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Class 5 The World Around Us

Chapter 4 Solutions — Our School — A Happy Place

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Solutions

Overview

Step-by-step NCERT solutions for Our School — A Happy Place (Chapter 4, NCERT Class 5 The World Around Us) — every question and answer worked out in full, not just the final result. You can also read the Our School — A Happy Place textbook chapter.

Solved

What these solutions cover

All 49 questions in Our School — A Happy Place are solved in the PDF. Here's what's inside, exercise by exercise:

Write (p. 56 — What I like / How to make school greener / Whom to talk to)

  1. What do I really like about my school?
  2. How can I make my school greener?
  3. In case there is any difficulty at school, whom do I talk to or inform?

Activity 1 — Walk around school and create its map (p. 56)

  1. Walk around your school and create its map. Include the main building, playground, garden, water tanks and other key features. Do not forget the school gate and the pathways that connect the buildings.

School Explorer Teams — observation checklist discussion (p. 57–58)

  1. Electricity Savers: Are lights and fans 'on' when no one is using them? Do the classrooms use natural light? Which areas of the school feel the hottest and the coolest during the day?
  2. Green Guardians: Are there trees or plants in the school? Who takes care of them? Where can we plant more? Do birds or butterflies visit these areas? Is there a compost pit in the school?
  3. Water Watchers: Are there any leaking taps? Is water being wasted? Are water tanks clean and covered? Are there any wet places that could be breeding mosquitoes?
  4. Traffic Trackers: What happens outside the school gate during arrival and exit times? Is there a pedestrian crossing across the road for children? Do vehicles speed in front of the school?
  5. Waste Warriors: Where do you find litter? What kinds of litter do you see? Are there enough dustbins around the school? Are the students using these bins? Why or why not? Are there separate bins for food waste and other waste?

Discuss — Findings after School Explorer activity (p. 59)

  1. After your school exploration, discuss with the class: What did you find?
  2. Was there anything that made you feel concerned?
  3. Did anything surprise you? What was it?
  4. What made you feel proud?

Write — Waste Management: dry waste / wet waste / bin colours (p. 59)

  1. Write examples of dry waste and wet waste.
  2. Name the colour of the bin used for the following types of waste.

Write — Items given to recyclers (p. 60)

  1. What things does your school give to recyclers?
  2. Ask your parents and find out if there are any items that they had set aside to give to the recyclers. What are they?

Discuss — Wet waste management and sanitation workers (p. 62)

  1. How is wet waste managed: (1) In your school, and (2) In your home?
  2. What happens if we do not separate our waste?
  3. What can we do to make the work of sanitation workers easier and safer?

Activity 3 — White and black tiles under the Sun (p. 62)

  1. Take two tiles or stones — paint one black and the other white. Keep them under the Sun. After a while, touch each of them and feel the difference in their temperature. Which one felt cooler?

Discuss — Keeping areas cool (p. 63)

  1. If your area is getting warmer, what actions can be taken to keep it cool?
  2. If you have to paint the roof of your school or home white, what would happen?

Activity 4 — Dripping tap water measurement (p. 64)

  1. Look out for a dripping tap or poke a small hole in a used water bottle filled with water. Collect the dripping water in a glass. Measure the time it took to fill one glass. Calculate how many glasses would become full in one day.

Discuss — Preventing water wastage (p. 64)

  1. What are some easy things we can do in our school to prevent the wastage of water?
  2. How can you collect and use rainwater at home or in school?

Write — Trees and birds on campus (p. 65)

  1. Name the trees on your campus or near your school.
  2. Which birds and insects have you seen near the plants or trees on your school campus?

Activity 5 — Water temperature under tree vs. under Sun (p. 66)

  1. Take two glasses of water. Measure the temperature using a thermometer. Keep one glass under a tree and the other under the Sun. After one hour, measure the temperature again. What do these readings tell us?

Write — Traffic rules and school gate observations (p. 67)

  1. Find out and write at least three traffic rules.
  2. Think and write about what you saw at the school gate.

Discuss — Improving traffic near school (p. 68)

  1. Besides making signboards, what else can we do to improve traffic near the school?

Write

  1. Where is the fire extinguisher kept in your school?
  2. In case of a fire, where is the assembly point in your school?
  3. What should you do if there is a fire or if you smell smoke?

Activity 6 — Discuss everyday behaviour situations (p. 70)

  1. Two students are pushing and skipping the line at the water tap while others are waiting. If you see such a situation, what would you do? What steps can we take to prevent such incidents?
  2. A student is scribbling on a classroom bench with a marker. Another child watches but says nothing. If you see this, what would you do? What steps can prevent such incidents?
  3. Someone throws a wrapper in the playground. A younger student copies the same act. What would you do? What steps can prevent this?
  4. One student keeps teasing and making fun of another student. What would you do? What steps can prevent this?
  5. A group of students are making noise in a public park and disturbing a small group doing yoga nearby. What would you do? What steps can prevent this?

Let us reflect — End-of-chapter questions (p. 71–72)

  1. Out of all the classrooms in your school, which one do you think is the nicest and why?
  2. Create a happiness tree. On a wall or chart paper, draw a large tree with many branches. Each student adds a 'leaf' with one small action that makes the school a happier place (for example, greeting someone, turning off lights, sharing space).
  3. Write a letter to your teacher on 'My School — My Happy Place'.
  4. Which actions would you extend to your home, neighbourhood and communities to make it a happy place for all? Describe any one of them in detail.
  5. Imagine a day in school from someone else's perspective. Choose one:
    • (a) A student who navigates school using a wheelchair,
    • (b) A student who speaks a different mother tongue,
    • (c) A sanitation worker at school. Write a diary entry from their point of view.
  6. As principal for a day, what three changes would you make to enhance happiness, safety and greenery in your school?
  7. In groups of 4–5, act out one of the following situations:
    • (a) A student showing kindness in a difficult situation,
    • (b) A team solving a school water wastage problem,
    • (c) A student helping a shy classmate feel included. After each role-play: What did you see? What was inspiring? Could this happen in real life?
  8. Write a one-minute speech for your morning assembly on 'My Dream School'. Mention what makes it special, who helps it stay that way and what every student can do.
  9. Take a quick survey — ask five students and one teacher:
    • (a) What is the one thing that makes them feel happy in school?
    • (b) What is the one thing that could be improved?
    • (c) What is the one kind thing that they saw today? Record and present your findings. What did you learn from others?
Sample

Worked examples

3 questions from Our School — A Happy Place, solved step by step.

Write (p. 56 — What I like / How to make school greener / Whom to talk to)

How can I make my school greener?

A green school manages waste, saves water, uses electricity carefully, and plants more trees.

Model answer: I can make my school greener by planting more trees and flowering plants, switching off lights and fans when not in use, not wasting water, using dustbins properly, and separating wet and dry waste.

Answer: By planting trees, saving water and electricity, reducing waste, and keeping the campus clean. Specific actions will vary by school.

Write — Waste Management: dry waste / wet waste / bin colours (p. 59)

Write examples of dry waste and wet waste.

Dry waste: Paper, plastic wrappers, cardboard, glass bottles, metal tins, old newspapers, cloth scraps.

Wet waste: Vegetable peels, fruit peels, leftover food, tea leaves, eggshells, garden leaves.

Answer: Dry waste: paper, plastic, glass, metal. Wet waste: food scraps, vegetable/fruit peels, garden leaves.

Discuss — Wet waste management and sanitation workers (p. 62)

What happens if we do not separate our waste?

If we do not separate waste, wet and dry waste get mixed together.

Wet waste makes dry waste (paper, cardboard) soggy and unusable for recycling.

Mixed waste is harder for sanitation workers to handle and more dangerous.

It is also difficult to compost or recycle mixed waste.

Mixed waste ends up in landfills, causing more pollution and health problems.

Answer: If waste is not separated, dry waste gets spoiled and cannot be recycled, composting becomes impossible, and sanitation workers face greater health risks. More waste ends up in landfills, causing pollution.

All 49 questions in Our School — A Happy Place are solved step by step in the Solutions PDF above.

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More solutions in Our Wondrous World

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More NCERT Solutions for Class 5

Read the Our School — A Happy Place textbook chapter / PDF, or browse all NCERT Class 5 The World Around Us solutions.

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