CLASS 5 TWAU WORKSHEET LESSON 1

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EVS Worksheet: The World Around Us - Class 5

EVS Worksheet: The World Around Us - Class 5

Based on NCERT Lesson: Water - The Essence of Life and Journey of a River

Competency 1: Observation and Reporting

Q1. Observation & Reporting – Picture-based question. Look at the image of ice cubes in a glass. Where do the small water droplets on the outside of the glass come from?

">[ Image of ice cubes in glass]

Answer: The water droplets come from the air as water vapor that condenses on the cold surface of the glass.

Competency 2: Identification and Classification

Q1. Identification & Classification – Sort the following water sources: river, ocean, pond, sea, lake into freshwater and saltwater categories.

Answer: Freshwater: river, pond, lake; Saltwater: ocean, sea

Competency 3: Discovery of Facts

Q1. Discovery of Facts – Map-based question. Look at the map of India showing major rivers. Which rivers flow into the Bay of Bengal?

">[Map of Indian Rivers]

Answer: Godavari, Krishna, Mahanadi, and Ganga.

Activities

Activity 1: Water Cycle Model

Create a simple model of the water cycle using a plastic bag, water, and a sunny window. Draw clouds, sun, and arrows on the bag to show evaporation, condensation, and precipitation. Observe daily changes and explain what happens.

Activity 2: Local Water Body Exploration

Visit a nearby pond, lake, or river with family or school. Observe the plants and animals living there. Draw them and write a few sentences about how water helps these living beings survive.

Life Around Us — Water: The Essence of Life | Preparatory Stage EVS/TWAU Worksheets (NCERT/KVS/CBSE)

Life Around Us — Water: The Essence of Life (Preparatory Stage EVS/TWAU)

Observation & Reporting • Identification & Classification • Discovery of Facts • 10 questions each • 40% Easy, 40% Average, 20% Challenging • One toggle shows Answer + Solution

Worksheet A: Observation & Reporting

Easy
Q1. Name two forms of water seen around the home or school (choose from liquid, solid/ice, vapour/steam).
Show solution

Answer

Liquid water; ice or steam.

Solution

Water exists as liquid in taps, solid as ice, and vapour as steam/clouds in daily life described in the unit overview [attached_file:23].

Easy
Q2. Observe a puddle after rain in the morning and at noon. Report what changed in one line (size/level/visibility).
Show solution

Answer

The puddle became smaller or dried.

Solution

Sunlight warms water and causes evaporation; learners notice level drop between morning and noon as encouraged in field notes [attached_file:23].

Easy
Q3. List two daily uses of water at home (one for people, one for plants/animals).
Show solution

Answer

Drinking/cooking; watering plants or giving animals water.

Solution

Water supports life and routines—drinking, cooking, cleaning, and nurturing plants/animals highlighted in the unit [attached_file:23].

Easy
Q4. Point out two natural water sources seen in the community (pond/lake/river/rain/well/spring). Write any two names only.
Show solution

Answer

Pond; river.

Solution

Local mapping of sources like ponds, wells, streams connects learners to nearby water bodies as suggested in the unit tasks [attached_file:23].

Average
Q5. Observe a transparent cup of water left near a sunny window. After 3–4 hours, what change would be reported? Add one word reason (evaporation/heat).
Show solution

Answer

Water level drops; evaporation due to heat.

Solution

Heat from sunlight speeds evaporation; the observation mirrors the “water cycle in a bag/cup” suggestion in the unit [attached_file:23].

Average
Q6. Visit a pond/stream (picture or real) and note two living things in or around it (one plant, one animal/insect) and where found (in water/at edge/on land).
Show solution

Answer

Lotus in water; frog at the edge.

Solution

Habitats include floating plants and amphibians; the unit highlights life around water bodies and their zones [attached_file:23].

Average
Q7. Report one sign that groundwater is present in a place (e.g., handpump/well stays wet; seepage; springs after rain). Write one sign only with a phrase why it indicates water below ground.
Show solution

Answer

Working handpump; draws water from below ground.

Solution

Wells/handpumps tap aquifers; their function shows water stored in soil and rock layers as discussed in the unit [attached_file:23].

Average
Q8. Observe a simple slope model (tray + sand + cup of water). Describe how water moved (direction) and what happened to sand (carried/deposited). One line only with both observations.
Show solution

Answer

Water flowed downhill; some sand was carried and deposited at the lower end.

Solution

Running water erodes and deposits soil; a small “river model” demonstrates this clearly as suggested activities do [attached_file:23].

Challenging
Q9. Observe two households: one collects rainwater in a drum; one lets it run away. Predict one benefit for the first and one possible problem for the second (one phrase each).
Show solution

Answer

Benefit: saves water; Problem: wastage/waterlogging.

Solution

Rainwater harvesting stores water for later use and reduces runoff; letting it escape wastes a local resource as the unit’s note stresses [attached_file:23].

Challenging
Q10. From a village photo after rain: roads muddy, small streams, fields shiny. Write two clues that tell where water will collect naturally (low areas/depressions/fields).
Show solution

Answer

Low spots along road edges; lower farm plots where water shines.

Solution

Water collects in depressions and low-lying fields; learners practice reading landscape as the unit encourages [attached_file:23].

Worksheet B: Identification & Classification

Easy
Q1. Classify these into “natural” or “man-made” sources of water: rain, river, well, tap (write two columns or one line labels each item).
Show solution

Answer

Natural: rain, river; Man-made access: well, tap.

Solution

Rain/rivers are natural; wells/taps are human-made ways to access/store/distribute water per unit mapping [attached_file:23].

Easy
Q2. Identify three water uses and match them to “drinking,” “growing food,” “cleaning” (list examples like pot, field, floor and link to use).
Show solution

Answer

Pot → drinking; Field → growing food; Floor → cleaning.

Solution

Matching daily objects to water uses clarifies categories of need described in the unit [attached_file:23].

Easy
Q3. Sort these plants by where they live: lotus, hydrilla, neem, rice (write “aquatic/floating,” “aquatic/submerged,” “land,” “wet-field”).
Show solution

Answer

Lotus: aquatic/floating; Hydrilla: aquatic/submerged; Neem: land; Rice: wet-field.

Solution

Aquatic plants include floating and submerged types; crops like rice grow in standing water, as illustrations show [attached_file:23].

Easy
Q4. Identify which of these helps water enter the ground faster: bare hard soil, soil with plants and roots, sloped cemented path (pick one and write why in 3–4 words).
Show solution

Answer

Soil with plants and roots — more soaking/infiltration.

Solution

Roots make spaces for water to seep; cemented slopes cause runoff as the unit’s infiltration notes imply [attached_file:23].

Average
Q5. Classify animals by closeness to water: fish, frog, cow, duck (write “lives in water,” “lives near/uses water,” “land animal needs water”).
Show solution

Answer

Fish: lives in water; Frog/Duck: live near/use water; Cow: land animal needs water.

Solution

Different dependence levels: aquatic, amphibious/waterfowl, land users; the unit profiles life around water [attached_file:23].

Average
Q6. Sort these by water state: snow, cloud/fog, rain, river (write solid, gas/vapour, liquid, liquid-flowing for each in order).
Show solution

Answer

Snow: solid; Cloud/fog: vapour droplets; Rain: liquid; River: liquid-flowing.

Solution

States and forms connect weather and surface water as the unit’s forms-of-water section notes [attached_file:23].

Average
Q7. Choose the correct adaptation for floating plants like lotus: thick bark, long tap root, waxy broad leaves, spines (pick one and add “for water” in 2–3 words).
Show solution

Answer

Waxy broad leaves — for water.

Solution

Lotus leaves are broad and waxy to repel water and float; adaptations are highlighted in aquatic-plant examples [attached_file:23].

Average
Q8. Match each term: evaporation, condensation, precipitation with a picture-word: puddle shrinking, dew/clouds, rain (write three pairs only).
Show solution

Answer

Evaporation → puddle shrinking; Condensation → clouds/dew; Precipitation → rain.

Solution

These processes form the water cycle referenced by the unit activities like “water cycle in a bag” [attached_file:23].

Challenging
Q9. Classify these livelihoods by water-body link: fishing net maker, boat-rower, field irrigator, forest honey collector (state one water-body link for each in 3–5 words each).
Show solution

Answer

Net maker → river/lake fishing; Boat-rower → rivers/ponds; Field irrigator → canals/wells; Honey collector → forest water nearby.

Solution

People’s work connects to nearby rivers, ponds, wells, forests as the unit’s livelihood notes illustrate [attached_file:23].

Challenging
Q10. Given “rain → stream → river → sea,” place “groundwater” and “well” in the correct place to show another path people use (write small chain with arrows using those two terms too).
Show solution

Answer

Rain → groundwater → well → people use.

Solution

Some rain infiltrates to aquifers; wells lift it for use; the unit contrasts surface flow and groundwater paths [attached_file:23].

Worksheet C: Discovery of Facts

Easy
Q1. Fact check: Name one reason water is called “the essence of life” (one phrase: all living need water/helps habitats/grows food).
Show solution

Answer

All living beings need water.

Solution

Water sustains bodies, plants, and ecosystems; the unit frames water as limited yet essential [attached_file:23].

Easy
Q2. Which process forms clouds from water vapour high in the air (choose one word)? State one visible sign on a cold glass that shows the same process at home.
Show solution

Answer

Condensation; water droplets on cold glass.

Solution

Vapour cools to tiny drops—clouds in sky, droplets on cold surfaces—used to explain cycle steps [attached_file:23].

Easy
Q3. Name one way to reduce runoff and increase groundwater in school/home (one phrase: plant more, soak pits, harvest rain in tank).
Show solution

Answer

Harvest rain in a tank.

Solution

Rainwater harvesting and soak pits help recharge; the unit suggests community-wise conservation [attached_file:23].

Easy
Q4. Pick the correct statement: “Rivers only start from the sea” or “Small streams join to make rivers” (choose one and write one example word like “tributary”).
Show solution

Answer

Small streams join to make rivers; tributary.

Solution

Mountain/rain-fed streams combine as tributaries; the unit’s flow diagrams explain river making [attached_file:23].

Average
Q5. Explain why lotus leaves have waxy surfaces in one sentence (mention water and staying dry/floating/light capture).
Show solution

Answer

The waxy surface helps water roll off and keeps leaves dry for floating and sunlight capture.

Solution

Adaptations reduce wetting and support buoyancy and photosynthesis as aquatic-plant notes describe [attached_file:23].

Average
Q6. Complete a simple food chain in a pond: algae → snail → fish → __ (choose bird/frog/human; write one and why in 2–3 words).
Show solution

Answer

Bird (eats fish).

Solution

Producers (algae) → primary consumers (snail) → secondary (fish) → tertiary (bird); food links are introduced in the unit [attached_file:23].

Average
Q7. Why do some wells go dry in summer even if it rained months earlier (one phrase: less recharge/overuse/evaporation high)? Give any one reason only.
Show solution

Answer

Less recharge and overuse.

Solution

Without regular rain, groundwater lowers; more pumping speeds drying—pointed out in water scarcity notes [attached_file:23].

Average
Q8. Give one reason to keep ponds clean for people and animals (one phrase: safe drinking for animals/no smell/no disease/more fish).
Show solution

Answer

No disease and better habitat.

Solution

Clean water reduces illness and supports pond life and livelihoods, as the unit describes [attached_file:23].

Challenging
Q9. A village builds a soak pit near a handpump. Predict in one line how it changes puddles/runoff and groundwater recharge in that spot (two short effects separated by “and”).
Show solution

Answer

Reduces puddles/runoff and increases groundwater recharge.

Solution

Soak pits let used water seep down instead of pooling; the unit encourages such local solutions [attached_file:23].

Challenging
Q10. During heavy rain, fields erode. Suggest one low-cost measure to slow water and save soil (one phrase: bunds/grass strips/plant rows at contour). Explain in 3–4 words why it works (slows flow/traps soil).
Show solution

Answer

Bunds or grass strips; slows flow and traps soil.

Solution

Small barriers on slopes reduce water speed and erosion; similar to river-model deposition explained in class tasks [attached_file:23].

Two best activities

Activity 1: Water Cycle in a Bag + Observation Log
Show solution

Answer

Make a sealed “water-bag” on a sunny window, label evaporation/condensation/precipitation, and record daily changes.

Solution

Pour a little water in a zip bag, tape to a sunny pane, label arrows for evaporation (water rises), condensation (droplets), precipitation (drops fall). Students keep a two-day log and connect to puddle/rain observations highlighted in the unit [attached_file:23].

Activity 2: Mini River Model — Flow, Erode, Deposit
Show solution

Answer

Create a sand slope in a tray, pour water from a cup to see streams join, carry sand, and deposit at the base; sketch and label.

Solution

Groups tilt a tray, add moist sand/soil, then pour water gently. They note flow direction, how small streams join like tributaries, and where sand piles up (delta). Each team sketches the before/after and writes one line on how bunds/grasses could reduce erosion, as the unit suggests [attached_file:23].

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