of the people who face inequality. Central and State governments have been implementing various schemes to provide food, shelter, education, healthcare, and other basic facilities to all sections of people.

Question 11.
What are the various welfare pensions implemented by the government?
Answer:
Various welfare pensions implemented by the governments:

• Agriculture Labour Pension
• Old Age Pension
• Women Pension Schemes
• Disability Pensions

Question 12.
Make a note of the various schemes given below.
a) MGNREGP
b) Kaivalya
c) Vidhyavahini
Answer:
a) Mahatma Gandhi National Rural Employment Guarantee Scheme: The scheme ensures unskilled physical employment for not less than 100 days in a financial year to any family residing in rural areas. Its beneficiaries are individuals above 18 years old. It is a poverty alleviation scheme designed and implemented by the Central and State governments.

b) Kaivalya: This is a rehabilitation scheme implemented by the Government of Kerala for the differently abled job seekers. The objectives of this project consist of equality of opportunity and social inclusion.

c) Vidyavahini: Vidyavahini is a project to provide transportation facilities for tribal students to go to school. This scheme is implemented to ensure transportation facilities for students who belong to the tribal communities and to prevent dropouts.

Towards Equality Class 5 Notes Pdf

• The reasons for the difference in family income are mainly in two ways:
  Difference in Income from employment
  Difference in the sources of income
• Based on the nature of employment, the income from it varies.
• Families can be classified into three groups based on their income: Families with an amount of high income, Families with an amount of moderate income, Families with an amount of low income.
• The inequality in employment and income leads to the economic inequality in the society.
• Inequality occurs when the available resources in a society are not distributed equally.
• Inequalities can be classified into social inequalities and economic inequalities.
• If there is a difference in wealth, income, assets, salary, etc., in a society, it is called economic inequality.
• Inequality in employment and income leads to economic inequality in society.
• Social inequality refers to the unequal distribution of power, status, and resources among individuals and groups in a society.
• The governments implement various schemes for the uplift of the people who face inequality.
• Central and State governments have been implementing various schemes to provide food, shelter, education, healthcare, and other basic facilities to all sections of people.
• The governments implement various schemes for the uplift of the people who face inequality.
• A subsidy is a financial benefit or support provided by the government to individuals or institutions as per criteria.
• Vidyavahini is a project to provide transportation facilities for tribal students to go to school.
• Life Mission scheme designed and implemented by the Central and State governments.

By reviewing Kerala Syllabus 5th Standard Social Science Notes Pdf and Class 5 Social Science Chapter 8 Know Our Land Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 5 Social Science Chapter 8 Know Our Land Notes Questions and Answers

Class 5 Social Science Chapter 8 Question Answer Kerala Syllabus

Question 1.

a. Vaniyamkulam has a physiography consisting of hills and plains. Which is the major river seen in the outline?
b. Find out the major mode of transport that runs parallel to Bharathapuzha.
Answer:
a. Bharathapuzha,
b. Railway

Question 2.
How does Bharathapuzha influence the agriculture, food habits, transport, etc., of the people in Vaniyamkulam Grama Panchayat? Discuss.
Answer:

• The fertile soil on the banks of Bharathapuzha is suitable for agriculture.
• Employment opportunities related to the river.
• The possibility of water transport.

Question 3.
List out the various geographical features, various crops and occupations of the area where you live.
Answer:
(Hints) Specify whether the place where you live is a village or a city, and record its geographical area, major crops, occupations, etc.

Question 4.
Based on the indicators provided, find out whether agriculture and other occupations in your country are related to geographical features and prepare a regional geographical document. Indicators: Details of the Area/ward, Geographical features, Transportation, Industries and Fertility of soil.
Answer:
(Hints)
1. Details of the Area/Ward

• Name of the Area/Ward:
• Location:
• Basic Geography:
• Total Population:

2. Nature of the Terrain

• Climate:
• Water Bodies:
• Plains:
• Hilly Region:
• Soil Fertility:

3. Major Crops

• Crops:
• Agricultural Tools:

4. Occupational Sectors

• Agriculture-related Occupations:
• Industry:
• Market/Trade:

5. Transportation Facilities

• Roads and Pathways:
• Rivers:

6. Issues in the Area

• Water scarcity, agricultural crisis, underdeveloped industries, unemployment.

7. Solutions

• Water conservation schemes, introducing new initiatives in agriculture, providing support to small-scale industries.

Question 5.
Observe the political map and physiographical map of Kerala given in the textbook and find out the following. (Physiographic divisions consisting of each district, districts with coastal areas, districts comprising all three physiographic categories)
Answer:

Question 6.
Read the chapters narrating how soil is formed in Jawaharlal Nehru’s book ‘Letters From a Father to His Daughter’ and discuss in the class.
Answer:
(Hints) Include the given information in the class discussion.
The process of weathering rock to form soil takes a long time. Topography, climate, rock structure and age, and the activity of plants, animals, and other microorganisms contribute to soil formation. It is estimated that it takes more than a thousand years for the formation of soil of one-inch thickness.

Question 7.
Collect pictures of a variety of human activities that use soil. Prepare a digital album with the help of teachers and present them to the Social Science Club.
Answer:

Question 8.
Collect more information about important types of soil with the help of the teacher, make notes, and present them in the class.
Answer:
Laterite Soil: Found in Kerala’s midlands and highlands, laterite soil is reddish due to high iron and aluminum content. It is porous and slightly acidic, making it ideal for plantation crops like tea, coffee, rubber, and spices. However, it requires efficient water management because of its low moisture retention.

Alluvial Soil: Alluvial soil is located in the coastal plains and river valleys, especially along rivers like the Periyar and Bharathapuzha. It is highly fertile and retains moisture well, which makes it suitable for crops like rice, vegetables, pulses, and coconut. Its main challenge is erosion, especially near rivers.

Black Soil: Also called “Kari” soil in some parts of Kerala, black soil is found in areas like Palakkad. It is clay-rich and has a high water-retention capacity, making it useful for crops like cotton, rice, and pulses. However, it hardens when dry, making it challenging to cultivate in dry seasons.

Peaty Soil: Primarily found in low-lying areas like Kuttanad, peaty soil is dark, rich in organic matter, and highly acidic. It is often waterlogged, which suits rice cultivation in the region. However, proper drainage and liming are needed to manage its acidity for effective farming.

Sandy Soil: This soil is located along Kerala’s coastal belt and is loose, well-drained, and low in nutrients. It supports coconut and cashew trees, though it generally has low fertility and poor water retention, which limits its agricultural use without soil improvement measures.

Forest Soil: Found in areas with dense vegetation, such as forested highlands, forest soil is rich in organic matter due to decomposing leaves and plant material. This soil type is fertile but can be acidic, depending on the local vegetation. It is usually dark, loose, and well-drained, supporting crops like tea, coffee, and various fruits when the forests are cleared for agriculture. Forest soil requires sustainable management to prevent nutrient loss and erosion.

Red Soil: Known for its reddish color due to high iron content, red soil is typically found in tropical and subtropical regions with high temperatures and moderate rainfall. It is less fertile than alluvial soil, as it has fewer organic nutrients, but it can be productive with the right fertilization. Red soil is porous and slightly acidic, making it suitable for crops like millets, pulses, groundnut, and occasionally cotton.

Question 9.
Collect soil types from your area and identify their characteristics with the help of the teacher, write them on a chart and demonstrate them to the class.
Answer:
(Hints) Find out the soil types in your area from the answer given above.

Question 10.
What are the sources of water in your area?
Answer:
Wells, ponds, streams, etc.

Question 11.
List out the rivers in Kerala observing the ‘Kerala River Map’ kept in your Social Science lab. Classify the rivers flowing eastward and westward.
Answer:

Eastward flowing rivers

Westward flowing rivers

Kabani, Bhavani, Pambar

Periyar,Bharathapuzha, Pamba, Chaliyar, Chalakudy, Kadalundi, Achankovil, Kallada, Muvattupuzha, Valapattanam, Chandragiri, Manimala, Vamanapuram, Kuppam, Meenachil, Kuttiady, Karamana,Shriya,Kariankode,Ithikkara,Neyyar,Mahe,Kercher, Pumba,Uppala,Karuvannur, Anjarakandy, Tirur, Neeleswaram,  Pallikkal, Kallayi, Korapuzha, Moral, Kavvayi, Thanikkudam, Thalassery, Mamam, Chithari, Ramapuram, Ayiroor, Manjeswaram

Question 12.
Are the water bodies in your country being polluted? Discuss. What suggestions can be put forward to protect water bodies from getting polluted?
Answer:
Yes, waste must be disposed of properly, avoid the use of artificial fertilisers and pesticides, and control construction activities near water bodies.

Question 13.
Prepare placards of water conservation messages and organise a rally for water conservation. Prepare a speech about the importance of rainwater harvesting.
Answer:
(Hints) Prepare placards using the messages given below:

• “Water Conservation is a Duty, Not an Option!”
• “Don’t Let Our Rivers Run Dry!”
• “Save Water Today for a Thirsty Tomorrow”

Speech
Good morning everyone,
Today, I want to talk about the importance of rainwater harvesting. As water scarcity becomes a growing concern, collecting and storing rainwater is a simple yet effective solution. By capturing rainwater from rooftops and other surfaces, we can reduce our dependence on groundwater and other sources. This water can be used for irrigation, cleaning, and even drinking with proper filtration. Rainwater harvesting not only conserves water but also helps prevent flooding and soil erosion. Let’s all take responsibility and start harvesting rainwater to ensure a sustainable water future for all. Thank you.

Question 14.
The government implements various schemes to protect and maintain the existing water sources. Find out the objectives of these projects.
Answer:

Project	Objectives
Ini Njan Ozhukatte	This project is focused on protecting Kerala’s rivers and water distribution systems. It aims to promote the rejuvenation of water sources, river basin cleaning, and rainwater harvesting.
Malinya Mukatham Navakeralam	A project aimed at promoting cleanliness and environmental conservation. It emphasizes the importance of waste management, preventing the pollution of water sources, and ensuring the prevention of drought.
Thelineerozhukum Navakeralam	The goal of this project is to improve the water quality in Kerala’s water sources, clean and rejuvenate rivers and dams, and ensure cleanliness in coastal areas.
Jal Jeevan Mission	This mission aims to provide all rural households with piped drinking water by 2024. It also includes the conservation of water sources, safe drinking water distribution, and rainwater harvesting.

Question 15.
Observe and list out the major crops grown in your area.
Answer:
Paddy cultivation, Banana,. Vegetables, Tapioca, Colocasia, Cashew, Ginger, Pepper, Rubber, Coconut.

Question 16.
a. List out the major crops of highland, midland, and coastal regions.
b. Identify and complete the list with the essential factors that come together to ensure the agricultural prosperity of an area.
Answer:
a.

Areas	Major Crops
Highland	Tea, Cardamom, Coffee, Pepper, Turmeric, Ginger, Rubber etc
Midland	Tapioca, Colocasia, Yams, Bananas, Cashew, Paddy Cultivation
Coastal regions	Paddy Cultivation, Coconut

b. Fertile soil, quality seeds, manpower, suitable climate, irrigation facility, modern technology. learn technology.

Question 17.
List out the employments mentioned in the below picture in tune with appropriate physiographical divisions.

Answer:

Physiographical divisions	Employment
Highland	Rubber Cultivation, Tea cultivation
Midland	Paddy cultivation, Pottery making
Coastal area	Pisciculture, Husk threshing

Question 18.
Investigate and make notes on the changes brought about by modern technology in agricultural and traditional occupations.
Answer:
Modern technology has brought significant changes to both the agricultural and traditional occupational sectors. New techniques and technologies in agriculture have led to improved crop yields and help overcome challenges like climate change. Among the key technologies and innovations are hydroponic farming, aquaponic farming, terrace farming, and microgreens.

Hydroponic Farming: Hydroponics is a technique that involves growing vegetables, fruits, and plants without using soil, instead using water enriched with essential nutrients. Changes: It introduces a new approach to traditional farming. Small spaces can now efficiently grow vegetables and flowers. It reduces water usage by 70-90%, making it highly water-efficient.

Aquaponic Farming: Aquaponics is a combined approach of fish farming and hydroponics. Fish waste is used as nutrients for plants, while the water from the fish tanks is provided to the plants, and in turn, the plants purify the water.

Changes: This is a new method for the management of traditional water resources and organic farming. It allows for the farming of both animals and plants in a sustainable and integrated way.

Terrace Farming: Terrace farming involves creating flat areas on sloped or hilly terrain to cultivate crops. This method helps prevent soil erosion in areas where traditional farming is not possible.

Changes: It increases farming efficiency in hilly regions, helps in the effective use of water resources, and contributes to the conservation of slopes and hills.

Microgreens: Microgreens are young, small plants harvested just 1-2 inches in height, packed with nutrients. They are rich in vitamins and can be grown in small spaces, including indoors.

Changes: This represents a new shift in food culture, providing a highly nutritious food source that is easy to grow at home or in limited spaces.

Major Changes Due to Modern Technology:

Increased Productivity: New technologies provide faster, higher yields with less space and water compared to traditional farming methods.

Reduced Water Usage: Systems like hydroponics and aquaponics use water more efficiently, contributing to water conservation.

Organic Products: Innovations like microgreens have become beneficial for health and well- being.

New Employment Opportunities: The use of advanced technology creates new job opportunities in the agricultural sector.

These technological changes are not only modernising traditional farming methods but also addressing challenges like climate change and water scarcity.

Question 19.
Prepare a digital album with the help of your teacher by collecting pictures related to prevention and relief operations of natural disasters.
Answer:

Extended Activities

Question 1.
Prepare a wall poster with information about soil types, occupations, crops, etc. in all the three physiographical divisions of Kerala.
Answer:
(Hints)

• Title
• The wall poster should be prepared with information containing pictures of the three topographical divisions of Kerala and their main agricultural crops, soil varieties and occupations.

Question 2.
Find out the properties of soil on your school premises with the help of ‘Mannu’ App. Select the crops that can be cultivated on the school premises from the app. Under the auspices of the Agricultural Club, increase the fertility of the soil using the tips from Mannu App and cultivate vegetables enough for your lunch.
Answer:
(Hints) Understand the characteristics of the soil in your school area and grow vegetables using the
‘Soil App’.
Ways to use ‘Soil App’:

• Install app Select the place
• Collect soil samples
• Perform analysis
• See soil characteristics
• Check the information
• Report

Question 3.
Organise a seminar based on the topic ‘Kerala’s Physiography and Life of the People.’ Collect information on soil, water, crops, and occupations for each physiographical division.
Answer:
(Hints)
Seminar Title: ‘Kerala’s Physiography and Life of the People.’
Introduction:
Key topics: To cover the topography of Kerala, the explanation of soil, water, farming practices etc. of different regions, the lifestyles and employment opportunities of the people, cultural and social differences.
Explanation: The relationship between topography and livelihoods, how local development and environmental protection affect nature, and what steps are being taken for environmental protection. Conclusion:

Question 4.
Discuss the problems faced by the agriculture sector in your locality with the local farmers. Also ask for solutions to their issues. Prepare a report.
Answer:
Farmers in our area are facing major challenges in the agricultural sector. Climate change is a significant issue, with irregular rainfall and droughts at unusual times leading to crop losses. Soil degradation has also become a major cause of reduced yields. The lack of water resources, even in hilly areas, hinders the growth of agriculture due to insufficient irrigation. Farmers are often forced to sell their produce at very low prices, with the dominance of intermediaries and the lack of proper market facilities further affecting them.

As solutions, farmers have suggested the need for water conservation systems, promoting organic farming, and increasing the use of modern technology. They believe that consistent government support and direct connections with consumers could also help address these issues.

Question 5.
Visit the official website of the Kerala Disaster Management Authority and learn its activities.
Answer:
The State Disaster Management Authority is an agency constituted in the state under the National Disaster Management Act of 2005. Entered into force on 4 May 2007. The Disaster Management Authority is governed by the Executive Committee, a State Executive Committee with the Chief Minister as its Chairman and the State Revenue Minister as its Vice-Chairman. The objectives of the authority are to formulate a disaster management policy for the state, identify natural disaster-prone areas and plan disaster management plans involving various departments. Apart from this, there is a district-level disaster management committee chaired by the district collector in the respective districts. The objectives of the Authority are to classify disasters such as natural disasters, man-made disasters and deadly epidemics and reduce their impact, mitigate the loss of life and economic losses, provide assistance to those affected by disasters, and coordinate rehabilitation activities.

Class 5 Social Science Know Our Land Notes Questions and Answers

Question 1.
What are the three physiographical divisions of Kerala?
Answer:
Three physiographical divisions of Kerala are the Highland, Midland and Coastal areas.

Question 2.
Write the features of Highland in Kerala?
Answer:
It is a physiographical section that is located about 75 meters above sea level and includes hills, mountains, and peaks. Highland is a region that receives heavy rainfall and is generally full of greenery. All the 44 rivers of Kerala originate from the Highlands.

Question 3.
What is the height range of the Midland, and what are its features?
Answer:
Midland is a physiographic division located between the highlands and the coastal region. The altitude of this area ranges from 7.5 meters to 75 meters above sea level. The midland is characterised by hillocks, valleys, and river banks.

Question 4.
What are the features of the coastal area of Kerala?
Answer:
This is a landscape that is adjacent to the Lakshadweep Sea. Located close to the coastal region, this area has an altitude of up to 7.5 meters above sea level.

Question 5.
What are the major monsoon seasons of Kerala?
Answer:
There are two main rainy seasons in Kerala. They are Southwest Monsoon or Kalavarsham, Northeast Monsoon or Thulavarsham.

Question 6.
Explain the monsoon season in Kerala.
Answer:
Monsoons are winds that change the direction in accordance with seasonal changes. The southwest monsoon winds normally blow from June to September in the northern part of the equator in the Indian Ocean. They move towards inland from the southwest direction. As they blow from the sea, they are moist. These winds which enter the land are blocked by the Western Ghats. As a result, the western coasts, including Kerala, receive high rainfall. This is the southwest monsoon. In Kerala, this monsoon season is known as ‘Kalavarsham’. During the months of October and November, the monsoon winds blow in the opposite direction from the northeast. These winds are known as the northeast monsoon winds. Since a part of these winds passes over the Bay of Bengal, it becomes moisture-laden and causes rain in many parts of the southern states of India. This monsoon season is known as ‘Thulavarsham’ in Kerala.

Question 7.
In which rainy season Kerala receives most of the rainfall?
Answer:
Most of the rainfall received in Kerala is during the southwest monsoon season.

Question 8.
Explain the formation of the soil.
Answer:
Soil is one of the main factors responsible for the existence of life on earth. The process of weathering rock to form soil takes a long time. Topography, climate, rock structure and age, and the activity of plants, animals, and other microorganisms contribute to soil formation. It is estimated that it takes more than a thousand years for the formation of soil of one-inch thickness.

Question 9.
What are the main soil types of Kerala?
Answer:
Laterite Soil, Red Soil, Alluvial Soil, and Forest Soil are the main soil types in Kerala.

Question 10.
What are the reasons that adversely affect the soil?
Answer:
Application of excessive fertiliser and pesticide, Plastic waste in soil, Unscientific mining and agricultural practices, large-scale discharge of wastewater into the soil, overgrazing, etc., adversely affect the soil.

Question 11.
What are the ways to conserve the soil?
Answer:
Mangroves, Coir Geotextiles, Stone wall fence, Terrace farming, Crop rotation, Contour farming and Strip cropping etc, are the soil conservation methods.

Question 11.
Explain about Kerala’s water resources.
Answer:
Water is a natural resource that is indispensable for human existence. The important sources of water on Earth are rivers, springs, ponds, lakes etc. Kerala has an undulating topography that lays uneven from Sahya Mountain in the east to the Arabian Sea in the west. The rivers that originate from the Sahya Mountain range flow to the backwaters and the sea and make Kerala abundant in water. Apart from these, there are many lakes and ponds in our land. There are 44 rivers in Kerala which originate from the highlands. Of these, 3 rivers flow eastward and 41 rivers flow westward. Although Kerala is generally rich in water, due to the geographical slope, the water from the springs in Kerala reaches the Arabian Sea very quickly.

Question 12.
What are the ways to conserve water?
Answer:
Water conservation can be ensured through rain pits, rainwater harvesting, bunds, and mulching.

Question 13.
What are the reasons for polluting water bodies?
Answer:
Waste from industries, plastic waste, petroleum (oil) pollution, etc., pollute water bodies and adversely affect the survival of living organisms.

Question 14.
What are the schemes implemented by the government to protect the water resources of Kerala?
Answer:
The government implements various schemes to protect and maintain the existing water sources: Ini Njan Ozhukatte – Haritha Keralam Mission, Malinya Mukatham Navakeralam – Department of Local Self-Government, Thelineerozhukum Navakeralam – Department of Local Self-Government, Jal Jeevan Mission – Government of India.

Question 15.
What are the factors that influence the growth of agriculture?
Answer:
The agriculture of each region is related to its physiography and climate. Soil, irrigation facilities and altitude from sea level also contribute to the cultivation.

Question 16.
Write a note on the major agricultural crops in Highland, Midland and Coastal areas.
Answer:
Fertile soil and abundant rainfall provide ideal conditions for a variety of crops in Kerala. The cold climate experienced due to the high altitude above sea level and the sloping topography creates a favourable condition for the cultivation of crops like tea, cardamom, coffee, pepper, etc., in the highland region. The topography and soil characteristics contribute to the crop diversity in the midland. Along with tubers such as tapioca, colocasia, and yams, bananas, as well as rubber cultivation, are widespread in the Midlands. Kerala is the largest producer of rubber in India. The presence of alluvial soil in the coastal area is suitable for paddy cultivation. The saline soil here is favourable for the abundant growth of coconuts. The backwaters are used for fish farming.

Question 17.
Write some examples of festivals related to weather and topography.
Answer:
Many of the festivals in Kerala are closely related to weather and topography. The festivals of Onam and Vishu are associated with the harvest festival. Examples of celebrations related to weather and topography include boat races and bull-race held in the waterbodies of Kerala after the monsoon season.

Question 18.
Write a note on the job diversity of Kerala?
Answer:
Apart from agriculture, the major occupational areas in Kerala include duck farming, fishing, honey collection and coir industry. Along with progress in agriculture, advancements in other fields of work are important to improve the living conditions of people. Natural resources and human resources play an important role in determining the progress of the people of a region. The work culture of each region has been formed according to the topography and climate of that region. Husk threshing and rope picking in backwater shores, paddy cultivation, and duck rearing in Kuttanad are examples of this. Advancements in education, improved socio-infrastructured conditions, and modern technology in Kerala have led to positive changes in the employment people engaged in.

Question 19.
Why are there so many ecologically vulnerable areas in Kerala?
Answer:
Kerala has a physiography with many ecologically vulnerable areas. Apart from the crises caused by human intervention, some natural calamities also harm the living world, such as Cyclones, Wildfires, Floods, Earthquakes, Tsunamis, Landslides etc. The tsunami caused in 2004, the major floods in 2018, and landslides in Kavalappara in 2019 and Pettimudi in 2020 have made life difficult for the people in those areas.

Question 20.
Define Natural Disasters.
Answer:
Natural disasters are natural phenomena that endanger life, property, and the environment.

Question 21.
Write some examples of natural disasters caused by human intervention.
Answer:
Human interventions such as unscientific agriculture, deforestation, building construction, unscientific mining activity, etc., cause natural calamities.

Question 22.
What are the government departments and systems functioning in Kerala for the prevention and mitigation of natural disasters?
Answer:
Kerala Revenue Disaster Management Department, State Disaster Management Authority, District Disaster Management Authority, Disaster Risk Analysis Cell, Land and Disaster Management Institute

Question 23.
What preparations can be made for disaster management and mitigation?
Answer:
Anticipate certain disasters with the help of modern technology, Ensure necessary measures for rescue operations, Rehabilitate the disaster victims In disaster-prone areas, issue warnings and take steps to create awareness and evacuate people, Set relief camps and plan for the provision of food, clothing, shelter, and medical care, Take steps to manage situations of disasters in future.

Know Our Land Class 5 Notes Pdf

• Three physiographical divisions of Kerala are the Highland, Midland and Coastal areas. Highland located about 75 meters above sea level and includes hills, mountains, and peaks.
• Midland is the area ranges from 7.5 meters to 75 meters above sea level.
• Coastal area has an altitude of up to 7.5 meters above sea level.
• There are two main rainy seasons in Kerala: Southwest Monsoon, or Kalavarsham and Northeast Monsoon or Thulavarsham.
• Kerala receives most of the rainfall during the southwest monsoon.
• Summer season in Kerala is from March to May.
• Laterite Soil, Red Soil, Alluvial Soil, Black Soil, Peat Soil and Forest Soil are the main soil types in Kerala.
• There are 44 rivers in Kerala which originate from the highlands.
• 3 rivers flow eastward, and 41 rivers flow westward in Kerala.
• The agriculture of each region is related to its physiography and climate.
• Soil, irrigation facilities and altitude from sea level also contribute to the cultivation.
• Fertile soil and abundant rainfall provide ideal conditions for a variety of crops in Kerala.
• Many of the festivals in Kerala are closely related to weather and topography.
• Kerala’s natural beauty and favourable climate make people’s lives easier. But sometimes, natural disasters and calamities occur.
• Kerala has a physiography with many ecologically vulnerable areas.
• Apart from the crises caused by human intervention, some natural calamities also harm the living world, such as Cyclones, Wildfires, Floods, Earthquakes, Tsunamis, Landslides, etc.
• Natural disasters are natural phenomena that endanger life, property, and the environment. Such natural calamities adversely affect humans and other living beings.
• Government departments and systems that work for the management and mitigation of natural disasters are the Kerala Revenue Disaster Management Department, State Disaster Management Authority, District Disaster Management Authority, Disaster Risk Analysis Cell, and Land and Disaster Management Institute.

By reviewing Kerala Syllabus 5th Standard Social Science Notes Pdf and Class 5 Social Science Chapter 7 Transport and Communication Systems Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 5 Social Science Chapter 7 Transport and Communication Systems Notes Questions and Answers

Class 5 Social Science Chapter 7 Question Answer Kerala Syllabus

Question 1.
Look at the news collage cited.

a) How could the heart be quickly transported to Kochi from Thiruvananthapuram?
b) In what ways would the coastal people have been alerted?
c) How were the flood relief activities coordinated quickly?
Answer:
a) By air ambulance, medical expertise and precautions
b) Social media and digital platforms, community-based communication
c) Through emergency video conference

Question 2.
This is a page from Neenu’s postal stamp album. Find out the vehicles that are featured on the stamps.

Answer:
The vehicles included in the stamps are palanquin, school rickshaw, cycle rickshaw, bus, double- decker bus and car.

Question 3.
Look at the pictures. What information can be obtained from these?

Answer:
Wheeled carts were pulled by humans
Wheeled carts were pulled using animals
Humans travelled in wheeled carts
In wheeled carts, people travelled and carried goods along with them

Question 4.
Draw pictures showing the progress of transportation from the wheel to the vehicle and conduct an exhibition in the class.
Answer:

Question 5.
Discuss and prepare notes regarding the changes in road transport.
Answer:
Road transport has changed greatly over the years. In the beginning, people relied on unpaved paths and animal-drawn carts. With the invention of motor vehicles in the late 19th century, roads were gradually paved to handle the new traffic, making travel faster and safer. Innovations like buses, trucks, and later highways transformed transportation, making it easier for people and goods to move across longer distances. Today, road transport is more efficient, with advanced vehicles, traffic management systems, and infrastructure designed to accommodate high-speed travel and large volumes of traffic.

Question 6.
Collect pictures of different vehicles and roads – old and new. Make an album and display in the class.
Answer:

Question 7.
Observe the pictures and write the characteristics of trains of different eras.

Answer:

1. The train carrying coal
2. A carriage dragged by horses along a special track
3. The coal cart used for the journey
4. Diesel-powered vehicle
5. Electric Train
6. Bullet train

Question 8.
Observe the transport map of Kerala given below.
a) List out the districts without rail transport in your notebook.
b) Which are the major ports in Kerala?
c) Write the names of districts where the international airports of Kerala are located.

Answer:
a) Idukki, Wayanad
b) Vizhinjam Harbour,Kochi
c) Thiruvananthapuram, Ernakulam, Kozhikode and Kannur

Question 9.
What could have been the circumstances that led humans to discover the mode of water transport?
Answer:

• The situation in which humans and animals are unable to cross water bodies
• For movement of goods

Question 10.
Which are the water transport vehicles you have travelled on?
Answer:
Boat, Wooden Raft, Ship, Water Metro

Question 11.
Prepare a chart showing the means and advantages of water transport.
Answer:
Means – Inland Transport and Maritime Transport
Advantages -Less expensive, low level of pollution

Question 12.
What are the consequences of an increased number of vehicles?
Answer:

• Increased traffic congestion
• Air pollution
• Noise pollution
• Health problems
• High traffic accidents
• Limited parking space reduces safety for pedestrians and bicyclists
• Financial liability
• Emergency services are disrupted

Question 13.
Organise a discussion in the class and prepare notes on the need to use public transport system.
Answer:
Using public transport is essential for several reasons. It helps reduce traffic congestion, which makes roads safer and travel times shorter. Public transport also lowers pollution by decreasing the number of private vehicles on the road, leading to cleaner air and a healthier environment. Additionally, it’s cost-effective, saving people money on fuel and vehicle maintenance. Public transport systems, like buses and trains, are more energy-efficient, which helps conserve resources. Overall, choosing public transport benefits individuals, communities, and the planet by promoting a more sustainable and efficient way of moving around.

Question 14.
Prepare a video showing the changes in communication with the help of the teacher.
Answer:
(Hint)

Question 15.
Discuss and prepare a report on the impact of information technology in our day to day life.
Answer:
Information technology has a major impact on our daily lives, making tasks faster, easier, and more convenient. With access to the internet and digital devices, we can communicate instantly with people worldwide, access vast information, and shop or work from home. It has transformed education, allowing online learning and access to resources. In healthcare, it enables better patient care through digital records and telemedicine. It also plays a role in entertainment, finance, and transportation, making life more connected and efficient. Overall, information technology has become an essential part of modern life, influencing almost every aspect of how we live and work.

Extended Activities

Question 1.
Organise a seminar about the changes that transport has brought about in human life.
Answer:
(Organize the seminar based on the hints given below)
Introduction: Start with a brief overview of how transportation has evolved
Key Themes to Cover :

• Historical Evolution of Transport
• Economic Impact
• Social and Cultural Changes
• Environmental Effects
• Technological Advances

Activities: Visual Presentation, Panel Discussion, Group Activity
Conclusion: Summarize the discussion, highlighting how transportation has revolutionised human life and continues to shape our world.

Question 2.
Enquire and make notes on job opportunities in the fields of transport and communication.
Answer:
The fields of transport and communication offer a wide range of job opportunities. In transport, there are roles in logistics, transportation planning, aviation, shipping, and public transit, with positions like drivers, pilots, logistics coordinators, and transport managers. Infrastructure roles, such as engineers and technicians, are also vital for building and maintaining roads, railways, and airports. In communication, job options include careers in telecommunications, media, broadcasting, and digital communication. Roles like network engineers, broadcasters, journalists, and digital marketers are in high demand. Both fields provide stable and diverse career paths due to their essential role in connecting people, goods, and information.

Question 3.
Make models of different types of vehicles and organise an exhibition in your school.
Answer:
(Make vehicles with available materials, such as a given model)

Class 5 Social Science Transport and Communication Systems Notes Questions and Answers

Question 1.
Define the term Vehicle.
Answer:
The term vehicle means “a device to carry.” Vehicles are mechanical, non-mechanical systems used for the movement of people and the transportation of goods.

Question 2.
In the olden days, what did humans use instead of vehicles?
Answer:
Instead of vehicles, animals like elephant, horse, bull and camel were used for transportation.

Question 3.
How were the first wheels made, and where?
Answer:
The first wheels in Mesopotamia were made from three thick planks joined together with copper nails, with leather straps to hold them together.

Question 4.
What does the word ‘Mesopotamia’ mean, and where was this civilisation located?
Answer:
The word ‘Mesopotamia’ means “land between two rivers,” referring to the area around present-day Iraq, between the Euphrates and Tigris rivers.

Question 5.
What led to the invention of vehicles?
Answer:
The invention of vehicles came from the need to overcome limitations like delays, difficulty in travel, and the inability to meet growing demands.

Question 6.
What are transport and communication systems used for?
Answer:
Transport and communication systems are the means of overcoming the physical distance among people. This is an effective system to connect people, considering the distance between them.

Question 7.
What are the main modes of Transport?
Answer:
Land Transport, Water Transport, Air Transport

Question 8.
What are some advantages of road transport?
Answer:
Less expensive, suited for short trips, Multipurpose Service

Question 9.
What role does road transport play in a country?
Answer:
Road transport plays an important role in ensuring the socio-economic growth of a country.

Question 10.
How did road transport evolve over time?
Answer:
Road transport began with single-track paths and mud paths in ancient times, later evolving to stone-paved paths, concrete roads, and tarred roads.

Question 11.
Who pioneered the modern type of road construction, and when?
Answer:
Scottish engineer J. L. McAdam pioneered the modern type of road construction around 1820.

Question 12.
Where and when was the world’s first railway track built?
Answer:
The world’s first railway track was built in 1825, connecting the cities of Stockton and Darlington in England.

Question 13.
Who built the first locomotive train engine, and what fuel was initially used to run it?
Answer:
George Stephenson built the first locomotive train engine in 1825 in Britain, using coal as fuel.

Question 14.
What is the difference between inland and maritime water transport?
Answer:
Before the advent of railways, inland water transport was the main mode of transport in India. Inland water transport developed in areas where there were plenty of rivers and backwaters. Later, canals were constructed for this purpose. In the past, international travel and goods transport were mostly dependant on maritime transport. The invention of sailing ships navigated with the help of wind, has improved maritime transport. That marked an increase in the number of voyages to other countries.

Question 15.
List out the advantages of water and air transport.
Answer:

Water Transport	Air Transport
Relatively less expensive	Fastest mode of transport
A low level of pollution	Used for national defence services
Foreign trade	Expansion of trade

Question 16.
Who invented the first successful airplane, and what was it called?
Answer:
The first successful airplane was built by the American brothers Orville Wright and Wilbur Wright. It was called the Flare-1 and took off on December 17, 1903, from North Carolina, USA.

Question 17.
What is communication?
Answer:
Communication is the transfer of information from one place or one person to another place/person.

Question 18.
Who were the first people to develop writing, and what was the name of their script?
Answer:
The Sumerians were the first to develop writing about 5000 years ago. Their script was called Cuneiform and was written on clay tablets.

Question 19.
Distinguish between Interpersonal communication and Mass communication, including examples.
Answer:

Interpersonal communication	Mass communication
It is the exchange of messages or ideas from one person to another.	It is the delivery of a message or idea to a large chunk of people.
Examples: Inland, Telegraph, E-mail	Examples: Newspapers, Radio, Seminar

Question 20.
What are the advanced communication systems that are used to take advantage of the potential of the Internet?
Answer:
Video Conferencing, E-Commerce, E-mail, Tele-Medicine.

Question 21.
Match the Surface with the Writing device.

The surface used to write	The writing device
Stone	Metal Stylus
Copper Plate	Stylus/Narayam
Palm leaves	Sharp Stone

Answer:

The surface used to write	The writing device
Stone	Sharp Stone
Copper Plate	Metal Stylus
Palm leaves	Stylus/Narayam

Question 22.
What invention made the transmission of news and messages easier, and who invented it?
Answer:
The invention of the printing press made the transmission of news and messages easier. It was invented by the Chinese and later improved by Gutenberg with the iron printing press.

Transport and Communication Systems Class 5 Notes Pdf

• Transport and communication systems are the means of overcoming the physical distance among people.
• The transportation system helps to move people or goods from one place to another.
• Communication involves transferring ideas or messages from one source to another.
• Land transport is the mode of transport on land.
• Single-track paths and mud paths were used for road transportation in ancient times.
• Rail Transport is the fastest mode of transport on land. The railway system was launched first in Britain.
• Water transport can be divided into two inland and maritime.
• Before the advent of railways, inland water transport was the main mode of transport in India.
• In the past, international travel and goods transport were mostly dependant on maritime transport.
• Air travel is a very useful mode of travel for long distances within and outside the country.
• Air Transport can be divided into National Airways and International Airways.
• Communication is the transfer of information from one place or one person to another place/person.
• The two modes of Communication are Interpersonal Communication and Mass Communication.

By reviewing Kerala Syllabus 5th Standard Social Science Notes Pdf and Class 5 Social Science Chapter 6 People by the People Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 5 Social Science Chapter 6 People by the People Notes Questions and Answers

Class 5 Social Science Chapter 6 Question Answer Kerala Syllabus

Manchadimala: The student parliament consisting of selected children of the panchayat as members attracted public attention. Many demands like the construction of footpaths, slabs cover to drains, controlling stray dog menace, installing street lights, devising garbage disposal schemes and making parks were raised in the Parliament. The Panchayat President inaugurated the meeting. The president assured that the demands put forward by the Student Friendly Parliament would be discussed in the next governing body meeting.

Question 1.
Did you notice the above newspaper report? What demands regarding the developmental activities of the Panchayat did the children raise in the Parliament?
Answer:

• Construction of footpaths
• Slabs to cover the drains
• Controlling stray dog menace
• Installing streetlights
• Plan for garbage disposal schemes
• Making parks

Question 2.
Discuss the developmental activities that need to be taken up in your school. Won’t you bring your demands to the attention of the teachers and try to implement them.
Answer:

• Promoting creativity and innovation
• Leadership opportunities
• Career guidance and counselling
• Extra-curricular activities
• Community service projects

Question 3.
A lot of developmental works must be going on in your area too. If so, who are the authorities that discuss and decide on such developmental activities?
Answer:
The important discussions and decisions are taken in the Grama Sabha / Ward Sabha of an area.

Question 4.
Prepare an ID Card with the names of different Local Self Government Institutions to which you belong. (Grama Panchayat, Block Panchayat, District Panchayat, Municipality/ Corporation)
Answer:

Question 5.

Have you noticed the map of Europe given above. Write down the two countries which are marked as A and B in the outline map.
Answer:
A-Greece
B-U.K. of Great Britain and Northern Ireland

Question 6.
Find more details about Greece and England with the help of your teacher.
Answer:
Greece is often regarded as the birthplace of democracy, particularly ancient Athens. In the 5th century BCE, Athens implemented a system of direct democracy where citizens directly participated in decision-making process. This Athenian democracy allowed citizens to vote on laws, policies, and public matters in the Athenian Assembly, serve on juries, and hold public office.
While Greece provided the foundational concepts of democracy, England’s evolution of democracy influenced modern representative democracies worldwide, including parliamentary systems like those in the UK and many Commonwealth countries. Both Greece and England have left lasting legacies in the development and practice of democratic governance.

Question 7.
Have you seen Grama SabhafWard Sabha meeting? What all issues are discussed there? Who are the participants in a Crama Sabha?
Answer:
Participants in a Grama Sabha usually include all registered voters in the village, giving them the opportunity to voice their concerns and provide feedback on local governance. The key issues discussed in these meetings typically revolve around village development, infrastructure, public services, health, education, agriculture, land disputes, and other important matters concerning the community.

Question 8.
Find out more information about Grama Sabba.
Answer:
Grama Sabha is the general assembly of all the people in a village, who have attained the age of 1.8 years, and their name is entered in the voters list. It seeks to develop programs for the village. It controls the funds received by the Grama Panchayat. The Grama Sabha is a key factor in making the Grama Panchayat to play its role and be responsible.

Question 9.
Can we directly participate in the proceedings of the Legislative Assembly? Who speaks for us there?
Answer:
As citizens, we do not have the ability to directly participate in the proceedings of the Legislative Assembly in the same manner as elected representatives. The system of representative democracy allow us to elect individuals to serve as our voice in these legislative bodies. These elected officials are tasked with representing• the interests and concerns of the people who voted for them. The individuals who speak for us in the Legislative Assembly are our elected representatives, including Members of Parliament, Members of Congress, Members of the Legislative Assembly,etc.

Question 10.
Which is your Legislative Assembly Constituency? Who is the Member of the Legislative Assembly (M LA) of your constituency?
Answer:
(Hints)
Legislative Assembly Constituency- (Write the name of your Legislature Assembly Constituency) Member of Legislative Assembly (MLA)- (Write the name of your MLA)

Question 11.
Complete the table by comparing direct democracy and indirect democracy.

Answer:

Direct Democracy	Indirect Democracy
. Possible in less populated countries.	• Exists in countries with a huge population.
. Also known as Participatory Democracy.	• Also known as Representative Democracy.
. People participate directly in administrative affairs.	• Citizens elect representatives to make decisions on their behalf.

Question 12.
Let’s find out more countries.

Look at the headlines given above. From these, find out the countries that have a democratic system of government. Add the names of more democratic countries to the list.
Answer:

• India
• Switzerland
• New Zealand
• Canada
• Sweden

Question 13.
Organise a discussion in your class on the characteristics of a Democratic system of government.
Answer:
(Hints)
The supreme power belongs to the people, free and fair elections, an opposition helping and improving the government through constructive criticism, an independent and impartial judiciary, independent media that helps to connect the people and the government, the rule of law ensures equality before law.

Question 14.
Have you got a chance to cast your vote in an election? How are votes cast in School Parliament elections? Your parents cast their votes in general elections. Don’t they?
Answer:
In School Parliament elections, students typically cast their votes through paper ballots. These elections serve as a valuable learning experience for students, providing them with a hands-on understanding of the democratic process and the importance of participating in decision-making. On the other hand, in general elections, my parents cast their votes to choose political representatives at the national or local level.

Question 15.
Why didn’t you get a chance to vote in the general election?
Answer:
Under 18-year-old child did not get a chance to vote in the general election due to legal age restrictions set by the government. The individuals below a certain age lack the maturity, life experience, and understanding necessary to make informed decisions that align with the best interests of the country as a whole.

Question 16.
Can anyone who completes 18 years of age cast vote?
Answer:
Other than a person completing 18 years, they should also have a citizenship in their state and a valid voter’s ID.

Question 17.

What bits of information are given on the notice board related to school parliament elections? List them.
Answer:

• Election Notification
• Verification and Scrutiny of Nomination
• Withdrawal of Notification
• Publication of Final list of Candidates
• Date of voting
• Counting of votes
• Declaration of results
• First meeting of School Parliament

Question 18.
Organise a model election in the class including various stages of election.
Answer:
(Hints)

• Allow interested candidates to submit their nominations
• Allocate a specific period to introduce the candidates.
• Set up polling booths with ballot papers and ballot boxes in an area where students can cast their votes secretly.
• Ensure each voter is properly identified before casting their vote to prevent fraud.
• Secure the ballot boxes until the end of the voting period.
• Conduct the counting process in public view.
• Once the counting is completed, announce the results in public.

Question 19.
Prepare strips containing information on different functions of election and keep them in a box. Divide the class into groups and choose a representative from each group. Each representative should select a strip from the box and lead a group discussion on the prescribed function of election. Then, develop a discussion paper and present it in the class.
Answer:
(Hints)

• Governments are formed
• All are represented
• Rulers are molded
• Strengthens democracy
• Educated voters

Question 20.

Look at the pictures given above. To what extent do these situations play a role in ensuring democracy? Discuss.
Answer:
School Assembly: A school assembly, where all students gather, symbolizes the democratic value of equality. It suggests that education is accessible to all, regardless of their background, and that everyone is given the opportunity to participate in communal activities and receive information. School Bus: Riding the school bus together teaches children about shared spaces, mutual respect, and cooperation. This collective experience mirrors the democratic practice of living in a society where public spaces and services are shared and respected.

Question 21.
Complete the check list given below. Find out how far we follow a democratic way of life.

Answer:

My opinion is considered while making important decisions at home.	Yes
Public places and public vehicles are kept clean.	Yes
I give my opinion when the destination for a study tour from school is chosen.	Yes
While travelling. I don’t behave in a manner that causes difficulty to fellow passengers.	Yes
I follow traffic rules.	Yes
I have the freedom to study subject that I like.	Yes
I do not throw garbage in public places	Yes

Extended Activities

Question 1.
Prepare a digital album by collecting pictures related to the election.
Answer:
(Hints)
Add images showing voters exercising their right to participate in the electoral process, candid shots of political candidates engaging with the public, images capturing the anticipation and energy on election day, collage of images reflecting the varied election processes and traditions around the world etc.

Question 2.
With the help of the teacher, prepare a questionnaire for interviewing the Ward Member/ Councillor and MLA to understand more about Grama Sabha/Ward Sabha and Assembly. Organise visits to Grama Sabha/Ward Sabha and Legislative Assembly.
Answer:
1. Can you explain the role of the Grama Sabha/Ward Sabha in local governance and decision- making process?
2. How often are Grama Sabha/Ward Sabha meetings held, and what are the key agenda items typically discussed during these meetings?
3. In your opinion, what are the major challenges faced in effectively conducting Grama Sabha/Ward Sabha meetings and ensuring meaningful engagement of residents?
4. Moving on to the assembly level, what role does the MLA play in representing the constituents at the State Legislative Assembly?
5. How do you ensure effective communication and coordination between the Grama Sabha/Ward Sabha and the MLA’s office to address local issues effectively?
6. Could you provide an example of a successful collaboration between the local governance bodies and the State Assembly that led to improvements in the community?

Question 3.
Organise a seminar based on the characteristics of a democracy.
Answer:
Seminar Title: “Exploring the Characteristics of a Democracy: A Comprehensive Analysis” Abstract: In this seminar we look into the fundamental characteristics of a democracy, examining its key components and discussing their relevance in modern society. Through in-depth exploration and interactive discussions, participants will gain a deeper understanding of the principles that underpin democratic governance and the importance of upholding these values in ensuring a growing and open society.
Include key Concepts such as Popular Sovereignty, Rule of Law, Political Plurality, Protection of Minority Rights, Accountability and Transparency.
Conclusion: The importance of upholding democratic values in a rapidly changing world.

Question 4.
Is the age limit to cast vote 18, in all countries? Find out the minimum age to vote in different countries.
Answer:
The minimum age to vote varies from country to country, with 18 years old being the most common
age requirement. Here are the minimum voting ages in different countries:
1. United States: 18 years old
2. United Kingdom: 18 years old
3. Canada: 18 years old
4. Australia: 18 years old
5. Brazil: 16 years old
6. Argentina: 16 years old
7. Austria: 16 years old
8. Ecuador: 16 years old
9. Malta: 16 years old
10. Cuba: 16 years old

Question 5.
Make a prototype of Electronic Voting Machine (EVM) in groups and demonstrate it in the Social Science Lab.
Answer:
(Hints)
Here is a step-by-step guide on how to make and demonstrate an EVM in a Social Science Lab setting:
1. Materials needed: Cardboard box or thick paper for the base, buttons or switches for voting options, LED lights or small screens for displaying results, wires, batteries, and a basic circuit board, glue, tape, and scissors for assembly, markers, or stickers for labelling.

2. Design and construction: Design the layout of the EVM on the cardboard base with labelled buttons for different voting options. Connect the buttons and LED lights to the circuit board using wires and soldering. Test the circuit to ensure that pressing a button lights up the corresponding LED. Secure all components using glue or tape to prevent them from moving during the demonstration.

Class 5 Social Science People by the People Notes Questions and Answers

Question 1.
What is Democracy?
Answer:
The system in which the people themselves or their elected representatives make decisions on administrative matters is called Democracy.

Question 2.
“Democracy is the government of the people, by the people, for the people”. – said by
a) Abraham Lincoln
b) Mahatma Gandhi
c) Amartya Sen
Answer:
a) Abraham Lincoln

Question 3.
“My notion of democracy is that under it the weakest should have the same opportunity as the strongest” – said by
a) Abraham Lincoln
b) Mahatma Gandhi
c) Amartya Sen
Answer:
b) Mahatma Gandhi

Question 4.
What is included in the Local Self-Government Institutions?
Answer:
The Local Self-Government Institutions include the Three-tier Panchayat systems such as Grama Panchayat, Block Panchayat and District Panchayat in rural areas and Municipalities and Corporations in urban areas.

Question 5.
The English word democracy is derived from the
a) French word
b) Greek word
c) Latin word
Answer:
b) Greek word

Question 6.
Which two Greek words form the word Democracy? What does it mean?
Answer:
The word Democracy is derived from the Greek words demos (people) and kratos (power or rule) which means Power of People or Rule of People.

Question 7.
How did Athens in ancient Greece influence the development of Democracy?
Answer:
Although not all classes were included, Athens played a crucial role in shaping the concept of Democracy with its early form of citizen participation in decision-making.

Question 8.
What role did England play in the evolution of Democracy as we know it today?
Answer:
England, as part of the United Kingdom, laid the foundation for today’s concept of democracy with the development of systems such as election, representative government, and parliament.

Question 9.
What is Grama Sabha?
Answer:

• Grama Sabhas are platforms where all the people get a chance to participate and take decisions in the administrative and developmental processes of a locality.
• All the people whose names are included in the electoral roll of each ward of a Grama Panchayat are its members. In urban areas these are known as Ward Sabhas.

Question 10.
Which are the two types of Democracy?
Answer:
Direct/ Participatory Democracy and Indirect/ Representative Democracy

Question 11.
Explain Kerala Legislative Assembly.
Answer:

• Kerala Legislative Assembly is the legislative or law-making body of the State of Kerala.
• Its headquarters is in Thiruvananthapuram. Travancore Legislative Council, established in 1888, Sree Moolam Praja Sabha, established in 1904 and Thiru-Kochi Legislative Assembly of 1949 were the pioneers of the Kerala Legislative Assembly.
• The first session of the Kerala Legislative Assembly was held on 27^th April .1957. 27^th April of every year is observed as Legislative Assembly Day.

Question 12.
What are the Characteristics of Democracy?
Answer:

Question 13.
What are the stages of Election?
Answer:

Question 14.
Write the functions of Election.
Answer:

Question 15.
How are the members of the Election Commission of India appointed, and what is their role in overseeing elections?
Answer:
The three members of the Election Commission of India including the Chief Election Commissioner, are appointed by the President of India. Their primary responsibility is to oversee the conduct of elections at various levels and to ensure that the electoral process is conducted in a transparent and impartial manner.

Question 16.
What is the significance of the Election Commission of India in ensuring democratic processes in the country?
Answer:
The Election Commission of India plays a crucial role in conducting free and fair elections for the President, Vice President, Members of Parliament, and State Legislatures, thereby upholding the principles of democracy and ensuring transparency and integrity in the electoral process.

Question 17.
What are the chief characteristics of a democratic society?
Answer:
The chief characteristics of a democratic society is that it provides the freedom to choose one’s food, clothing, profession, and the liberty to express one’s opinions.

Question 18.
How democracy becomes meaningful?
Answer:
Democracy becomes meaningful when equal status, equal opportunity and equal rights are provided to all resources.

Question 19.
What are some key benefits of implementing a democracy in schools?
Answer:
Implementing a democracy in schools promotes student engagement, critical thinking skills, and a sense of ownership over their education, which leads to improved academic performance and overall well-being.

Question 20.
How can education be utilized to cultivate a culture that embraces democracy as a way of life?
Answer:
Education can be utilized to cultivate a culture that embraces democracy as a way of life by teaching critical thinking skills, promoting civic literacy, and fixing values of respect, tolerance, and social responsibility in future generations.

Question 21.
a) What role does the Grama Sabha/Ward Sabha play in the local self-government system?
b) How does the involvement of people in the administrative decisions through local self- government institutions contribute to democracy?
Answer:
a) Grama Sabha/Ward Sabha allows people to directly engage in administrative matters through decision-making processes within the local community, empowering them within the democratic framework.

b) By participating in discussions and making decisions at the Grama Sabha/Ward Sabha level, individuals or their elected representatives actively contribute to the democratic process by collectively shaping and implementing policies that directly impact their community.

Question 22.
Which are the two countries have special features regarding the origin of democracy?
Answer:
Greece and England

Question 23.
Write the views of great men on democracy.
Answer:
1. “Democracy can only endure when it’s bigger than just one person.” – Barak Obama
2. “No government can long be secure without formidable opposition.” – Benjamin Disraeli
3. “Democracy cannot succeed unless those who express their choice are prepared to choose wisely.
The real safeguard of democracy, therefore, is education.” -Franklin D Roosevelt
4. “This must be a world of democracy and respect for human rights.” – Nelson Mandela

Question 24.
a) What are the main components of the Three-Tier Panchayat System in rural areas?
b) How do Grama Panchayats differ from Block Panchayats and District Panchayats in terms of functions and responsibilities?
Answer:
a) Grama Panchayat, Block Panchayat, and District Panchayat.
b) Grama Panchayats are responsible for local issues such as sanitation, primary education, maintenance of community assets, and social welfare programs tailored to the village’s specific needs. Block Panchayats are responsible for facilitating communication between Grama Panchayats and higher tiers of governance, resource mobilization, and monitoring the. implementation of various rural development programs. District Panchayats are responsible for supervising and coordinating the activities of Grama Panchayats and Block Panchayats within their territorial boundaries.

Question 25.
a) All people cannot participate in Grama Sabha/Ward Sabha. Who are eligible to participate in Grama Sabha/Ward Sabha?
b) Write any three characteristics of democracy?
Answer:
a) Every Voter in a ward can participate in the Grama Sabha / Ward Sabha. They have an opportunity to express their opinions in discussions.
b) The supreme power belongs to the people
The rule of law ensures equality before law
Free and Fair elections

Question 26.
a) How many times should the Grama Sabha meet in a year?
b) Who is the Chairman of Grama Sabha?
Answer:
a) Grama Sabha should meet once in three months.
b) Grama panchayat President

Question 27.
a) What is the purpose of a Grama Sabha?
b) How are decisions made within a Grama Sabha?
Answer:
a) The primary purpose of a Grama Sabha is to provide a platform for villagers to participate in local governance, discuss issues affecting their community, and make decisions collectively.
b) Decisions in a Grama Sabha are usually reached through discussions, debates, and consensus- building among the members present, ensuring a democratic and participatory process.

Question 28.
a) What is direct democracy and how does it differ from indirect democracy?
b) What are the advantages of direct democracy?
c) How does indirect democracy promote efficiency in governance?
Answer:
a) Direct Democracy or Participatory Democracy is a form of government in which the people participate directly in the administrative affairs, whereas in indirect democracy, representatives are elected by the people to make decisions on their behalf.

b) Direct democracy allows for greater citizen engagement, transparency in decision-making, and
ensures that the will of the majority is directly reflected in policy decisions.

c) Indirect democracy facilitates more efficient decision-making processes by delegating authority to elected officials who have the time, resources, and expertise to analyze complex issues and make informed decisions on behalf of the population.

Question 29.
15th Election to the Kerala Legislative Assembly was held on April 6th, 2021.
a) Given below are the stages that must be followed during the election process in the correct order.
Submission of nomination
Counting of votes and declaration of results
Issue of election notification
Polling
Withdrawal of nomination
Scrutiny of nomination
Stages of Election
Issue of election notification
Polling
b) What is the age to attain adult franchise for an Indian citizen?
Answer:
a) Stages of election
Issue of election notification
Submission of notification
Scrutiny of Nomination
Withdrawal of Nomination
Polling
Counting of votes and declaration of results
b) 18 years

Question 30.
a) Which is the basic feature of democracy?
b) Who is a voter?
Answer:
a) Election is the basic feature of democracy.
b) Any citizen attains the age of 18 years has the right to vote in elections, such persons are called voters.

Question 31.
a) What is the first stage of an election process?
b) Why is the campaigning stage crucial in an election process?
c) What role do polling stations play in the final stage of an election?
Answer:
a) The first stage of an election typically involves nomination of candidates by political parties or individuals.
b) Campaigning is crucial as it allows candidates to communicate their policies, engage with voters, and persuade them to support their candidacy.
c) Polling stations play a critical role in the final stage of an election by providing a designated place for voters to cast their ballots and contribute to the democratic process.

Question 32.
Fill in the blanks.

Answer:
a) All are represented
b) Rulers are molded
c) Educated voters

Question 33.
a) Democracy is a way of life. Discuss.
b) Write some undemocratic activities?
Answer:
a) As a way of life, democracy upholds human values and individual liberty. Respecting opinions of others is a part of democratic life. An individual has the right to agree or disagree with the opinion of others. Democracy becomes meaningful when we can form collective decisions. We should be able to adopt the democratic way of life at home, in school and in society.

b)

• Destroying public property
• Smoking in public
• Disposal of waste in public places
• Harming the environment
• Terrorism

Question 34.
a) How is the class captain elected?
b) What is democratic attitude?
Answer:
a) Based on the opinions of the majority the class captain is elected.
b) A Democratic attitude means taking decisions based on majority’s opinions and showing respect to that decision:

People by the People Class 5 Notes Pdf

• Through Local Self-Government organisations, the public is directly involved in administrative affairs.
• In a democracy, the people have the power to choose their representatives through the voting process.
• The Local Self-Government Institutions include the Three-tier Panchayat systems.
• The term democracy is derived from the Greek words ‘demos’ and ‘krato’.
• Greece and England have special features regarding the origin of democracy.
• Grama Sabha is a meeting of all adults who live in the area covered by Panchayat. This could be only one village or a few villages.
• Direct democracy is a form of democracy where people make law and decide their execution by holding a mass meeting.
• Indirect democracy is a form of democracy where people elect representatives by voting and assigns them powers of decision making.
• Kerala Legislative Assembly is the legislative or law-making body of the State of Kerala.
• The first session of the Kerala Legislative Assembly was held on 27th April 1957.
• 27th April of every year is observed as Legislative Assembly Day.
• Indian citizens aged 18 and above can enroll themselves in voters list.
• The basic feature of democracy is election.
• Election is the process through which rulers are elected in a democratic system.
• Democracy upholds human values and individual liberty.
• By considering children’s opinions and interests, ensures equal opportunities and equality for them.
• Maintaining cleanliness, respecting others’ interests, and obeying public rules follows a democratic lifestyle.

By reviewing Kerala Syllabus 5th Standard Social Science Notes Pdf and Class 5 Social Science Chapter 5 Let’s Draw and Read Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 5 Social Science Chapter 5 Let’s Draw and Read Notes Questions and Answers

Class 5 Social Science Chapter 5 Question Answer Kerala Syllabus

Question 1.
Aji has come to participate in the Kerala School Arts Festival being held in Thrissur district. His family is also with him. Given below is the layout of the venue with them.

i. In which direction should Aji go to reach the venue quickly, from the Programme Committee Office’?
ii. Find where the dining hail is, by checking the layout?
iii. In which direction should one travel from Govt HSS Thrissur to reach the dining hall?
Answer:
i. Go straight towards the Northern direction and turn right towards the East.
ii. West
iii. West

Question 2.
Haven’t you seen the layout maps showing the location of buildings, displayed in front of some institutions? Are such layouts made only to understand the direction?
Answer:
Yes the layout maps displayed in front of institutions like universities. hospitals, shopping malls, and large office complexes. But These layout maps serve several important purposes beyond simply understanding directions, such as safety and emergency planning, finding out the important infrastructure in the building and so on.

Question 3.
How about making a sketch of your classroom?
Answer:

i. In which direction is the door of the classroom?
ii. Where are the windows located?
iii. Where is the Blackboard/Whiteboard fixed?
Answer:
i. East
ii. West
iii. North

Question 4.

Aji is standing near his house facing the rising sun.
i. In which direction is Aji facing?
ii. To which direction has Aji stretched out his right hand? What about his left hand?
iii. Which direction is indicated by Aji’s shadow?
Answer:
i. East
ii. Right Hand – North, Left Hand – South
iii. West

Question 5.

i. In which direction is Aji facing in this Picture?
ii. To which direction is Aji’s right hand stretched out? What about his left hand?
iii. Which direction does Aji’s shadow indicate?
iv. Which is the direction opposite to the direction that Aji faces?
Answer:
i. West
ii. Right Hand – North, Left Hand – South
iii. West
iv. East

Question 6.
What are the things that we should pay attention to while drawing the sketch on a paper or in a book based on the direction?
Answer:
North, South, East, West of the particular sketch, important institutions, landmarks, Emergency Exit areas etc.

Question 7.
Find out the north direction of your classroom. Now, put any symbol indicating direction as shown below on the top right side of the paper in which you prepare the sketch of your classroom.

Answer:

Question 8.
Haven’t you completed the sketch? Prepare an index for things such as windows, door, table etc. as given below and include it in the outline.
D. Door
T. Table
W. Window
B.B Blackboard
WB. Whiteboard
B. Bench
C. Chair
Answer:

Question 9.
The sketch of Aji’s school is given below.
Observe the sketch and complete the table.

Answer:

To which direction of the basketball court is the office building located?	East
To which direction of the basketball court is the entrance of the school located?	South
To which direction of the toilet complex are the library and reading room located?	South
To which direction of the building with the store room is the kitchen located?	North
To which direction should one move from the auditorium to exit through the entrance gate?	South

Question 10.
Haven’t you marked the position of the bench, desk, and blackboard/whiteboard in your classroom on the sketch? How do you tell where you sit in the classroom?
Answer:

• Second on the first bench
• First on the last bench
• Third on the second bench
• Fourth on the first bench

Question 11.
Observe the Figure given below. Write down the position of the house on the ball.

Answer:
House lies between horizontal Lines D and E, Vertical Lines 2 and 3

Question 12.
Check out the titles given to the different maps in the Social Science lab of your school.
Answer:

Question 13.
List the coastal districts to the north of Thrissur and the ones to the south of Thrissur.
Answer:
Coastal districts to the north of Thrissur – Malappuram, Kozhikode, Kannur, Kasargod
Coastal districts to the South of Thrissur – Ernakulam, Alappuzha, Kollam, Thiruvananthapuram

Question 14.
Which state lies to the east of Kerala?
Answer:
Tamil Nadu

Question 15.
Which colour is used to represent water bodies in the globe and the maps?
Answer:
Blue Colour

Question 16.
Exmine the map of kerala and find and Draw the symbols indicating features of the earth’s surface in the given table.
Answer:

Question 17.
Observe the map of Kerala in the Social Science lab of your school and complete the worksheet.

Answer:

The southern most district of Kerala	Thiruvananthapuram
The northern most district of Kerala	Kasaragod
The district which shares its border with two states	Wayanad
The direction in which the Bharatapuzha flows	From east to west
Direction of railway line from Kasaragod to Thiruvananthapuram	From North to South
The neighbouring states of Kerala	Karnataka and Tamil Nadu

Question 18.
Prepare district ID cards and display them in the classroom.
Answer:
Prepare district ID cards as per the sample given below :

Name of the district: Ernakulam Neighbouring Districts: Thrissur, Idukki, Alappuzha, Kottayam Location: The eastern part of kochi city is mainly known as Ernakulam, While the westren part of it after the Venduruthy Bridge is Called as Western kochi Airport: Cochin International Airport Other Features; Ancient Churches, Temples, Synagogues, Mosque and Rivers etc

Question 19.
Kerala is a state in India. Do you know how many states and union territories are there in India?
Answer:
28 states and 8 Union territories

Question 20.
Prepare a list of the states, their capitals and union territories of India.
Answer:

States	Capital	Union Territories
Andhra Pradesh	Amaravati	Andaman and Nicobar Islands
Arunachal Pradesh	Itanagar	Chhattisgarh
Assam	Dispur	Dadra and Nagar Haveli and Daman and Diu
Bihar	Patna	Delhi
Chandigarh	Raipur	Lakshadweep
Goa	Panaji	Puducherry
Gujarat	Gandhinagar	Jammu and Kashmir
Haryana	Chandigarh	Ladakh
Himachal Pradesh	Shimla
Jharkhand	Ranchi
Karnataka	Bangalore
Kerala	Thiruvananthapuram
Madhya Pradesh	Bhopal
Maharashtra	Mumbai
Manipur	Imphal
Meghalaya	Shillong
Mizoram	Aizawl
Nagaland	Kohima
Odisha	Bhubaneshwar
Punjab	Chandigarh
Rajasthan	Jaipur
Sikkim	Gangtok
Tamil Nadu	Chennai
Telangana	Hyderabad
Tripura	Agartala
Uttarakhand	Dehradun
Uttar Pradesh	Lucknow
West Bengal	Kolkata

Question 21.
Complete the table given below by observing the map of India showing borders, states, union territories, neighbouring countries, etc.

Answer:

Hint	Facts
The sea to the east of India	Bay of Bengal
The sea to the west of India	Arabian Sea
The capital of India	New Delhi
The northernmost Union Territory of India	Ladakh
In which part of India is Arunachal Pradesh situated?	Northeast
The neighbouring country to the south of India	Sri Lanka and Maldives
The southernmost union territory of India	Andaman and Nicobar Islands
Neighbouring countries of India	Pakistan Afghanistan China Nepal Bhutan, Bangladesh

Question 22.
Strips with names of Indian states are deposited in a box. Students can form group of three. One from each group can draw a strip from the box. Prepare a note with the help of Atlas and Map about the state mentioned in the strip. What information can be included in the note?
Answer:

• Name of the state
• Capital
• Neighbouring countries
• Neighbouring states
• Major cities
• Major Rivers
• Culture
• Art forms

Question 23.
Through which oceans did Vasco da Gama make his voyage and reach India from Europe? Find these oceans by observing the world map given below.

Answer:
Atlantic Ocean, Arctic Ocean, Indian Ocean
i. Which are the other oceans?
ii. Are all these oceans lying close to each other?
iii. Observe the globe and find out the largest ocean.
Answer:
i. Pacific Ocean, Southern Ocean
ii. No
iii. Pacific Ocean

Question 24.
Observe the given map and globe to identify the continents.

Answer:
Asia, Africa, North America, South America, Antarctica, Europe, and Australia

Question 25.
Which continent is our country, India a part of?
Answer:
Asia

Question 26.
Most of the continents are surrounded by oceans. Which continents are surrounded by oceans?
Answer:
Antarctica and Australia

Question 27.
Observe the given world map. The colours of the respective continents are given. Now, give the corresponding colours of the continents to their images in the map. After giving the colour add the name of the continents also.

Answer:

Question 28.
Complete the worksheet with the help of an Atlas and a World Map.

Answer:

Worksheet
Features	Continent
Continents found to the west of the Atlantic Ocean	North America, South America
Continent to the east of the Indian Ocean	Australia
The largest continent	Asia
The continent found between the Atlantic Ocean and the Indian Ocean	Africa

Question 29.
Identify and name the Continents

Answer:
A – South America
B – North America
C- Asia
D – Africa
E – Australia
F-Europe
G – Antarctica

Question 30.
Prepare an ID card of Continents.
Answer:

Extended Activities

Question 1.
Prepare a sketch of your school with the help of your teacher. Organise an exhibition of the sketches you prepared.
Answer:
(Hints)

Question 2.
Observe the map of Kerala and List out the major tourist destinations. By using the posibilities of internet, find out the fastest route and distance from your current location to the tourist spots you want to visit.
Answer:

Districts	Tourist Destination
Thiruvananthapuram	Varkala Beach
Kollam	Sasthamkotta Lake
Pathanamthitta	Gavi
Alappuzha	Kuttanad Backwaters
Kottayam	Kumarakom
Idukki	Eravikulam National Park
Ernakulam	Cherai Beach
Thrissur	Athirappilly Waterfalls
Palakkad	Silent Valley National Park
Malappuram	Kadalundi bird Sanctuary
Kozhikode	Kappad Beach
Wayanad	Edakkal Caves
Kannur	Fort St.Angelos
Kasaragod	Bekal Fort

Hints: Find fastest route and distance to your favourite tourist spot by using google map

Question 3.
Draw the sketch of India on a chart. Mark states, capitals and union territories. Give different colours to states and union territories. Display the prepared charts in the class.
Answer:

Question 4.
Organise ‘Kerala-Map Reading Quiz Competition’ with the help of digital technology as part of Kerala Day celebrations on 1st November. What topics can be included in the quiz?
Answer:

• Tourist destinations
• Rivers
• Ports
• Lakes
• Airports
• Places of historical importance
• Celebrations
• Districts
• National parks

Class 5 Social Science Let’s Draw and Read Notes Questions and Answers

Question 1.
Define direction.
Answer:
Direction is the particular way to get from one place to another.

Question 2.
Which instrument is used to find Direction?
Answer:
Compass

Question 3.
The direction from where the sun rises to be the ………..
Answer:
East

Question 4.
What is a Globe?
Answer:
Globe is a Spherical model of the Earth.

Question 5.
How does the equator divide the globe?
Answer:
The equator divides the globe into two hemispheres: the Northern Hemisphere and the Southern Hemisphere.

Question 6.
What are the lines drawn parallel to the equator called?
Answer:
The lines drawn parallel to the equator are called latitude lines.

Question 7.
How is the location of a place on Earth determined?
Answer:
Based on these imaginary lines of latitude and longitude.

Question 8.
What are the lines drawn perpendicular to the lines of latitude called?
Answer:
Longitudinal lines or meridians.

Question 9.
What is a map?
Answer:
A Map is a symbolic representation of selected characteristics of a place. usually drawn on a flat surface.

Question 10.
Maps are used in which fields?
Answer:
Different types of maps are used in fields such as geographical studies, defence, tourism, administration, and transport.

Question 11.
Which are the essential elements of a map?
Answer:
Title, Direction, Index

Question 12.
Which are the four major directions?
Answer:
North, South, East, West

Question 13.
What is Continents?
Answer:
Vast stretches of landmasses are called continents

Question 14.
Which tools can be used to find direction, and what is the significance of the direction from where the sun rises?
Answer:
Tools that can be used to find directions include a compass and mobile apps. The direction from where the sun rises is significant because it indicates the east.

Question 15.
How are directions indicated on a map?
Answer:
Directions on a map are usually indicated with a sign showing the north direction, typically seen at the top of wall maps. The bottom of the map points to the south, the right side points to the west, and the left side points to the east. (perspective of wall map)

Question 16.
What is the difference between a sketch and a plan?
Answer:
Plans are prepared based on exact measurements. However, sketches may not have exact measurements.

Question 17.
What is a globe, and what is the name of the line that divides it into two hemispheres?
Answer:
A globe is a spherical model of the Earth. The line that divides it into two hemispheres is called the equator.

Question 18.
Which are the lines that are drawn above and below the equator, and which are the semicircular lines that intersect these lines called?
Answer:
The lines drawn above and below the equator are called latitudes. The semicircular lines that intersect these lines are called longitudinal lines.

Question 19.
What are the essential elements of a map, and what does each element represent?
Answer:
The essential elements of a map include:

• Title: Given at the top of the map, it refers to the content of the map.
• Direction: Includes North, South, East, and West, which can be found using a magnetic compass.
• Index: Helps identify features on the map using different colours to represent various features of the Earth’s surface.

Question 20.
What do you mean by continents, and which are the seven continents?
Answer:
Continents are vast stretches of landmasses. The seven continents are Asia, Africa, North America, South America, Antarctica, Europe, and Australia.

Question 21.
Differentiate between Globe and Map.
Answer:
A globe is a spherical model of the earth. A Map is a symbolic representation of selected characteristics of a place, usually drawn on a flat surface.

Question 22.
Identify A, B, and C marked on the given globe.

Answer:
A- Latitudes
B- Equator
C- Longitudes

Question 7.
Complete the Table

Answer:
a) Airport
b) —————–
c) District headquarters

Std 5 Social Science Let’s Draw and Read Notes

This chapter provides detailed information on the maps and globes, essential tools for understanding our planet. Begins by learning about directions North. South. East, and West and their importance in navigation. The globe, a spherical model of the Earth, and understand how the equator divides it into the Northern and Southern Hemispheres. Maps provide a flat, symbolic representation of various places and are used in fields like geography. tourism, and disaster management. Also covers the essential elements of a map, including the title, direction, and index. which help us interpret the information shown. Additionally, it explains the seven continents Asia. Africa, North America. South America, Antarctic Europe, and Australia and their significance.

Direction

• Direction is the particular way to get from one place to another.
• The direction from where the sun rises to be the east.
• A compass is commonly used to find the direction.
• A map will usually have a sign indicating the direction.
• A sign indicating the north direction can be seen at the top of the wall maps.
• The bottom of the map points to the south, the right side of the map points to the west, and the left side to the east.(perspective of map)

Globe

• A Globe is a Spherical model of the Earth.
• The line in the centre of the globe is the equator.
• This line divides the globe into two hemispheres namely Northern Hemisphere and Southern hemisphere.
• The lines drawn above and below parallel to the equator are called latitude.
• Semicircular lines drawn perpendicular to the lines of latitudes are longitudinal lines.

Map

• A Map is a symbolic representation of selected characteristics of a place, usually drawn on a flat surface.
• Different types of maps are used in fields such as geographical studies, defence, tourism, administration and transport.
• Essential Elements of a Map:
  • Title – It refers to the Content of the Map.
  • Direction – North, South, East and West are the four major directions.
• Index – The index helps to identy the features of the map.
• Vast stretches of landmasses are called Continents.
• Asia, Africa, North America, South America, Antarctica, Europe, and Australia are the Seven Continents.

Direction

• Direction is the particular way to get from one place to another.
• A sketch and plan are prepared while constructing a new house or building.
• While preparing the plan of buildings. it also Includes exact measurements. But when sketches are prepared, measurements may not be exact.
• The direction from where the sun rises to be the east.
• A compass is commonly used to find the direction. Nowadays, also use mobile apps to find direction.
• A map will usually have a sign indicating the direction.
• A sign indicating the north direction can be seen at the top of the wall maps.
• The bottom of the map points to the south; the right side of the map points to the west, and the left side to the east. (perspective of Map)
• Symbols commonly used to indicate direction on maps are:
  

Globe

• A Globe is a Spherical model of the Earth.
• The line in the centre of the globe is the equator.
• This line divides the globe into two hemispheres namely Northern Hemisphere and Southern Hemisphere.
• The Lines drawn above and below parallel to the equator are called latitude.
• Semicircular lines drawn perpendicular to the lines of latitudes or latitudinal lines are longitudinal lines.
• The location of a place on the earth is determined based on these imaginary lines.
  

Map

• A Map is a symbolic representation of selected characteristics of a place. usually drawn on a flat surface.
• Different types of maps are used in fields such as geographical studies, defence, tourism, administration and transport.
• When natural disasters like floods. landslides and other catastrophic events occur, maps and route maps are used to reach quickly in such areas and engage in relief operations.
• Map reading has become an essential factor to build up human life in the modern world.
• For Example, a World Map Contains different Continents which include Countries, States, Districts and so on.
  +

Essential Elements of a Map
1. Title

• The title is generally given at the top of the Map
• It refers to the Content of the Map.
  

2. Direction

• North. South, East and Vest are the four major directions.
• A Magnetic Compass ¡s an instrument to find out directions.
  

3. Index

• Index helps to identify the features of the map.
• Different colours are used to represent the features of the earths surface on maps.
• Some important Index seen in the map are:
  

Continents

• Vast stretches of Iandmasses are called continents.
• Asia, Africa, North America, South America, Antarctica, Europe, and Australia are the Seven Continents.
  

Let’s Draw and Read Class 5 Notes Pdf

• Direction is the particular way to get from one place to another.
• While preparing the plan of buildings, it also includes exact measurements. But when sketches are prepared, measurements may not be exact.
• The direction from where the sun rises to be the east.
• A compass is commonly used to find the direction. Nowadays, also use mobile apps to find direction.
• A map will usually have a sign indicating the direction.
• A sign indicating the north direction can be seen at the top of the wall maps.
• The bottom of the map points to the south; the right side of the map points to the west, and the left side to the east.
• A Globe is a Spherical model of the Earth.
• The line in the centre of the globe is the equator.
• This line divides the globe into two hemispheres namely Northern Hemisphere and Southern Hemisphere.
• The lines drawn above and below parallel to the equator are called latitude.
• Semicircular lines drawn perpendicular to the lines of latitudes or latitudinal lines are longitudinal lines.
• The location of a place on the earth is determined based on these imaginary lines.
• A Map is a symbolic representation of selected characteristics of a place, usually drawn on a flat surface.
• Different types of maps are used in fields such as geographical studies, defence, tourism, administration and transport.
• When natural disasters like floods, landslides and other catastrophic events occur, maps and route maps are used to reach quickly in such areas and engage in relief operations.
  Essential Elements of a Map :
• Title -The title is generally given at the top of the Map and It refers to the Content of the Map.
• Direction North, South, East and West are the four major directions. A Magnetic Compass is an instrument to find out directions.
• Index – Index helps to identify the features of the map. Different colours are used to represent the features of the earth’s surface on maps.
• Vast stretches of landmasses are called Continents.
• Asia, Africa, North America, South America, Antarctica, Europe, and Australia are the Seven Continents.

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

We hope the given Std 5 Basic Science Notes Pdf English Medium Kerala Syllabus of Basic Science for Class 5 Questions and Answers will help you. If you have any queries regarding Kerala Syllabus 5th Standard Basic Science Notes Pdf of SCERT Class 5 Basic Science Solutions, drop a comment below and we will get back to you at the earliest.

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

SCERT Class 5 Social Science Solutions

Class 5 Social Science Notes Kerala Syllabus

5th Standard Social Science Notes Pdf in English Medium Part 1

• Chapter 1 Peeli’s Village Class 5 Notes
• Chapter 2 Food and Human Class 5 Notes
• Chapter 3 Diverse Employments Class 5 Notes
• Chapter 4 Clothing through the Ages Class 5 Notes
• Chapter 5 Let’s Draw and Read Class 5 Notes
• Chapter 6 People by the People Class 5 Notes

State Syllabus Class 5 Social Science Notes Pdf Part 2

• Chapter 7 Transport and Communication Systems Class 5 Notes
• Chapter 8 Know Our Land Class 5 Notes
• Chapter 9 Towards Equality Class 5 Notes
• Chapter 10 Wonders in the Sky and Splendours on the Earth Class 5 Notes
• Chapter 11 The Law and The Society Class 5 Notes

Std 5 Social Science Notes Pdf Malayalam Medium

Std 5 Social Science Notes Pdf Malayalam Medium Download Part 1

• Chapter 1 പീലിയുടെ ഗ്രാമം Notes
• Chapter 2 ഭക്ഷണവും മനുഷ്യരും Notes
• Chapter 3 തൊഴിൽ വൈവിധ്യങ്ങൾ Notes
• Chapter 4 വസ്ത്രത്തിന്റെ നാൾവഴികൾ Notes
• Chapter 5 വരയ്ക്കാം വായിക്കാം Notes
• Chapter 6 ജനങ്ങൾ ജനങ്ങളാൽ Notes

SCERT Class 5 Social Science Notes Pdf Malayalam Medium Part 2

• Chapter 7 ഗതാഗത ആശയവിനിമയ സംവിധാനങ്ങൾ Notes
• Chapter 8 നാടറിയാം Notes
• Chapter 9 തുല്യതയിലേക്ക് Notes
• Chapter 10 വിണ്ണിലെ വിസ്മയങ്ങളും മണ്ണിലെ വിശേഷങ്ങളും Notes
• Chapter 11 നിയമവും സമൂഹവും Notes

We hope the given Kerala SCERT Class 5 Social Science Question Answer, 5th Standard Social Science Notes State Syllabus will help you. If you have any queries regarding Kerala Syllabus 5th Standard Social Science Notes Pdf English Medium Malayalam Medium Part 1 & 2, drop a comment below and we will get back to you at the earliest.