Class 5

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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

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• 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
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By reviewing Kerala Syllabus 5th Standard Social Science Notes Pdf and Class 5 Social Science Chapter 2 Food and Human Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 5 Social Science Chapter 2 Food and Human Notes Questions and Answers

Class 5 Social Science Chapter 2 Question Answer Kerala Syllabus

Question 1.
Look at the pictures given.

The pictures given above indicate the different methods of obtaining food by early humans. What details do you understand from these pictures about the obtaining of food of early humans?
Answer:

• They gathered food.
• Fishing
• Hunting
• Stones and sticks were used as tools
• Hunted in groups.

Question 2.
What might be the food items they had obtained through hunting and gathering?
Answer:

• Fruits and vegetables
• Roots and tubers
• Fish
• Edible leaves
• Animal flesh. etc.

Question 3.
What were the possible conditions that forced early humans to find other ways to obtain food?
Answer:

• Scarcity of food.
• Rise in population
• Environmental changes
• Climate change
• There was no food storage system.

Question 4.
What were the changes brought about in human life following the domestication of animals and plants? how did they rear plants?
Answer:
The domestication of plants and animals around 10,000 years ago was a major turning point in human history. Hunter-gatherers constantly moved to find food. With domestication, humans could cultivate reliable food sources and raise animals for meat and milk. This allowed them to settle in permanent locations, building villages and fostering the development of civilizations.

Early plant cultivation involved selective breeding. People would save seeds from the plants with the most desirable traits, like larger fruit or higher yields, and plant them the following season. Over
time, this led to the development of entirely new varieties of plants better suited for human consumption.

Question 5.
What advantages might they have had by settling near the agricultural sites?
Answer:

• They could protect the agricultural sites
• There was no need to wander around in search of food
• Availability of food items increased
• Got more time to rest
• Availability of water
• Favourable environment
• Being able to take care of animals

Question 6.
How might river banks have helped early humans to settle? Discuss.
Answer:
Fresh, readily available water is crucial for human survival and drinking. Rivers provided a constant source, especially important for growing crops and raising livestock. Flooded rivers deposited nutrient-rich silt on their banks, creating fertile plains perfect for agriculture.

This rich soil yielded more food compared to drier regions, supporting a larger population. Settlements near rivers naturally brought people together. This facilitated the exchange of ideas, tools, and knowledge, promoting social interaction and community development.

Question 7.
With the advancement of agriculture, humans got more food than they needed. Special facilities were needed to store what was left over after the daily requirement. What would they have used to store excess food?
Answer:

• Pottery
• Bags made of animal skin
• Baskets made of bamboo reed
• Wooden vessels
• Facilities like ‘Pathayam’
• Big jars named Bharani.

Question 8.
What kind of vessels are used in your home for cooking and storing food?
Answer:
Pots and Pans are made from various materials like stainless steel, cast iron, or aluminum. Used for boiling. simmering, frying, sauteing. etc. Glass, ceramic, or metal pans are used for baking cakes. casseroles, and other oven-cooked dishes. Airtight Containers were used for storing food items. Plastic or glass containers with tight-fitting lids for storing leftovers. dry goods, and prepped ingredients. Usage of Fridge/Freezer Containers, Leak proof containers designed for safe storage in the refrigerator or freezer.

Question 9.
In the early days, what materials and means would the people of Kerala have used to collect, transport and exchange of food? Discuss it.
Answer:
In Kerala’s early days, people relied on available natural resources for collecting, transporting, and exchanging food.

For Collecting Food:

• Baskets: Woven from palm leaves, reeds. or bamboo, ideal for gathering fruits, nuts. berries, and even small animals.
• Nets: Made from plant fibers or animal hair, used for fishing in rivers, lakes, and coastal waters.
• Clay Pots: Fired clay pots were used for collecting honey, and palm sap, and transporting water needed for gathering activities.
• Hand tools: Stone knives and digging sticks would have aided in collecting tubers, roots, and shellfish.

For Transporting Food:

• Head Carrying: A common method across many cultures, strong headbands would ha allowed people to carry heavy loads of food over short distances.
• Backpacks: Woven from plant fibers or animal skins, offered hands-free transport for collected food items.
• Rafts and Boats: Kerala’s network of backwaters and rivers made them natural transportation routes. People likely used simple rafts made from followed logs or woven reeds to transport larger quantities of food.

For Exchanging Food:

• Barter System: The most likely method of exchange, people would trade their food items for things they needed, like tools made from stone or bone, animal skins for clothing, or salt.
• Gifts: Food offerings might have been used to establish alliances with neighboring communities.
• Tribute System: As societies became more complex, powerful groups might have demanded food as tribute from weaker ones.

Question 10.
Complete the flow chart which indicates the formation of urban centres.

Answer:

Question 11.
Identify the spices in the picture and write a short note on them.

Answer:
1. Black Pepper
Black pepper is a common spice that cornes from pepper plants. It looks like little black balls.
Black pepper. which was also known as ‘Black Goldt, became the foreigners favourite. Today, it is grown in various tropical regions, including Vietnam. which is currently the largest producer. It was transported by sea and land routes to Europe and the Middle East, where it was highly prized for its ability to present food and add flavour.

2. Cardamom
Cardarnom is called the “Queen of Spices” and has been traded since ancient times. It was one of the spices that made traders travel great distances. Cardamom was exported to the Middle East, Europe, and beyond, where it was used in cooking and medicine.

3. Ginger
Ginger has been traded since ancient times. It was highly valued for its flavour and medicinal properties. Traders brought ginger to Europe and other parts of Asia, where it was used to make sweets, drinks, and medicines.

4. Cloves
Cloves were one of the most valuable spices in the ancient spice trade. They were highly prized in Europe and Asia. Cloves were transported by Arab traders to Europe and were used to flavour foods and preserve meats.

5. Cinnamon
Cinnamon was one of the first spices sought in the early spice trade. It comes from Sri Lanka and India. Cinnamon was traded by sea to Europe, where it was used in cooking, medicine, and even in perfumes.

6. Nutmeg
These spices were transported by Arab and later European traders to Europe, where they were used in cooking, medicine, and as preservatives. Nutmeg and mace were highly prized in medieval Europe.

Question 12.
Find out the spices that are cultivated in your region.
Answer:
Black Pepper. Cardamom. Ginger. Turmeric. Cinnamon. Cloves, Nutmeg.

Question 13.
The pictures of some of the food items that became popular in India as a result of such exchanges are given below.

Aren’t you familiar with all the food items shown in the picture? Do these food items have their origin in our land? Find out.
Answer:
1. Guava
Guava is native to tropical regions in Central America and Mexico. It was later introduced to other parts of the world including India.

2. Papaya
Papaya originates from the tropical Americas. particularly southern Mexico and Central America.

3. Pineapple
Pineapple is native to South America, particularly Brazil and Paraguay. Pineapple is extensively cultivated in Kerala, especially in areas like Vazhakulam

4. Cashew Nut
The cashew tree is originally from northeastern Brazil. Cashew nuts are a significant crop in Kerala, with extensive cultivation in the coastal regions. Kerala is one of the leading producers of cashew nuts in India.

5. Tapioca
Tapioca. derived from the cassava plant. is native to South America, particularly Brazil. Tapioca is a staple food in Kerala and is widely cultivated. It was introduced to Kerala by the Portuguese.

6. Potato
The potato (Solanum tuberosum) is native to the Andean region of South America, particularly Peru and northwest Bolivia. Potatoes are grown in various parts of India, including Kerala.

Question 14.
Let’s make an Identity Card

Like this, find the birthplace of other food item is and make identity cards. Display the prepared identity cards in the classroom.
Answer:

Question 15.
How did the expansion of trade lead to the exchange of food items between distant lands?
Answer:
Traders travelled these routes carrying goods from their homeland to sell and exchange for goods from other lands. They brought spices, fruits, vegetables, and other food items from one place to another. Potatoes, which originally came from South America. were brought to Europe by explorers and became a popular food there. The exchange of food items led to the growth of new crops in different parts of the world. The Silk Road was a famous trade route that connected Asia. Europe, and Africa.

Question 16.
You have seen that many fruits and other food items that we eat have been brought here from other countries. Make a list of the food dishes that have spread among us from other countries. Find out their place of origin.
Answer:

• Biryani: Persia
• Sarnosa: Persia
• Naan: Central Asia
• Tea (Chai): China
• Gulab Jamun: Persia
• Vindaloo: Portugal
• Kebabs: Turkey

Question 17.
Make a note on the topic ‘Inequalities in Food’.
Answer:
Food inequalities are the unequal distribution of food resources to different sections of society. People with lower incomes often cannot at yard nutritious food, leading to poor diets. High food prices can make it difficult for low-income families to buy enough healthy food. People living in rural areas may have less access to a variety of foods compared to those in urban areas. Regions affected by droughts, floods, or poor soil conditions may struggle to produce enough food.

Question 18.
What are the pieces of information you get from these news headlines?

Answer:

• Starvation still exists in many parts of the world.
• Climate change is expected to increase starvation in certain countries.
• The war in Ukraine is contributing to a global food crisis.
• Severe drought conditions in Somalia are leading to the starvation of millions of children.

Question 19.
Organise a Food Day Rally in the school by making placards with the Food Day message.
Answer:

Question 20.
What can each of us do to create a world without starvation? Discuss.
Answer:

• Reduce Food Waste and store food properly.
• Share food with those in need and donate to food banks.
• Educate others about hunger issues.
• Promote the activities that increase food production.

Question 21.
Prepare a note on the topic ‘Unhealthy Food Habits and Lifestyle Diseases’.
Answer:
High intake of processed foods: The processed foods are often loaded with saturated and trans fats, sodium, and added sugars. Low intake of fruits, vegetables, and whole grains leads to poor intake of nutrients. These are vital sources of vitamins, minerals, and fibre, which our bodies need to function properly. Sodas, sports drinks, and fruit juices are high in sugar and contribute to weight gain and diabetes. Eating more calories than we burn leads to weight gain, a major risk factor for many diseases.

Blocked arteries due to high cholesterol and unhealthy blood pressure. The body’s inability to regulate blood sugar levels. Blood flow to the brain is blocked. causing brain damage. Unhealthy diets are linked to an increased risk of some cancers. Excess weight puts a strain on the body and increases the risk of other diseases.

Extended Activities

Question 1.
Do you think the elders in your home would have eaten in their childhood the same food that you eat now? Shall we conduct an enquiry? Ask the elders and record the details in your notebook. Prepare a manuscript magazine on the topic ‘Changes in Diet habits’ with pictures based on the details collected.
Answer:
No. The elders in your home would have eaten differently in their childhood compared to what you eat today.
(Here are some hints for preparing a manuscript magazine).
Title Page: Design a creative title page for your magazine like “Changes on Our Plates: A Look Back at Local Diets.”

• Write a brief introduction explaining the purpose of your project and what you hope to learn.
• Daily Meals Then vs. Now – Compare typical breakfast, lunch, and dinner menus.
• Ingredients Spotlight – Highlight the differences in commonly used ingredients.
• Seasonal Feasts – Explore how seasonal availability affected meals.
• Sweet Treats – Discuss changes in snacking habits and desserts.
• Add pictures to enhance your magazine.
• Summarize your findings and discuss any interesting trends you observed.

Question 2.
How do human-made and other disasters such as war, drought, and hood become threats to
the food security of the world? Organize a photo exhibition.
Answer:
Human-made and natural disasters pose a significant threat to global food security in several ways. disrupting production, access, affordability, and even the long-term viability of food systems War and Conflict: Resources like manpower and finances are diverted away from agriculture towards lighting. Damaged infrastructure, like farms and transportation networks, directly hinders food production.

Drought: Water scarcity is crippling. Crops fail due to lack of moisture, and livestock die without enough to drink. This can lead to mass crop failures and animal product shortages.

Floods: Farmland is submerged. destroying crops and hindering planting for future seasons. Floods can also contaminate water sources and disrupt agricultural machinery.

Displacement: People forced to flee conflict or disasters often lose access to their land and the means to grow their own food, becoming dependent on aid or facing hunger.

Scarcity: Disasters can cause food shortages, pushing prices up dramatically. This makes it difficult, especially for vulnerable populations, to afford basic necessities. (Collect pictures related to the above-mentioned information).

Question 3.
Organise an exhibition in school by collecting pictures of storage facilities and kitchen utensils Used in the past.
Answer:

Question 4.
Collect millets, stick them on a chart with short descriptions and display in your classroom. Organise a food festival along with that in your school.
Answer:
Find whole grains of different millet varieties like foxtail millet, pearl millet, finger millet (ragi),kodo millet, little millet (kulki). proso millet, and barnyard millet and write a short description like:

• Millet Name : (e.g.. Foxtail Millet)
• Color : (e.g.. Creamy white)
• Benefits : (e.g.. Rich in protein and fiber)
• Interesting Fact: (e.g., Known as “birdseed millet” due to its small size)

Question 5.
Make a note of the food items in the kitchen garden of your school.
Answer:
Tomatoes

• Bright red, juicy fruits are commonly used in salads. sauces. and cooking.
• Rich in vitamins A and C, antioxidants.

Spinach

• Green leafy vegetables are used in salads. cooking. and smoothies.
• Rich in iron, vitamins A, C, and K, and magnesium.

Cucumbers

• Long, green vegetables are often used in salads and sandwiches.
• They are hydrating, low in calories, and contain vitamins K and C.

Lady’s Finger

• Green. finger-shaped vegetables are used in stews, curries, and soups.
• Rich in vitamins A and C. fibre, and antioxidants.

Question 6.
Sketch pictures of hotels and markets where food hems are available in your area and display them in ‘our class.

Question 7.
Conduct interviews with health personnel on the topic’ Healthy Food Habits’.
Answer:
(Hints: some interview questions based on the about topic are given below for your reference)

Interview questions:

• What are the key components of a healthy diet?
• How can children develop healthy eating habits?
• What are some common mistakes people make with their diet?
• How important is breakfast for overall health?
• What role does hydration play in maintaining health?
• Can you suggest some healthy snack options for students?
• How can we balance treats and healthy foods?

Class 5 Social Science Food and Human Notes Questions and Answers

Question 1.
What is evidence of early humans storing food grains?
Answer:
Granaries, specifically built for storing food grains, are evidence of early humans practicing food storage.

Question 2.
How did the invention of the wheel impact pottery making?
Answer:
The invention of the wheel allowed for faster arid more efficient pottery making, likely leading to increased production and variety.

Question 3.
What did early humans discover as an alternative of mud bricks for building pots?
Answer:
Early humans discovered that fired clay pots were a more durable alternative to mud bricks for storing food and water.

Question 4.
How did people living in different regions of South India exchange food items?
Answer:
People in coastal areas exchanged dried fish and salt for other food items and forest resources.
Forest dwellers exchanged forest products. while those in the plains exchanged agricultural goods with people from different regions.

Question 5.
How did people exchange goods before the invention of coins?
Answer:
Before coins, people exchanged goods with each other in a s stem called barter system.

Question 6.
What is Misrabhojanam and who is the social reformer behind this initiative?
Answer:
Linder the leadership of social reformer Sahodaran Ayyappan, an inter-dining initiative named Misrabhojanam was held at Cherai in Ërnakulam against food inequalities.

Question 7.
Does caste discrimination related to food still exist ¡n our country?
Answer:
Caste discriminations are prohibited in our country by law.

Question 8.
Was the exchange of food items limited to specitic regions?
Answer:
No. the exchange of food items was not confined to any particular region: it spread across many lands.

Question 9.
What were some of the main spices exchanged from India with other lands?
Answer:
The main spices exchanged from India included black pepper, cardamom, ginger, cloves, and cinnamon.

Question 10.
Why was black Pepper called ‘Black Gold’?
Answer:
Black pepper was called ‘Black Gold’ because it as highly valued and became the foreigners’ favourite spice.

Question 11.
The period in which stones were used as weapons and tools is known as Stone Age.
a) For what purpose were the stone weapons used?
b) List some stone weapons.
c) Prepare a short note based on the changes in the lifestyle of people in the Neolithic Age.
Answer:
a) Purpose of using stone weapons:

• To hunt animals
• Protection against predators
• For digging up roots and tubers, scraping fruits and nuts from trees, and breaking open shellfish.
• Tools with sharp edges could also he used to cut and shape wood for crafting implements and weapons.

b) Stone weapons:

• Hammerstones
• Chopping tools
• Handaxes
• Points

c) Changes in the lifestyle of people in the Neolithic Age:

• Engaged farming
• Developing shelters
• Tamed animals
• Pottery making
• Invented wheels

Question 12.
Stone was the material that influenced the life of early man the most.
a) For what purpose did the early man use the rough stone?
b) Look at the picture given below. What does it indicate?

Answer:
a) Rough stones sered as the starting point for creating more sophisticated tools.

• Used for grinding tasks
• Used for tire-starting
• Cracking nuts and seeds
• Breaking bones to access marrow

b) The given picture indicates hunting. one of the major food-obtaining methods practiced by early humans.

Question 13.
Stone was the material that influenced earls human life the most.
a) For what purposes fire might have been used by the early man?
b) Complete the word web.

Answer:
a) Early man used tire mainly for cooking purposes. Earlier. humans ate raw food. as they did not know the Lise of tire.
An essential turning point in the evolution of human eating habits is the use of fire for cooking.

Question 14.
What change might have been brought about by the improvement in agriculture?
Answer:

• The storage of surplus food grains.
• Development of public places for the exchange of agricultural products.
• Increases in production and use of new agricultural tools.

Question 15.
Why did agriculture likely begin near rivers?
Answer:
Agriculture likely began near rivers because these areas had readily available water and rich soil, both crucial for growning crops.

Question 16.
Look at the following pictures and answer the following questions.

a) Name the earliest agricultural tools used by humans.
b) Mention the developments in the agricultural field that led to the storage of food items.
Answer:
a) Sticks, stones, horns, and bones. These tools were used to till the soil and sow the seeds.
b) Early humans gathered their food only for their day-to-day life. However, with the advancement of agriculture. humans got more food than they needed. Special facilities were needed to store what was left over after the daily requirement. In water, mud brick dissolves. However, people discovered that it is possible to gather and boil water in pots made from dirt that has been kneaded. molded, and baked.

Clay was worked by hand to make pottery in the past. Grain storage required a variety of pottery sizes and types as agriculture grew. They were also employed in food preparation. An important. turning point in human history was the invention of the wheel for making pottery. As a result, ceramics became more popular. There is proof that granaries were built in the past to store food grains.

Question 17.

a) What is the most important features of the Indus Valley civilization?
b) What are Granaries? Mention their uses.
Answer:
a) Presence of granaries.
b) The Indus Valley Civilization or harappan Civilization was a river valley civilization that existed in Ancient India. One of the most important features of this civilization is the granary. They were built of bricks. Grains were brought from distant villages and stored in these granaries.

Question 18.
Foraging for food was a constant struggle for our early human ancestors.
a) What was the system of exchange used before the invention of coinage?
b) How did the barter system contribute to the development of urban centres?
Answer:
a) The system of exchange used before coinage was the barter systems where goods were directly exchanged for other goods.
b) The exchange of goods through barter system led to trade and the formation of markets, which eventually developed into trading centres and later urban centres.

Question 19.
What was the cause for inequality that existed in the society?
Answer:
The caste system was the cause of this inequality.

Question 20.
Why was the exchange of food items not confined to any particular region?
Answer:
The exchange of food items was not confined to any particular region. This exchange spread across the lands. Since early times, we had an exchange of goods with distant lands. These exchanges were mainly with the Romans, the Chinese, the Arabs, the Persians and the Jews. These exchanges allowed different cultures to enhance their diets and cuisines with a variety of foods from distant lands. The spices that were exchanged mainly from India with other lands were black pepper, cardamom, ginger, cloves and cinnamon.

Question 21.
What as the aim of organising the Misrabhojanam event?
Answer:
The aim of organising the Misrabhojanarn event was to challenge and protest against caste-based social inequality and the denial of the right of all sections of society to dine together.

Question 22.
What is the Kudumbashree Mission, and how does it help to overcome poverty?
Answer:
Kudumbashree Mission, a project launched by the Government of Kerala for poverty alleviation,
It empowers women through self-help groups and provides financial support in order to overcome poverty.

Question 23.
What are sonic major causes of poverty and starvation in many parts of the world?
Answer:
Major causes of poverty and starvation include climate change, war, unemployment, and inequality in the distribution of wealth.

Question 24.
What is the National Food Security Act (NFSA)?
Answer:
The National Food Security Act came into force in India in 2013. The objective of this act is to ‘ensure food security for all’. A strong Public Distribution System exists in our country with this object.

Question 25.
What is the main objective of the International ear of Millets?
Answer:
The main objective of the International Year of Millets is ‘to promote the production and consumption of millets’.

Std 5 Social Science Food and Human Notes

Forget fancy restaurants and grocery stores! Imagine a time when finding food meant chasing wild animals, gathering berries, and hoping for the best. That’s the world of early humans! In this lesson, well travel back in time to explore the fascinating world of Food and Early Human Life.

Obtaining food

• All living things need food. Their food during early times was mainly leaves, fruits, tubers, and grains.
• There were different methods of obtaining food by early humans like they gathered food from plants or killing certain animals using weapons made by them, etc.

Fire and food

• Earlier, humans ate raw food, as they did not know the use of fire.
• An essential turning point in the evolution of human eating habits is the use of fire for cooking.
• They started cooking meat and fish after learning how to start and maintain the fire. They eventually started roasting and consuming tubers and roots.
• They learned that fire could be made by rubbing dry wood against rocks or by rubbing stones.

Food production

• Humans started domesticating animals and plants for their daily food.
• Early humans became interested in agriculture when they saw seedlings emerging from abandoned food supplies.
• Humans discovered that warm, wet soil is ideal for seed germination – The beginning of crop farming.
• In the beginning, people farmed tubers, wheat, barley, and little millet.
• Primarily on riverbanks, humans began agriculture.

Storage of food items

• Early humans gathered their food only for their day-to-day life.
• With the advancement of agriculture, humans got more food than they needed – The need for storage facilities.
• The earliest agricultural tools used by humans were sticks, stones, horns, and bones.
• The invention of the wheel for making pottery.
• Granaries were built in the past to store food grains, built of bricks.

Exchange of food items

• Foraging for food was a constant struggle for our early human ancestors.
• The excess food was not only stored for later use but also exchanged with those in need.
• Barter System System of exchanging of goods with each other, before the introduction of coinage.
• The exchange of goods eventually led to the development of urban centres.

Exchange of food items across lands

• The exchange of food items was not confined to any particular region, and this exchange spread across the lands.
• These exchanges were mainly with the Romans, the Chinese, the Arabs, the Persians and the Jews.
• The spices that were exchanged mainly from India with other lands were black pepper,cardamom, ginger, cloves and cinnamon.

Food and inequality

• Social inequalities prevented people of all classes from dining together.
• Not only social but economic discrimination also poses a challenge to equality in food distribution.
• Under the leadership of social reformer Sahodaran Ayyappan an inter-dining initiative named
  Misrabhojanam was held at Cherai in Emakulam, against the inequality related to food.

Glimpses of starvation

• The food that is necessary to maintain health is the right of every human being.
• Climate changes. war, unemployment etc.. cause poverty and starvation.
• Another reason for starvation is the inequality in the distribution of wealth.

Food and health

• Food is one of the basic needs that sustain human lite.
• We can maintain our physical and mental health by taking nutritious food.
• The main objective of the International Year of Millets is ‘to promote the production and consumption of millets’.

Food and Human Class 5 Notes Pdf

• From the earliest hunter-gatherers to the hustling metropolises of today, food shapes our Societies, cultures, and even our biology.
• All living things need food. There were different methods of obtaining food by early humans like they gathered food from plants or killing certain animals using weapons made by them, etc.
• An essential turning point in the evolution of human eating habits is the use of fire for cooking.
• They learned that fire could be made by rubbing dry wood against rocks or by rubbing stones.
• Early humans became interested in agriculture when they saw seedlings emerging from abandoned food supplies.
• Humans discovered that warm, wet soil is ideal for seed germination The beginning of crop farming. In the beginning, people farmed tubers, wheat, barley, and little millet. Primarily on riverbanks, humans began agriculture.
• Early humans gathered their food only for their day-to-day life. With the advancement of agriculture, humans got more food than they needed.
• The invention of the wheel for making pottery marks an important turning point in the history of humans.
• Before the introduction of the system of coinage. there was a practice of exchanging goods with each other. This method of exchange is known as the ‘Barter System’.
• The exchange of goods eventually led to the development of urban centres.
• The exchange of food items was mainly with the Romans, the Chinese. the Arabs, the Persians and the Jews.
• The spices that were exchanged mainly from India with other lands were black pepper,cardamom, ginger, cloves and cinnamon.
• Under the leadership of social reformer Sahodaran Ayyappan an inter-dining initiative named
• Misrabhojanam was held at Cherai in Ernaku lam, against the inequality related to food.
• Climate changes. war, unemployment, inequal wealth distribution etc. cause poverty and starvation.

By reviewing Kerala Syllabus 5th Standard Social Science Notes Pdf and Class 5 Social Science Chapter 1 Peeli’s Village Notes Questions and Answers Kerala SCERT Solutions, students can improve their conceptual understanding.

Class 5 Social Science Chapter 1 Peeli’s Village Notes Questions and Answers

Class 5 Social Science Chapter 1 Question Answer Kerala Syllabus

Question 1.
Collect pictures showing the characteristics of rural and urban areas and prepare an album.
Answer:
(Collect more images as shown below)
Rural area

Urban area

Question 2.
Prepare a video documentary with the support of your teacher, including the social characteristics of our locality.
Answer:
(Based on the following hints, prepare a documentary)
Title: Exploring Our Locality

Introduction:
A brief explanation of the documentary’s purpose.

Daily Life:
Clips of everyday activities in your locality (e.g., going to school, playing in the park).
Interviews with students and teachers about their daily routines.

Cultural Traditions:
Footage of local cultural events or traditions (e.g., dance performances. traditional attire).
Interviews with elders or community members explaining the significance of these traditions.

Festivals and Celebrations:
Highlights from local festivals or celebrations (e.g., Diwali. Christmas. local fairs).
Interviews with participants sharing their favourite parts of the festivals.

Community Activities:
Coverage of community gatherings or events (e.g.. sports day, charity drives).
Interviews with organisers or participants talking about the importance of community activities.

Conclusion:
Recap of what was learned about your locality.
The closing message from the narrator is about the importance of community and understanding each others cultures.

By following these steps and using this simplified guide, you can create a video documentary that not only educates your classmates about the social characteristics of your locality but also encourages appreciation for your community’s diversity and traditions. Have fun exploring and filming your documentary!

Question 3.
Organise a seminar on the topic ‘Fun in my locality.’
The seminar topic should cover:

• Environment
• Food habits
• Agriculture
• Market
• Cames and playgrounds
• Celebrations
• Sights at night

Answer:
Seminar on ‘Fun in M Locality’
Introduction : Welcome everyone to our seminar on ‘Fun in My Locality’. Today, we’re going to explore various aspects that make our community vibrant and enjoyable. From our environment to our food habits, agriculture, markets, games, celebrations, and the beauty of our locality at night, each facet contributes to the richness of our lives here.

1. Environment
Our locality boasts a diverse natural environment that enriches our daily lives. We are surrounded by lush parks where families gather for picnics, calm rivers where fishing is a favourite hobby, and sprawling forests that provide a peaceful retreat.

2. Food Habits
The good traditions of our locality retlect a blend of cultural influences and local ingredients. From hearty meals prepared with farm-fresh produce to salty snacks sold at busy Street markets, our food habits not only satisfy our taste buds but also serve as a window into our cultural heritage.Whether it is traditional recipes passed down through generations or innovative dishes inspired by global flavours, food brings us together in celebration.

3. Agriculture
Agriculture forms the backbone of our community, with local farmers cultivating a variety of crops that sustain us throughout the year. From golden fields of wheat swaying in the breeze to vibrant orchards bursting with fruits, our agricultural practices are steeped in tradition and innovation. Farmers’ dedication ensures a bountiful harvest, supporting our local economy and ensuring food security

4. Market
Our local markets are vibrant hubs of activity, where vendors proudly display their goods and shoppers mingle in search of fresh products, handmade crafts, and unique treasures. Market days are not just about commerce; they are social gatherings where neighbours catch up, children play, and visitors experience the pulse of our community. Each market has its own charm and history, making it a vital part of our local identity.

5. Games and Playgrounds’
In our locality, children and adults enjoyes a wide range of games and recreational activities. From traditional games played in neighbourhood parks to organised sports leagues at our modern playgrounds. there’s something for everyone. These spaces foster friendship, promote physicallitness, and provide opportunities for families to bond and relax together.

6. Celebrations
Throughout the year, our community comes alive with celebrations that honour our cultural heritage and religious traditions. Whether it’s colourful festivals marking seasonal changes or intimate gatherings keep historical events, each celebration is filled with meaning and symbolism. These festive occasions unite us in joy, strengthen our bonds, and create lasting memories for all who participate.

7. Sights at Night
As the sun sets, our locality transforms into a magical landscape illuminated by twinkling lights and bustling with midnight activities. Nighttime brings a sense of wonder and excitement. inviting residents and visitors alike to explore our community after dark.

Conclusion
Today’s seminar has been a journey through the heart and soul of our locality, highlighting the diverse elements that make it a wonderful place to live and visit. We hope you’ve gained a deeper appreciation for our environment, food culture, agricultural practices. markets, recreational opportunities. celebrations, and the enchanting sights of our locality at night. Let’s continue to cherish and celebrate these aspects that make our community unique and thriving.

Class 5 Social Science Peeli’s Village Notes Questions and Answers

Question 1.
Introduce yourself as the fifth person in the group by drawing your picture.
Answer:
Add your picture on the place allowed and introduce yourself in the following ways:

• Your name
• Place you are coming from
• Name of your father and mother
• Name of your siblings
• Job of father and mother

Using these hints, an example is given below.
My name is Aditi. I’m living in a flat in Kochi. My father is John, and my mother is Lailla. My father is a businessman, and my mother is a homemaker.I have an elder brother his name is Akash.

Question 2.
Have you introduced yourself? Try to create an extended personal profile (personal information) by adding your hobbies, leisure time activities, wishes, and dreams along with the information you have already mentioned. Your teacher will also help.
Answer:
My name is Aditi. I’m living in a flat al Kochi. My father is John, and my mother is Lailla. My father is a businessman, and my mother is a homemaker. I have an elder brother; his name is Akash. I am Studying in 5th standard. I love reading books, especially adventure stories. My favourite subject in school is science because I enjoy doing experiments and learning about how things work. I also like painting and playing badminton with my friends. In my free time, I enjoy watching cartoons and playing with my pet dog, Bruno. My aim is lo become a teacher. I also like dancing and singing.

Thank you.

Question 3.
Aren’t you also ready to travel with them? Don’t you, too, have sonic concerns? Draw yourself below and write your thoughts here.
Answer:
(Hints: By using the following example, expand your thoughts with the help of your parents and teachers)
I’m curious about all the amazing things we are going to discover together, But I’m also nervous that this is my first trip I’m going without my family. I’ll miss them. especially my brother. But I’ll find ways to stay connected with them.

Question 4.
How did these friends become so close even when they hail from different backgrounds?
Imagine the situation in which they became friends. Present a role play in the class.
Answer:
(Hints: Conduct a role play with the help of your teacher using the following hints)
Characters

• Neenu
• Appu
• Vickey
• Chameli
• Aditi

Setting: The first day of school in a new classroom.

Script:
Teacher : (smiling) Good morning, students! Today, we have some new students joining us. Let’s all introduce ourselves and share something interesting about where we come from.
Aditi, why don’t you start?
Aditi : (standing up) Hi. everyone! I’m Aditi, and I’m from Kochi. I love reading books and playing badminton.
Vickey : (standing up) Hi! I’m Vickey. I come from a big city where there are tall buildings and lots of people. I enjoy playing video games and painting.
Appu : (standing up) Hello, I’m Appu. I live in a slum in the city. I like helping my mother.
I always try to find time with my pets and learn about nature.
Chameli : (standing up) Hi, I’m Chameli. I just moved here from another place. We are natives of Assam. I like exploring new places and making friends. We came to Kerala when I was five years old.
Neenu : (raising hands in the chair) Hi! I’m Neenu. My home is at the government officer’s quarters near the city. I move around in a wheelchair. I like singing and painting.
Teacher : (clapping hands) Wonderful introductions! Let’s take a break and get to know each other better. Why don’t you all go to the playground and have some fun?
Aditi : (noticing Neenu) Hi, Neenu! Do you want to play with us?
Neenu : (smiling) Sure! I’d love to play. But i have limitations.
(Vickey, after watching their conversation)
Vickey : Hi. friends; I am also joining with you. Shall we play passing the ball?
Neenu : (with a smile) That’s a good game.
Appu : (runs Fastly near to them) Hi…can join with you?
Aditi : (with a pleasant smile) Sure, we planned to play passing the ball.
(Together, they went to PT teacher to ask ball, and they saw Chameli sitting under a tree watching others playing)
Appu : (went near to her) Why arc you sitting here alone? Come with us, we planned to play passing the ball.
Chameli : (with a happy face) 0k. Thank you. I can’t find anyone to play with me; that’s why i sit here. Now I am happy
(Together, they collect a ball from the teacher and played happily).
Vickey : (happy) I’m so glad to have met you all. This is going to be an amazing year!
Neenu : (smiling) Yes, we’re already becoming such good friends!
Appu : (loudly) Different backgrounds, but one awesome team!
(Teacher: (watching from a distance) Look at them! It’s wonderful to see how quickly they’ve become friends).

The roleplay ends.

• We make some preparations before every trip.
• We also get mentally prepared based on our destination, purpose, and mode of transport.

Things to carry and thoughts in mind.

Question 5.
What will you take along with you for the trip? What are the things that you will think about? Draw your bag and belongings, write your thoughts below, and present the same.
Answer:

Question 6.
Do you know travel songs? Collect and present them as groups in class. Write down your favourite travel song below.
Answer:
(Hints: A travel song is given below with the help of your parents and teachers. Sing the song with your friends with (unes.)
“Take a bus or take a train….
Take a boat or rake a plane
Take a taxi
Take a car
Maybe near or maybe far….
Take a rocket to the moon
But be sure to come back …………. “

Peeli’s Village

Question 7.
Write your response to Peeli.
Answer:
Hi Peeli. . .sorry for being late. We missed our initial bus due to heavy traffic. When we finally caught the next bus, it broke down halfway to our destination, causing them to wait for a replacement bus. Once we got off the bus and started walking through the fields, we got a bit lost, but a kind farmer helped us to find the right path. Despite these delays, we had a lot of fun and were happy to reach your house finally.

Question 8.
What are your expectations about Peelis Village?
Imagine Peeli’s Village and draw it in your notebook. You can also reach out to your teacher for help.
Answer:
We are expected to see vast green fields, unlike the busy streets of our city. We imagined the village to be peaceful and quiet, with the sounds of birds singing and animals grazing. We were looking forward to experiencing a slower pace of life and meeting the friendly villagers.

We hoped to see traditional houses, possibly made of mud and straw, and to learn about the farming practices that Peeli often talked about. We also anticipated fresh air and a clear night sky full of stars. something they rarely saw in the city. Most of all, we were eager to spend time with Peeli in her home environment, experiencing the warmth and hospitality of village life.

Peeli’s mother serves food for the children. She explained the food served as” The rice we eat is from paddy grown in our own fields. We mill it ourselves. And then there’s tapioca. There is also fish caught by Peeli’s father from the river.. Fish curry is made by father himself.” Children liked the food very much. And they arc going to the paddy field to talk with Peeli’s father.

Question 9.
Shall we interview Peeli’s father? Prepare a questionnaire for that.
Answer:
Aditi : Good afternoon, uncle the food was so delicious! We want to know more about it can we ask you a few questions?
Peeli’s Father : Hi, my dear little ones Of course, children! I’m glad that you enjoyed the meal. What would you like to know?
Neenu : We loved the rice. Peeli’s mother said that it’s from your own land. Can you tell us more about how you grow it?
Peei’s Father : Sure! We grow the paddy in our fields. It takes a lot of hard work and care.We plant the seeds, water them regularly, and make sure that they get enough sunlight. When the paddy is ready, we harvest it, dry it. and then it’s ready to be cooked as rice.
Appu : That sounds like a lot of work! What about the tapioca? How do you grow that?
Peell’s Father : Tapioca is also grown in our own land. We plant the cuttings in the soil, and they grow into plants. It takes a few months for the roots to become big enough to harvest. We dig them up, clean them, and then cook them in different ways.
Vickey : And the fish? Is it from the river nearby?
Peeli’s Father : Yes, the fish is fresh from the river. We catch them early in the morning. Fresh fish is always tastier and healthier.
Chameli : Wow, everything is so fresh and natural! Do you enjoy farming and fishing?
Peell’s Father : Yes, I do. It’s hard work, but it’s very rewarding. Knowing that I can provide fresh. healthy food for my family and friends makes me very. happy.
Adithi : Thank you for sharing all this with us. Uncle. We really appreciate it. And thank you for the wonderful meal!
Peeli’s Father : You’re very welcome, children! I’m glad you enjoyed it.

Question 10.
Shall we make a dish for friends? Prepare a dish using edible items collected from your locality. With the help of elders, prepare and bring it to the classroom.
Answer:
(With the help of your parents, prepare any healthy dish and share it with your friends)
Let’s cook “Carrot Halwa”

Ingredients:

• 4-5 medium-sized carrots
• 2 cups of milk
• 1/2 cup of sugar (adjust to taste)
• 2 tablespoons of ghee
• 1/4 teaspoon of cardamom powder
• A handful of nuts (e.g., almonds, cashews) and raisins for garnish.

Instructions:

1. Gather Ingredients:

• With the help of an elder, gather all the ingredients from your kitchen or local market.

2. Prepare the Carrots:

• Wash and peel the carrots.
• Grate the carrots using a grater. This can be a bit boring, so an elder might help with this step.

3. Cook the Carrots:

• Heat 1 table spoon of ghee in a large, heavy-bottomed pan over medium heat.
• Add the grated carrots to the pan and salute for about 5-7 minutes until they start to sofien.

4. Add Milk:

• Pour the milk and bring it to a boil.
• Reduce the heat to low and let the carrots cook in the milk. Stir occasionally to prevent sticking. This will take about 20-25 minutes or until the milk is mostly evaporated and absorbed by the carrots.

5. Add Sugar:

• Add the sugar and mix well. The mixture will become slightly liquid again as the sugar melts.
• Continue to cook on low heat, until the liquid evaporates and the halwa thickens. This should take about 10-15 minutes.

6. Finish with the and Cardamom:

• Add the remaining 1 tablespoon of ghee and mix well.
• Add the cardamom powder and stir to combine. Cook for another 5 minutes, ensuring everything is well mixed, and the halwa has a nice glossy finish.

7. Garnish and Serve:

• In a small pan, heat a bit of ghee and fry the nuts and raisins until they are golden brown. Be careful not to burn them.
• Mix the fried nuts and raisins into the halwa.
• Let the halwa cool slightly before transferring it to a container to bring to the classroom.

Note : Make sure to involve an elder in the cooking process, especially when handling the stove and grating the carrots. Cooking together can be a fun and safe experience Enjoy making and sharing your delicious Carrot halwa with your friends in the classroom!

Question 11.
Why would have Vicky and Appu said two different opinions about the same city?
Answer:
Vickey was worried that Peeli’s father might feel bored without good internet coverage and Wi-Fi connectivity. Peeli reassured him that life in the village is fulfilling and connected in different ways. Peeli’s father enjoys farming, fishing, and spending time with family and friends. These activities keep him busy and happy.

The natural surroundings and community spirit provide a sense of satisfaction that technology can’t replace. Appu found Peeli’s village more interesting than the city because it offered a new and different experience. The village’s natural beauty, fresh air, and traditional lifestyle were refreshing and exciting for him. The chance to see how food is grown and to participate in outdoor activities was something he valued.

Vickey and Appu’s different opinions reflect their personal preferences and experiences. Appu appreciates the new experiences and simplicity of village life, which feels adventurous and interesting to him. Vickey appreciates city because he is used to its conveniences and entertainment possibilities.

Question 12.
You too have experienced moments of happiness in your life, haven’t you? What things make you happy? With (he help of digital devices in the school, make a selfie video titled ‘MY Happiness’ under the supervision of your teacher.
Answer:
Here are some simplified hints and steps to help you get started:
Planning Your Video
Think About What Makes You Happy:
Make a list of the things you love and enjoy. This could be your favourite activities, your family, your friends, your pets, or anything else that brings a smile to your face.
Script Outline

Introduction:
Start by saying hello and telling everyone what your video is about.
Example: “Hi everyone! I’m [Your Name], and today I’m going to tell you about the things that make me happy.”

Main Content:
Talk about each thing on your list. You can describe why it makes you happy and maybe show it if possible.
Example: “I love playing football with my friends because it’s so much fun, and we laugh a lot.”

Show and Tell:
Show pictures or objects related to what you’re talking about. If you have a pet that makes you happy, you can show your pet in the video.
Example: “This is my cat, Ruby. Playing with her always makes me happy.”

Conclusion:
Finish your video with a nice message.
Example: “Thanks for watching! I hope you liked hearing about what makes me happy. What makes you happy?”

The Rustic beauty of the village:

• Villagers come to the weekly markets to buy and sell the locally produced goods.
• There are many ponds in the village.
• Bull surfing competitions (kalapoolt inalsaram) are held in fields that have been ploughed for the second crop after harvest.

Question 13.
There are weekly, regular and evening markets in your locality, right? Visit a market with your elders. Observe the activities there and prepare notes.
Answer:
Introduction: “On Saturday, June 15th, 1 visited the weekly market al Central Square with my parents. We went there in the. morning around 10 AM.” Description of the Market: “The market was busy with activities, There were stalls selling fresh fruits and vegetables, clothes, household items, and toys. Some stalls liad colourful decorations, especially those selling clothes and accessories.”

People and Activities: “I saw many people shopping with their families. The sellers were calling out their prices to attract customers. There was a lot of bargaining happening, especially at the clothes stalls. Some people were loading and unloading goods from trucks.”
Sounds and Smells: “The market was noisy with people talking, sellers shouting, and music playing from a nearby stall. The air was filled with different smells – fresh fruits, spices, and food being cooked at some stalls.”

Special Features: “There was a special section in the market where they were selling handmade crafts. It was very colourful and had many unique items like painted pots and woven baskets.”

Conclusion: “Visiting the market was a very interesting experience. I learned a lot about how markets work and saw many different things being sold. It was surprising to see how lively and noisy the market was. Overall, I enjoyed and learned about the different activities that happen in a market.” By following these steps, you will be able to prepare detailed and insightful notes about your visit to the market.

Question 14.
Aren’t there different kinds of festivals in your locality too? Ask the elders in your family about the celebrations such as festivals, feasts, Uroos, fairs, sports competitions, etc, and prepare a description. Share your experience in the class of watching and enjoying these fests with the elders in the family.
Answer:
(Hints: By using the following example, collect information from your grandparents or from parents and share your experience in the class.)
Introduction: “I wanted to learn more about the celebrations my family enjoyed in the past, so I spoke with my grandparents about their experiences. They shared wonderful memories of festivals, feasts, Uroos, fairs, and sports competitions.”

Festivals: “My grandparents celebrated Diwali with great joy. They decorated the house with oil lamps and rangoli, made delicious sweets, and performed a special prayer. The evening was filled with fireworks and family gatherings.”

Feasts: “During Eid, my grandmother would prepare a lavish feast with biryani, kebabs, and sheer khurma. The whole family would gather to enjoy the meal, and it was a time of great joy and togetherness.”

Fairs: “The annual village fair was a highlight of the year. There were rides, games, stalls selling toys and sweets, and cultural performances. It was a time of excitement and fun for everyone.”

Sports Competitions: “My father remembered participating in the annual kabaddi tournament. It was a big event with teams from different villages, and everyone would come to watch and cheer. It was a great way to bring the community together.”

By following these steps, you’ll be able to create a detailed and engaging description of the celebrations enjoyed by your family. Sharing these experiences in class will give your classmates a brief look into your family’s cultural traditions and the joy of these special occasions.

Question 15.
You are returning with your friends and Peeli at night after watching the sights in the village. How about composing and singing a song at this time? Shall we compose a song titled ‘My Village’? Write a song covering the villages you have seen and Peeli’s village and sing it to the class in your own rhythm.
Answer:
(Sing the following song in a rhythm with friends)
My Village
“We walked through the fields so green,
Saw the cows and the crops in between,
The old houses with the thatched roofs high,
Underneath the clear, starlit sky.”
“Oh, my village, where the heart feels light,
Where the days are long and the nights are bright,
With every step, a story to tell,
In my village, where the magic dwells.”
“Peeli’s village, with the narrow lanes,
Laughter of children and the farmers’ gains,
The temple bells ring as the sun goes down,
In the village, where smiles abound.”
“Oh, my village, where the heart feels light,
Where the days are long and the nights are bright,
With every step, a story to tell,
In my village, where the magic dwells.”
“Under the moonlight, we sang our song.
With friends and Peeli, where we all belong,
The stars above, the world so wide,
In our village, where dreams reside.”
With every step, we’ll find our way,
In the village, where we’ll always stay.”

Question 16.
Find a spot in your place where you can see a night view. What are the sights do you see? Let’s draw them. Organise a picture exhibition in the class with all the pictures drawn by all of you under the title ‘My Night and Sky.’
Answer:
Observation: “Last night, I went to the rooftop with my dad. The sky was clear, and I could see countless stars. The moon was a bright crescent, and there were a few clouds drifting by. Below, the streetlights cast a soft glow, and I could see the trees and houses. It was peaceful and beautiful.”

Drawing Description:
Gather Your Drawing Materials: Get paper, pencils, coloured pencils, or any other drawing materials you like to use.
Start Drawing: Begin with the background. Draw the night sky, adding stars, the moon, and any clouds. Add the nearest part elements, such as trees, buildings, or any other features you can see from your spot. Include details that make your drawing unique, such as streetlights, the dark shadow of distant hills, or reflections in water.

Organise the Picture Exhibition
Set Up the Exhibition Space:

• Choose a spot in your classroom where you can display all the drawings. You can use a bulletin board, walls, or tables.
• Arrange the drawings neatly, making sure each one is visible and has its title and description displayed.

By following these steps, you’ll be able to create a beautiful drawing of your night view and organise a successful exhibition in your class. Enjoy the process, and have fun sharing your artwork with your classmates!

Question 17.

Friends who visited Peeli’s village with you have shared their opinions. Don’t you also have something to say about Peeli’s village? Write how the sight of the village influenced you.
Answer:
My Experience in Peeli’s Village
Visiting Peeli’s village was a truly unforgettable experience for me. The village was a perfect blend of natural beauty, cultural richness, leaving a lasting impression on me. One of the first things I noticed about Peeli’s village was its stunning natural landscape. The green fields stretched out as far as the eye could see, dotted with vibrant flowers and tall trees. Walking through these fields, I felt a deep sense of peace and connection with nature.

The fresh air, the singing of birds, and the gentle whispering of leaves in the breeze made me appreciate about the beauty of rural life. The traditional houses in Peeli’s village attracted me. Built with natural materials like mud, wood, and thatch, these houses were not only eco-friendly but also incredibly charming. There was a strong sense of community among the villagers. Everywhere we went, people greeted us with warm smiles and open arms.

They were eager to share their stories, traditions, and even their food with us. Observing the villagers working in the fields was both educational and inspiring. I watched them plow the land, sow seeds, and harvesting crops with such dedication and care. It was evident that their livelihood depended on the land, and they treated it with great respect. During our stay. we were fortunate to witness some of the village’s cultural traditions and festivals.

Their dances, music, and colourful clothes were amazing. What struck me most about Peeli’s village was the simplicity of villegers. Despite not having the luxuries and conveniences of urban life, the villagers seemed genuinely happy and satisfied with their lives. This made me realize that true happiness doesn’t come from material possessions but from a simple, fulfilling life surrounded by loved ones and nature.

Question 18.

These children have corrected their preconceived notion haven’t they? You too have travelled through Peeli’s village. What are the new pieces of information you gained during this journey? Share your experience with your friends
Answer:
“My trip to Peeli’s village was a different experience. It taught me to appreciate the beauty of nature, the importance of community, and the value of simplicity. I hope to apply these lessons in my own life and remember that truc happiness comes from within and from our connections with others.”

Question 19.
What are the things we need to remember while introducing ourselves.
Answer:

• Our introduction should be quick and to the point.
• Begin with a friendly greeting like “Hello.” “Hi.” or “Good morning.”
• Say your full name clearly.
• Mention your age or grade and the name of your school.
• Share a few things you like to do, such as hobbies, sports, or favourite subjects.
• Mention something unique or fun about yourself
• Finish with a polite closing like “Nice to meet you” or “Thank you.”

Question 20.
What are the essential things you should carry while you are going on a trip?
Answer:

• Emergency contact information
• Comfortable clothes for each day of the trip
• First aid box
• Comfortable shoes for walking
• Toothbrush and toothpaste
• Hairbrush or comb
• Travel games or puzzles
• A water bottle to stay hydrated

Question 21.
Explain the difference between rural and urban areas.
Answer:
Population Density
Rural Areas: Rural areas have a low population density, meaning there are fewer people living in a larger space. Homes are often spread out, with lots of open land between them.

Urban Areas: Urban areas have a high population density. meaning there are many people living in a smaller space. Buildings are closer together, and there are many apartments and high-rise buildings.

Environment
Rural Areas: The environment is typically more natural, with open fields, forests, and farmlands.
There is less pollution and more green space.

Urban Areas: The environment is more built up with lots of buildings, roads, and infrastructure.
There is more pollution from cars, factories, and other human activities.
Lifestyle
Rural Areas: Life tends to be slower-paced and quieter.
People often know their neighbours, and there is a strong sense of community.

Urban Areas: Life tends to be faster-paced and busier. People may not know their neighbours well due to the large number of residents.

Employment:
Rural Areas: Jobs are often related to agriculture, forestry, mining, and other natural resource- based industries. There may be fewer job opportunities, leading to people travelling to urban areas for work.

Urban Areas: Jobs are diverse and include sectors like business, technology, healthcare, education, and services. There are usually more job opportunities and higher wages.

Services and Amenities
Rural Areas: There are fewer services and amenities like schools, hospitals, shopping centres, and entertainment facilities. Residents might need to travel to nearby towns for certain services.

Urban Areas: There are many services and amenities readily available, including schools, hospitals, shops, restaurants, and entertainment options. Public transportation is often more developed and widely used.

Question 22.
Features of urban and rural areas are given below. Classify into a table.
Agriculture Pollution, farmlands, mud house, flats, high internet facilities
Answer:

Urban Area	Rural Area
Pollution	Agriculture
Flat	Farmlands
High internet facilities	Mud houses

Question 23.
Why Chameli calls her mother as ‘Nia’?
Answer:
Guest workers are coming to Kerala from other states. Most of them come as families from the states of Assam, bihar, West Bengal, and Jharkhand. Their children are being educated in public schools in Kerala. Thus, Chameli is also studying in Kerala. Chameli calls her mother and father ‘Ma’ and ‘Pappa’ respectively.

Question 24.
Explain about Peeli’s Village.
Answer:

• There are many ponds in the village.
• Bull surfing competitions (kalapoott malsaram) are held in fields that have been ploughed for the second crop after harvest.
• Villagers come to the weekly markets to buy and sell the locally produced goods.

Question 25.
What are the main advantages of living in a rural area?
Answer:

• Peaceful and quiet environment
• Close-knit community and strong neighbourly bonds
• Access to nature and outdoor activities
• Less pollution and traffic
• Lower cost of living

Question 26.
What are some challenges faced by people living in rural areas?
Answer:

• Limited access to healthcare facilities and services
• Fewer educational institutions and extracurricular activities
• Limited job opportunities and economic activities
• Longer distances to travel for shopping and other services
• Less developed infrastructure, such as roads and internet connectivity

Question 27.
What are the advantages of homely food?
Answer:

• Lower risk of health issues
• Home kitchens are typically cleaner
• Nutritional quality
• Control over ingredients
• Cooking at home is generally more economical

Question 28.
Vickey is eating lunk food all the time. You want to advise him by telling the side effects of Junk food. What are the major drawback of junk food.
Answer:
Junk food, while often tasty and convenient, poses numerous health risks, including nutritional deficiencies, obesity, heart disease, diabetes, digestive problems, mental health Issues, dental problems. and skin issues. Additionally, its addictive nature and environmental impact make it a less desirable choice for long-term health and well-being.

Std 5 Social Science Peeli’s Village Notes

This lesson, Peeli’s Village,” is set in the context of children from different backgrounds going for a journey. Children need to be made aware of the need for people to live together in society and how mutual help and cooperation can help to build a good society. The theme is that children from different social backgrounds go together to their dream home and form a community there. Similarly, this lesson tries to convince the bond and sense of the value of a family.

The lesson mentions the difference between village and city, vill  age life and daily activities in the village. This chapter helps children to develop key ‘concepts such as different family  backgrounds, different living situations, characteristics of villages and
of rural life, agricultural activities, commercial activities in rural life and local festivals, etc.

• Journey Together: A journey together among students allows them to share experiences, learn from one another, and build friendships. Travelling as a group fosters teamwork, understanding, and mutual support. This shared journey helps to create a sense of community and strengthens their bonds.
• Family Bonds: Family bonds are the strong connections that tie family members together, providing support, love, and a sense of belonging. These bonds are built through shared experiences, mutual care, and understanding. Strong family bonds help individuals feel secure and valued, fostering a sense of unity and stability.
• Village Characteristics: Villages are characterised by their peaceful environment, and beautiful natural surroundings. Daily life often involves agricultural activities, with many residents engaged in farming. Villagers also celebrate local festivals that reflect their unique cultural traditions.
• Village vs. City: Village life is peaceful and close to nature, with fewer people and more open spaces. City life is busy and fast-paced, with many people, buildings, and various facilities.
• Mutual help among students means working together and supporting each other in school. When you help your classmates understand lessons or share materials, everyone learns better and feels happier. By helping each other, you can create a friendly and successful classroom.
• Mutual help among students from different backgrounds means that everyone, no matter where they come from, works together and supports each other. By sharing different ideas and experiences, students can learn new things and understand each other better.
• Village life is peaceful and close to nature, with fewer people and more open spaces. City life is busy and fast-paced, with many people, buildings, and various facilities.
• Helping a differently-abled student means offering support and kindness in ways that meet their needs. This can include assisting with classwork, ensuring they can participate in activities, and being a good friend. By helping each other, we create an inclusive and caring school environment where everyone can thrive.
• Family Bonds: Family bonds are the strong connections that tie family members together, providing support, love, and a sense of belonging. These bonds are built through shared experiences, mutual care, and understanding. Strong family bonds help individuals feel secure and valued, fostering a sense of unity and stability.
• Village Characteristics: Villages are characterised by their peaceful environment, and beautiful natural surroundings. Daily life often involves agricultural activities, with many residents engaged in farming. Villages also celebrate local festivals that reflect their unique cultural traditions.

Expert Teachers at HSSLive.Guru have created Kerala Syllabus 5th Standard Textbooks Solutions Notes Pdf Free Download all Subjects in English Medium and Malayalam Medium of Chapter wise Questions and Answers, SCERT Textbooks for Class 5 Solutions. Here we have given SCERT Solutions for Class 5 Part 1 and Part 2.

SCERT Textbooks for Class 5 Solutions

SCERT Textbooks Solutions for Class 5

SCERT Solutions for Class 5

• SCERT Class 5 Maths Solutions
• Kerala Syllabus 5th Standard Basic Science Notes Pdf
• Kerala Syllabus 5th Standard Social Science Notes Pdf
• Kerala Syllabus 5th Standard English Textbook Solutions
• Kerala Syllabus 5th Standard Hindi Textbook Solutions
• Class 5 Malayalam Kerala Padavali Notes Pdf
• Class 5 Malayalam Adisthana Padavali Notes Pdf

We hope the given SCERT Textbooks Solutions for Class 5 Pdf Free Download all Subjects in English Medium and Malayalam Medium of Kerala Syllabus 5th Standard Notes will help you. If you have any queries regarding SCERT Textbooks for Class 5 Solutions of Kerala Syllabus 5th Standard Textbook Solutions Part 1 and Part 2, drop a comment below and we will get back to you at the earliest.

Practicing with SCERT Kerala Syllabus 5th Standard Hindi Textbook Solutions Unit 5 Chapter 2 पानी Hindi Poem Question Answer Notes Summary in Malayalam & Hindi improves language skills.

Paani Class 5 Question Answer Notes Summary

SCERT Class 5 Hindi Unit 5 Chapter 2 Question Answer Kerala Syllabus कविता

Paani Question Answer

प्रश्न 1.
चित्र देखें, कविता के समान आशयवाली पंक्तियाँ
ചിത്രം നോക്കാം. കവിതയിൽ നിന്ന് സമാന ആശയം വരുന്ന വരികൾ എഴുതിച്ചേർക്കാം.
उत्तर :
1. पानी से ही बहते झरने
नदियाँ नाले बहते।
2. नभ में बादल दौड़ लगाते
भार पानी की गागार

प्रश्न 2.
पढ़ें और भरें।
അത് വായിച്ച് പൂരിപ്പിക്കുക

उत्तर :

• पानी से झरने बहते हैं ।
• पानी से नाले बहते हैं।
• पानी से ताल-तलैया भर जाते हैं ।
• पानी से गागर भर जाती है।
• पानी से हर बूँद बनी है।
• पानी से सागर बहते हैं ।

प्रश्न 3.
कविता का आशय लिखें।
കവിതയുടെ ആശയം എഴുതാം.
उत्तर :
श्री त्रिलोक सिंह ठकुरेला की एक सुंदर कविता है ‘पानी’। इसमें पानी के महत्व के बारे में और उनकी बचत करने के बारे में चित्रित किया है।
पानी से हर बूँद बनता है। आकाश में काले बादल दौड़ लगाते हैं, गागर में पानी भरने के लिए । पानी से आदि भर जाते हैं।
पानी से ही फसलें उग जाती है और हर वन उपवन फलता है। पानी से ही इस वसुधा पर सबका जीवन चलता है।
पानी की बचत करना चाहिए क्योंकि पानी उत्तम धन है। पानी से ही यह जग सुंदर बनता है।

ശ്രീ ത്രിലോക് സിംഗ് തക്കുരേലയുടെ സുന്ദരമായ ഒരു കവതിയാണ് “ജലം’.
കവിതയിൽ ജലത്തിന്റെ പ്രാധാന്യത്തെപ്പറ്റിയും അതിന്റെ സംരക്ഷണത്തെ പ്പറ്റിയും ചിത്രീകരിച്ചിരിക്കുന്നു.
ഓരോ തുള്ളിയും കൊണ്ടാണ് ജലം നിർമ്മിച്ചി രിക്കുന്നത്. ആകാശത്തിൽ കറുത്ത മേഘങ്ങൾ കുടത്തിൽ ജലം നിറയ്ക്കാനായി ഉരുണ്ടു കൂടു ന്നു. ജലം കൊണ്ട് വെള്ളച്ചാട്ടങ്ങൾ, നദികൾ, തോടുകൾ, തടാകങ്ങൾ, പൊയ്കകൾ എല്ലാം നിറഞ്ഞ് കവിയുന്നു.
ജലം കൊണ്ടാണ് വിളകൾ ഉണ്ടാകുന്നതും ഓരോ വനവും പൂന്തോട്ടവും തഴച്ച് വളരുന്നതും. ജലം കൊണ്ടാണ് ഈ ഭൂമിയിൽ ജീവിതം തന്നെ മുന്നോട്ട് പോകുന്നത്.
ജലം സംരക്ഷിക്കേണ്ടത് ആവശ്യമാണ് എന്തുകൊ ണ്ടെന്നാൽ ജലമാണ് ഉത്തമമായ ധനം. ജലം കൊണ്ടാണ് ഈ ലോകം സുന്ദരമാകുന്നത്.

प्रश्न 4.
‘आओ, बचत करे पानी की’ – पानी के महत्व पर पोस्टर तैयार करें।
വരൂ ജലത്തെ സംരക്ഷിക്കാം ജലത്തിന്റെ പ്രാധാന്യത്തെപ്പറ്റി പോസ്റ്റർ തയ്യാറാക്കാം.

चित्र खींचे, संदेश वाक्य आकर्षक बनाएँ ।
ചിത്രം എഴുതി സന്ദേശവാക്യം എഴുതി ആകർഷ കമാക്കാം.
उत्तर :
“आज जल है तो कल जीवन है।”

प्रश्न 5.
कविता से समानार्थक शब्द चुनें और लिखें।
കവിതയിൽ നിന്ന് സമാനപദങ്ങൾ കണ്ടെത്തി എഴുതാം.

उत्तर :

अन्य महत्वपूर्ण प्रश्न और उत्तर
മറ്റ് പ്രധാനപ്പെട്ട ചോദ്യങ്ങളും ഉത്തരങ്ങളും

प्रश्न 1.
‘पानी’ कविता के कवि कौन है?
‘പാനി’ എന്ന കവിതയുടെ കവി ആരാണ്?
उत्तर :
श्री त्रिलोक सिंह ठकुरेला

प्रश्न 2.
हर बूँद किससे बनता है ?
എല്ലാ തുള്ളികളും എന്തുകൊണ്ട് നിർമ്മിച്ചിരി
उत्तर :
पानी से
ജലം കൊണ്ട്

प्रश्न 3.
नभ में कौन दौड़ लगाते हैं?
ആകാശത്തിൽ ആരാണ് ഉരുണ്ട് കൂടുന്നത്?
उत्तर :
बादल
മേഘങ്ങൾ

प्रश्न 4.
बादल दौड़ लगाकर किसमें पानी भरता है ?
മേഘങ്ങൾ ഉരുണ്ടുകൂടി എന്തിൽ വെള്ളം നിറ
उत्तर :
गागर में
കുടങ്ങളിൽ

प्रश्न 5.
पानी कहाँ = कहाँ बहते जाते हैं ?
ജലം എവിടെയൊക്കെയാണ് ഒഴുകുന്നത്?
उत्तर :
झरने, नदियाँ और नाले में
അരുവികളിലും, നദികളിലും, തോടുകളിലും

प्रश्न 6.
पानी कहाँ-कहाँ भर रहते हैं ?
ജലം എവിടെയൊക്കെയാണ് നിറഞ്ഞു കവിയു ന്നത്?
उत्तर :
ताल-तलैया, झील और सरोवर में
കുളങ്ങളിലും, തടാകങ്ങളിലും, പൊയ്കകളിലും

प्रश्न 7.
पानी से क्या उगता है?
ജലം കൊണ്ട് എന്താണ് വിളയുന്നത്?
उत्तर :
फसल
വിളവുകൾ

प्रश्न 8.
पानी से कहाँ कहाँ फसलें फलता है?
വെള്ളം കൊണ്ട് എവിടെയൊക്കെയാണ് വിള കൾ തഴച്ചു വളരുന്നത്?
उत्तर :
वन और उपवन में
വനങ്ങളിലും, പൂന്തോട്ടങ്ങളിലും

प्रश्न 9.
हम पानी की बचत क्यों करें?
നമ്മൾ വെള്ളം എന്തുകൊണ്ടാണ് സംരക്ഷിക്കേ ണ്ടത്?
उत्तर :
क्योंकि पानी से ही इस वसुधा पर जीवन चलता है।
എന്തുകൊണ്ടെന്നാൽ ജലം കൊണ്ടാണ് ഈ ഭൂമി യിൽ ജീവിതം മുന്നോട്ടു പോകുന്നത്.

प्रश्न 10.
निम्नलिखित पंक्तियाँ पढ़कर दो तुकांत वाले शब्द चुनकर लिखिए |
താഴെ തന്നിരിക്കുന്ന വരികളിൽ നിന്ന് പ്രാസ മുള്ള വാക്കുകൾ തിരഞ്ഞെടുത്തെഴുതുക.
पानी से ही फसलें उगतीं,
हर वन उपवन फलता ।
पानी से ही इस वसुधा पर
सबका जीवन चलता।
उत्तर :
फलता – चलता

प्रश्न 11.
कविता पढ़कर निम्नलिखित आशयवाली पंक्तियाँ चुनकर लिखिए |
കവിത വായിച്ച് താഴെ തന്നിരിക്കുന്ന ആശയം വരുന്ന വരികൾ തിരഞ്ഞെടുത്തെഴുതുക.
(i) हमें पानी की बचत करना चाहिए ।
(ii) यह जग सुंदर होने का कारण ही पानी है।
उत्तर :
(i) आओ, बचत करें पानी की
(ii) पानी से ही यह जग सुंदर

प्रश्न 12.
निम्नलिखित पंक्तियाँ क्रम से लिखिए ।
താഴെ തന്നിരിക്കുന്ന വരികൾ ക്രമമായി എഴു
नभ में बादल दौड़ लगाते
पानी से हर बूँद बनी है
पानी का ही सागर ।
भर पानी की गागर । ।
उत्तर :
पानी से हर बूँद बनी है,
पानी का ही सागर ।
नभ में बादल दौड़ लगाते,
भर पानी की गागर ।।

व्याकरण भाग
GRAMMAR PORTIONS

“വേണം’ എന്ന അർത്ഥത്തിലുള്ള മറ്റു ക്രിയ കളോടു ചേർന്ന് ആ ക്രിയ ചെയ്യണം’ എന്ന അർത്ഥത്തിൽ പ്രയോഗിക്കപ്പെടുന്നു. ഇതിന്റെ കർത്താവിനോട് “को” പ്രത്യയം ചേർക്കുന്നു. ക്രിയ യുടെ സാധാരണ രൂപത്തോട് (पढ़ना, करना, जाना) चाहिए ചേർക്കുന്നു. ഈ ക്രിയാരൂപം കർമ്മത്തെ
ആശ്രയിച്ചു മാറുന്നു. (നിങ്ങൾ ജോലി ചെയ്യണം) ने പ്രത്യയം പോലെ ഇവിടെ को പ്രത്യയം പ്രത്യേ കിച്ച് അർത്ഥമൊന്നുമില്ലാതെ പ്രയോഗിക്കുന്നതു കൊണ്ട് വിട്ടുപോകാൻ സാധ്യതയുണ്ട്. സഹായക ക്രിയായി മാത്രമല്ല, ഒറ്റയ്ക്കും. चाहिए क्रिया വരു ന്നു.

जैसे: मुझे एक कलम चाहिए।
എനിക്ക് ഒരു പേന വേണം.

तुम को क्या चाहिए?
നിങ്ങൾക്ക് എന്ത് വേണം?

(ii) पड़
“വേണ്ടി വരുക എന്നോ ചെയ്യേണ്ടി വരുക
എന്നോ അർത്ഥമുള്ള पड़ സഹായകക്രിയയുടെ
കർത്താവിനോട് को പ്രത്യയം ചേർക്കുന്നു. ഇത് മറ്റൊരു ക്രിയയുടെ സാധാരണ രൂപത്തോടു ചേർന്നു വരുന്നു. ഒരു ക്രിയ ചെയ്യാൻ നിർബന്ധി
തനാകുക എന്ന ആശയമാണ് ഈ സഹായകക്രി യത്.

जैसेः मुझे सबेरे उठना पड़ा।
എനിക്ക് രാവിലെ എഴുന്നേൽക്കേണ്ടി വന്നു.

(iii) दे
“അനുവദിക്കുക’ എന്ന അർത്ഥത്തിൽ ” സഹാ യകിയ പ്രയോഗിക്കുന്നു. ക്രിയാധാതുവിനോട് ने എന്ന് ചേർത്ത് ഈ ക്രിയ കൂട്ടിച്ചേർക്കുന്നു.
पढने, देना, जाने देना, करने देना എത്തിങ്ങനെ.

जैसे: अध्यापक ने छात्रों को घर जाने दिया ।
അധ്യാപകൻ വിദ്യാർത്ഥികളെ വീട്ടിൽ പോകാൻ അനുവദിച്ചു.

पठित शब्दों से भरें।
പഠിച്ച വാക്കുകൾ കൊണ്ട് നിറയ്ക്കാം.

उत्तर :

• अमरूद = പേരക്ക, guava
• आलू = ഉരുളക്കിഴങ്ങ്, potato
• इमारत = കെട്ടിടം, building
• ईस = കരിമ്പ്, sugarcane
• उपवन = തോട്ടം garden
• ऊँट = ഒട്ടകം camel
• ऋषभ = കാള ox
• एडी = കാല് foot
• ऐनक = കണ്ണട, spectacle
• ओस = മഞ്ഞു തുള്ളികൾ, dew drops
• औषधि = മരുന്ന്, medicine
• अंडा = മുട്ട, egg

उत्तर :

उत्तर :

• कबूतर – പ്രാവ് pigeon
• खरगोश = മുയൽ rabbit
• गज = ആന elephant
• घडी = ക്ലോക്ക് clock
• चम्मच = സ്പൂൺ spoon
• छडी = വടി stick
• जग = ജഗ്ഗ് jug
• झरना = അരുവി stream
• टमाटर = തക്കാളി tomato
• ठेला = വണ്ടി cart
• डाकिया = പോസ്റ്റ്മാൻ postman
• ढोलक = ഡ്രം drum
• तलवार = വാൾ sword
• थरमस = ജഗ്ഗ് jug
• दरवाज़ा = വാതിൽ door
• धनुष = അമ്പ് arrow
• नल = പൈപ്പ് pipe
• पंखा = ഫാൻ fan
• फल = പഴങ്ങൾ fruits
• बतख = താറാവ് duck
• भालू = കരടി bear
• मछली = മത്സ്യം fish
• यज्ञ = യജ്ഞം
• रस्सी = കയർ rope
• लड़का = കുട്ടി boy
• वन = വനം forest
• शरीफा = കസ്റ്റാർഡ് ആപ്പിൾ custard apple
• षटपद = ഷഡ്പദം
• समुद्र = കടൽ sea
• हाथी = ആന elephant

उत्तर :

• ज्ञानी = വിശുദ്ധ saint
• तितली = ചിത്രശലഭം butterfly
• पीला = മഞ്ഞ yellow
• मुर्गी = കോഴി hen
• कृषक = വൃദ്ധൻ old man
• बूढा = കർഷകൻ farmer
• केला = വാഴ banana
• थैला = സഞ്ചി bag
• लोमडी = കുറുക്കൻ fox
• कौआ = പശു cow
• मंदिर = ക്ഷേത്രം temple

पानी Summary in Malayalam & Hindi

Paani Summary in Malayalam & Hindi

पानी से हर बूँद बनी है,
पानी का ही सागर।
नभ में बादल दौड़ लगाते,
भर पानी की गागर ।।

पानी से ही बहते झरने,
नदियाँ नाले बहते।
ताल-तलैया, झील, सरोवर
पानी से भर रहते ॥

पानी से ही फसलें उगतीं,
हर वन उपवन फलता।
पानी से ही इस वसुधा पर
सबका जीवन चलता ॥

आओ, बचत करें पानी की
पानी उत्तम धन है।
पानी से ही यह जग सुंदर
पानी से जीवन है ॥

ഓരോ തുള്ളിയും വെള്ളം കൊണ്ടാണ് നിർമ്മിച്ചിരിക്കുന്നത്.
വെള്ളത്തിന്റെ തന്നെ സമുദ്രം
ആകാശത്തിൽ കാർമേഘങ്ങൾ ഉരുണ്ടു കൂടാൻ തുടങ്ങി
കുടത്തിൽ നിറയെ വെള്ളവുമായി
വെള്ളം ഒഴുകുന്ന അരുവികൾ
നദികളും അരുവികളും ഒഴുകുന്നു
തോടുകളും കുളവും തടാകങ്ങളും പൊയ്കകളും
ജലം കൊണ്ട് നിറഞ്ഞിരിക്കുന്നു
വെള്ളം കൊണ്ടാണ് വിളകൾ ഉണ്ടാകുന്നത്
എല്ലാ വനവും, പൂന്തോട്ടവും തഴച്ചു വളരുന്നത്
ജലം കൊണ്ട് തന്നെയാണ് ഈ ഭൂമിയിൽ
എല്ലാവരുടേയും ജീവിതം മുന്നോട്ട് പോകുന്നത്
വരൂ നമുക്ക് ജലത്തെ സംരക്ഷിക്കാം
ജലമാണ് ഏറ്റവും നല്ല ധനം
ജലം മൂലമാണ് ഈ ലോകം സുന്ദരമാകുന്നത്
ജലം കൊണ്ട് ജീവിതവും സുന്ദരമാകുന്നു.

पानी कवि परिचय त्रिलोक सिंह ठकुरेला

हिन्दी के साहित्यकार श्री त्रिलोक सिंह ठकुरेला का जन्म 1 अक्तूबर 1966 में उत्तरप्रदेश के नगला मिश्रिया में हुआ था। वे सुपरिचित कवि एवं कुण्डलियाकार हैं। इन्होंने कुण्डलिया छंद को पुनस्थापित करने में अहम भूमिका निभाई है। राजस्थान साहित्य अकादमी द्वारा पुरस्कृत त्रिलोक सिंह ठकुरेला ने कुण्डलिया छंद को नए आयाम देने का सराहनीय प्रयास किया है।

त्रिलोक सिंह ठकुरेला के पिता का नाम श्री खमानी सिंह एवं माता का नाम श्रीमती देवी है। प्रारंभिक शिक्षा एवं माध्यमिक शिक्षा के बाद लखनाऊ से इन्होंने विद्युत अभियांत्रिकी में डिप्लोमा प्राप्त किया। बचपन में इनके शिक्षक पिता इन्हें प्रेरक बाल कवितायें सुनाते थे, जो कविता के प्रति इनकी अभिरुचि का कारण बना। उनकी प्रमुख कृतियाँ हैं – नया सवेरा, काव्यगंधा, आनंद मंजरी आदि। अखिल भारतीय हिन्दी साहित्य परिषद द्वारा ‘वाग्विदाम्ब सम्मान’, हिन्दी साहित्य सम्मेलन प्रयाग द्वारा ‘वृज गौरव’ सम्मान आदि से वे सम्मानित भी हुए थे ।

ഹിന്ദിയിലെ പ്രസിദ്ധ സാഹിത്യകാരൻ ശ്രീ. ത്രിലോക്ക് സിംഗ് തക്കുരേലായുടെ ജന്മം 1966 ഒക്ടോ ബർ 1-ാം തീയതി ഉത്തർപ്രദേശിലെ ഹത്രാസിലെ നല്ല മിസിയായിൽ ആയിരുന്നു. അദ്ദേഹം അറിയ പ്പെടുന്ന ഒരു കവിയും ജാതക നിർമ്മാതാവുമാണ്. കുണ്ഡലിയവാക്യം പുനഃസ്ഥാപിക്കുന്നതിൽ അദ്ദേഹം പ്രധാന പങ്ക് വഹിച്ചിട്ടുണ്ട്. രാജസ്ഥാൻ സാഹിത്യ അക്കാദമിയുടെ പുരസ്കാരം ലഭിച്ച ത്രിലോക് സിംഗ് തക്കുരേഖ കുണ്ഡലിയ വാക്യത്തിന് പുതിയ മാനങ്ങൾ നൽകാനുള്ള ശ്ലാഘനീയ മായ പരിശ്രമമാണ് നടത്തിയത്.

ശ്രീ ത്രിലോക് സിംഗ് തക്കുരേലയുടെ പിതാവിന്റെ പേര് മിസ്റ്റർ ഖമാനി സിംഗ് എന്നും അമ്മയുടെ പേര് ശ്രീമതി ദേവിയെന്നും ആണ്. അദ്ദേഹത്തിന്റെ പ്രാഥമികവും, സെക്കൻഡറി വിദ്യാഭ്യാസത്തിനും ശേഷം ലഖ്നൗവിൽ നിന്ന് ഇലക്ട്രിക് എഞ്ചിനീയറിംഗിൽ ഡിപ്ലോമ നേടി. കുട്ടിക്കാലത്ത് അധ്യാപക നായ പിതാവ് അദ്ദേഹത്തിന് പ്രചോദനാത്മകമായ കുട്ടികളുടെ കവിതകൾ ചൊല്ലിക്കൊടുക്കുമായിരു ന്നു. അത് കവിതയോടുള്ള അദ്ദേഹത്തിന്റെ താൽപര്യത്തിന് കാരണമായി. അദ്ദേഹത്തിന്റെ പ്രധാന കൃതികൾ നയാ സവേര, കാവ്യഗന്ധാ, ആനന്ദമഞ്ചരി തുടങ്ങിയവ. അഖിലേന്ത്യാ ഹിന്ദി സാഹിത്യ പരിഷത്തിന്റെ “വാഗ്വിദം വർ അവാർഡ്, ഹിന്ദി സാഹിത്യ സമ്മേളനം പ്രയാഗിന്റെ “ബ്രിജ് ഗൗരവ അവാർഡ് തുടങ്ങിയ അവാർഡുകൾ കൊണ്ട് അദ്ദേഹം പുരസ്കൃതനായിട്ടുണ്ട്.

पानी Hindi Poem शब्दार्थ

• पानी = വെള്ളം water
• हर = ഓരോന്നും each
• बूँद = ഡ്രോപ്പ് drop
• बनना = to build ഉണ്ടാകുക,
• सागर = കടൽ sea
• नभ = ആകാശം sky
• बादल = മേഘങ്ങൾ clouds
• दौड़ लगाना = മറയ്ക്കാൻ to cover
• भरना = നിറയ്ക്കാൻ to fill
• गागर = കുടം pot
• झरना = തോട് stream
• बहना = ഒഴുകാൻ to flow
• नदियाँ = നദികൾ, rivers
• नाला = കനാൽ canal
• ताल-तलैया = തടാകവും കുളവും, lakes & ponds
• झील = തടാകം lake
• सरोवर = പൊയ്യ lake
• फसल = വിളകൾ, crops
• उगना = വളർത്താൻ to grow
• वन = വനം forest
• उपवन = തോട്ടം garden
• फलना = ഫലപ്രദമാക്കൽ fruiting
• जीवन = ജീവിതം life
• वसुधा = ഭൂമി, earth
• बचत करना = സംരക്ഷിക്കുക, to save
• उत्तम = മികച്ചത്, excellent
• धन = സമ്പത്ത്, wealth
• जग = ലോകം, world
• सुंदर = സുന്ദരം, beautiful

Practicing with SCERT Kerala Syllabus 5th Standard Hindi Textbook Solutions Unit 5 Chapter 1 एक दो तीन Question Answer Notes Summary in Malayalam & Hindi improves language skills.

Ek Do Theen Class 5 Question Answer Notes Summary

SCERT Class 5 Hindi Unit 5 Chapter 1 Question Answer Kerala Syllabus एक दो तीन

Ek Do Theen Question Answer

चित्र में क्या – क्या देख रहा है?
ചിത്രത്തിൽ എന്തൊക്കെയാണ് കാണുന്നത്?
उत्तर :
दूर-दूर तक पहाड़ देख सकते हैं। पहाड़ों के पास एक बड़ी नदी बहती है। नदी के किनारे विभिन्न प्रकार के पौधे उगते हैं। पानी की बूँदें नदी में गीत गाती हुई बहती हैं। नदी का यह गीत हम कलरव स्वर में सुन सकते हैं। हमें ऐसा लगता है कि नदी अपने किनारों से अपनी खुशी व्यक्त कर रही है।

ദൂരെ ദൂരെ പർവ്വതങ്ങൾ കാണാം. പർവ്വതങ്ങളുടെ സമീപത്തുകൂടി ഒരു വലിയ നദി ഒഴുകുന്നു. നദിയുടെ തീരത്ത് പല തരത്തിലുള്ള ചെടികൾ നിൽക്കുന്നു. നദിയിലൂടെ വെള്ളത്തുള്ളികൾ പാട്ടുകൾ പാടിയാണ് ഒഴുകുന്നത്. നദിയുടെ ഈ ഗാനം നദിയൊഴുകുന്ന കളരവ ശബ്ദത്തിലാണ് നമുക്ക് കേൾക്കാൻ സാധിക്കു ന്നത്. നദി അതിന്റെ തീരത്തോട് തന്റെ സന്തോഷം പ്രകടിപ്പിക്കുന്നതായിട്ട് നമുക്ക് തോന്നും.

प्रश्न 1.
चित्र के नीचे उचित वाक्य जोड़ें।
ചിത്രത്തിന്റെ താഴെ ഉചിതമായ വാക്യം

घर के सामने एक बिलौटा है।
पेड़ के नीचे एक लड़का है।
तालाब के किनारे एक जलमुर्गी है।

उत्तर :
तालाब के किनारे एक जलमुर्गी है।
കുളക്കരയിൽ ഒരു കുളക്കോഴിയുണ്ട്.

घर के सामने एक बिलौटा है।
വീടിനു മുന്നിൽ ഒരു പൂച്ചക്കുട്ടിയുണ്ട്.

पेड़ के नीचे एक लड़का है।
മരത്തിനു താഴെ ഒരു കുട്ടിയുണ്ട്.

प्रश्न 2.
सही वाक्य चुनें, डायरी लिखें।
ശരിയായ വാക്യം തിരഞ്ഞെടുത്ത് ഡയറി എഴു താം.

आज जलमुर्गी के चूज़े मेरे घर में घुस आए।
जलम्मुर्गियाँ शोर मचा रही थीं।
जलमुर्गियों को भी गिनती आती है।
बिलौटे से डर कर चूज़े घर के अंदर घुस गए।
मैंने चूज़ों को पकड़कर जलमुर्गियों को दे दिया।
जलम्रुर्गियाँ नदी की तरफ़ दौड़ गईं।

ഡയറി എഴുതുമ്പോൾ തീയതി, ദിവസം എന്നിവ മുകളിൽ കൊടുക്കണം. അതാത് ദിവ സത്തെ രാവിലെ മുതൽ നമ്മൾ ഉറങ്ങാൻ പോകുന്നത് വരെയുള്ള കാര്യങ്ങളാണ് ഡയ റിയിൽ രേഖപ്പെടുത്താറുള്ളത് എപ്പോഴും ഡയറി എഴുതുമ്പോൾ ആ ദിവസം എങ്ങനെ യായിരുന്നു എന്നെഴുതാൻ ശ്രമിക്കുക.
ഇവിടെ ഡയറി എഴുതാനായി വാക്യങ്ങൾ തന്നിട്ടുണ്ട്. വാക്യങ്ങളെ ശരിയായ ക്രമത്തിൽ നമുക്ക് എഴുതി നോക്കി ഡയറി പൂർത്തീകരി
ക്കാം.
उत्तर :
1/2/2024
बुधवार
आज जलमुर्गी के चूज़े मेरे घर में घुस आए। जलमुर्गियाँ शोर मचा रही थीं। मैंने चूज़ों को पकड़कर जलमुर्गियों को दे दिया। जलमुर्गियों को भी गिनती आती है। जलमुर्गियाँ नदी की तरफ़ दौड़ गईं।

1/2/2024
ബുധൻ
ഇന്ന് കുളക്കോഴിക്കുഞ്ഞുങ്ങൾ എന്റെ വീട്ടിൽ കയറി വന്നു. ഇത് കണ്ട് കുളക്കോഴികൾ പുറത്ത് ബഹളം വച്ചു കൊണ്ടിരുന്നു. ഞാൻ കുഞ്ഞുങ്ങളെ പിടിച്ച് കുളക്കോഴികളെ തിരികെ ഏൽപ്പിച്ചു. കുള കോഴികൾക്കും എണ്ണാൻ അറിയാം. കുളക്കോഴി കൾ നദിയിലേക്ക് ഓടി.

प्रश्न 3.
चित्र कहानी की पूर्ति करें ।
ചിത്രകഥ പൂർത്തീകരിക്കാം.


उत्तर :
मेरे घर में एक बिल्ली है।
എന്റെ വീട്ടിൽ ഒരു പൂച്ചയുണ്ടായിരുന്നു.

उसका नाम मिन्नू है।
അതിന്റെ പേര് മിന്നു എന്നായിരുന്നു.

मैं हमेशा उसके साथ खेलता हूँ।
ഞാനെപ്പോഴും അതിന്റെ കൂടെ കളിക്കുമായിരുന്നു.

मेरे पलंग के नीचे वह सोता है।
എന്റെ കട്ടിലിന്റെ കീഴെയായിരുന്നു അത് ഉറ ങ്ങിയിരുന്നത്.

नहाने के समय में भी वह मेरे साथ है।
കുളിക്കുന്ന സമയവും അത് എന്നോടൊപ്പം ആണ്.

हम साथ खाना खाते हैं।
ഞങ്ങൾ ഒരുമിച്ചാണ് ഭക്ഷണം കഴിക്കുന്നത്.

स्कूल जाने वक्त वह अकेला था।
ഞാൻ സ്ക്കൂളിൽ പോകുമ്പോൾ അവൻ തനി ച്ചായിരുന്നു.

एक दिन कुछ बिल्लियों ने उस पर हमला कर
ഒരു ദിവസം കുറെ പൂച്ചകൾ അതിനെ ആക മിക്കുകയുണ്ടായി.

मैं स्कूल से वापस आया और उसे हर जगह खोजा, पलंग के नीचे भी खोजा ।
ഞാൻ സ്ക്കൂളിൽ നിന്ന് തിരികെയെത്തി അതിനെ എല്ലായിടത്തും അന്വേഷിച്ചു, കട്ടി ലിനടിയിലും അന്വേഷിച്ചു.

और तालाब के किनारे जाकर खोजा ।
കുളക്കരയിലും അന്വേഷിച്ചു.

तभी मैं ने देखा कि कुछ बिल्लियाँ उस पर हमला कर रही है।
അപ്പോൾ കുറച്ച് പൂച്ചകൾ അതിനെ ആക്രമി ക്കുന്നത് ഞാൻ കണ്ടു.

मैं ने उसे बचाया और घर वापस ले आया।
ഞാൻ അതിനെ രക്ഷിച്ച് വീട്ടിൽ തിരികെ കൊണ്ടു വന്നു.

अन्य महत्वपूर्ण प्रश्न और उत्तर
(മറ്റ് പ്രധാന ചോദ്യങ്ങളും ഉത്തരങ്ങളും)

प्रश्न 1.
एक दिन घर में कौन घुस आए?
ഒരു ദിവസം വീട്ടിൽ ആരാണ് പ്രവേശിച്ചത്?
उत्तर :
जलमुर्गी के चू
കുളക്കോഴിയുടെ കുഞ്ഞുങ്ങൾ

प्रश्न 2.
घर के पास किस नदी है?
വീടിന്റെ അടുത്ത് ഏത് നദിയാണ്?
उत्तर :
सुसवा नदी
സുസവാ നദി

प्रश्न 3.
नदी में कौन रहता है?
നദിയിൽ ആരാണ് താമസിച്ചിരുന്നത്?
उत्तर :
जलमुर्गियों का परिवार
കുളക്കോഴികളുടെ കുടുംബം

प्रश्न 4.
बाहर कितने जलमुर्गियाँ ज़ोर से चिचिया रही
വെളിയിൽ എത്ര കുളക്കോഴികളാണ് ബഹളമു ണ്ടാക്കുന്നത്?
उत्तर :
दो
രണ്ട്

प्रश्न 5.
दीवार की ओट में किसको देखा?
ചുമരിന് മറവിൽ ആരെ കണ്ടു?
उत्तर :
एक बिलौटे को
ഒരു പൂച്ചക്കുഞ്ഞിനെ

प्रश्न 6.
पहला चूज़ा कहाँ पर था ?
ആദ്യത്തെ കുഞ്ഞ് എവിടെയായിരുന്നു?
उत्तर :
फर्श पर
തറയിൽ

प्रश्न 7.
दूसरा चूज़ा कहाँ था ?
രണ്ടാമത്തേത് എവിടെയായിരുന്നു?
उत्तर :
सोफे के नीचे
സോഫയുടെ കീഴിൽ

प्रश्न 8.
कौन भिनभिना रहा था ?
ആരാണ് മൂളിക്കൊണ്ടിരുന്നത്?
उत्तर :
एक मच्छर
ഒരു കൊതുക്

प्रश्न 9.
मच्छर को भगाने के लिए क्या किया ?
കൊതുകിനെ ഓടിക്കാൻ എന്തു ചെയ്തു?
उत्तर :
ताली पीटी
കൈ കൊട്ടി

प्रश्न 10.
तीसरा चूज़ा कहाँ छुपकर बैठा था?
മൂന്നാമത്തെ കുഞ്ഞ് എവിടെയാണ് ഒളിച്ചിരു ന്നത്?
उत्तर :
पलंग के नीचे
കട്ടിലിനടിയിൽ

प्रश्न 11.
बाकी दो चूज़े कहाँ पर थे?
ബാക്കി കുഞ്ഞുങ്ങൾ എവിടെയായിരുന്നു?
उत्तर :
बाथरूम में पानी में खेल रहे थे।
ബാത്റൂമിൽ വെള്ളത്തിൽ കളിക്കുകയായിരുന്നു.

प्रश्न 12.
जलमुर्गियों के चूज़े को पकड़कर कहाँ छोड़ दिया ?
കുളക്കോഴി കുഞ്ഞുങ്ങളെ പിടിച്ചിട്ട് എവിടെ ഉപേക്ഷിച്ചു?
उत्तर :
बरामदे में
വരാന്തയിൽ

प्रश्न 13.
जोडा बनाइए ।
ചേരുംപടി ചേർക്കുക.
पहला चूज़ा – बाथरूम में खेल रहे थे।
दूसरा चूज़ा – पलंग के नीचे था।
तीसरा चूज़ा – सोफा के नीचे थे।
चौथा और
पाँचवाँ चूजे – फर्श पर था।
उत्तर :
पहला चूज़ा – फर्श पर था।
दूसरा चूज़ा – सोफा के नीचे थे।
तीसरा चूज़ा – पलंग के नीचे था।
चौथा और
पाँचवाँ चूजे – बाथरूम में खेल रहे थे।

व्याकरण भाग
GRAMMAR PORTIONS

‘लग’ का प्रयोग

പാംഭാഗത്തിൽ ‘के किनारे’, ‘के नीचे’ തുടങ്ങിയ കുറച്ച് പദങ്ങൾ നാം കണ്ടല്ലോ. ഈ വാക്കുകൾ ‘संबंधबोधक अव्यय शब्द’ ആണ്. संबंधबोधक अव्यय എന്താണെന്ന് ആദ്യം നമുക്ക് മനസ്സിലാക്കാം. जो शब्द वाक्य में संज्ञा या सर्वनाम के बाद आकर उसका संबंध वाक्य के दूसरे शब्द दिखाये उसे संबंधबोधक अव्यय कहते हैं।
eg: के साथ के सामने

के पास के बाहर
के आगे के कारण
के समान के सदृश्य

ഒരു വാക്യത്തിൽ നാമത്തിനോ സർവ്വനാമത്തിനോ ശേഷം വരുന്നതും വാക്യത്തിലെ മറ്റൊരു പദവു മായുള്ള ബന്ധം കാണിക്കുന്നതുമായ പദ 3144 (അവ്യയം) (Preposition) എന്ന് വിളിക്കുന്നു.
ഉദാ: കൂടെ ഇതിനു മുന്നിലായി
അടുത്ത് പുറത്ത്
മുൻപിൽ കാരണം
സമാനമായ സാദൃശ്യം (പോലെ)

ഇതുമായി ബന്ധപ്പെട്ട കുറച്ച് ഉദാഹരണങ്ങൾ നോക്കാം.

1. रामू ……….. एक बिल्ली है।
രാമുവിന്റെ ……… ഒരു പൂച്ചയുണ്ടായിരുന്നു.
उत्तर :
के साथ (കൂടെ)

2. नदी ………… एक वृक्ष है।
നദിയുടെ ……… ഒരു വൃക്ഷമുണ്ടായിരുന്നു.
उत्तर :
के पास (അടുത്ത്)

3. घर ……. एक तालाब है।
വീടിന്റെ …….. ഒരു കുളമുണ്ടായിരുന്നു.
उत्तर :
के आगे (സമീപത്തായി)

4. कौरव और पाण्डव सेना का वह युद्ध देवासुर संग्राम ……. जाना पड़ता था।
കൗരവ പാണ്ഡവ സൈന്യങ്ങൾ തമ്മിലുള്ള ആ യുദ്ധം ദേവന്മാരും അസുരന്മാരും തമ്മിലുള്ള …… യുദ്ധം പോലെ തോന്നി.
उत्तर :
के समान (സമാനമായത്)

5. स्कूल ……. एक बगीचा है।
സ്ക്കൂളിന് …………. ഒരു പൂന്തോട്ടം ഉണ്ട്.
उत्तर :
के सामने (ഇതിനുമുന്നിലായി)

6. ऑफिस …… वह खडा था ।
ഓഫീസിന് ……….. അവൻ നിൽപുണ്ടായിരുന്നു.
उत्तर :
के बाहर (പുറത്ത്)

7. बारिश ……….. पार्टी रद्द कर दी गई।
മഴ ………… പാർട്ടി റദ്ദാക്കി.
उत्तर :
के कारण (കാരണം)

8. जिस दिन लोग बिखरे हुए ………… पतंगों हो जाएँगे ।
ചിതറിത്തെറിച്ച പട്ടം ……….. ആളുകൾ മാറുന്ന
उत्तर :
के सदृश्य (കേസ് സാഹചര്യം)

एक दो तीन Summary in Malayalam & Hindi

Ek Do Theen Summary in Malayalam & Hindi

मेरा घर सुसवा नदी के किनारे है।
वहीं जलमुर्गियों का एक परिवार भी रहता है।

आज सुबह जलमुर्गी के चूजे मेरे घर में घुस आए।
बाहर दो जलमुर्गियाँ ज़ोर-ज़ोर से चिचिया रही थीं।
मैंने दीवार की ओट में एक बिलौटा देखा।

मुझे देखकर बिलौटा भाग गया।
लेकिन जलमुर्गियाँ शोर मचाती रहीं।

मैंने भीतर जाकर देखा।
एक चूजा फर्श पर था।
दूसरा सोफ़े के नीचे।
मैंने उन्हें उनके माँ-बाप के हवाले कर दिया।
पर जलमुर्गियाँ शोर मचाती रहीं।

एक मच्छर भिनभिना रहा था।
उसे भगाने केलिए मैंने ताली पीटी।
आवाज़ सुनकर पलंग के नीचे छुपा
चूजा तेज़ी से बाहर भागा।

पर जलमुर्गियाँ डटी रहीं। मैंने हर जगह खोजा।
बाथरूम में दो चजे़ पानी में खेल रहे थे।
मैंने उन्हें पकड़ा और बरामदे में छोड़ दिया।

जलमुर्गियों ने एक नज़र अपने चूजोों को देखा।
फिर नदी की तरफ़ दौड़ पड़ीं।
पाँचों चूजे भी उनके पीछे-पीछे चले जा रहे थे।
उस दिन मैंने जाना कि जलमुर्गियों को भी गिनती आती है।

എന്റെ വീട് സുവാ നദിയുടെ തീരത്താ ണ്. അവിടെ കുളക്കോഴികളുടെ ഒരു കുടും ബവും താമസിക്കുന്നുണ്ട്. ഇന്ന് രാവിലെ കുളക്കോഴികളുടെ കുഞ്ഞു ങ്ങൾ എന്റെ വീട്ടിൽ കയറി വന്നു. വെളി യിൽ കുളക്കോഴി ശബ്ദമുണ്ടാക്കിക്കൊ ണ്ടിരുന്നു. ഞാൻ ചുമരിന് മറവിൽ ഒരു പൂച്ചക്കുഞ്ഞിനെ കണ്ടു.

എന്നെ കണ്ടപ്പോൾ പൂച്ചക്കുഞ്ഞ് ഓടി പോയി. എന്നാൽ കുളക്കോഴികൾ ബഹളം വച്ചു കൊണ്ടിരുന്നു.
ഞാൻ വീടിനുള്ളിൽ പോയി നോക്കി. ഒരു കുളക്കോഴിക്കുഞ്ഞ് തറയിൽ ഉണ്ട്. രണ്ടാ മത്തെ സോഫയുടെ കീഴിൽ ഞാൻ അതിനെ രണ്ടിനേയും അതിന്റെ മാതാ പിതാക്കളുടെ കൈയിൽ തിരികെ ഏൽപ്പിച്ചു. എന്നാൽ കുളക്കോഴികൾ അപ്പോഴും ബഹളം വച്ചു കൊണ്ടിരുന്നു.

ഒരു കൊതുക് മൂളിപ്പറന്നു കൊണ്ടിരുന്നു. അതിനെ ഓടിക്കാനായി ഞാൻ കൈകൊട്ടി. ശബ്ദം കേട്ട് കട്ടിലിന്റെ അടിയിൽ ഒളിച്ചിരുന്ന കുള കോഴികുഞ്ഞ് വേഗത്തിൽ പുറത്തേക്കിറങ്ങി ഓടി. എന്നാൽ കുളക്കോഴികൾ പോകാൻ കൂട്ടാക്കിയില്ല. ഞാൻ എല്ലായിടത്തും തിരഞ്ഞ് ബാത്റൂമിൽ. രണ്ട് കുളക്കോഴിക്കുഞ്ഞുകൾ വെളളത്തിൽ കളിച്ചു കൊണ്ടിരിക്കുകയായിരുന്നു. ഞാനതിനെ പിടിച്ചിട്ട് വരാന്തയിൽ ഉപേക്ഷിച്ചു.

കുളക്കോഴികളുടെ ഒരു നോട്ടം തന്റെ കുഞ്ഞുങ്ങളി ലേക്കായി. എന്നിട്ട് അത് നദിയിലേക്ക് ഓടി. അഞ്ചു കുളക്കോഴി കുഞ്ഞുങ്ങളും അവരുടെ പുറകെ പോകുകയായിരുന്നു. ആ ദിവസം ഞാൻ മനസ്സിലാക്കി കുളക്കോഴികൾക്കും എണ്ണാൻ അറി യാമായിരുന്നുയെന്ന്.

एक दो तीन लेखक परिचय मुकेश नौटियाल

हिन्दी के सुप्रसिद्ध साहित्यकार श्री मुकेश नौटियाल का जन्म 1971 में उत्तराखंड में हुआ था। श्री मुकेश नौटियाल की कहानियाँ, बच्चों के निर्मल एवं निश्छल मन की कहानियाँ हैं। लोकतत्व की उपस्थिति ने मुकेश नौटियाल की कहानियों को एक अतिरिक्त शक्ति दी है। समकालीन बाल साहित्य में आज यह गायब होता जा रहा है। आज इसे सहेजने की आवश्यकता है। बाल एवं किशोर वय बच्चों के लिए ‘हिमालय की कहानियाँ’ संग्रह के अतिरिक्त ‘रूम टू रीड’ इंडिया, रौक्षणिक गतिविधियों के लिए समर्पित संस्था द्वारा कहानियों की चार चित्रात्मक पुस्तिकाएँ प्रकाशित हो चुकी हैं। उन्होंने एक बार कहा है कि दक्षिण और उत्तरभारत में खासकर भाषा को लेकर बहुत ज़्यादा भ्रम है। रेडियो और दूरदर्शन के क्षेत्र में उनका योगदान बहुत ही विशिष्ट है। उनकी प्रमुख रचनाएँ हैं- चार कथा संग्रह, आठ बाल कथा संग्रह, एक यात्रा वृत्तांत आदि। उनकी प्रमुख कहानी ‘पितृ-कूडी में गाँव’ पित्रों की शांति के लिए बनाए गए स्थान को समर्पित कहानी है।

ഹിന്ദിയിലെ സുപ്രസിദ്ധ സാഹിത്യകാരനായ ശ്രീ മുകേഷ് നൗടിയാലിന്റെ ജന്മം 1971-ൽ ഉത്തരാഖ ഡിലായിരുന്നു. കുട്ടികളുടെ ശുദ്ധവും നിഷ്ക്കളങ്കവുമായ മനസ്സിന്റെ കഥകളാണ് മുകേഷ് നൗട്ടിയാ ലിന്റെ കഥകൾ. നാടൻ ഘടകത്തിന്റെ സാന്നിധ്യം മുകേഷ് നൗട്ടിയാലിന്റെ കഥകൾക്ക് ഒരു അധിക ശക്തി നൽകിയിട്ടുണ്ട്. ഇവ സമകാലിക ബാലസാഹിത്യത്തിൽ അത് അപ്രത്യക്ഷമാകുന്നു. അതിന് ഇന്ന് സമ്പാദ്യം ആവശ്യമാണ്. കുട്ടികൾക്കും കൗമാരക്കാർക്കുമായി “ഹിമാലയ കി കഹാനിയാം’ എന്ന സമാഹാരത്തിന് പുറമേ, വിദ്യഭ്യാസ പ്രവർത്തനങ്ങൾക്കായി സമർപ്പിച്ചിരിക്കുന്ന സംഘടനയായ “റൂം ടു റീഡ്’ ഇന്ത്യ പ്രസിദ്ധീകരിച്ച നാല് ചിത്രങ്ങളുള്ള കഥകളുടെ ലഘുരേഖകൾ പ്രസിദ്ധീകരിച്ചു. ദക്ഷിണേന്ത്യയിലും ഉത്തരേന്ത്യയിലും ഭാഷയോട് വളരെയധികം സ്നേഹമുണ്ടെന്ന് അദ്ദേഹം ഒരി ക്കൽ പറഞ്ഞു. റേഡിയോ, ടെലിവിഷൻ മേഖലകളിൽ അദ്ദേഹം നൽകിയ സംഭാവനകൾ വളരെ സവി ശേഷമാണ്. അദ്ദേഹത്തിന്റെ പ്രമുഖ രചനകൾ ഇവയൊക്കെയാണ്. ചാർ കഥാ സംഗ്രഹ്, ആറ് ബാൽ കഥാ സംഗ്രഹ്, ഏക് യാത്രാ വൃത്താന്ത് തുടങ്ങിയ അദ്ദേഹത്തിന്റെ പ്രസിദ്ധമായ കഥ – “പിതൃകുടി യിലെ ഗ്രാമം’ എന്നത് പൂർവ്വീകരുടെ സമാധാനത്തിനായി നിർമ്മിച്ച സ്ഥലത്തെക്കുറിച്ചുള്ള കഥയാണ്.

एक दो तीन शब्दार्थ

• घर = വീട്, house
• नदी = നദി, river
• किनारा = നദീതടം, river bed
• जलमुर्गी = നീർക്കോഴി, water hen
• जलमुर्गियों का एक परिवार = കുളക്കോഴികളുടെ കുടുംബം, A family of water hen
• जलमुर्गी के चूज़े = വെള്ളക്കോഴി കുഞ്ഞുങ്ങൾ, water hen chicks
• आज = ഇന്ന്, today
• सुबह = രാവിലെ morning
• घुस आना = പ്രവേശിക്കാൻ to enter
• बाहर = പുറത്ത് outside
• ज़ोर-ज़ोर = അലറുന്നു shouting
• चिचिलाना = ശബ്ദമുണ്ടാക്കുന്നു making sound
• दीवार = ചുമരിൽ wall
• बिलौटा = പൂച്ചക്കുട്ടി kitten
• दीवार की ओट = ചുമരിന് മറവിൽ, behind the wall
• देखना = കാണാൻ to see
• भाग जाना = ഓടിപ്പോകാൻ to run away
• शोर मचाना = ബഹളമുണ്ടാക്കുക, to make noise
• एक जोडा = ഒരു ജോഡി, a pair
• मुझे देखकर = എന്നെ കണ്ടപ്പോൾ on seeing me
• लेकिन = പക്ഷേ, but
• भीतर = അകത്ത് inside
• चूज़ा = കുളക്കോഴിക്കുഞ്ഞ്, water hen chick
• फर्श = തറ, floor
• दूसरा = രണ്ടാമത്തേത്, second one
• के नीचे = കീഴിൽ, under
• माँ-बाप = അച്ഛനും അമ്മയും, father & mother
• हवाले करना = തിരികെ ഏൽപ്പിക്കുക, give it back
• मच्छर = കൊതുക് mosquito
• भिनभिना = മുഴങ്ങുന്നു, buzzing
• भगाना = ഓടിക്കുക, drive away
• ताली पीटना = കൈയ്യടിക്കുക, clap hands
• आवाज़ = ശബ്ദം sound
• सुनना = കേൾക്കാൻ, to hear
• पलंग = കിടക്ക, bed
• छुपना = പുറത്ത് to hide
• तेज़ी से = വേഗത speed
• बाहर = മറയ്ക്കാൻ outside
• डटी रही = പോകാൻ കൂട്ടാക്കിയില്ല, refused to move
• हर जगह = എല്ലായിടത്തും, everywhere
• खोजना = തിരയാൻ, to search
• बाथरूम = കുളിമുറി, bathroom
• पानी = വെള്ളം, water
• खेलना = കളിക്കാൻ, to play
• पकड़ना = പിടിക്കുക to hold
• बरामदे = വരാന്ത, Warandah
• छोडना = ഉപേക്ഷിക്കാൻ to give up
• नज़र = നോക്കുക glance
• पीछे-पीछे = പിന്നിലേക്ക് behind
• फिर = വീണ്ടും again
• गिनती आती है। = എണ്ണൽ അറിയാം, knows counting
• कि = കാരണം because
• मैंने जाना = ഞാൻ തിരിച്ചറിഞ്ഞു I realised
• उस दिन = ആ ദിവസം that day

Practicing with SCERT Kerala Syllabus 5th Standard Hindi Textbook Solutions Unit 4 Chapter 2 दो संतरे Question Answer Notes Summary in Malayalam & Hindi improves language skills.

Do Santre Class 5 Question Answer Notes Summary

SCERT Class 5 Hindi Unit 4 Chapter 2 Question Answer Kerala Syllabus दो संतरे

Do Santre Question Answer

प्रश्न 1.
संतरे क्या-क्या करते हैं?
ഓറഞ്ചുകൾ എന്തെല്ലാമാണ് ചെയ്യുന്നത്?

उत्तर :

• संतरे घूमने निकलते हैं।
  ഓറഞ്ചുകൾ ചുറ്റിക്കറങ്ങാൻ പോകുന്നു.
• संतरे हँसते हैं।
  ഓറഞ്ചുകൾ ചിരിക്കുന്നു.
• संतरे लुढकते हैं।
  ഓറഞ്ചുകൾ ഉരുളുന്നു.

प्रश्न 2.
लिखें, भालू क्या-क्या करता है?
എഴുതാം, കരടി എന്തെല്ലാമാണ് ചെയ്യുന്നത്?

उत्तर :

• भालू आता है।
  കരടി വരുന്നു.
• भालू के मुँह में पानी आ गया।
  കരടിയുടെ വായിൽ വെള്ളം വരുന്നു.
• भालू ने एक संतरा उठाया।
  കരടി ഒരു ഓറഞ്ച് എടുത്തു.
• भालू संतरे को पकड़कर खाने लगा ।
  കരടി ഓറഞ്ച് പിടിച്ച് കഴിക്കാൻ തുടങ്ങി.
• भालू की आँखों में जलन होने लगी ।
  കരടിയുടെ കണ്ണ് നീറിപ്പുകയാൻ തുടങ്ങി.
• भालू संतरे को एक तरफ फेंक दिया।
  കരടി ഓറയെടുത്ത് ഒരു വശത്തേക്ക് എറി
• भालू आँखें बंद करके वहीं बैठ गया ।
  കരടി കണ്ണുകളടച്ച് അവിടെ ഇരുന്നു.

प्रश्न 3.
पढ़ें, समझें और क्रम से लिखें ।
വായിക്കാം, മനസ്സിലാക്കാം ക്രമത്തിൽ എഴു

• भालू ने संतरे को फेंक दिया।
  കരടി ഓറഞ്ച് എറിഞ്ഞു കളഞ്ഞു.
• दोनों संतरे खूब हँसे ।
  രണ്ട് ഓറഞ്ചുകൾ നന്നായി ചിരിച്ചു.
• दो संतरे घूमने निकले ।
  രണ്ട് ഓറഞ്ചുകൾ ചുറ്റിക്കറങ്ങാൻ ഇറങ്ങി.
• संतरे के रस से आँखों जलन हुई ।
  ഓറഞ്ചിന്റെ നീരുകൊണ്ട് കണ്ണുകൾ നീറിപ്പു
  കയാൻ തുടങ്ങി.
• भालू संतरे को खाने वाला था।
  കരടി ഓറഞ്ച് കഴിക്കാൻ പോകുകയായി

उत्तर :

• दो संतरे घूमने निकले।
• भालू संतरे को खाने वाला था।
• संतरे के रस से आँखों में जलन हुई ।
• भालू ने संतरे को फेंक दिया।
• दोनों संतरे खूब हँसे।

प्रश्न 4.
कहानी का माइमिंग करें ।
കഥ മൈമിന്റെ രൂപത്തിൽ അവതരിപ്പിക്കാം.
उत्तर :
विद्यार्थियाँ स्वयं करने का प्रयास करें।
വിദ്യാർത്ഥികൾ സ്വയം ചെയ്യാൻ ശ്രമിക്കുമല്ലോ

प्रश्न 5.
आगे बढ़एँ। (മുന്നോട്ട് എഴുതാം.)

संतरा 1: भालू के हाथों से हम बच गए।
संतरा 2 : हाँ, हाँ…… बच गए।
संतरा 1: ………………………………………..
संतरा 2 : ………………………………………
संतरा 1: ………………………………………..
संतरा 2 : ………………………………………
संतरा 1: ………………………………………..
उत्तर :
वार्तालाप को आगे बढ़ाएँ।
സംഭാഷണം പൂർത്തീകരിക്കാം.
संतरा 1: भालू के हाथों से हम बच गए।
ഓറഞ്ച് 1 : കരടിയുടെ കൈയിൽ നിന്ന് നമ്മൾ രക്ഷപ്പെട്ടു.

संतरा 2 : हाँ, हाँ…… बच गए।
ഓറഞ്ച് 2 : അതെ, അതെ, ……….. രക്ഷപ്പെട്ടു.

संतरा 1: भालू को देखकर मैं तो डर गया ।
ഓറഞ്ച് 1 : കരടിയെ കണ്ടപ്പോൾ ഞാൻ പേടിച്ചു പോയി.

संतरा 2 : मैं भी।
ഓറഞ്ച് 2 : ഞാനും

संतरा 1: भालू की आँखों में जलन हुई तब मुझे अपनी हँसी नहीं रोक सका ।
ഓറഞ്ച് 1 : കരടിയുടെ കണ്ണ് നീറിപ്പുകഞ്ഞ പ്പോൾ എനിക്ക് ചിരിയടക്കാൻ കഴി ഞ്ഞില്ല.

संतरा 2 : हाँ, मुझे भी ।
ഓറഞ്ച് 2 : അതെ, ഞാനും.

प्रश्न 6.
अभिनय करें।
അഭിനയിക്കാം.

कहानी के पात्र कौन-कौन हैं ?
കഥാപാത്രങ്ങൾ ആരെല്ലാമാണ്?

इनके मुखौटे बनाएँ।
ഇവരുടെ മുഖം മൂടികൾ ഉണ്ടാക്കാം.

किन-किन बातों पर ध्यान दें ?
എന്തെല്ലാം കാര്യങ്ങൾ ശ്രദ്ധിക്കാം?
संवाद സംഭാഷണം
हाव-भाव ആംഗ്യം
आशय ഉദ്ദേശ്യം
चाल-चलन പെരുമാറ്റം
उत्तर :
विद्यार्थियाँ स्वयं अपने अभिनय कक्षा प्रस्तुत करें ।
കുട്ടികൾ സ്വയം അവരവരുടെ അഭിനയം ക്ലാസിൽ കാഴ്ച വയ്ക്കാം.

अन्य महत्वपूर्ण प्रश्न और उत्तर

प्रश्न 1.
हवा और धूल कविता के कवि कौन है ?
കാറ്റും പൊടിയും’ കവിതയുടെ കവി ആരാണ്?
उत्तर :
श्याम सुशील सिंह
ശ്യാം സുശീൽ സിംഹ്

प्रश्न 2.
सोती धूल अचानक जागी? क्यों?
ഉറങ്ങിക്കിടന്ന പൊടി പെട്ടെന്ന് ഉണർന്നു. എന്തു കൊണ്ട്?
उत्तर :
क्योंकि हवा धूल को छेड़कर भागी ।
എന്തുകൊണ്ടെന്നാൽ കാറ്റ് പൊടിയെ കളിയാക്കി ഓടിപ്പോയി.

प्रश्न 3.
उड़ी हवा के पीछे-पीछे। कौन ?
ആരാണ് കാറ്റിന് പുറകേ പോയത്?
उत्तर :
धूल
പൊടി

प्रश्न 4.
हवा किस प्रकार चल रही है?
കാറ്റ് എപ്രകാരമാണ് സഞ്ചരിക്കുന്നത്?
उत्तर :
साँसें खींचे
ശ്വാസമടക്കിപ്പിടിച്ച്

प्रश्न 5.
हवा किस प्रकार हवा-हवाई?
കാറ്റ് എങ്ങനെയാണ് അപ്രത്യക്ഷമായത്?
उत्तर :
धूल की आँखों में धूल झोंक कर
പൊടിയുടെ കണ്ണിൽ പൊടിയിട്ടുകൊണ്ട്.

प्रश्न 6.
‘हवा और धूल’ कविता का आशय व्यक्त कीजिए।
‘കാറ്റും പൊടിയും’ കവിതയുടെ ആശയം വ്യക്തമാക്കുക.
उत्तर :
‘हवा और धूल’ श्री श्याम सुशील सिंह की प्रसिद्ध कविता है। जब धूल सोती है, तब हवा धूल को छेड कर भागी। अचानक धूल जागी और हवा के पीछे- पीछे उड़ी। हवा धूल के नीचे हो गई । आँखें मींचकर धूल हवा को दाएँ-बाएँ और आगे-पीछे सब कहीं खोजती है। हवा साँसें खींचे धूल के नीचे चल रही है। धूल को कुछ गड़बड़ लगा और वह धप्प से नीचे आई। धूल की आँखों में धूल झोंक कर हवा हवा – हवाई हो गई।

കാറ്റും പൊടിയും ശ്രീ ശ്യാം സുശീൽ സിംഹിന്റെ പ്രസിദ്ധമായ കവിതയാണ്. എപ്പോഴാണോ പൊടി ഉറങ്ങിക്കിടന്നത് അപ്പോൾ പൊടിയെ കളിയാക്കി കൊണ്ട് കാറ്റ് ഓടിപ്പോയി. പെട്ടെന്ന് പൊടി ഉണർന്നു. കാറ്റിനെ പിന്തുടർന്ന് പറന്നു. അന്ത രീക്ഷം പൊടിയിൽ മൂടി. കണ്ണടച്ച് പൊടിപടലം കാറ്റിനെ ഇടത്തും വലത്തും മുന്നിലും പിന്നിലും എല്ലായിടത്തും തിരയുന്നു. കാറ്റ് ശ്വാസമടക്കി പൊടിപടലങ്ങൾക്ക് താഴെയാണ് വീശുന്നത്. പൊടിക്ക് എന്തോ പന്തികേട് തോന്നി. അത് പെട്ടെന്ന് താഴെയിറങ്ങി. പൊടിയുടെ കണ്ണിൽ പൊടിയിട്ട് കാറ്റ് അപ്രത്യക്ഷമായി.

प्रश्न 7.
सही क्रम में कविता की पंक्तियाँ लिखिए ।
ശരിയായ ക്രമത്തിൽ കവിതയുടെ വരികൾ എഴു
धूल धप्प से नीचे आई
हवा हो गई हवा-हवाई |
लगा धूल कुछ हैं गड़बड़
धूल की आँख में धूल झोंक कर
उत्तर :
लगा धूल को कुछ है गड़बड़
धूल धप्प से नीचे आई
धूल की आँख में धूल झोंक कर
हवा हो गई हवा-हवाई

प्रश्न 8.
दो संतरे कहाँ निकले ?
രണ്ട് ഓറഞ്ചുകൾ എവിടെ പോകാനിറങ്ങി.
उत्तर :
घूमने के लिए
ചുറ്റിക്കറങ്ങാൻ ഇറങ്ങി

प्रश्न 9.
दोनों कैसे जा रहे थे ?
രണ്ടുപേരും എങ്ങനെയാണ് പോയത്?
उत्तर :
दोनों हँसते, लुढकते और फुदकते चले जा रहे थे।
രണ്ടുപേരും ചിരിച്ച്, ഉരുണ്ട്, ചാടി മറിഞ്ഞാണ്

प्रश्न 10.
अचानक उनके सामने कौन आया ?
പെട്ടെന്ന് അവരുടെ മുൻപിൽ ആര് വന്നു
उत्तर :
एक भालू
ഒരു കരടി

प्रश्न 11.
संतरों को देख कर भालू को क्या लगा ?
ഓറഞ്ചുകൾ കണ്ടിട്ട് കരടിക്ക് എന്തു തോന്നി
उत्तर :
उसके मुँह में पानी आ गया।
അവന്റെ വായിൽ വെള്ളം വന്നു.

प्रश्न 12.
संतरे को ज़ोर से पकड़ने के कारण भालू को क्या हुआ ?
ഓറഞ്ച് ശക്തമായി പിടിച്ചത് കാരണം കരടിക്ക് എന്തു സംഭവിച്ചു?
उत्तर :
संतरे का रस उसकी आँखों में चला गया।
ഓറഞ്ചിന്റെ നീര് അവന്റെ കണ്ണിൽ വീണു.

प्रश्न 13.
दोनों संतरे क्यों हँसे ?
രണ്ട് ഓറഞ്ചുകൾ എന്തിനാണ് ചിരിച്ചത്?
उत्तर :
भालू की आँखों में जलन होने लगी और संतरे को फेंक दिया। वह चुपचाप आँखों बंद करके वहाँ बैठ गया। यह देखकर संतरे हँसे ।
കരടിയുടെ കണ്ണുകൾ നീറിപ്പുകയാൻ തുടങ്ങി, ഓറ ടുത്ത് അവൻ എറിഞ്ഞു. അവൻ ഒന്നും മിണ്ടാതെ കണ്ണുകളടച്ച് അവിടിരുന്നു. ഇത് കണ്ടി ട്ടാണ് ഓറഞ്ചുകൾ ചിരിച്ചു.

प्रश्न 14.
पूरा कीजिए।
പൂരിപ്പിക്കുക.

(i) संतरों को देख उसके मुँह में ………… आ गया।
ഓറഞ്ചുകൾ കണ്ട് അവന്റെ വായിൽ ……………. വന്നു.
उत्तर :
पानी
വെള്ളം

(ii) संतरे को …………. उसकी आँखों में चला गया।
ഓറഞ്ചിന്റെ …………. അവന്റെ കണ്ണിൽ വീണു.
उत्तर :
रस
നീര്

(iii) थोडी देर बाद भालू ………………… वहाँ से खिसक?
കുറച്ച് കഴിഞ്ഞ് കരടി …………………. അവിടെ നിന്ന് സ്ഥലം വിട്ടു.
उत्तर :
चुपचाप
മിണ്ടാതെ

व्याकरण भाग
GRAMMAR PORTIONS

‘लग’ आरंभ बोधक सहायक क्रिया है। ‘लग’ ഒരു ക്രിയയ്ക്ക് ശേഷം വരുമ്പോൾ ക്രിയാധാതുവിനോ ടൊപ്പം പ്രത്യയം ചേരുന്നു. ” ക്രിയയാ ണെങ്കിൽ ‘16′ എന്നായി മാറുന്നു. കർത്താവിന്റെ ലിംഗ വചന ഭേദമനുസരിച്ച് ” എന്ന സഹായ ക്രിയക്ക് മാറ്റമുണ്ടാകും. എന്നാൽ മുഖ്യ ക്രിയക്ക് യാതൊരു മാറ്റവുമുണ്ടാകില്ല.

उदाहरण के लिए,
राम पढ़ने लगा।
सीता पढ़ने लगी।
हम पढ़ने लगे।
लड़कियों पड़ने लगीं।

ഇവിടെ “राम’ പുല്ലിംഗ ഏകവചനമായതുകൊണ്ട് ‘लगा’ വന്നു. “सीता’ സ്ത്രീലിംഗ ഏകവചനമായ തുകൊണ്ട് ‘लगी’ വന്നു ‘हम’. പുല്ലിംഗ ബഹുവച നമായതുകൊണ്ട് ‘लगे’ എന്നു വന്നു. “लड़कियों’ സ്ത്രീലിംഗ വചനമായതുകൊണ്ട് ‘लगीं’ വന്നു.

पाठभाग में ‘लग’ सहायक क्रिया आनेवाले पंक्तियाँ चुनकर लिखिए |
പാഠഭാഗത്തു നിന്ന് ‘ സഹായ ക്രിയ വരുന്ന വരികൾ എടുത്തെഴുതുക.
उत्तर :
आँखों में जलन होने लगी ।
उनकी आँखों से भी पानी आने लगा ।

‘लग’ का उचित प्रयोग कीजिए ।
‘लग’ ശരിയായ രീതിയിൽ ഉപയോഗിക്കുക

1. लड़के गेंद खेलने ……………
2. मुझे प्यास होने ……………..
3. अमर हिन्दी पढ़ने ……………….
4. सीता और गीता नाचने ………………..
5. वे दौड़ने ……………..
उत्तर :
1. लगे
2. लगा
3. लगा
4. लगीं
5. लगे

दो संतरे Summary in Malayalam & Hindi

Do Santre Summary in Malayalam & Hindi

दो संतरे थे।
एक दिन वे घमने निकले।
दोनों हँसते, लुढ़कते,
फुदकते चले जा रहे थे।
अचानक एक भालू सामने आ गया।

संतरों को देख उसके मुँह में
पानी आ गया। उसने एक संतरा उठाया। संतरे को
ज़ोर-से पकड़कर वह खाने ही वाला था कि संतरे का
रस उसकी आँखों में चला गया।

आँखों में जलन होने लगी।
उसने झट-से संतरे को एक तरफ़
फेंक दिया। और आँखें बंद
किए वहीं बैठ गया।

दोनों संतरे इस बात पर
खूब हँसे। इतना हँसे, इतना हँसे कि
उनकी आँखों से भी पानी आने लगा।

थोड़ी देर बाद भालू चुपचाप
वहाँ से खिसक गया।

രണ്ട് ഓറഞ്ച് ഉണ്ടായിരുന്നു. ഒരു ദിവസം അവർ നടക്കാൻ പോയി. രണ്ടുപേരും ചിരിച്ചും, ഉരുണ്ടും ചാടിയും കൊണ്ടിരുന്നു. പെട്ടെന്ന് ഒരു കരടി പ്രത്യക്ഷപ്പെട്ടു. ഓറഞ്ച് കണ്ടതും അതിന്റെ വായിൽ വെള്ളമൂറി. അവൻ ഒരു ഓറഞ്ച് ലെടുത്തു. ഓറഞ്ചിൽ മുറുകെ പിടിച്ച് അവൻ അത് കഴിക്കാനൊരുങ്ങിയപ്പോൾ ഓറഞ്ച് ജ്യൂസ് അവന്റെ കണ്ണിലേക്ക് പോയി.

കൈയി കണ്ണുകൾ നീറിപ്പുകയാൻ തുടങ്ങി. അവൻ വേഗം ഓറഞ്ചെടുത്ത് ഒരു വശത്തേക്ക് വലിച്ചെറിഞ്ഞ് കണ്ണടച്ച് അവിടെ ഇരുന്നു. രണ്ട് ഓറഞ്ചുകളും ഇത് കണ്ട് ഒരുപാട് ചിരിച്ചു. ചിരിച്ച് ചിരിച്ച് അവരുടെ കണ്ണിൽ നിന്നും വെള്ളം വരാൻ തുടങ്ങി. കുറച്ചു കഴിഞ്ഞപ്പോൾ കരടി ഒന്നും മിണ്ടാതെ അവിടെ നിന്ന് സ്ഥലം വിട്ടു.

दो संतरे लेखक परिचय मंजरी शुक्ला

प्रसिद्ध हिन्दी साहित्यकार डॉ. मंजरी शुक्ल का जन्म 30 मार्च 1977 में लखनऊ में हुआ था। डॉ. मंजरी शुक्ला की तेज़-तर्शर, रोमांचक और क्षितिज विस्तार वाली कहानियों ने उन्हें युवाओं के लिए एक बेहतरीन लेखिका बना दिया है। उन्होंने किशोरों के लिए करुणा, आशा हानि, चमत्कार, जादू और दोस्ती की शक्ति से जुड़ी कई कहानियाँ और उपन्यास प्रकाशित किए है और एक व्यक्ति की इच्छा है कि यह ब्रहमांड वास्तविक हो ।

मंजरी ने जादू को वास्तविकता और मानवीय दुर्दशा के साथ एक सुलभ, आकर्षक मनोरंजक मुहावरे में मिश्रित किया है । जादुई प्राणियों और दूसरों की देखभाल करने वाले मानवीय कारनामों के संवेदनशील चित्रण के माध्यम से वह बहुत उपदेशात्मक या अत्यधिक धार्मिक बने बिना जीवन के सबक देने की कोशिश करती है। जादू और परियों की कहानियों पर आधारित कहानियों को अक्सर सूत्रबद्ध और साहित्यिक सौंदर्यशास्त्र से रहित माना जाता है, लेकिन उनका नवीनतम उपन्यास सुल्तान और सुलेमः सात चेहरों का रहस्य, मानवीय गरिमा को बचाने और आत्म-साक्षात्कार की ज़रूरतों को पूरा करने के लिए बहुस्तरीय संघर्ष को दर्शाति है, जो उन लोगों की मदद करने के संदर्भ में है जिन्हें मुक्ति की सख्त ज़रूरत है। उनकी प्रसिद्ध रचनाएँ है – बाल साहित्य, रंगमंच का समीक्षा लेखन, अनुवाद, स्क्रिप्ट लेखन आदि पर निर्भर है।

പ്രശസ്ത ഹിന്ദി സാഹിത്യകാരി ഡോ.മഞ്ജരി ശുക്ലയുടെ ജനനം മാർച്ച് 30, 1977-ൽ ലഖ്നൗവിൽ ആയിരുന്നു. ഡോ. മഞ്ജരി ശുക്ലയുടെ വേഗതയേറിയതും ആവേശകരവും ചക്രവാളം വികസിക്കുന്ന തുമായ ആഖ്യാനം അവരെ യുവാക്കളുടെ ഏറ്റവും മികച്ച എഴുത്തുകാരിയാക്കി മാറ്റി. കരുണ, പ്രതി ക്ഷ, നഷ്ടം, അത്ഭുതങ്ങൾ, മാന്ത്രികത, സൗഹൃദം എന്നിവയുടെ ശക്തിയിലൂടെ സഞ്ചരിക്കുന്ന കൗമാ രക്കാർക്കായി അവർ ധാരാളം കഥകളും നോവലുകളും പ്രസിദ്ധീകരിച്ചു, ഈ പ്രപഞ്ചം യഥാർത്ഥമാ യിരിക്കണമെന്ന് ഒരാൾ ആഗ്രഹിക്കുന്നു.

ആക്സസ് ചെയ്യാവുന്നതും ആകർഷകവും രസകരവുമായ ഒരു ഭാഷാശൈലിയിൽ യാഥാർത്ഥ്യവും മനുഷ്യ പ്രശ്നങ്ങളുമായി മാജിക് സമന്വയിക്കുന്നു. മാന്ത്രിക ജീവികളുടെ സെൻസിറ്റീവ് ചിത്രീകരണ ത്തിലൂടേയും മറ്റുള്ളവരെ നോക്കാനുള്ള മനുഷ്യ സാഹസികതയിലൂടേയും അവർ വളരെ പ്രസംഗി ക്കാതെയും അമിതമായി നീതിമാനാകാതെയും ജീവിതപാഠങ്ങൾ നൽകാൻ ശ്രമിക്കുന്നു. മാജിക് യക്ഷി ക്കഥകൾ എന്നിവയിൽ ധാരാളമായി വരച്ചു കാണിക്കുന്ന കഥകൾ പലപ്പോഴും സൂത്രവാക്യങ്ങളായും സാഹിത്യസൗന്ദര്യത്തിന്റെ അഭാവമായും കണക്കാക്കപ്പെടുന്നു. എന്നാൽ അവരുടെ ഏറ്റവും പുതിയ നോവൽ സുൽത്താൻ ഔർ സുലൈമാൻ – സാത്ത് ചോരോം കാ രഹസ്യ മനുഷ്യനെ രക്ഷിക്കാനുള്ള ബഹുതല പോരാട്ടത്തെ നാവിഗേറ്റ് ചെയ്യുന്നു. മാന്യതയും സ്വയം യാഥാർത്ഥ്യമാക്കൽ ആവശ്യകത കൾ നിറവേറ്റലും തീവ്രമായി ഒഴിവാക്കൽ ആവശ്യമുളളവരെ സഹായിക്കുക, അവരുടെ പ്രസിദ്ധ രച നകൾ – ബാലസാഹിത്യം, തിയേറ്റർ റിവ്യൂകൾ എഴുത്ത്, വിവർത്തനം സ്ക്രിപ്റ്റ് ലേഖനം തുടങ്ങിയ വയെ ആശ്രയിച്ചാണ്.

दो संतरे शब्दार्थ

• सफर = യാത്ര, journey
• ज़िंदगी = ജീവിതം, life
• हवा = കാറ്റ്, wind
• धूल = പൊടി, dust
• छेड़कर = കളിയാക്കുക, to tease
• भागना = to run, ഓടാൻ
• सोना = to sleep, ഉറങ്ങാൻ
• अचानक = suddenly, പെട്ടെന്ന്
• जागना = to wake up, ഉണരാൻ
• उडना = പറക്കാൻ to fly
• पीछे = പിന്നിൽ behind
• के नीचे = താഴെ beneath
• खोजना = താഴെ, തിരയാൻ low, to search
• आँखें मींचे = കണ്ണടച്ചു eye closed
• दाएँ = വലത് right
• चाएँ = ഇടത് left
• आगे = മുന്നോട്ട് in front / forward
• साँस = ശ്വാസം, breath
• साँसें ख = ശ്വാസം അടക്കി, holding the breath
• लगा = അനുഭവപ്പെട്ടു, felt
• गड़बड़ = , trouble
• धप्प = പെട്ടെന്ന്, suddenly
• नीचे = താഴേക്ക്, down
• धूल झोंक कर = കണ്ണിൽ പൊടിയിട്ട്, pull the wool over eyes
• हवा-हवाई = അപ്രത്യക്ഷമായി, quickly disappear
• आँख = കണ്ണുകൾ, eyes
• संतरा = ഓറഞ്ച്, orange
• घूमना = റോമിംഗ്, roaming
• निकलना = പുറത്തിറങ്ങുക, get out
• दोनों = രണ്ടും, both
• हँसना = ചിരിക്കാൻ, to laugh
• लुढकना = ഉരുണ്ടു വീഴാൻ, roll over
• फुदकना = ചാടാൻ, to jump
• अचानक = പെട്ടെന്ന്, suddenly
• भालू = കരടി, bear
• के सामने = മുമ്പിൽ, in front
• मुँह = വായിൽ, mouth
• पानी = വെള്ളം, water
• उठाना = എടുക്കാൻ, to take
• ज़ोर से = മുറുകെ പിടിക്കാൻ, tightly
• पकड़ना = മുറുകെ പിടിക്കാൻ, to hold
• संतरे का रस = ഓറഞ്ച് ജ്യൂസ്, orange juice
• आँखों में जलन = കണ്ണുകൾ കത്താൻ തുടങ്ങി the eyes started burning
• झट से = പെട്ടെന്ന് suddenly
• एक तरफ = ഒരു വശത്തേക്ക്, thrown to one side
• फेंकना = വലിച്ചെറിയാൻ to throw away
• आँखें बंद करना = കണ്ണുകളടച്ച്, closed the eye
• बैठना = ഇരിക്കാൻ, to sit
• खूब = ധാരാളം plenty
• हँसना = ചിരിക്കാൻ to laugh
• चुपचाप = നിശബ്ദത silent
• खिसक गया = തെറ്റിപ്പോയി slipped away
• वहाँ से = അവിടെ നിന്ന് from there
• थोडी देर बाद = കുറച്ച് സമയത്തിനു ശേഷം after sometime
• आँखें में चला गया = കണ്ണിൽ വീണു, fell in the eye