Questions & Answers – Journey of a River CH-2 C5 EVS/TWAU

 

 Questions & Answers – Journey of a River

Page 22 – Look at the image and answer

Q1. Name the states that Godavari flows through.
Ans: Maharashtra, Telangana, Andhra Pradesh, Chhattisgarh, and Odisha.

Q2. Name a dam and a wildlife sanctuary along the length of Godavari.
Ans:

• Dam – Polavaram Dam / Sriram Sagar Project (SRSP)

• Wildlife Sanctuary – Coringa Wildlife Sanctuary

Q3. Which other small rivers join Godavari in its journey?
Ans: Indravati, Sabari, and Manjira.

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Page 25

Q1. List three ways in which people are dependent on the river Godavari.
Ans:

1. Provides drinking water.

2. Helps in irrigation for farming.

3. Supports industries and livelihoods like fishing.

Q2. In which occupations are people engaged near the river Godavari?
Ans: Farming, fishing, and factory/industrial work.

Q3. Which crops do you see growing near the Godavari?
Ans: Rice, sugarcane, cotton, pulses, and fruits.

Q4. Which crops grow in your region? Where does the water for irrigation come from?
Ans: (Students’ own answer – e.g., wheat, paddy, maize, vegetables; water from rivers, canals, wells, or rainfall.)

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Page 27 – Write

Q. What problems can arise after a dam is built? How can they be solved?
Ans:

• Problems: Submergence of forests and villages, displacement of people, loss of animal habitats.

• Solutions: Proper rehabilitation of displaced people, compensating farmers, afforestation, and building eco-friendly dams.

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Page 28 – Write

Q1. Where do the plastic wrappers and bags that we litter end up?
Ans: They end up in rivers, ponds, drains, and finally reach seas, polluting water and harming aquatic life.

Q2. What kinds of soaps, shampoos or floor cleaners are used in your home? Where does the unclean water mixed with these cleaners go?
Ans: Readymade soaps, shampoos, and cleaners are used; the dirty water goes into drains, which flow into rivers or ponds.

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Page 31 – Write

Q. Can you list three things you can do to protect the water bodies near you?
Ans:

1. Do not throw garbage or plastic into water bodies.

2. Use water wisely and avoid wastage.

3. Plant trees near rivers and ponds to keep water clean.

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Page 32 – Activity 5 (Match the columns)

Flood Problem	What it affects
(i) Dirty water	(b) Safe drinking
(ii) Broken roads	(d) Travel and transport
(iii) Lost crops	(g) Food supply
(iv) No electricity	(e) Lights, fans and phones
(v) Spread of diseases	(f) People’s health
(vi) Damaged homes	(a) Shelter for people
(vii) Schools shut	(c) Learning

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Page 35

Q1. What would you do if you had no water in your home for an entire day?
Ans: Store water in advance, borrow from neighbours, or use water carefully only for drinking and cooking.

Q2. What if there was no water for a week? How would you bath, drink, cook or clean? Where would you go to find water?
Ans: We would struggle for daily needs, depend on tankers or nearby rivers/wells, use water very sparingly, and maybe even shift to another place.

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Page 37 – Let us Reflect

Q1. Find out which river(s) flow through your state. (a) What are they used for? (b) Are there any dams on them?
Ans: (Students’ own state-specific answer; e.g., West Bengal – Ganga, Damodar, Teesta; used for irrigation, fishing, transport; yes, Farakka Barrage, Durgapur Barrage, etc.)

Q2. Ask your grandparents/parents to share any story or festival related to rivers in your region.
Ans: (Students’ own answer, e.g., Ganga Sagar Mela, Chhath Puja, Kumbh Mela on rivers.)

Q3. Ask an elder in your family: (a) What was the condition of rivers when you were a child? (b) What has changed since then?
Ans: (a) Rivers were cleaner, had more fish, and less pollution. (b) Now rivers are polluted, encroached, and water levels are lower.

Q4. Why do you think people built houses and cities near rivers in the past? Are rivers still important today in the same way?
Ans: People built cities near rivers for water, farming, transport, and trade. Yes, rivers are still important but now also used for electricity, industries, and tourism.

Q5. If you could create one new rule to protect rivers in your city or village, what would it be?
Ans: Strict ban on throwing garbage and factory waste into rivers.

Q6. Think about a time when you wasted water. What could you have done differently?
Ans: (Students’ own reflection – e.g., turned off tap while brushing teeth, reused water for plants, etc.)

Q7. Can you design a simple water filter using everyday materials? What would you include and why?
Ans: Yes – using sand, gravel, charcoal, cotton, and a plastic bottle. These layers clean water by removing dirt and impurities.

Q8. Imagine you are planning a new city near a river. What steps would you take to— (a) keep the river clean (b) prevent floods during heavy rains (c) ensure enough water during summers
Ans:
(a) Build sewage treatment plants, ban dumping waste.
(b) Plant trees, build embankments and drainage systems.
(c) Construct reservoirs, encourage rainwater harvesting, and use water wisely.

MINARUL: CLASS-IV MATHS WORKSHEET

MINARUL: CLASS-IV MATHS WORKSHEET:  👉👉👉👉 CLICK HERE FOR CLASS-IV MATHS WORKSHEET

CLASS-IV MATHS WORKSHEET

 👉👉👉👉CLICK HERE FOR CLASS-IV MATHS WORKSHEET

CLASS-IV WORKSHEET ANSWER KEY CH-5

 

Answer Key

Worksheet 1: Critical Thinking (CCT)

1. Ikra’s chocolate bar:

   • 1/2 = 2/4, so Ikra and her sister have the same amount.

2. Why does each piece get smaller when more people share?

   • Because the whole item is being divided into more parts. The more parts you divide something into, the smaller each part becomes.

   • Example: Sharing a pizza among 2 people vs. 8 people.

3. Rohan’s pencils:

   • 1/4 of 12 = 3 pencils each. For 3 friends, total pencils needed = 3 × 3 = 9 pencils, but there are 12 pencils. So, Rohan is wrong. Each friend would actually get 1/3 of 12 = 4 pencils.

4. Lunchbox sandwich:

   • Ate = 2/4 = 1/2 of the sandwich.

   • Left = 2/4 = 1/2 of the sandwich.

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Worksheet 2: Competency-Based

1. Pizza Topping (circle divided into 8 equal parts):

   • Cheese = 3/8

   • Tomato = 2/8

   • Plain = 3/8

2. Mangoes Distribution:

   • 2 children: Each gets 8/16 = 1/2

   • 4 children: Each gets 4/16 = 1/4

   • 8 children: Each gets 2/16 = 1/8

3. Meena’s chocolates:

   • 3/5 of 10 = (10 × 3)/5 = 6 chocolates given.

   • Left = 10 – 6 = 4 chocolates.

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Worksheet 3: Higher-Order Thinking (HOTS)

1. Which is greater (3/4 or 5/8)?

   • 3/4 = 6/8. Since 6/8 > 5/8, 3/4 is greater.

2. Create Your Own Problem (example answer):

   • "A fruit basket has 12 apples. I gave 1/3 to my friend and 1/4 to my brother. How many apples are left?"

   • (4 to friend + 3 to brother = 7 given, 12 – 7 = 5 left)

3. Rina vs. Ali shaded parts:

   • Rina: 2/4 = 1/2 of the paper.

   • Ali: 4/8 = 1/2 of the paper.

   • Yes, they shaded the same amount.

CLASS-IV WORKSHEET CH-5

 

Worksheet 1: Critical Thinking (CCT) – Real-Life Situations

Topic: Sharing and Fractions

1. Situation-Based Question:
   Ikra has a chocolate bar. She gives 1/2 to her sister and keeps 2/4 for herself. Did she keep more, less, or the same amount as her sister? Explain why.

2. Reasoning Question:
   Sumedha noticed that when more people share a dhokla, each person gets a smaller piece.

   • Why does this happen? Can you give a real-life example?

3. Logic Challenge:
   There are 12 pencils. Rohan says each of his 3 friends will get 1/4 of the pencils. Is Rohan correct? Justify your answer.

4. Think & Connect:
   In your lunchbox, you have 1 sandwich cut into 4 equal pieces. You ate 2 pieces.

   • What fraction of the sandwich did you eat?

   • What fraction is left?

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Worksheet 2: Competency-Based – Skill Application

Topic: Using Fractions in Daily Life

1. Activity:
   Draw a circle and divide it into 8 equal parts. Shade:

   • 3/8 for cheese topping

   • 2/8 for tomato topping

   • Remaining for plain base.
     Write the fraction for each topping.

2. Task:
   There are 16 mangoes in a basket. Distribute them equally among:

   • 2 children

   • 4 children

   • 8 children
     Write the fraction each child gets in each case.

3. Problem-Solving:
   Meena has 10 chocolates. She gives 3/5 of them to her brother.

   • How many chocolates does she give?

   • How many are left?

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Worksheet 3: Higher-Order Thinking (HOTS)

Topic: Comparing & Creating Fractions

1. Comparison Challenge:
   Which is greater: 3/4 of a cake or 5/8 of the same cake? Show using a diagram.

2. Create Your Own Problem:
   Make a story problem using fractions (like the dhokla or flower garden example) and ask your friend to solve it.

3. Critical Analysis:
   Two students divided the same square paper:

   • Rina divided it into 4 equal parts and shaded 2.

   • Ali divided it into 8 equal parts and shaded 4.
     Did they shade the same amount? How do you know?

Riddles

Riddle 1

I have pages but I am not a tree,

I have words but I cannot speak.

What am I?

Answer: A book

Riddle 2

I am always running but I have no legs,

I have a mouth but never eat.

What am I?

Answer: A river

Riddle 3

I am round and bright,

I shine at night,

But I am not the sun.

What am I?

Answer: The moon

Riddle 4

The more you take from me, the bigger I get.

What am I?

Answer: A hole

Riddle 5

I have four legs,

But I cannot walk.

What am I?

Answer: A table

Riddle 6

I fly without wings,

I cry without eyes.

Whenever I go, darkness flies.

What am I?

Answer: The wind

Riddle 7

I have keys but no locks,

I have space but no room,

You can enter but can’t go inside.

What am I?

Answer: A keyboard

CLASS-V TWAU UNIT-1 WATER P-3

 

QUESTIONS FOR CURIOSITY (With Answers)

1. Why is most of the water on Earth not fit for drinking?
   Because most of it is saltwater found in oceans.

2. How does water reach rivers and lakes again after raining?
   Through the water cycle – evaporation from water bodies, condensation in clouds, and precipitation as rain.

3. Name two ways water helps animals.
   It gives them drinking water and is home to many like fish, frogs, and turtles.

4. Why should we save water?
   Because fresh water is limited, and all living beings depend on it.

5. How do rivers change the land?
   By carrying soil and rocks, they make valleys, plains, and deltas.

CLASS-V TWAU UNIT-1 WATER P-2

 

General Awareness about Ecosystems (For Class V Students)

1. What is an ecosystem?

   • An ecosystem is a place where living things (plants, animals, humans) and non-living things (air, water, soil, sunlight) work together.

2. Examples of ecosystems:

   • Forest: Home to trees, tigers, elephants, birds, and insects.

   • Pond/Lake: Home to fish, frogs, water plants, and insects.

   • Desert: Home to camels, cactus, snakes, and little water.

   • Ocean: Home to whales, dolphins, seaweed, and corals.

3. Why are ecosystems important?

   • They provide food, water, air, and shelter for all living beings.

   • They keep nature balanced.

4. How do humans harm ecosystems?

   • Cutting trees, throwing garbage, polluting rivers, and hunting animals.

5. How can we protect ecosystems?

   • Planting trees, saving water, reducing waste, protecting animals, and keeping the Earth clean.

TWAU UNIT-1 P-1 WATER

 

QUESTIONS FOR CURIOSITY (With Answers)

1. Why is water called the “essence of life”?
   Because no living thing can survive without it – it keeps us alive, helps plants grow, and supports animals and habitats.

2. How does water shape the land?
   By flowing in rivers, causing erosion, and creating valleys, lakes, and plains over time.

3. What would happen if there was no sunlight?
   Plants couldn’t make food, animals wouldn’t survive, and Earth would become lifeless.

4. Why do people living near forests have simple lifestyles?
   They use natural resources like wood, leaves, and water around them, making useful things without harming nature.

5. What are the three forms of water?
   Solid (ice), Liquid (water), Gas (water vapor).

Cubs and Bulbul Calendar

📅 Cubs & Bulbuls Yearly Activity Calendar – KVS

🔹 April – Session Beginning

Enrolment & Orientation of new Cubs & Bulbuls.

Introduction of Promise, Law, Motto.

“One Student One Tree” – Sapling Plantation.

Drawing / Poster activity on Save Nature.

🔹 May

Storytelling on Good Turn Every Day.

Cleanliness Drive (Swachhata in classrooms/playground).

Cub/Bulbul Song Practice.

🔹 June (School may reopen late in some regions)

International Yoga Day (21st June) – Cubs & Bulbuls participate with simple yoga.

Nature Walk around campus.

🔹 July

Good Turn Diary (begin writing daily).

Skill activity: First Aid basics.

Group games for teamwork (relay race, knot tying demo).

🔹 August

Independence Day (15th Aug) – March past, patriotic songs.

Craft: Tricolour Badges / Flags.

Visit to Post Office / Fire Station.

🔹 September

Teachers’ Day (5th Sept) – Greeting cards by Cubs & Bulbuls.

Clean India Campaign (linked with Swachhata Pakhwada).

Bulbul Dance / Cub Skit in assembly.

🔹 October

Gandhi Jayanti (2nd Oct) – Cleanliness drive & skit on truth/non-violence.

Nature Craft (Best out of Waste).

Knot tying and simple bandaging activity.

🔹 November

BSG Foundation Day (7th Nov) – Rally, Flag Ceremony, Cubs & Bulbul songs.

Children’s Day (14th Nov) – Games & Cultural presentation.

Good Turn service: Helping juniors in classrooms.

🔹 December

Community Service: Visit to Old Age Home / Orphanage.

Festival Craft: Making cards, eco-friendly decorations.

Cub Bulbul Campfire with songs, yells, and skits.

🔹 January

Republic Day (26th Jan) – March Past, Patriotic Song.

Drawing competition on “My India My Pride”.

Storytelling on National Heroes.

🔹 February

Health & Hygiene Activity (Hand washing, healthy food chart).

Bulbul Dance / Cub Drill presentation in assembly.

Preparing for Pravesh / Pratham / Dwitiya Charan tests.

🔹 March – Session End

Evaluation of Cubs & Bulbuls Progression (Charans & Heerak Pankh).

Exhibition of diaries, crafts, drawings.

Farewell activity for students moving to Scout/Guide section.

✅ This calendar is flexible – schools can adjust activities as per local events, school schedule, and availability of holidays.

Cubs and Bulbul Activities

In Kendriya Vidyalaya Sangathan (KVS), Cubs and Bulbuls are an important part of the Co-Curricular Activities (CCA) & Bharat Scouts and Guides (BSG) programme.

These activities are meant to build discipline, service, leadership, patriotism and teamwork among children of Classes III to V.

🌿 Cubs and Bulbuls Activities in KV

🔹 Indoor Activities

1. Good Turn Diary – Each child maintains a diary of daily good deeds.

2. Prayer & Flag Ceremony – Learning discipline through BSG prayers and saluting the National Flag.

3. Storytelling & Role Play – Stories of bravery, patriotism, moral values.

4. Bulbul Songs & Cub Yells – Singing in groups to build unity and enthusiasm.

5. Craft & Drawing – Making bird masks, nature charts, greeting cards for festivals.

6. First Aid Demonstration – Basic training in cleanliness, bandaging, helping others.

🔹 Outdoor Activities

1. Parade & March Past – Learning discipline and synchronization.

2. Tree Plantation / Gardening – Linked with “One Student One Tree” initiative.

3. Swachhata Drive – Cleaning classrooms, playgrounds, and surroundings.

4. Nature Walk / Bird Watching – Connecting Cubs & Bulbuls with environment.

5. Games & Physical Activities – Circle games, relay races, obstacle activities.

6. Visit to Fire Station / Post Office / Hospital – Learning community helpers’ roles.

🔹 Special Celebrations

Foundation Day of BSG (7th Nov) – Cubs & Bulbuls rally, songs, pledge.

National Festivals (26th Jan, 15th Aug, Gandhi Jayanti) – Participation in march past, patriotic songs, skits.

World Environment Day, Earth Day – Drawing posters, sapling plantation.

International Day of Peace – Prayer and peace march inside the campus.

🔹 Skill Development & Badges

Pravesh to Heerak Pankh tests through small challenges (tying knots, reciting promise, doing a good turn, nature craft).

Good Handwriting Day, Best Out of Waste, Healthy Food Chart making.

Yoga & Meditation for health and focus.

🔹 Community Service

Visiting old age homes, orphanages, special schools.

Helping juniors in school.

Distributing handmade cards / eco-friendly rakhi.

✨ In Kendriya Vidyalayas, Cubs and Bulbuls programmes are usually held on BSG activity days (once a week), combined with morning assembly presentations, camps, and inter-unit meets.

Cubs and Bulbul

“Cubs and Bulbuls” are the junior wing of Bharat Scouts and Guides (BSG), India.

🌟 Cubs and Bulbuls in Bharat Scouts and Guides

🔹 Who are Cubs and Bulbuls?

Cubs → Boys of age group 5–10 years.

Bulbuls → Girls of age group 5–10 years.

They form the entry-level section of the Bharat Scouts and Guides before moving on to Scouts/Guides and later Rovers/Rangers.

🔹 Motto

👉 “Do Your Best”

🔹 Promise

“I promise to do my best

To do my duty to God and my country,

To keep the Cub/Bulbul law

And to do a good turn every day.”

🔹 Law

A Cub/Bulbul is obedient.

A Cub/Bulbul is clean and polite.

🔹 Sign

Cub Sign: Right hand raised, first two fingers upright (like wolf’s ears).

Bulbul Sign: Right hand raised, thumb and little finger touching (like a bird’s beak).

🔹 Uniform

Cubs: Grey shorts/trousers, sky-blue shirt, group scarf, cap.

Bulbuls: Blue frock, group scarf, cap.

🔹 Activities & Training

Games, songs, stories, crafts.

Good turn daily (helping others).

Nature activities (tree planting, cleanliness drives).

Celebrating important national days.

Learning discipline and teamwork.

🔹 Progression

1. Pravesh (Entry)

2. Pratham Charan (First Step)

3. Dwitiya Charan (Second Step)

4. Tritiya Charan (Third Step)

5. Chaturth Charan (Fourth Step)

6. Heerak Pankh (Diamond Wing) – highest award for Cubs & Bulbuls.

✅ Cubs and Bulbuls are introduced to discipline, service, and patriotism at a young age in a joyful way.

Camp Fire for Cubs and Bulbul

 

Cubs and Bulbul

 

Class IV Maths Place Value

PM Shri Kendriya Vidyalaya Birbhum 

Class IV Mathematics Place Value 

Part A – Fill in the Place Value Chart (10 marks)

Number Thousands Hundreds Tens Ones

3,245 3 2 4 5

6,709 6 7 0 9

4,068 4 0 6 8

9,123 9 1 2 3

5,500 5 5 0 0

Part B – Write in Words (10 marks)

1. 3,245 = Three thousand two hundred forty-five

2. 5,609 = Five thousand six hundred nine

3. 8,032 = Eight thousand thirty-two

4. 7,470 = Seven thousand four hundred seventy

5. 9,105 = Nine thousand one hundred five

Part C – Expanded Form (10 marks)

1. 4,327 = 4000 + 300 + 20 + 7

2. 6,018 = 6000 + 0 + 10 + 8

3. 9,205 = 9000 + 200 + 0 + 5

4. 5,460 = 5000 + 400 + 60 + 0

5. 8,700 = 8000 + 700 + 0 + 0

Part D – Creative & Critical Thinking (10 marks)

1. Difference between Place Value and Face Value

Place Value: Value of a digit depending on its position.

Face Value: Actual digit itself.

Example: In 4,327 the digit 3 has a place value = 300 but its face value = 3.

2. For 7,042:

Place value of 7 = 7000

Place value of 4 = 40

3. Rani says, “In 4,505 the place value of 5 is always 5.”

❌ Incorrect. In 4,505 the first 5 has place value 500 and the last 5 has place value 5.

Part E – Challenge Question (Bonus 5 marks)

Digits = 3, 7, 0, 5

Largest 4-digit number = 7530

Smallest 4-digit number = 3057

ANIMALS IN WATER

 

Animals in Water – Class V EVS (TWAU, PM Shri KV Birbhum)

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A. Identify and Locate

1. Q: On the world map, locate the Indian Ocean. Name two animals that live in it.
   A: Located south of India. Animals → Dugong (sea cow), whale shark.

2. Q: Mark the Bay of Bengal on the map. Name two aquatic animals found there.
   A: Bay of Bengal lies to the east of India. Animals → Olive Ridley turtle, hilsa fish.

3. Q: The Ganga River is shown on the map. Which special aquatic animal lives in it?
   A: The Ganges river dolphin (National Aquatic Animal of India).

4. Q: Mark the Arabian Sea. Name one big fish and one mammal found here.
   A: Fish → Tuna; Mammal → Dolphin.

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B. Match & Answer

5. Q: Match the animal with its water body (teacher points on the map).

   • Whale → ______

   • Crocodile → ______

   • Trout fish → ______

   • Dolphin → ______

   A:

   • Whale → Ocean

   • Crocodile → River / Lake

   • Trout fish → Mountain streams / rivers

   • Dolphin → River & Ocean

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C. Competency & Critical Thinking

6. Q: Suppose the Olive Ridley turtles stop coming to Odisha’s coasts (Bay of Bengal). What changes will happen to nature and people?
   A: Nature loses biodiversity, fishermen lose source of income, food chain disturbed.

7. Q: If too much plastic is thrown in the Arabian Sea, which animals will suffer most? Why?
   A: Turtles, dolphins, and fish → because they may eat plastic thinking it is food and die.

8. Q: Imagine you are a fisherman in the Brahmaputra River. Which water animals do you catch? How do they help your family?
   A: Fish like rohu, catla, hilsa → give food, income, and livelihood.

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D. Practice Worksheet with Answers

1. Name one animal that lives in freshwater rivers → Crocodile / River dolphin.

2. Name one animal found in polar seas → Seal / Penguin / Polar bear (hunts in water).

3. Which aquatic animal is known as the friend of fishermen? → Dolphin.

4. Which water animal gives us pearls? → Oyster.

5. Which fish is famous in West Bengal and Odisha and found in the Bay of Bengal? → Hilsa fish.

MAP BASED INDIAN RIVERS

 

Map-Based Questions & Answers on Indian Rivers – Class V EVS

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A. Locate and Mark on the Map

1. Q: Mark the river Ganga on the Indian map and show its flow from the Himalayas to the Bay of Bengal.
   A: The Ganga originates from the Gangotri glacier (Uttarakhand) and flows through Uttar Pradesh, Bihar, West Bengal before entering the Bay of Bengal.

2. Q: On the map, mark the origin of the river Yamuna and its meeting point with the Ganga at Prayagraj.
   A: Origin – Yamunotri glacier (Uttarakhand); Meeting point – Prayagraj (Allahabad, Uttar Pradesh).

3. Q: Show the course of the Brahmaputra River from Arunachal Pradesh to Assam and then into Bangladesh.
   A: It originates in Tibet (as Tsangpo), enters Arunachal Pradesh, flows through Assam, and enters Bangladesh to join the Ganga.

4. Q: Locate and mark the Narmada River flowing between the Vindhya and Satpura ranges.
   A: The Narmada flows westward from Amarkantak Plateau (Madhya Pradesh) into the Arabian Sea.

5. Q: Mark two rivers that flow into the Arabian Sea and two rivers that flow into the Bay of Bengal.
   A:

   • Arabian Sea → Narmada, Tapi

   • Bay of Bengal → Ganga, Godavari

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B. Identify and Answer (Competency Based)

6. Q: Look at the marked river on the map (Godavari). Name this river. Why is it called the Dakshin Ganga?
   A: It is the Godavari River, called Dakshin Ganga (Ganga of the South) because it is the longest river of peninsular India and supports millions like the Ganga does in the north.

7. Q: The map shows a river flowing through Kerala and entering the Arabian Sea. Identify the river. How do rivers help the farmers of Kerala?
   A: It is the Periyar River. It helps farmers by providing water for irrigation, rice farming, and spices cultivation.

8. Q: On the map, you see a river flowing westwards and forming a famous waterfall before entering the Arabian Sea. Name the river and the waterfall.
   A: The Sharavathi River forms the Jog Falls in Karnataka before joining the Arabian Sea.

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C. Creative and Critical Thinking

9. Q: Suppose the Ganga stopped flowing. Show on the map the areas that would be affected most. What problems would people face?
   A: Areas most affected → Uttarakhand, Uttar Pradesh, Bihar, West Bengal.

   • Problems: shortage of drinking water, less irrigation, loss of fertile soil, fewer fish, transport problems.

10. Q: Imagine you live in Assam near the Brahmaputra. On the map, show your state. Write two advantages and two challenges of living near this river.
    A:

• Advantages → fertile soil for farming, fish and water transport.

• Challenges → floods every year, loss of homes and crops.

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D. Practice Worksheet with Answers

1. The river that forms the Sundarbans delta is → Ganga (with Brahmaputra).

2. The river flowing near Delhi is → Yamuna.

3. The longest river of peninsular India is → Godavari.

4. The river flowing through Punjab and joining the Indus is → Sutlej.

Talking Toys Class III English

PM Shri Kendriya Vidyalaya Birbhum 

Assessment Paper – Talking Toys (Class 3 English

Max. Marks: 50

Section A – Reading Competency (Comprehension) (10 Marks)

Read the passage below and answer the questions:

“All the toys in the toy shop were waiting to see who would buy them. The toy kitten shouted, ‘Look there!’ But the girls only looked through the windows. Later, a boy pointed to the Vande Bharat toy train and said, ‘Aayi, I want that train.’ The boy was very happy when his mother bought it for him.”

1. Who shouted “Look there!”?

2. What did the girls do when they came to the shop?

3. Which toy did the boy want?

4. How did the boy feel after getting the train?

5. Find one naming word and one describing word from the passage.

Section B – Vocabulary and Grammar (10 Marks)

Q6. Word Building (Plurals) (2 marks)

Write the plural of the following:

a) box

b) brush

c) cup

d) toy

Q7. Describing Words (2 marks)

Fill in the blanks with suitable describing words:

a) The ______ aeroplane.

b) A ______ doll.

c) The ______ train.

d) A ______ cap.

Q8. Word Meaning (2 marks)

Match the word with its meaning:

displayed → ( ) put up for people to see

eagerly → ( ) waiting with excitement

excitement → ( ) a strong feeling of joy

Q9. Sentences (2 marks)

Use these words in sentences of your own:

a) elephant

b) happy

Q10. Arrange the words alphabetically (2 marks)

train, doll, aeroplane, marbles, elephant

Section C – Creative Writing and Expression (15 Marks)

Q11. Imagination Story (5 marks)

Imagine that the toys in the shop came alive at night. Write a short story of 6–8 sentences about what they did. Give your story a title.

Q12. Toy Design Activity (5 marks)

Draw a picture of a new toy you would like to invent.

Label its parts.

Write 3–4 sentences about what the toy can do.

Q13. Guided Writing (5 marks)

Fill in the blanks to complete this story:

Once upon a time, there was a little ______. It lived in a ______. One day, it met a ______. They became good friends and played with a ______. Finally, they went home feeling very ______.

Section D – Critical Thinking & Oral Activity (15 Marks)

Q14. Think and Answer (3 marks)

Why do you think toys are important for children?

Do toys always have to be bought from a shop? Why/why not?

Q15. Group Discussion (4 marks)

Discuss in pairs: “If toys could talk, what would they tell children?”

(Teacher will listen and assess speaking skills.)

Q16. Problem-Solving (4 marks)

Too many toys can sometimes cause problems. List two problems and two solutions.

Q17. Personal Response (4 marks)

How do you feel when someone appreciates you, just like the toys felt happy when chosen? Write 4–5 sentences.

Marks Distribution:

Reading Competency: 10 marks

Vocabulary & Grammar: 10 marks

Creative Writing & Expression: 15 marks

Critical Thinking & Oral Activity: 15 marks

Total = 50 Marks

Latest DA Rates for Children

Zone of Proximal Development

Zone of Proximal Development (ZPD)

Introduced by

Lev Vygotsky (Russian psychologist, 1896–1934).

Part of his Social Constructivist Theory of learning.

Definition

The ZPD is the gap between:

1. What a learner can do alone (without help).

2. What a learner can do with guidance and support (from teacher, parent, or peer).

👉 Learning happens best within this zone, where the task is challenging but achievable with help.

Key Elements

1. Lower Level (Actual Development Zone)

Skills the learner can already do independently.

Example: A child can solve 2-digit addition alone.

2. Upper Level (Potential Development Zone)

Skills the learner cannot do alone yet, but can do with help.

Example: With a teacher’s guidance, the child solves 3-digit addition.

3. Scaffolding

The support given by teacher/peer (hints, prompts, examples, encouragement).

As the learner gains confidence, support is gradually reduced until independence.

Example

A child cannot ride a bicycle alone.

With a parent’s support (holding the bike, giving instructions), the child learns.

Slowly, support is removed → the child rides independently.

👉 This learning took place in the ZPD.

Classroom Implications

Teachers should give tasks slightly above the student’s current level.

Provide group work, peer tutoring, and guided practice.

Use scaffolding – start with more help, then reduce it step by step.

✅ In short: ZPD is the sweet spot of learning – not too easy, not too hard, but something a learner can do with support.

Psychoanalysis

Psychoanalysis

Founder

Developed by Sigmund Freud (Austrian neurologist, late 19th–early 20th century).

It is both a theory of personality and a method of therapy.

Main Ideas of Psychoanalysis

1. Unconscious Mind

A large part of our thoughts, memories, and desires are hidden in the unconscious.

These hidden feelings influence our behavior without us realizing it.

2. Structure of Personality (Freud’s Model)

Id → Instincts and desires (pleasure-seeking, unconscious).

Ego → Reality-based, balances Id and Superego.

Superego → Moral values and conscience.

3. Defense Mechanisms

The mind uses strategies to protect itself from anxiety or guilt.

Examples: repression (forgetting painful memories), denial, projection.

4. Psychosexual Stages of Development

Freud believed personality develops in stages (oral, anal, phallic, latency, genital).

Problems in these stages may cause personality issues later.

Therapeutic Method (Psychoanalytic Therapy)

Aim: Bring unconscious thoughts into consciousness so a person can understand and resolve inner conflicts.

Techniques:

Free Association – Patient says whatever comes to mind.

Dream Analysis – Interpreting dreams to uncover hidden meanings.

Transference – Patient transfers feelings for important people onto the therapist.

Contributions

First major approach to studying the human mind scientifically.

Highlighted importance of childhood experiences, unconscious processes, and emotions.

Criticism

Too much focus on sex and aggression.

Lacks scientific proof, difficult to test.

But still very influential in psychology, literature, and art.

✅ In short: Psychoanalysis says our unconscious mind and childhood experiences strongly shape our thoughts, emotions, and behavior, and therapy helps uncover these hidden conflicts.

Emotional Intelligence

Emotional Intelligence (EI)

Definition

Emotional Intelligence is the ability to recognize, understand, manage, and use emotions effectively — both our own emotions and those of others.

It was popularized by Daniel Goleman in the 1990s.

Key Components of Emotional Intelligence

1. Self-Awareness – Knowing your own emotions, strengths, weaknesses, and values.

Example: Realizing you are nervous before giving a speech.

2. Self-Regulation – Controlling and managing emotions in healthy ways.

Example: Staying calm instead of shouting when angry.

3. Motivation – Being driven to achieve goals with optimism and persistence.

Example: Working hard even after failure.

4. Empathy – Understanding and caring about others’ feelings.

Example: Noticing when a friend is sad and supporting them.

5. Social Skills – Building good relationships, communicating effectively, and resolving conflicts.

Example: Working well in a team.

Importance of Emotional Intelligence

Helps in better decision-making.

Improves relationships at home, school, and workplace.

Helps in stress management.

Leads to leadership and teamwork success.

Contributes to overall mental health and happiness.

Example in Daily Life

👉 If someone criticizes you, instead of reacting angrily, you stay calm, think logically, and respond politely — that is emotional intelligence in action.

✅ In short: Emotional Intelligence is not just about being “smart” with your mind (IQ), but also being “smart” with your feelings and relationships (EQ).

Classical Conditioning

Classical Conditioning Theory

Introduced by

Ivan Pavlov (Russian physiologist, 1890s).

He discovered it while experimenting on dogs’ digestive system.

Definition

Classical Conditioning is a learning process in which an organism learns to connect a neutral stimulus with a meaningful stimulus, so that the neutral one starts producing a similar response.

Key Terms

1. Unconditioned Stimulus (UCS) → A natural stimulus that produces a response automatically.

Example: Food.

2. Unconditioned Response (UCR) → Natural response to UCS.

Example: Salivation to food.

3. Neutral Stimulus (NS) → A stimulus that does not cause any response initially.

Example: Sound of a bell.

4. Conditioned Stimulus (CS) → When NS is repeatedly paired with UCS, it becomes CS.

Example: Bell sound (after pairing with food).

5. Conditioned Response (CR) → The learned response to CS.

Example: Salivation on hearing the bell alone.

Pavlov’s Experiment (Dog Experiment)

Before Conditioning:

Food (UCS) → Salivation (UCR)

Bell (NS) → No salivation

During Conditioning:

Bell (NS) + Food (UCS) → Salivation (UCR)

After Conditioning:

Bell (CS) → Salivation (CR)

Applications in Daily Life

1. Education – Making learning enjoyable by associating lessons with positive experiences.

2. Advertising – Linking products with positive emotions (e.g., happiness, beauty).

3. Phobia/Fear – A person may fear dogs if once bitten (dog → pain → fear).

4. Habits – Morning alarm (sound) makes us wake up automatically.

✅ In short: Classical Conditioning is learning by association — when two things are paired together repeatedly, one starts triggering the response of the other.

Educational Psychology

Theory of Constructivism

The Constructivist theory of learning was mainly developed by Jean Piaget and later expanded by Lev Vygotsky and others.

It states that:

Learners actively construct knowledge rather than just receiving it passively from the teacher.

Learning happens when students connect new information with their previous knowledge and experiences.

The learner is at the center of the learning process (student-centered approach).

Key Principles of Constructivism

1. Active Learning – Students learn best by doing, exploring, questioning, and experimenting.

2. Prior Knowledge – New learning builds upon what the learner already knows.

3. Social Interaction – Learning is enhanced through discussion, collaboration, and sharing ideas.

4. Real-life Context – Knowledge is best understood when connected to real-life situations.

5. Teacher as a Facilitator – The teacher guides, supports, and provides experiences instead of only giving lectures.

Types of Constructivism

1. Cognitive Constructivism (Piaget) – Focuses on how individuals construct knowledge through personal experiences.

2. Social Constructivism (Vygotsky) – Emphasizes the role of society, culture, and interaction in learning (e.g., group activities, peer learning).

Classroom Implications

Use of activities, experiments, projects, and discussions.

Encourage students to ask questions and solve problems.

Promote collaborative learning (group work, peer teaching).

Assess students through open-ended questions, projects, and real-life tasks.

✅ In short: Constructivism says students "make their own knowledge" through experiences and interactions, while teachers guide them like facilitators.

E-MAGAZINE

 E-MAGAZINE Q-1 20252026

Games Activities

1. Noun or Not?

Teacher says a word.

If it’s a noun, students clap.

If not, they stay quiet.

Example: Apple (clap), Run (quiet).

🎈 2. Verb Action

Teacher says a verb (jump, clap, run).

Students do the action.

If teacher says a noun (book), they must freeze.

🎈 3. Adjective Show

Teacher says a noun (dog).

Students quickly say one describing word (big dog, black dog, happy dog).

🎈 4. Full Stop or Question Mark?

Teacher reads a sentence.

Students show with hand: ✋ (full stop) or ✌️ (question mark).

Example: Do you like mangoes? (✌️), I like mangoes. (✋).

🎈 5. Pronoun Quick Change

Teacher says: Rita is my friend.

Students shout the pronoun: She is my friend.

Land Animal vs Water Animal

🌍 Land Animals

Habitat: Live on land (forests, deserts, grasslands, mountains, etc.).

Body covering: Usually have fur, hair, feathers, or scales.

Breathing: Use lungs to breathe air.

Movement: Walk, run, crawl, jump, or fly.

Examples: Lion, elephant, tiger, horse, dog.

🌊 Water Animals

Habitat: Live in water (oceans, rivers, lakes, ponds).

Body covering: Usually have scales, slimy skin, or shells.

Breathing: Most use gills (fish), but some like whales and dolphins use lungs and come to the surface to breathe.

Movement: Swim with fins, tails, or flippers.

Examples: Fish, dolphin, whale, shark, octopus.

👉 Main Difference:

Land animals are adapted to live and breathe on land.

Water animals are adapted to live and breathe in water.

Japanese Language Learning CH-1

Class 1 – Japanese Alphabet (Hiragana)

Chapter 1: Introduction to Hiragana

Objective: Learn the basic Hiragana letters and their pronunciation.

1. What is Hiragana?

Hiragana is a set of Japanese letters used for native Japanese words.

There are 46 basic Hiragana characters.

Each character represents one sound (syllable).

2. Vowels (あいうえお – a, i, u, e, o)

Hiragana Romanization English Sound

あ a “ah” as in “car”

い i “ee” as in “see”

う u “oo” as in “food”

え e “eh” as in “red”

お o “oh” as in “go”

あ = あめ (ame = candy)

い = いぬ (inu = dog)

う = うみ (umi = sea)

え = えき (eki = station)

お = おに (oni = demon/monster)

Chapter 2: K-Series (か, き, く, け, こ)

Hiragana Romanization English Sound

か ka “ka” as in “car”

き ki “kee” as in “key”

く ku “koo” as in “cool”

け ke “keh” as in “kettle”

こ ko “koh” as in “coal”

Make words: かさ (kasa = umbrella), くつ (kutsu = shoes).

Chapter 3: S-Series (さ, し, す, せ, そ)

Hiragana Romanization English Sound

さ sa “sa” as in “sun”

し shi “she” as in “sheep”

す su “soo” as in “suit”

せ se “seh” as in “set”

そ so “so” as in “soda”

Simple words: さかな (sakana = fish), すし (sushi = sushi).

Thousands Around Us - TS

1. Place Value Houses (Visual & Kinesthetic Activity)

Objective: Understand units, tens, hundreds, and thousands.

Method:

Draw a “house” with rooms labeled Ones, Tens, Hundreds, Thousands.

Give students cards with numbers (e.g., 3, 5, 8, 2) and let them place them in the correct rooms to form numbers like 3,582.

Variation: Use sticky notes on a classroom board and let students move them around.

Why it works: Visual and hands-on learning improves retention.

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2. Number Expansion Relay (Interactive Game)

Objective: Learn expanded form of numbers.

Method:

Divide students into teams.

Teacher calls a number (e.g., 4,736), and each team writes its expanded form: 4000 + 700 + 30 + 6.

First team to correctly write it scores a point.

Why it works: Competitive and fun, encourages quick thinking.

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3. Number Detective (Critical Thinking)

Objective: Compare, round, and identify numbers.

Method:

Give clues like: “I am a four-digit number. My thousands digit is 5, hundreds is 2, tens is double of ones.”

Students guess the number.

Why it works: Encourages logical reasoning and application of place value knowledge.

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4. Place Value Chart with Real-Life Examples

Objective: Connect numbers to real-life objects.

Method:

Create a chart with columns: Ones, Tens, Hundreds, Thousands.

Fill in examples from daily life:

Thousands → population of town (e.g., 3,000 people)

Hundreds → number of books in library (e.g., 320 books)

Tens → pencils in a box (e.g., 40 pencils)

Ones → apples in hand (e.g., 7 apples)

Why it works: Shows practical relevance, making learning meaningful.

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5. Number Line Hop (Physical Activity)

Objective: Understand large numbers, ordering, and rounding.

Method:

Draw a long number line on the floor or board.

Ask students to “hop” to the correct number or round number.

Example: “Hop to the nearest thousand of 3,486 → 3,000”

Why it works: Combines movement with learning, helps kinesthetic learners.

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6. Storytelling with Numbers

Objective: Strengthen comprehension of number magnitude.

Method:

Create a story: “There are 4,356 apples in a warehouse. 1,200 are sold. How many are left?”

Students solve while visualizing the story.

Why it works: Contextual learning enhances memory.

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7. Technology Integration

Objective: Make learning interactive using digital tools.

Method:

Use apps like Kahoot, Quizizz, or interactive NCERT Math portals.

Include quizzes on place value, comparison, and rounding.

Why it works: Interactive quizzes increase engagement and motivation.

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8. Peer Teaching

Objective: Reinforce learning through explanation.

Method:

Students pair up and teach each other expanded forms or rounding.

Teacher monitors and corrects misconceptions.

Why it works: Teaching peers solidifies understanding and builds confidence.

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9. Math Puzzles & Riddles

Objective: Develop critical thinking.

Examples:

“I am a four-digit number. My tens digit is 5, hundreds digit is double the tens. The sum of all digits is 15. Who am I?”

Why it works: Makes numbers fun and challenges logic.

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10. Hands-On Materials

Objective: Conceptual clarity of thousands.

Method:

Use abacus, place value blocks, or bundles of sticks (1 stick = 1 unit, 10 sticks = 1 bundle, 100 sticks = 1 pack, 1,000 sticks = 1 box).

Students build numbers physically.

Why it works: Concrete materials help in understanding abstract concepts.

 

Class IV – PISA Questions: Thousands Around Us

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Question 1: Comparing Numbers

A school has 4,287 students, another school has 3,958 students, and a third school has 4,320 students.

Q1a. Which school has the most students?
Answer: Third school (4,320 students)

Q1b. How many more students does it have than the school with the least students?
Answer: 4,320 − 3,958 = 362 students more

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Question 2: Place Value Reasoning

Q2a. In 27,654, what is the value of 6?
Answer: 6 is in the hundreds place, so value = 600

Q2b. In 45,218, what is the sum of the digits in the thousands and tens place?
Answer: Thousands = 5, Tens = 1 → Sum = 5 + 1 = 6

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Question 3: Rounding Numbers

A factory produces 23,478 toys in a year.

Q3a. Round this number to the nearest thousand.
Answer: 23,000

Q3b. Round this number to the nearest ten thousand.
Answer: 20,000

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Question 4: Word Problem – Addition

A library has 12,458 books. This month, it receives 3,742 more books.

Q4a. How many books are in the library now?
Answer: 12,458 + 3,742 = 16,200 books

Q4b. If 4,500 books are borrowed, how many books remain?
Answer: 16,200 − 4,500 = 11,700 books

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Question 5: Word Problem – Subtraction

A farmer has 8,732 kg of wheat. He sells 2,489 kg.

Q5a. How much wheat remains?
Answer: 8,732 − 2,489 = 6,243 kg

Q5b. If the remaining wheat is divided equally into 4 bags, how much wheat will each bag have?
Answer: 6,243 ÷ 4 = 1,560.75 kg per bag (approx. 1,561 kg)

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Question 6: Estimation

A city has 12,487 houses, and each house has 5 people.

Q6a. Estimate the total population.
Answer: 12,487 × 5 ≈ 62,435 people

Q6b. If 1,250 new houses are built, estimate the new population.
Answer: 12,487 + 1,250 = 13,737 × 5 ≈ 68,685 people

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Question 7: Comparing Large Numbers

Arrange in ascending order: 15,672; 14,289; 16,031; 15,000
Answer: 14,289; 15,000; 15,672; 16,031

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Question 8: Real-Life Application

A bus company sold 13,456 tickets this month. Another company sold 12,987 tickets.

Q8a. Which company sold more tickets?
Answer: First company (13,456 tickets)

Q8b. How many tickets more did the first company sell?
Answer: 13,456 − 12,987 = 469 tickets more

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Question 9: Critical Thinking – Multiple Steps

A school has 5,432 pencils. They buy 2,678 more pencils and then distribute 4,500 pencils to students.

Q9a. How many pencils are in the school after buying more?
Answer: 5,432 + 2,678 = 8,110 pencils

Q9b. How many pencils are left after distributing?
Answer: 8,110 − 4,500 = 3,610 pencils

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Question 10: Problem Solving with Rounding

A company produces 47,682 bottles in a month.

Q10a. Round to the nearest thousand.
Answer: 48,000

Q10b. Round to the nearest ten thousand.
Answer: 50,000

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Question 11: Place Value and Reasoning

Q11a. In 36,518, which digit is in the ten-thousands place?
Answer: 3

Q11b. What is the difference between the digits in the thousands place and hundreds place?
Answer: Thousands = 6, Hundreds = 5 → Difference = 6 − 5 = 1

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Question 12: Word Problem – Multi-Step

A shop has 9,872 chocolates. They sell 3,489 chocolates and buy 2,350 more chocolates.

Q12a. How many chocolates are there after selling?
Answer: 9,872 − 3,489 = 6,383 chocolates

Q12b. How many chocolates after buying more?
Answer: 6,383 + 2,350 = 8,733 chocolates

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Question 13: Reasoning – Even/Odd Numbers

Q13a. Is 24,876 an even number or odd number?
Answer: Even (last digit is 6)

Q13b. Is 15,421 even or odd?
Answer: Odd (last digit is 1)

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Question 14: Real-Life Comparison

A stadium has 12,435 seats and another has 12,543 seats.

Q14a. Which stadium has more seats?
Answer: Second stadium (12,543 seats)

Q14b. How many more seats does it have?
Answer: 12,543 − 12,435 = 108 seats more

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Question 15: Estimation – Rounding and Calculation

A factory produces 36,842 toys, and another produces 28,975 toys.

Q15a. Round both to the nearest thousand and calculate the approximate difference.
Answer: 36,842 → 37,000; 28,975 → 29,000; Difference ≈ 37,000 − 29,000 = 8,000 toys

Q15b. What is the actual difference?
Answer: 36,842 − 28,975 = 7,867 toys

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This set of 15 PISA questions includes:

• Place value reasoning

• Large number comparison

• Real-life word problems

• Rounding and estimation

• Multi-step calculations