EVS Worksheet: Rhythms of Nature (Class 5)
Based on NCERT – The World Around Us (Unit 5, Chapter 9)
Competency 1: Observation and Reporting
Q1. Picture-based (VSAQ) – Day and night. Observe the globe and torch setup. Which side has day and which side has night?
Q2. Scenario observation (VSAQ) – Rotation. In the class game, the “Earth” turns in place while the “Sun” stays still. What change does the Earth’s turning cause?
Q3. Picture-based (SAQ) – Sunrise in India. Dong (Arunachal Pradesh) is called “First Village of the Sunrise.” What does this tell about sunrise times in India’s regions?
Q4. Observation (SAQ) – Nature’s signs. Farmers in Odisha listen for the koel’s song. What change does this help them prepare for?
Q5. Picture-based (VSAQ) – Seasonal journal chart. The classroom chart has time-period columns (Apr–Jun, Jul–Sep, Oct–Dec, Jan–Mar). Name any two themes in the rows of this chart template from the lesson.
Q6. Observation (VSAQ) – Seas and oceans. On the globe, what fraction of Earth is covered by seas and oceans approximately?
Q7. Picture-based (SAQ) – Local differences. The lesson compares winter in Kashmir and Kerala. Why can winter feel different across India?
Q8. Observation (VSAQ) – Quick changes. Name one thing that can change within minutes according to the chapter’s reflection questions.
Q9. Picture-based (SAQ) – Nature’s yearly rhythm. Flowers bloom, dry up, and bloom again. What pattern does this show about nature?
Q10. Observation (VSAQ) – Signs of rain. The lesson notes ants carrying eggs to higher ground. What does this behavior usually signal?
Competency 2: Identification and Classification
Q11. Sort (VSAQ) – Time scales of change. Place each change under “long time” or “short time”: growing taller, sunset, tree shedding leaves, festival day, building a big tree trunk, cloud passing the sun.
Q12. Match (Match the following) – Globe facts. A. Globe shape — B. Blue areas — C. Land masses — D. Seas vs oceans. Options: 1) Smaller, partly enclosed water bodies, 2) Countries/continents, 3) Spherical model of Earth, 4) Vast open water bodies.
Q13. Identify (MCQ) – Cause of day/night. Day and night happen because:
a) The Sun moves around Earth
b) Earth rotates on its axis
c) The Moon blocks sunlight daily
d) Clouds make it dark at night
Q14. Fill in the blanks (VSAQ) – India’s seasons. In India, we commonly name six seasons: _____ (Spring), _____ (Summer), _____ (Monsoon), _____ (Autumn), _____ (Pre winter), _____ (Winter).
Q15. Sort (SAQ) – Examples of cycles. Put these under “daily cycle” or “yearly cycle”: sunrise–sunset, school assembly time, exam schedule, leaf fall and bloom, temperature rising before rains, festival calendar.
Q16. Identify (VSAQ) – Regional contrast. Mawsynram (Meghalaya) is known for being the world’s wettest place, while the Thar is very dry. Which seasons do these locations mainly highlight?
Q17. Match (Match the following) – Nature’s signs. A. Koel sings — B. Ants carry eggs up — C. Cooler winds — D. Drying ponds. Options: 1) Summer intensifies, 2) Monsoon approaching, 3) Rains coming soon, 4) Season turning cooler (autumn/winter).
Q18. MCQ – Festival–season link. Which pairing is most likely correct as per chapter hints?
a) Diwali—Monsoon planting
b) Baisakhi/Gudi Padwa/Vishu/Rongali Bihu—Spring/harvest new year
c) Winter—Onam boat races
d) Summer—Snow festivals in Kashmir
Q19. Fill in the blanks (VSAQ) – Globe skill. When it is day in India, on the opposite side of the globe it is mostly _____.
Q20. Identify (SAQ) – Seasonal classroom chart. Name any two time periods used in the classroom “Seasons’ Chart” in the lesson template.
Competency 3: Discovery of Facts
Q21. Map-based (SAQ) – Day–night line idea. On the map of the world, shade the half having day for India’s noon and mark one country in the night half at that time.
Q22. Reasoning (SAQ) – Rotation vs Sun’s motion. The Sun looks like it moves across the sky. Why does the lesson say the Earth rotates instead of the Sun moving around Earth each day?
Q23. Inquiry (SAQ) – Seasonal differences. Why does monsoon feel very different in Assam compared to Rajasthan as highlighted in the chapter discussion prompt?
Q24. Application (SAQ) – Seasons journal. Suggest two observations to record under “Water and water bodies” for each time period in the classroom chart.
Q25. LAQ – India’s six seasons. Describe India’s six traditional seasons and give one change in nature or human activity linked to each as guided in the lesson.
Q26. MCQ – Festival–season matching. Which pairing fits the chapter’s “match festivals to seasons” task?
a) Diwali—Autumn after harvest
b) Spring—Diwali
c) Winter—Onam
d) Monsoon—Lohri
Q27. Reasoning (SAQ) – Seasonal crops. Why do farmers grow different crops in different seasons as explained in the chapter prompts?
Q28. Inquiry (VSAQ) – Local names. The chapter asks for local names of seasons. Write the local name for “Monsoon” used in the region (teacher may guide).
Q29. Application (SAQ) – Story across themes. Using the chart, write 3–4 lines connecting “Plant life,” “Water bodies,” and “Human activities” for July–September in the local area (monsoon period).
Q30. LAQ – Why seasons matter. Explain how seasons shape food, clothes, festivals, and nature around us, using any examples from the lesson’s tables and prompts.
Activities
Activity 1: Seasons’ Wall Chart (Class Poster)
Make the four-column chart (Apr–Jun, Jul–Sep, Oct–Dec, Jan–Mar) with rows for Plant life, Birds/Animals, Air/Heat/Light, Water bodies, Human activities. Collect journal notes and fill each box with local observations.
Activity 2: Day–Night Globe Demo
With a torch and a globe, show day and night. Mark where it is day and where it is night at a chosen time. Then write one sentence on how rotation causes day/night and why sunrise times differ across India.