CLASS 5 TWAU WORKSHEET LESSON 8

EVS Worksheet: Clothes – How Things are Made (Class 5)

Based on NCERT – The World Around Us (Lesson: Clothes – How Things are Made)

Competency 1: Observation and Reporting

Q1. Picture-based (VSAQ). Observe the baya weaver’s hanging nest. What weaving action makes the nest strong?

[Insert Image from Lesson Here]

Answer: Crossing strands over and under to interlock them tightly.

Q2. Observation (VSAQ). When looking closely at cloth with a magnifier or phone zoom, what criss‑cross pattern is visible?

Answer: Two sets of threads crossing—vertical (warp) and horizontal (weft).

Q3. Picture-based (SAQ). See the paper‑strip weaving mat activity. How does the “over–under” rule help make a strong sheet?

[Insert Image from Lesson Here]

Answer: Alternating over–under locks strips together so they don’t slip easily.

Q4. Observation (SAQ). What everyday woven items (besides cloth) are shown or mentioned in the lesson?

Answer: Mats, baskets, sheets from coconut fibre, palm reeds, bamboo, grass, jute.

Q5. Picture-based (VSAQ). The lesson shows a loom. What is the cloth made on this instrument called?

[Insert Image from Lesson Here]

Answer: Handloom fabric.

Q6. Observation (VSAQ). What does the chapter say about India’s early use of cotton?

Answer: India was the first to cultivate and use cotton to make clothes.

Q7. Picture-based (SAQ). In the “making thread” activity, what happens to a cotton strand when gently twisted?

[Insert Image from Lesson Here]

Answer: It becomes stronger and forms a continuous thread (yarn).

Q8. Observation (VSAQ). Name the simple spinning device Gandhi ji popularised that symbolised self‑reliance.

Answer: Charkha (spinning wheel) for khadi.

Q9. Picture-based (SAQ). The silk moth life cycle shows cocoons in hot water. Why is hot water used in silk making?

[Insert Image from Lesson Here]

Answer: To soften cocoons so the long silk filament can be gently unwound.

Q10. Observation (VSAQ). What tiny green bird stitches leaves to make a nest, as shown in the lesson?

Answer: The tailorbird.

Competency 2: Identification and Classification

Q11. Sort (VSAQ). Sort these into “Natural fibres” and “Synthetic fibres”: cotton, wool, silk, linen, nylon, polyester, rayon.

Answer: Natural: cotton, wool, silk, linen. Synthetic: nylon, polyester, rayon.

Q12. Match (Match the following). A. Warp — B. Weft — C. Loom — D. Yarn. Options: 1) Vertical threads, 2) Horizontal threads, 3) Instrument for weaving, 4) Spun thread from fibres.

Answer: A–1, B–2, C–3, D–4.

Q13. Identify (MCQ). Which weave action is shown by “over–under–over–under”?
a) Knotting b) Spinning c) Weaving d) Stitching

Answer: c) Weaving.

Q14. Fill in the blanks (VSAQ). Twisting fibres together to make thread is called _____; the thin hair‑like strand is called a _____.

Answer: spinning; fibre.

Q15. Sort (SAQ). Place items under “Woven” or “Not woven”: cloth, mat, basket, leaf plate (stitched), plastic bottle, knitted cap.

Answer: Woven: cloth, mat, basket. Not woven: leaf plate (stitched), plastic bottle, knitted cap (looped, not woven).

Q16. Identify (VSAQ). Name any two Indian handloom traditions mentioned (state with each).

Answer: Kanjeevaram (Tamil Nadu), Pashmina (Kashmir), Ikat (Odisha/Gujarat). Any two.

Q17. Match (Match the following). A. Charkha — B. Khadi — C. Handloom — D. Textile mill. Options: 1) Machine‑spun/woven large quantities, 2) Symbol of self‑reliance cloth, 3) Simple spinning device, 4) Weaving by hand on a loom.

Answer: A–3, B–2, C–4, D–1.

Q18. MCQ. Which statement is true?
a) Muslin was called “woven air” for its fineness
b) Only machines can make cloth
c) Looms are used for spinning
d) Fibres cannot be natural

Answer: a) is true.

Q19. Fill in the blanks (VSAQ). The fine thread taken from a silk moth’s cocoon is called _____ _____.

Answer: silk thread (filament).

Q20. Identify (SAQ). Name two traditional embroideries listed in the lesson and their regions.

Answer: Examples: Chikankari—Lucknow/UP; Kantha—West Bengal/Odisha/Tripura; Phulkari—Punjab; Gota—Rajasthan; Kashmiri—Kashmir; Khneng—Meghalaya; Toda—Tamil Nadu; Banjara—Rajasthan.

Competency 3: Discovery of Facts

Q21. Map-based (SAQ). On a map of India, mark any three handloom/embroidery regions mentioned (e.g., Tamil Nadu, Kashmir, Odisha/Gujarat, Punjab, UP, Meghalaya).

[Insert Recommended Map Here]

Answer: Examples: Kanjeevaram—Tamil Nadu; Pashmina—Kashmir; Ikat—Odisha/Gujarat; Phulkari—Punjab; Chikankari—Lucknow/UP; Khneng—Meghalaya.

Q22. Reasoning (SAQ). Why does the lesson call weaving “special for India” beyond making clothes?

Answer: It provides livelihoods to many families and preserves traditional skills and designs.

Q23. Inquiry (SAQ). How does the spinning activity (twisting cotton) explain the idea of yarn strength and usefulness for weaving?

Answer: Twisting aligns and binds fibres, making a stronger thread that can be woven.

Q24. Application (SAQ). Suggest two safe practices when children learn basic stitching with a needle in class activities.

Answer: Adult supervision and careful handling; keep needles in a box and avoid playing with them.

Q25. LAQ. Explain how handloom and khadi connect to self‑reliance and India’s history, as highlighted in the lesson’s notes.

Answer: Spinning/weaving with the charkha became a symbol of freedom and atmanirbhar; handloom uses no electricity, is eco‑friendly, and supports many artisans.

Q26. MCQ. Which pair correctly matches fibre source and product?
a) Silk—cocoon of silk moth
b) Wool—cotton plant
c) Linen—from petroleum
d) Nylon—from silkworm farms

Answer: a) Silk—cocoon of silk moth.

Q27. Reasoning (SAQ). Why is each thread important in a woven mat or stitched cloth, as the lesson asks in reflection?

Answer: If one thread breaks, the structure weakens or unravels; every thread adds strength.

Q28. Inquiry (SAQ). How do traditional tie‑dye (Bandhani) patterns form on cloth according to the note in the chapter?

Answer: Small parts of cloth are tied and dyed to create dots and circles.

Q29. Application (SAQ). Give two reasons to reuse/recycle old clothes, as discussed in the lesson’s “Recycle/Exhibition” section.

Answer: Reduces waste and helps make new useful items like quilts, bags, mats.

Q30. LAQ. Describe the silk moth life cycle steps in sequence and explain how this connects to making silk thread.

Answer: Silk moth lays eggs → eggs hatch into caterpillars → caterpillars eat and grow → spin cocoons → adult moth emerges and cycle repeats; silk filament is unwound from cocoon to make thread.

Activities

Activity 1: Weave a Mini‑Mat

Using two colours of paper strips, weave over–under to make a small mat. Label warp and weft. Try making a tiny basket from strips.

Activity 2: Fibre Hunt & Scrap Quilt

Collect 5 cloth scraps. Identify if each is cotton, wool, silk, jute, polyester or nylon (with adult help). Stitch or paste them into a mini “scrap quilt” and write one property of each.