Let us do these activities before we read
QI.1. Have you ever used a seed or a sapling to grow a plant?
Answer:
This is an open-ended personal response question. Students should share their own experiences, such as planting a seed in a pot or garden, and describe whether they have done this before.
QI.2. What kind of care did the plant need? Who helped you with it?
Answer:
This is an open-ended personal response question. Students should describe the care given (e.g., watering, sunlight, soil preparation) and mention who helped them, such as a parent, grandparent, or teacher.
QI.3. How did you feel when you saw the plant grow?
Answer:
This is an open-ended personal response question. Students should express feelings such as happiness, excitement, pride, or a sense of accomplishment when seeing their plant grow.
QII. What kind of trees do people plant in their homes? Why is it important to plant trees?
Answer:
This is an open-ended question. People plant fruit trees (e.g., mango, guava, lemon), ornamental trees (e.g., neem, bougainvillea), and shade trees. Planting trees is important because they provide oxygen, improve air quality, offer shade, prevent soil erosion, provide food and shelter for birds and animals, and contribute to a healthy environment.
QIII. Name some fruit trees that grow in your region. What type of conditions help these fruit trees to grow?
Answer:
This is an open-ended question based on the student's region. For example, in many parts of India, mango trees grow in warm, tropical climates with well-drained soil and plenty of sunlight. Guava trees grow in a variety of soils and need moderate rainfall. Students should name fruit trees local to their area and describe favorable conditions like temperature, rainfall, and soil type.
Let us discuss (Part I)
QI.1. Arrange the events in order of occurrence in the story. Two have been done for you. 1. Rakesh discovered that the small, well-rooted twig, had grown into a cherry tree. 2. Rakesh was sent to live with his grandfather in Mussoorie. 3. Rakesh pressed the cherry seed into the soft soil with his thumb. 4. The cherry tree grew quickly after the rains arrived early. 5. Rakesh bought a bunch of cherries and ate most of them. 6. A goat entered the garden and ate all the leaves of the young cherry tree. 7. Rakesh’s parents grew maize, rice, and barley in a village. (1) 8. Rakesh sprinkled water on the cherry tree and surrounded it with pebbles. 9. Grandfather told Rakesh that cherry trees were tough. 10. Rakesh kept rolling the last cherry seed in his mouth.
Answer:
The correct order of events is: 7 (Rakesh’s parents grew maize, rice, and barley in a village), 2 (Rakesh was sent to live with his grandfather in Mussoorie), 5 (Rakesh bought a bunch of cherries and ate most of them), 10 (Rakesh kept rolling the last cherry seed in his mouth), 3 (Rakesh pressed the cherry seed into the soft soil with his thumb), 8 (Rakesh sprinkled water on the cherry tree and surrounded it with pebbles), 1 (Rakesh discovered that the small, well-rooted twig, had grown into a cherry tree), 4 (The cherry tree grew quickly after the rains arrived early), 6 (A goat entered the garden and ate all the leaves of the young cherry tree), 9 (Grandfather told Rakesh that cherry trees were tough).
QII. Do you think the cherry tree would survive? Why do you think so?
Answer:
This is an open-ended predictive question. Students may say yes or no with reasons. For example: Yes, because the tree has shown resilience by growing despite difficulties, and Grandfather said cherry trees are tough. Or: No, because it has already been damaged by a goat and faces a harsh environment. Encourage evidence-based reasoning from the text.
Let us discuss (Part II)
QI.1. Complete the table given below based on your understanding of Part II of the story. Cause: A woman cut the cherry tree while cutting grass. Effect: (i) Grandfather scolded the woman.
Answer:
(i) Grandfather scolded the woman.
QI.2. Cause: (2) ______ Effect: (ii) Rakesh was thinner but stronger when he came back.
Answer:
Cause: Rakesh went home to his village to help his parents with planting and ploughing during the monsoon.
QI.3. Cause: A hairy caterpillar started eating the leaves of the cherry tree. Effect: (iii) ______
Answer:
Effect: Rakesh removed the caterpillar quickly and dropped it on a heap of dry leaves.
QI.4. Cause: (4) ______ Effect: (iv) Rakesh and Grandfather gazed at the tree as though it was a miracle.
Answer:
Cause: One morning, Rakesh and Grandfather saw a pale pink blossom at the end of a branch.
QI.5. Cause: Rakesh tasted one of the small cherries during summer. Effect: (v) ______
Answer:
Effect: Rakesh spat it out and said it was too sour, but Grandfather said they would be better next year.
Let us think and reflect
QI.1.(i). Substitute the underlined phrase with a correct word from the extract. The Kho-kho captain changed her strategy quickly and without delay when a new player came in from the opposing team.
Answer:
The underlined phrase is "quickly and without delay." The correct word from the extract is "promptly" (from the line: 'Grandfather took one cherry and Rakesh promptly ate the other two.').
QI.1.(ii). What does Rakesh’s action of rolling the cherry seed in his mouth most likely suggest about his mood at that moment? A. He is feeling impatient and restless. B. He is enjoying the taste and the moment. C. He is bored and has nothing better to do. D. He is thoughtful and feeling playful.
Answer:
The correct answer is D. He is thoughtful and feeling playful. The extract describes him rolling the seed 'round and round on his tongue until all the tang had gone' and then studying it, which shows he is savouring the experience and thinking about the seed. This suggests a thoughtful, playful mood.
QI.1.(iii). Complete the following sentence suitably with reference to Rakesh and his grandfather. Rakesh’s decision to plant the seed shows that ______________. (he respects and values his grandfather’s advice/he has a close bond with his grandfather and a willingness to learn from him)
Answer:
Rakesh’s decision to plant the seed shows that he respects and values his grandfather’s advice and has a close bond with his grandfather and a willingness to learn from him. Both options are correct as they reinforce each other.
QI.1.(iv). How does the grandfather’s advice reflect his view about luck and effort?
Answer:
Grandfather's advice, 'Nothing is lucky if you put it away. If you want luck, you must put it to some use,' shows that he believes luck is not passive or something to be kept aside. Instead, one must take action and make an effort to create opportunities. Luck comes from using what you have (like the seed) through hard work and initiative.
QI.2.(i). Complete the following sentence suitably. The phrase ‘field-mice sought shelter in the roof of the cottage’ suggests that _____________.
Answer:
The phrase suggests that the winter was extremely cold and harsh, forcing even the field-mice to leave their natural habitat and seek warmth and protection inside the cottage roof.
QI.2.(ii). What can be inferred about the cherry tree’s toughness from the line, ‘The cherry tree bent low with the weight of snow’? A. The weight of the tree was more than the snow. B. The tree could withstand harsh weather. C. The tree was growing close to the ground. D. The snow gave support to the tree.
Answer:
The correct answer is B. The tree could withstand harsh weather. The line shows that although the tree bent under the snow's weight, it did not break, indicating its flexibility and resilience. It survived the harsh winter condition.
QI.2.(iii). How did the early winter affect Grandfather’s mood and storytelling?
Answer:
The early winter made Grandfather quite grumpy because the road was blocked and there was no newspaper for several days. His stories began to have unhappy endings, reflecting his bad mood.
QI.2.(iv).
Answer:
Pause and Ponder
Answer:
Revise Reflect Refine
Answer:
Exercises
Q1 (i). What do the farmers’ words and actions suggest about the people’s relationship with the divine? A. They fear the gods and wish to calm them in any way possible. B. They have a deep sense of reverence and gratitude towards the divine. C. They are forced to perform rituals without understanding the divine. D. They depend on the gods for their daily needs and activities.
Answer:
B. They have a deep sense of reverence and gratitude towards the divine.
Explanation: The farmers address the divine with respect and offer their labours as tribute, showing gratitude for the harvest and blessings received.
Q1 (ii). Complete the following sentence suitably. The word ‘gold’ in the phrases ‘the gold of our fields’ and ‘the gold of our fruit’ symbolises ________________.
Answer:
The word ‘gold’ symbolises the abundant, precious harvest (the ripe crops and fruits) that is valuable like gold to the farmers.
Q1 (iii). How does the description ‘O giver of mellowing radiance’ help us understand Surya’s role in the harvest?
Answer:
The description ‘O giver of mellowing radiance’ helps us understand that Surya (the sun) provides gentle, ripening sunlight that is essential for the crops to mature and become ready for harvest.
Q1 (iv). Fill in the blank by selecting the correct option from those given in the brackets. The use of cymbal and flute signifies ________________. (joy and celebration/meditation and worship)
Answer:
joy and celebration
Explanation: Cymbals and flutes are musical instruments typically used in festive and joyous occasions, especially during harvest celebrations.
Q2 (i). In the phrase ‘Lord of our being,’ what does the word ‘being’ most likely refer to? A. Our physical body B. Our entire existence C. Our spiritual practices D. Our earthly possessions
Answer:
B. Our entire existence
Explanation: The phrase ‘Lord of our being’ refers to the divine as the master of our whole life, not just the body, spirit, or possessions.
Q2 (ii). Identify whether the following statement is true or false. The imagery of ‘the Seed and the Scythe’ symbolises the divine’s role as both the beginning (creation) and the end (harvest) of the agricultural cycle.
Answer:
True
Explanation: The seed represents the beginning of the agricultural cycle (planting), and the scythe (a harvesting tool) represents the end (harvest). Together they show the divine's involvement from start to finish.
Q2 (iii). Identify the phrases from the extract that mean the following: A. The divine as a timeless, everlasting presence B. Beyond human comprehension or description
Answer:
A. ‘Father eternal’
B. ‘ineffable Om’
Q2 (iv). How do we know that these lines from the extract are spoken as a chorus?
Answer:
We know these lines are spoken as a chorus because the heading says ‘All Voices’, indicating that everyone joins together to speak these lines collectively.
Think and Answer
QII.1. Why do the farmers hail the God of rain?
Answer:
The farmers hail the God of rain because rain is essential for their crops to grow and for a successful harvest. They depend on rain for their livelihood.
QII.2. What is being referred to as ‘wealth of our valleys’? Why?
Answer:
The term ‘wealth of our valleys’ refers to the abundant crops and harvest grown in the valleys. It is called wealth because the harvest provides food, income, and prosperity to the farmers.
QII.3. State one reason why the women refer to the Earth as a ‘source of manifold gladness’.
Answer:
The women refer to the Earth as a ‘source of manifold gladness’ because it provides them with plentiful grains, fruits, and flowers, bringing joy and happiness to their lives.
QII.4. Why does everyone in the poem offer their ‘labours for tribute’?
Answer:
Everyone in the poem offers their labours as tribute to express gratitude to the divine for the bountiful harvest and to acknowledge that their hard work is blessed by the gods.
QII.5. Why has the poet presented the poem as voices of men, women, and all voices?
Answer:
The poet presented the poem as voices of men, women, and all voices to show that the entire community—men, women, and everyone together—participates in the harvest celebration and shares equal gratitude towards the divine.
QII.6. How does the poet create the joyous atmosphere of rural India at harvesting time?
Answer:
The poet creates a joyous atmosphere by using words related to celebration such as music (cymbals, flutes), abundance (gold of fields/fruit), collective voices, and expressions of gratitude and reverence.
QII.7. Why is the poem presented as a hymn?
Answer:
The poem is presented as a hymn because it is a song of praise and worship offered to the divine, expressing deep reverence, gratitude, and devotion during the harvest season.
Let us learn
QI.1. Match the pictures of the farming implements given in Column 1 with their use given in Column 2. Then, fill in the blanks in Column 3 to complete the name of the implement. Column 1: (picture 1) Column 2: (i) A tool with a long handle with metal teeth for collecting hay or leaves. Column 3: S __ C K L __
Answer:
The implement is SICKLE. (S I C K L E)
QI.2. Match. Column 1: (picture 2) Column 2: (ii) A small hand tool used for digging and making shallow furrows. Column 3: S C __ T H __
Answer:
The implement is SCUTHE. (S C Y T H E) [Note: Common spelling is SCYTHE, but based on blanks: S C Y T H E]
QI.3. Match. Column 1: (picture 3) Column 2: (iii) A hand-held tool with a curved blade attached to a short handle. It is used for harvesting crops. Column 3: P L __ __ G H
Answer:
The implement is PLOUGH. (P L O U G H)
QI.4. Match. Column 1: (picture 4) Column 2: (iv) A tool pulled by oxen. It is used for turning over the soil in the field so that seeds can be sown or planted. Column 3: T R __ W __ L
Answer:
The implement is TROWEL. (T R O W E L)
QI.5. Match. Column 1: (picture 5) Column 2: (v) A farm tool having a flat rectangular blade attached to a long wooden handle used for digging the soil. Column 3: R __ K __
Answer:
The implement is RAKE. (R A K E)
QI.6. Match. Column 1: (picture 6) Column 2: (vi) A hand-held tool with a long-curved blade attached to a long handle used for cutting tall grass. Column 3: S P __ D __
Answer:
The implement is SPADE. (S P A D E)
Let us listen
QI. Listen to the talk about paddy cultivation. As you listen, number the events in the correct order in which they happen. 1. Transplanting of seedlings 2. Ploughing of soil 3. Threshing of grains 4. Puddling of land 5. Harvesting of paddy 6. Irrigating the field 7. Milling of rice
Answer:
The correct order is:
1. Ploughing of soil
2. Puddling of land
3. Transplanting of seedlings
4. Irrigating the field
5. Harvesting of paddy
6. Threshing of grains
7. Milling of rice
QII.1. What is the main step in preparing the soil for cultivation of rice? (i) Ploughing the soil (ii) Clearing the soil (iii) Puddling the soil
Answer:
(iii) Puddling the soil
Explanation: Puddling is the main step for rice cultivation as it makes the soil soft and water-retentive, ideal for rice seedlings.
QII.2. How long does it take for rice seeds to grow into seedlings before being transplanted? (i) 2–3 weeks (ii) 4–5 weeks (iii) 6–7 weeks
Answer:
(i) 2–3 weeks
Explanation: Rice seeds typically germinate and grow into seedlings in about 2 to 3 weeks before they are ready for transplanting.
QII.3. Why is drying rice grains important after threshing? (i) To get rice seeds for plantation (ii) To separate the rice grains easily (iii) To store the rice grains for longer
Answer:
(iii) To store the rice grains for longer
Explanation: Drying removes moisture from the grains, preventing spoilage and allowing long-term storage.
Let us speak
QI. In English, some letters are not pronounced in certain words. For example, in words like ‘knife’, ‘knowledge’, and ‘know’, the first letter ‘k’ is not pronounced. Let us look at a few more such examples. • In the words given below the letter ‘n’ is silent when it appears with ‘m’ at the end of the word: hymn, column, autumn, solemn. Now, say these words aloud. • In the words given below the letter ‘b’ is silent when it appears with ‘m’: womb, tomb, bomb, climb, comb. Now, say these words aloud.
Answer:
This is a pronunciation practice activity. Students should practice saying these words aloud with the correct silent letters: in 'hymn', 'column', 'autumn', 'solemn' - the 'n' is silent; in 'womb', 'tomb', 'bomb', 'climb', 'comb' - the 'b' is silent.
QII. In our country, harvest is celebrated with the preparation of delicious dishes. Work in groups and make a presentation on any popular dish made during the harvest festival in your region. Use the prompts given in the box to make your presentation. Make sure that all the members share their views. Include the following: • What is the dish called? Is it known by any other name in other parts of India? • What ingredients are used to make the dish? • How is the dish prepared? • How is the dish served? • What does the dish taste like? • What is the special ritual related to the preparation of this dish? • Describe any special memory associated with the preparation of this dish.
Answer:
This is a group activity. Students should work together, divide the points among members, and present their findings using the suggested structure in the table (Greet the audience, Introduce members, Explain structure, Speak about points, Conclude, Thank the audience).
Let us write
Your school wishes to express gratitude to the farmers who play an important role in providing us the food on our plates. Draft a creative slogan to be put up on the school notice board. Remember to: • focus on the main idea to be expressed • use simple language • be concise—express yourself in a few words You may write the slogan on a chart paper and decorate it.
Answer:
Sample slogan: 'Farmers Feed the World – Honour Their Toil, Respect the Soil!' OR 'From Earth to Plate, We Thank Our Farmers!' (Students should create their own original slogans following the guidelines.)
Let us explore
QI.1. Read the information on Pearl Millet given below. Use the link to know more about other kinds of millets.
Answer:
This is a reading activity. Students should read the provided information about Pearl Millet (Bajra) and optionally visit the link to learn about other millets.
QI.2. Work in groups of four and do the following activities. (i) Find out if millets are a part of your cuisine. (ii) Find recipes with millets and compile them into a booklet. (iii) Create a recipe of your choice.
Answer:
This is a group project activity. Students should research local cuisine for millet dishes, collect recipes, compile a booklet, and optionally create their own recipe.
QII. Songs related to harvest season form a part of our culture and heritage. Talk to the elders in your house and learn a song sung on a harvest festival. Share it with your classmates and teacher. Then, compile all the songs to create a songbook with the help of teacher.
Answer:
This is an oral tradition activity. Students should interview elders, learn a harvest song, share it in class, and help compile a songbook with the teacher's guidance.
Waiting for the Rain - Before Reading
QI. Have you ever waited for the rains? Why?
Answer:
Answers will vary. Students should share personal experiences of waiting for rain, such as during summer or drought, and explain why (e.g., for relief from heat, for plants to grow).
QII. How do you feel when it rains after a long time?
Answer:
Answers will vary. Possible feelings: happy, refreshed, relieved, excited, or calm.
QIII. Why do you think the farmers wait for the rains?
Answer:
Farmers wait for rains because rain is essential for watering their crops, without which they cannot grow food or earn their livelihood.
QIV.1. Discuss in groups what happens when you wait for something or someone for a long period of time. How do you spend the waiting period?
Answer:
Answers will vary. Students may discuss keeping busy with other activities, feeling anxious or impatient, or planning what to do when the wait ends.
QIV.2. What do you think about?
Answer:
Answers will vary. Students may think about when the wait will end, what will happen next, or imagine positive outcomes.
QIV.3. How do you feel?
Answer:
Answers will vary. Possible feelings: anxious, hopeful, frustrated, excited, or nervous.
Let us discuss
QI. Complete the table given below. One example has been done for you. 1. 'It doesn’t look encouraging.' – Velu – to himself – He looked up at the sky. 2. 'The rains came all these years without any such consultations…' – Velu – ? 3. 'So many favourable conditions but still no rain.' – ? – ?
Answer:
2. 'The rains came all these years without any such consultations…' – Velu – to someone who suggested talking to astrologers
3. 'So many favourable conditions but still no rain.' – People at the weather office – to Velu
QII. Do you think the old woman would help Velu? If yes, why? If no, why not?
Answer:
Yes, the old woman might help Velu because she seems wise and thoughtful, and she initiates conversation with him. OR No, she may not help in practical terms, but she might offer advice or emotional support. (Accept any reasonable answer with justification.)
QIII. Will Velu’s wait continue or will it rain?
Answer:
It is uncertain from the text so far. Students can predict based on their understanding. (Accept any reasonable prediction with reasoning.)
Check your progress
Answer:
Think It Over
Answer:
Questions
Answer:
Activities
Answer: