Let us do these activities before we read
QI.1. Are they trying to tell you something?
Answer:
This is a reflective activity for students to think about sounds around them. Students should share their thoughts with classmates and the teacher. Possible answer: Yes, sounds like birds chirping or wind blowing might be trying to communicate something about nature or the environment.
QI.2. Do you think the things around you also listen to you all day long?
Answer:
This is an open-ended activity. Students should reflect and share. Possible answer: Yes, in a way, objects around us might 'listen' or observe our actions, though they cannot respond like humans. Nature may be aware of our presence.
QII.1. What could that dream be?
Answer:
This is a pre-reading prediction activity. Based on the context, Jahnavi's dream could be to go to school and learn to read and write, or to become educated and make something of her life.
QII.2. How could she make her dream come true?
Answer:
Possible answer: She could make her dream come true by taking courage, speaking to her parents or the teacher, and taking steps to enroll in school.
QII.3. What is your dream? What can you do to make your dream come true?
Answer:
This is a personal reflection question. Students should share their own dreams and practical steps to achieve them, such as studying hard, practicing regularly, or seeking help from family and teachers.
Let us discuss
Q1. What was Jahnavi's dream? Was it important to her? Why?
Answer:
Jahnavi's dream was to go to school and learn to read like her brother Ettan and sister Meena. Yes, it was very important to her because she wanted to know about many things like why spiders are yellow in yellow flowers, why bamboo trees rustle, why the moon comes from behind the hills, and why baby fish become frogs. She wanted to learn and understand the world around her.
Q2. Do you think the river can help her in fulfilling her dream? How?
Answer:
Yes, the river can help her by giving her advice and encouragement. The river tells Jahnavi that little girls can do as much as little boys and suggests that she should just go to school one morning and sit there to listen. The river also encourages her by reminding her that she is not afraid of other things like lizards or snakes, so she shouldn't be afraid to go to school.
QI.1. Identify the statements that are true from the ones given below: 1. The author expresses a deep longing to experience the world through the sense of hearing. 2. The author would like exploring the city only to observe how people are suffering. 3. The author would spend the first day seeing the people whose kind-heartedness and friendship have enriched her life. 4. The author acknowledges that even in three days, she would not be able to see everything. 5. The author feels that everyone can find the greatest joy merely by the sense of touch. 6. The author advises those who can see to appreciate every moment as if they might lose their senses tomorrow. 7. On the third day, the author would like to observe people in their daily lives and understand their experiences.
Answer:
True statements: 3, 4, 6, 7. Statement 1 is false because she longs to see, not hear. Statement 2 is false because she wants to observe all aspects of life, not just suffering. Statement 5 is false because she says sight must be the most delightful.
QII.1. Complete the table given below with what Helen Keller wanted to do on the three days if she had sight. Day 1: see the people, know her friends from the feel of their faces, … Day 2: arise with the dawn, … Day 3: …
Answer:
Day 1: see the people whose kindness and companionship have made her life worth living. Day 2: arise with the dawn, see the miracle of daybreak, go to museums to see the condensed history of the earth. Day 3: spend in the workaday world, stand at a busy corner looking at people going about their lives.
QIII.1. The author says that you need eyes to be able to ‘see’ the true self of a person. Therefore, she refers to the eye as ‘window of the soul’. How is the narrator able to understand the feelings of a person?
Answer:
The narrator can detect laughter, sorrow, and other obvious emotions through her fingertips by feeling the outline of a face. She knows her friends from the feel of their faces.
Let us discuss (Table)
Q1. Complete the table given below with Jahnavi's questions in Column 1 and the River's answers in Column 2.
Answer:
The table should be completed as follows:
Column 1: ...why the moon always comes from behind the hills…?
Column 2: It goes down towards the sea. I've seen; it always takes the same way—over the mountains and down to the sea, like me!
Column 1: Can I do something?
Column 2: little girls can do as much as little boys.
Column 1: What are ships?
Column 2: Big boats, so big that they can take hundreds of people, and they sail along the sea with lights that shine all night.
Column 1: Will they come here?
Column 2: I'm afraid not. Too large, you know. Chandu's catamaran is good enough for me.
Let us think and reflect
QI.1.(i). Complete the sentence with the correct option from those given in the brackets. The tone of the River in the given extract is __________________. (assuring/sympathising)
Answer:
The correct answer is 'assuring'. The River speaks in a calm, sleepy voice and tells Jahnavi not to cry and not to be scared, which shows the River is trying to comfort and reassure her.
QI.1.(ii). Select a phrase from the extract which shows that Jahnavi was a frequent visitor to the spot.
Answer:
The phrase is: 'when you have been coming here to see me every day, well, almost every day.' This shows that Jahnavi visited the river spot regularly.
QI.1.(iii). Choose the correct option to complete the sentence. The use of an exclamation mark at the end of the line, 'It couldn't be the river!' expresses __________________. A. excitement B. hesitation C. irritation D. disbelief
Answer:
The correct answer is D. disbelief. Jahnavi is surprised and cannot believe that the river is actually speaking to her, so the exclamation mark shows her shock and disbelief.
QI.1.(iv). Choose three qualities of the River highlighted in the extract from the words in the box given below. affectionate, forgiving, thoughtful, impatient, kind-hearted
Answer:
The three qualities of the River highlighted in the extract are: affectionate, thoughtful, and kind-hearted. The River speaks gently to Jahnavi, tells her not to cry or be scared, and offers to listen to her problems.
QI.2.(i). Complete the sentence with an appropriate reason. According to the River, there was no difference between girls and boys because __________________.
Answer:
According to the River, there was no difference between girls and boys because they swim as fast as little boys, implying that girls are equally capable.
QI.2.(ii). Identify whether the following statement is true or false. The River encourages Jahnavi to have faith in herself and fulfill her desire to go to school.
Answer:
True. The River tells Jahnavi 'it's up to you' and suggests that she should just go to school and listen, encouraging her to take the initiative and have faith in her own ability.
QI.2.(iii). Choose the correct option to complete the sentence. When the River suggests that Jahnavi should 'slip along', it means that she should move __________________. A. quickly B. casually C. quietly D. confidently
Answer:
The correct answer is C. quietly. 'Slip along' means to go quietly and without being noticed, as the river suggests she should just go to school and sit there without making a fuss.
QI.2.(iv). What does the repetition of the phrase 'I couldn't' tell us?
Answer:
The repetition of 'I couldn't' tells us that Jahnavi is very nervous, scared, and lacks confidence. She is afraid of being rejected or chased away from school. It shows her fear and hesitation.
QII.1. Why does the writer describe different aspects of nature in great detail at the beginning of the story? Why do you think the writer does this?
Answer:
The writer describes different aspects of nature in great detail to create a vivid and peaceful setting. This helps readers imagine the scene by the river. It also introduces the natural elements that will play a role in the story, especially the river itself, which becomes a character that speaks to Jahnavi.
QII.2. How did the River know so much about Jahnavi?
Answer:
The River knew so much about Jahnavi because she visited the river almost every day. The river had observed her coming regularly, so it knew her habits and could tell that she was upset.
QII.3. Jahnavi says, 'And I'm so old now, they'll never let me go.' What can you infer about Jahnavi and the school from this line?
Answer:
From this line, we can infer that Jahnavi is nearly ten years old and feels she is too old to start school, which makes her sad. This also tells us that the school might only accept younger children, or that Jahnavi believes her family thinks she is too old to begin her education now.
QII.4. Why did the River laugh when Jahnavi said she would be scared at school?
Answer:
The River laughed because the River knew that Jahnavi was actually brave—she was not afraid of green lizards or snakes in the bamboo clump or big trains rattling past. The River found it amusing that Jahnavi would be scared of school when she was not afraid of these other things.
QII.5. Why should Jahnavi follow the River's advice?
Answer:
Jahnavi should follow the River's advice because the River is wise and knows that Jahnavi is capable and brave. The advice to just go to school and try is practical and gives Jahnavi a simple way to take the first step toward achieving her dream of getting an education.
QII.6. How does the conversation between Jahnavi and the River make the story more appealing?
Answer:
The conversation between Jahnavi and the River makes the story more appealing because it gives the river a personality and makes it a character. The talking river creates a magical, imaginative element that engages readers. The dialogue also reveals Jahnavi's feelings and thoughts in a natural way, making the story more emotional and relatable.
QII.7. What is the main message that the writer intends to convey?
Answer:
The main message the writer intends to convey is that every child, regardless of gender, has the right to education and should have the courage to pursue their dreams. The story emphasizes that girls are just as capable as boys, and one must take initiative and believe in oneself to overcome obstacles.
QI.1.(i). Select the phrase which shows the physical expression of the King’s emotional state.
Answer:
He flung himself down in low despair
QI.1.(ii). Why does the poet use the word ‘low’ before despair?
Answer:
The word 'low' is used to emphasize the depth of his despair, suggesting he felt very sad, depressed, and hopeless.
QI.1.(iv). Choose the correct option from the words given in the brackets. The phrase ‘silken filmy clue’ creates an image of something that is _____________________ (long and light/very delicate and soft).
Answer:
very delicate and soft
QI.2.(i). Choose the correct option to complete the analogy. toil: hard::_______________: _______________ A. roll: tumble B. tumble: circle C. compress: roll D. jump: tumble
Answer:
A. roll: tumble. Toiling is done hard, and rolling involves tumbling. The relationship is about the action and its result.
QI.2.(ii). List any two characteristics of the spider highlighted in the line, ‘But up the insect went once more’.
Answer:
1. Determination 2. Perseverance
QI.1.(i). What does the ‘delicate symmetry of a leaf’ symbolise?
Answer:
It symbolises the beauty, perfection and balance found in nature.
QI.1.(ii). List two phrases from the extract that describe the texture of objects in nature.
Answer:
‘smooth skin of a silver birch’ and ‘rough, shaggy bark of a pine’
QI.1.(iii). Complete the sentence appropriately. The phrase ‘awakening Nature after her winter’s sleep’ refers to __________________.
Answer:
the arrival of spring when plants and trees start growing again after winter.
QI.1.(iv). What is the tone of the writer in this extract? A. nostalgic B. proud C. admiring D. celebratory
Answer:
C. admiring. The writer expresses admiration for the beauty and details of nature she experiences through touch.
QI.2. (Extract 2 not provided in text)
Answer:
Not applicable.
Let us learn
QI. You have learnt that naming words are called nouns and only proper nouns begin with a capital letter. Why has the author used a capital letter for the 'River' even when it is a common noun? (Clue: Has the River been given qualities of a human being?)
Answer:
The author has used a capital letter for 'River' because the river is personified—it is given human qualities like speaking, thinking, and having emotions. Since it acts as a character in the story, the author treats it like a proper name.
QII.1. Pick the words from the text and write them next to the correct definition: made a high-pitched piercing sound
Answer:
The word from the text is 'shrieked'. (Definition: made a high-pitched sound)
QII.2. Pick the words from the text and write them next to the correct definition: to cause liquid to strike or fall on something
Answer:
The word from the text is 'splashed'. (Definition: fell in drops, making a sound)
QII.3. Pick the words from the text and write them next to the correct definition: a low continuous background noise
Answer:
The word from the text is 'murmuring'. (Definition: speaking in a low voice)
QII.4. Pick the words from the text and write them next to the correct definition: cry with loud uncontrollable gasps
Answer:
The word from the text is 'sobbed'. (Found in the text: 'she stopped with a sob')
QII.5. Pick the words from the text and write them next to the correct definition: to make a soft dry sound, like paper or leaves moving
Answer:
The word from the text is 'rustle'. (Definition: light sound made by leaves rubbing against each other)
QII.6. Pick the words from the text and write them next to the correct definition: took a short quick breath through the mouth due to surprise, pain or shock
Answer:
The word from the text is 'gasped'. (Used in text: 'I couldn't,' gasped Jahnavi)
QII.7. Pick the words from the text and write them next to the correct definition: shaking rapidly to make continuous short, sharp sounds
Answer:
The word from the text is 'rattling'. (Definition: noise made by shaking things)
QII.8. Pick the words from the text and write them next to the correct definition: making a lot of noise
Answer:
The word from the text is 'noisy'. (Found in text: 'Trains are noisy; I prefer ships,' said the River.)
QII.9. Pick the words from the text and write them next to the correct definition: made a long, high cry, usually because of pain or sadness
Answer:
The word from the text is 'wailed'. (Definition: complained in a loud voice)
QII.Fill in the blanks. Now, fill in the blanks with suitable sound words from exercise (II). The classroom grew (i) _______ as the students noticed the teacher carrying the answer papers. As the teacher turned the pages with a (ii) _______, the children (iii) _______, wondering what comments awaited. Someone (iv) _______ in frustration, and the (v) _______of the students steadily increased. Finally, when the teacher praised the students for their excellent performance, the students (vi) _______ with excitement.
Answer:
(i) noisy (ii) rustle (iii) gasped (iv) wailed (v) murmuring (vi) shrieked
QIII.1. Find out the meanings of these words. From which Indian language these words were borrowed. An example has been given. 1. karma (Sanskrit)
Answer:
Karma: The sum of a person's actions in this and previous states of existence, viewed as deciding their fate in future existences. Language: Sanskrit (given as example)
QIII.2. Find out the meanings of these words. From which Indian language these words were borrowed. 2. sahib
Answer:
Sahib: A term of respect used for a man in South Asia, especially a European during the colonial period. Language: Urdu/Hindi
QIII.3. Find out the meanings of these words. From which Indian language these words were borrowed. 3. chutney
Answer:
Chutney: A spicy condiment made of fruits or vegetables with vinegar, spices, and sugar. Language: Hindi/Urdu
QIII.4. Find out the meanings of these words. From which Indian language these words were borrowed. 4. guru
Answer:
Guru: A spiritual teacher or guide, especially in Hinduism, Sikhism, and Buddhism. Language: Sanskrit
QIII.5. Find out the meanings of these words. From which Indian language these words were borrowed. 5. verandah
Answer:
Verandah: A roofed platform along the outside of a house, often with pillars. Language: Hindi/Portuguese origin, but used in Indian English
QIII.6. Find out the meanings of these words. From which Indian language these words were borrowed. 6. jungle
Answer:
Jungle: An area of land overgrown with dense forest and tangled vegetation. Language: Hindi/Sanskrit (jangala meaning wilderness)
QIII.7. Find out the meanings of these words. From which Indian language these words were borrowed. 7. areca
Answer:
Areca: A tropical palm tree that produces betel nuts. Language: Malayalam/Sanskrit
QIII.8. Find out the meanings of these words. From which Indian language these words were borrowed. 8. palanquin
Answer:
Palanquin: A covered litter carried on poles by four bearers, used for travel in ancient and medieval times. Language: Hindi/Portuguese (palanquim)
QIV.(i). Chandu, the fisherman, has a catamaran that the River preferred to a ship. Given below are some boats that are used in different parts of our country. 1. canoe 2. catamaran 3. coracle 4. shikara. Which one would you like to travel in?
Answer:
This is a personal preference question. Students can choose any boat. For example: I would like to travel in a shikara because it is beautiful and commonly seen in Kashmir, and it would be a peaceful experience on the Dal Lake.
QIV.(ii). Make a colourful drawing of a boat that you would like to travel in.
Answer:
This is a drawing activity. Students should draw a colourful picture of their chosen boat. For example, draw a shikara with a curved roof, cushions, and decorative elements, or a catamaran with two parallel hulls. Use bright colours and label the boat.
QV.1 Across. Solve the crossword puzzle. Across 1. a large vessel used for transporting goods or passengers by sea
Answer:
The answer is: Ship
QV.2 Across. Solve the crossword puzzle. Across 2. a small vessel for travelling on water, typically propelled by oars, sails, or an engine
Answer:
The answer is: Boat
QV.3 Across. Solve the crossword puzzle. Across 3. a flat floating structure for travelling across water
Answer:
The answer is: Raft
QV.4 Across. Solve the crossword puzzle. Across 4. a boat or ship driven by steam
Answer:
The answer is: Steamer
QV.5 Down. Solve the crossword puzzle. Down 5. a small, light, narrow boat, pointed at both ends and moved using a paddle
Answer:
The answer is: Canoe
QV.6 Down. Solve the crossword puzzle. Down 6. a boat with a powerful engine which can change direction easily and is used to pull large ships into and out of port
Answer:
The answer is: Tug
QV.7 Down. Solve the crossword puzzle. Down 7. a boat with sails and sometimes an engine, used for either racing or travelling for pleasure, rhymes with 'cot'
Answer:
The answer is: Yacht
QVI.1. Now, fill in the blanks with suitable prepositions given within the brackets. Jahnavi takes the River's advice and goes to school. On her first day 1. _________ (at/in/on) school, Jahnavi stood nervously 2. _________ (in/outside/above) the gate, clutching her bag close to her. The bell rang and she hurried 3. _________ (outside/through/inside) the bustling classroom. She found a seat 4. _________ (among/between/from) two friendly classmates. The teacher greeted them warmly and started the lesson 5. _________ (about/in/for) numbers. Jahnavi listened attentively, feeling excited 6. _________ (at/about/for) the new adventure ahead.
Answer:
1. at 2. outside 3. inside 4. between 5. about 6. about
QVII.1. Fill in the blanks with prepositions or adverbs. 1. The cat jumped ___________ the table. (preposition)
Answer:
The cat jumped onto the table.
QVII.2. Fill in the blanks with prepositions or adverbs. 2. The children played ___________ until dark. (adverb)
Answer:
The children played outside until dark.
QVII.3. Fill in the blanks with prepositions or adverbs. 3. She quickly ran ___________ the park. (preposition)
Answer:
She quickly ran across the park.
QI.1. Write the opposite of: up
Answer:
down
QI.2. Write the opposite of: fast
Answer:
slow
QI.3. Write the opposite of: glad
Answer:
sad
QI.4. Write the opposite of: win
Answer:
lose
QI.5. Write the opposite of: succeed
Answer:
fail
QII.(i). Choose the correct meaning of the underlined word in: 'Please make every endeavour to arrive on time.'
Answer:
an attempt to do something new or difficult
QII.(ii). Choose the correct meaning of the underlined word in: 'Ants toil tirelessly to save food for rainy season.'
Answer:
work very hard and/or for a long time
QII.(iii). Choose the correct meaning of the underlined word in: 'We encourage all students to strive to do their best.'
Answer:
to try very hard to achieve something
QII.(iv). Choose the correct meaning of the underlined word in: 'The sailors braced themselves against the strong wind.'
Answer:
prepared themselves for something difficult
QIII. Classify the words or phrases in the box given below based on the distance (far or near) and write in the space provided. Words: proximity, middle of nowhere, vicinity, adjacent, remoteness, yonder, afar, a stone’s throw, light year, hairline, farther
Answer:
Far: middle of nowhere, remoteness, yonder, afar, light year, farther. Near: proximity, vicinity, adjacent, a stone’s throw, hairline.
QIV. Read the following line from the poem. ‘Twas a delicate thread it had to tread,’ Now repeat the lines five to six times. Are you able to say it clearly? Create more tongue twisters of your own.
Answer:
Students should practice saying the line quickly multiple times. Examples of own tongue twisters: 'Six slippery snails slid slowly seaward.' or 'She sells seashells by the seashore.'
Answer the following questions
QII.1. How does the first stanza help in setting the mood of the poem?
Answer:
The first stanza sets a mood of despair and hopelessness. The King is described as being in 'low despair' and thinking of giving up, which immediately establishes a somber and defeated atmosphere.
QII.2. Describe how King Bruce’s attitude changes from the beginning towards the end of the poem.
Answer:
In the beginning, King Bruce is in despair and wants to give up after repeated failures. Towards the end, after watching the spider's perseverance, he feels inspired and determined to try again, ultimately leading to his success.
QII.3. The poet describes every action of the spider in great detail. What does this tell us about his attitude towards the spider?
Answer:
It shows that the poet admires the spider and finds its determination remarkable. He carefully observes and respects its efforts, treating it as a source of wisdom and inspiration.
QII.4. How does the spider inspire us to overcome despair and not give up?
Answer:
The spider inspires us by showing that even after repeated failures, we can succeed if we keep trying. It teaches us to be patient and persistent, turning our despair into determination.
QII.5. The poem teaches us that failures are stepping stones to success. Explain.
Answer:
The spider fails many times but never stops trying, and eventually reaches its web. Similarly, King Bruce learns from his failures and finally becomes victorious. This shows that each failure teaches us something and brings us closer to success if we persevere.
QII.6. The spider’s journey tells us that anyone can be a source of inspiration in our lives. Elaborate.
Answer:
Even a small creature like a spider can teach a mighty king a valuable lesson. This reminds us that inspiration can come from anyone or anything around us, no matter how small or insignificant they may seem.
Let us listen
QI.1. What was the ant known for? (i) determination (ii) strength (iii) wisdom
Answer:
(i) determination
QI.2. Why was the ant unable to take the roti home? (i) It was stuck under a rock. (ii) It was too heavy to carry. (iii) It was pulled by other ants.
Answer:
(ii) It was too heavy to carry.
QI.3. What was the bird doing? (i) playing with the ant (ii) searching for food (iii) picking up leaves
Answer:
(ii) searching for food
QI.4. How did the bird make the ant feel? (i) proud (ii) inspired (iii) relaxed
Answer:
(ii) inspired
QI.5. How did the fellow ants help? (i) by advising the ant continuously (ii) by standing still near the ant (iii) by joining the ant in her efforts
Answer:
(iii) by joining the ant in her efforts
Let us speak
Q1. Narrate a personal experience about a time when you were motivated by someone or something to carry on and never give up. Your perseverance helped you. Use the following sentence prompts as a guide for your narration.
Answer:
Students should write their own personal experience. Example: I remember a time when I felt like giving up. It was when I was learning to ride a bicycle and kept falling. The challenge I faced was balancing. At first, I felt discouraged and thought about giving up because I scraped my knee. But then, I saw my little sister watching me with admiration. Someone inspired me to keep going. It was my father, who said, 'Keep trying, you will learn.' After feeling inspired, I decided to get back on the bike. I gathered my strength and tried again slowly. With a new sense of willpower, I focused on the handles. In the end, I was able to ride without falling. Thanks to standing firm and never giving up, I achieved my goal. I felt proud because I did not quit. This experience taught me that perseverance is the key to success.
Let us write
Q1. King Bruce was inspired by the spider that kept on trying till it was successful. Think about the steps you can take to overcome a difficult situation and write them down. Now, write a letter to your cousin on how you plan to overcome any difficult situation. Also, advise not to quit and persevere. Remember to use transition words like ‘To begin with…,’ ‘Next…,’ ‘After that…,’ ‘Then...,’ ‘Finally...,’ to share the steps of your plan.
Answer:
20, Rajendra Nagar
Jeevanpur
23 August 20XX
Dear Monika,
Thank you for your letter asking me about how to overcome difficult situations. I was inspired by the story of King Bruce and the spider, and I have made a plan to never give up.
To begin with, when I face a problem, I will stay calm and not panic. Next, I will think about what the problem really is. After that, I will list all the possible solutions. Then, I will try the best solution. Finally, I will keep trying different ways until I succeed.
I advise you to never quit. Remember, every failure is a step closer to success. Persevere and you will achieve your goal.
Yours affectionately,
Deepa
Q2. Collect folk songs in your own language that connect us with nature and compile them as a class project.
Answer:
Students should collect folk songs about nature in their language and compile them with the class.
Q3. Did you know that spiders are not insects? They belong to a group called the arachnids. Observe a spider and an ant from a distance and note down the differences between them. Share your observations with your classmates. Ask your Science teacher for more information to know about spiders better.
Answer:
Differences: Spider has 8 legs, ant has 6 legs. Spider has two body parts (cephalothorax and abdomen), ant has three (head, thorax, abdomen). Spiders have fangs, ants have mandibles. Most spiders are predators, ants are social insects.
Q4. Let us learn how to weave a spider web. Take three sticks and a roll of old wool. Tie the sticks together in the centre. Start weaving the web by putting a loop around every stick. Complete the web and tie the thread in a knot on the stick where the web is complete. Now, decorate it with words and phrases you learnt about the spider in the poem.
Answer:
Students should follow the instructions to weave a spider web using three sticks and wool, then decorate it.
Three Days to See - Let us do these activities before we read
QI.1. Work in pairs. Recall a visit to a place that you liked. Discuss the details of that place and write about the following: 1. Name of the place 2. The person(s) you went with 3. The things that you could: see, listen, smell, taste, touch and feel
Answer:
Students should write about their own visit. Example: 1. Jim Corbett National Park 2. My parents 3. See: tall trees, river; Listen: birds chirping, leaves rustling; Smell: fresh air; Taste: packed snacks; Touch and feel: rough bark of trees.
QII.1. How does this memory make you feel?
Answer:
This memory makes me feel happy and peaceful.
QIII.1. Do you think your visit/experience would be different if you could not see or hear? Share your answers with your classmates and the teacher.
Answer:
Yes, it would be very different because I would miss seeing the beautiful scenery and hearing the sounds of nature. I would have to depend more on touch, smell, and taste.