Chapter 1 of 24
Chapter 1: Poonam's Day Out
Observing Animals Around Us: Movements, Sounds, Habitats (Trees, Pond, Ground, Flying) | CBSE Session 2026–27
Core Pedagogical Competencies & Concepts
- Animals move in different ways: Walking, crawling, flying, swimming, and hopping.
- Diverse habitats: Animals that live on trees, in water, on land, underground in burrows, and flying in the air.
- Animal sounds: Pigeons coo, crows caw, dogs bark, frogs croak, cows moo, and goats bleat.
- Respecting nature: Observing animal behaviors silently without disturbing or teasing them.
All Textbook Exercises & In-Text Tasks (17 Questions)
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Q1
Habitats & Observations
Name three animals that Poonam saw on the tree and three animals she saw around the pond.
[3 Marks]
✅ Step-by-Step Solution & Working
Animals Poonam saw on the tree: Pigeon, Squirrel, Crow, Monkey, Butterfly, and Sparrow.
Animals Poonam saw around the pond: Goat, Tortoise, Crane (stork), Buffalo, and Frog.
Animals Poonam saw around the pond: Goat, Tortoise, Crane (stork), Buffalo, and Frog.
CBSE Step-by-Step Marking Scheme
Identification of 3 tree-dwelling animals
1.5 Marks
Identification of 3 pond-associated animals
1.5 Marks
Q2
Animal Movements
Classify animals based on how they move: (a) Fly (b) Crawl (c) Walk (d) Hop. Give two examples of each.
[3 Marks]
✅ Step-by-Step Solution & Working
• Fly: Sparrow, Pigeon, Butterfly.
• Crawl: Lizard, Snake, Earthworm.
• Walk: Cow, Dog, Buffalo.
• Hop: Frog, Kangaroo, Grasshopper.
• Crawl: Lizard, Snake, Earthworm.
• Walk: Cow, Dog, Buffalo.
• Hop: Frog, Kangaroo, Grasshopper.
CBSE Step-by-Step Marking Scheme
Correct examples for all four movement categories
2 Marks
Clear classification structure
1 Mark
Q3
Nature Sensitivity
Why should we observe birds and small creatures silently when visiting a garden?
[2 Marks]
✅ Step-by-Step Solution & Working
Sudden noises, shouting, or running scare animals away and interrupt their natural feeding or nesting activities. Silent observation allows us to learn their genuine habits without causing them distress.
CBSE Step-by-Step Marking Scheme
Impact of noise on animal fear and nesting
1 Mark
Educational value of quiet observation
1 Mark
Q4
Textbook Riddles • 'Who am I?'
Solve the animal riddles from Chapter 1:
(a) 'Banana is what I love eating, I spend my time jumping and leaping.' $\rightarrow$ _____
(b) 'On the walls, webs I weave, where insects stick and cannot leave.' $\rightarrow$ _____
(c) 'I remain awake the whole night, and go to sleep in broad daylight.' $\rightarrow$ _____
(d) 'Slow and steady is my pace, I always win when I run a race.' $\rightarrow$ _____
[4 Marks]
(a) 'Banana is what I love eating, I spend my time jumping and leaping.' $\rightarrow$ _____
(b) 'On the walls, webs I weave, where insects stick and cannot leave.' $\rightarrow$ _____
(c) 'I remain awake the whole night, and go to sleep in broad daylight.' $\rightarrow$ _____
(d) 'Slow and steady is my pace, I always win when I run a race.' $\rightarrow$ _____
✅ Step-by-Step Solution & Working
Riddle Solutions:
• (a) Monkey
• (b) Spider
• (c) Owl
• (d) Tortoise
• (a) Monkey
• (b) Spider
• (c) Owl
• (d) Tortoise
CBSE Step-by-Step Marking Scheme
Correct identification of Monkey and Spider
2.0 M
Correct identification of Owl and Tortoise
2.0 M
Q5
Animal Movements & Sounds • Classroom Mimicry
Match each animal with how it moves and the sound it makes:
• Frog: [Fly & Coo, Hop & Croak, Walk & Moo, Crawl & Hiss]
• Pigeon: [Fly & Coo, Hop & Croak, Walk & Moo, Crawl & Hiss]
• Snake: [Fly & Coo, Hop & Croak, Walk & Moo, Crawl & Hiss]
• Cow: [Fly & Coo, Hop & Croak, Walk & Moo, Crawl & Hiss]
[4 Marks]
• Frog: [Fly & Coo, Hop & Croak, Walk & Moo, Crawl & Hiss]
• Pigeon: [Fly & Coo, Hop & Croak, Walk & Moo, Crawl & Hiss]
• Snake: [Fly & Coo, Hop & Croak, Walk & Moo, Crawl & Hiss]
• Cow: [Fly & Coo, Hop & Croak, Walk & Moo, Crawl & Hiss]
✅ Step-by-Step Solution & Working
Animal Movement & Sound Matching:
• Frog: Hops and croaks ('croak-croak')
• Pigeon: Flies and coos ('gutur-goo')
• Snake: Crawls silently on belly and hisses
• Cow: Walks on four legs and moos ('moo-moo')
• Frog: Hops and croaks ('croak-croak')
• Pigeon: Flies and coos ('gutur-goo')
• Snake: Crawls silently on belly and hisses
• Cow: Walks on four legs and moos ('moo-moo')
CBSE Step-by-Step Marking Scheme
All 4 animal movement-sound pairs correctly matched
4.0 M
Q6
Magic with Fingers • Thumbprint Animal Art
Describe the 'Magic with Fingers' activity from the textbook where thumbprints and fingerprints are used to create animal shapes.
[3 Marks]
✅ Step-by-Step Solution & Working
Thumbprint Art Steps:
1. Press your thumb or index finger gently onto an ink pad or wet watercolor wash.
2. Press the inked thumb firmly onto a blank sheet of paper to create an oval fingerprint impression.
3. Using a fine-tipped pen, add simple details: draw ears, a tail, whiskers, and eyes onto the print to transform it into a mouse, dog, butterfly, or peacock.
1. Press your thumb or index finger gently onto an ink pad or wet watercolor wash.
2. Press the inked thumb firmly onto a blank sheet of paper to create an oval fingerprint impression.
3. Using a fine-tipped pen, add simple details: draw ears, a tail, whiskers, and eyes onto the print to transform it into a mouse, dog, butterfly, or peacock.
CBSE Step-by-Step Marking Scheme
Inking and pressing fingerprint technique
1.5 M
Adding pen lines to detail animals described
1.5 M
Q7
Animal Habitats • Pond vs Tree
List three animals Poonam saw on the tree, and three animals she saw around the pond.
[3 Marks]
✅ Step-by-Step Solution & Working
Poonam's Sighting Lists:
• On the Tree: Monkey, Squirrel, Crow (also Pigeon, Sparrow).
• Around the Pond: Buffalo, Tortoise, Frog (also Goat, Crane).
• On the Tree: Monkey, Squirrel, Crow (also Pigeon, Sparrow).
• Around the Pond: Buffalo, Tortoise, Frog (also Goat, Crane).
CBSE Step-by-Step Marking Scheme
Three accurate tree-dwelling animals named
1.5 M
Three accurate pond-associated animals named
1.5 M
Q8
Observation Time • Animals and Habits
In Chapter 1 ('Poonam's Day Out'), what animals did the characters observe, and how do they move from place to place?
[3 Marks]
✅ Step-by-Step Solution & Working
Observations:
Animals move in diverse ways adapted to their bodies:
• Birds (Crow, Pigeon): Fly using wings and hop on two feet.
• Mammals (Cow, Dog): Walk and run on four legs.
• Reptiles (Lizard, Snake): Crawl on walls or slither on the ground.
• Insects (Ant, Grasshopper): Walk on six legs and hop/fly.
Animals move in diverse ways adapted to their bodies:
• Birds (Crow, Pigeon): Fly using wings and hop on two feet.
• Mammals (Cow, Dog): Walk and run on four legs.
• Reptiles (Lizard, Snake): Crawl on walls or slither on the ground.
• Insects (Ant, Grasshopper): Walk on six legs and hop/fly.
CBSE Step-by-Step Marking Scheme
Birds, mammals, reptiles, insects movement
3 M
Q9
Find Out & Write • Animal Habitats
Name two animals that live:
(a) On trees
(b) In water
(c) On land
(d) Underground in burrows.
[2 Marks]
(a) On trees
(b) In water
(c) On land
(d) Underground in burrows.
✅ Step-by-Step Solution & Working
Habitats:
• (a) On trees: Monkey, Squirrel, Owl.
• (b) In water: Fish, Frog, Crocodile.
• (c) On land: Horse, Elephant, Goat.
• (d) In burrows: Rabbit, Earthworm, Snake.
• (a) On trees: Monkey, Squirrel, Owl.
• (b) In water: Fish, Frog, Crocodile.
• (c) On land: Horse, Elephant, Goat.
• (d) In burrows: Rabbit, Earthworm, Snake.
CBSE Step-by-Step Marking Scheme
Correct examples for all 4 habitats
2 M
Q10
Discuss & Share • Our Senses
How do our five sense organs help us understand and navigate our daily environment?
[3 Marks]
✅ Step-by-Step Solution & Working
Five Senses:
1. Eyes: Help us see shapes, colours, and identify hazards.
2. Ears: Help us hear traffic horns, spoken words, and alarm sounds.
3. Nose: Helps us smell food, flowers, and detect smoke or gas leaks.
4. Tongue: Helps us taste sweet, sour, salty, and bitter food.
5. Skin: Helps us feel touch, heat, cold, roughness, and pain.
1. Eyes: Help us see shapes, colours, and identify hazards.
2. Ears: Help us hear traffic horns, spoken words, and alarm sounds.
3. Nose: Helps us smell food, flowers, and detect smoke or gas leaks.
4. Tongue: Helps us taste sweet, sour, salty, and bitter food.
5. Skin: Helps us feel touch, heat, cold, roughness, and pain.
CBSE Step-by-Step Marking Scheme
All 5 sense organs explained with functions
3 M
Q11
Water Cycle & Weather • Rain and Clouds
Where does rainwater come from, and why do plants and trees look fresher and greener after a rain shower?
[3 Marks]
✅ Step-by-Step Solution & Working
Rain and Plant Health:
• Rain comes from water evaporating from rivers, ponds, and seas, forming clouds in the sky that cool and condense into rain droplets.
• Rain washes off thick dust accumulated on leaves, unblocks stomata for breathing, and deeply soaks the roots with fresh mineral-rich moisture.
• Rain comes from water evaporating from rivers, ponds, and seas, forming clouds in the sky that cool and condense into rain droplets.
• Rain washes off thick dust accumulated on leaves, unblocks stomata for breathing, and deeply soaks the roots with fresh mineral-rich moisture.
CBSE Step-by-Step Marking Scheme
Water cycle / cloud formation
1.5 M
Why plants look greener after rain
1.5 M
Q12
Food Diversity • Regional Diets
Why do people living in Kerala eat more rice, fish, and coconut, while people in Punjab eat more wheat chapatis, mustard greens, and lassi?
[3 Marks]
✅ Step-by-Step Solution & Working
Regional Food Factors:
• What people eat depends directly on what grows easily and abundantly in their climate and geography.
• Kerala has coastal climate, abundant rainfall, and coconut groves, making fish and rice staples.
• Punjab has fertile plains ideal for wheat and mustard cultivation, and a strong dairy culture.
• What people eat depends directly on what grows easily and abundantly in their climate and geography.
• Kerala has coastal climate, abundant rainfall, and coconut groves, making fish and rice staples.
• Punjab has fertile plains ideal for wheat and mustard cultivation, and a strong dairy culture.
CBSE Step-by-Step Marking Scheme
Climate and agriculture connection
1.5 M
Kerala and Punjab examples explained
1.5 M
Q13
Cooking Methods • Kitchen Science
Match each food item to its primary method of cooking:
(a) Idli — (1) Frying
(b) Puri — (2) Steaming
(c) Roti — (3) Roasting on Tawa.
[3 Marks]
(a) Idli — (1) Frying
(b) Puri — (2) Steaming
(c) Roti — (3) Roasting on Tawa.
✅ Step-by-Step Solution & Working
Matching:
• (a) Idli — (2) Steaming
• (b) Puri — (1) Frying in oil
• (c) Roti — (3) Roasting on Tawa.
• (a) Idli — (2) Steaming
• (b) Puri — (1) Frying in oil
• (c) Roti — (3) Roasting on Tawa.
CBSE Step-by-Step Marking Scheme
Idli-Steaming, Puri-Frying, Roti-Roasting
3 M
Q14
Shelter & Houses • Diversity in Homes
Why are houses in heavy-rainfall regions like Assam built on bamboo stilts with sloping roofs?
[3 Marks]
✅ Step-by-Step Solution & Working
Stilt Houses:
• Bamboo Stilts: Keep the house 10 to 12 feet above ground level to prevent floodwaters and wild animals from entering.
• Sloping Roofs: Allow torrential rainwater to slide off quickly without accumulating or causing leaks.
• Bamboo Stilts: Keep the house 10 to 12 feet above ground level to prevent floodwaters and wild animals from entering.
• Sloping Roofs: Allow torrential rainwater to slide off quickly without accumulating or causing leaks.
CBSE Step-by-Step Marking Scheme
Reason for bamboo stilts (floods)
1.5 M
Reason for sloping roof (rain runoff)
1.5 M
Q15
Community Helpers • Occupations
Identify the worker who:
(a) Mends our shoes
(b) Delivers letters and parcels
(c) Shapes clay into earthen pots on a wheel
(d) Treats sick people and prescribes medicines.
[2 Marks]
(a) Mends our shoes
(b) Delivers letters and parcels
(c) Shapes clay into earthen pots on a wheel
(d) Treats sick people and prescribes medicines.
✅ Step-by-Step Solution & Working
Community Helpers:
• (a) Mends shoes: Cobbler
• (b) Delivers letters: Postman / Mail carrier
• (c) Shapes clay pots: Potter
• (d) Treats sick people: Doctor.
• (a) Mends shoes: Cobbler
• (b) Delivers letters: Postman / Mail carrier
• (c) Shapes clay pots: Potter
• (d) Treats sick people: Doctor.
CBSE Step-by-Step Marking Scheme
Cobbler, Postman, Potter, Doctor
2 M
Q16
Web of Life • Food Chain
What is the 'Web of Life'? Draw a simple food chain showing how grass, deer, and lion are connected.
[3 Marks]
✅ Step-by-Step Solution & Working
Web of Life & Food Chain:
• The Web of Life shows that every living organism is interconnected and depends on others for survival.
• Food Chain: Sunlight → Grass (Producer) → Deer (Herbivore) → Lion (Carnivore).
If grass disappears, deer starve; if deer disappear, lions cannot survive.
• The Web of Life shows that every living organism is interconnected and depends on others for survival.
• Food Chain: Sunlight → Grass (Producer) → Deer (Herbivore) → Lion (Carnivore).
If grass disappears, deer starve; if deer disappear, lions cannot survive.
CBSE Step-by-Step Marking Scheme
Definition of Web of Life
1.5 M
Grass → Deer → Lion chain explained
1.5 M
Q17
Review Questions • True or False
Write True or False:
(a) Blind people can read books written in Braille script using their fingertips.
(b) Rainwater is the main natural source of fresh water on Earth.
(c) Animals do not have feelings and cannot communicate danger to each other.
[3 Marks]
(a) Blind people can read books written in Braille script using their fingertips.
(b) Rainwater is the main natural source of fresh water on Earth.
(c) Animals do not have feelings and cannot communicate danger to each other.
✅ Step-by-Step Solution & Working
Answers:
• (a) True: Braille uses raised dots felt with fingertips.
• (b) True: Rain replenishes rivers, lakes, and groundwater.
• (c) False: Animals communicate through warning calls, scents, and body language to alert their group of predators.
• (a) True: Braille uses raised dots felt with fingertips.
• (b) True: Rain replenishes rivers, lakes, and groundwater.
• (c) False: Animals communicate through warning calls, scents, and body language to alert their group of predators.
CBSE Step-by-Step Marking Scheme
True, True, False with reasoning
3 M
🌟 NEP 2020 Competency-Based Case Study
Bio-indicator Assessment: Pond Ecosystem Health
During a nature walk, students notice that the village pond where Poonam once saw frogs and cranes is now covered in thick green chemical scum and discarded plastic bottles, and no frogs or dragonflies can be seen.
Analytical Task: What does the sudden disappearance of frogs indicate about water quality, and what can students do to restore the pond?
Evaluation & Model Answer:
Frogs are vital bio-indicators because their permeable, moist skin absorbs environmental toxins directly; their disappearance signals that the water is severely polluted and deoxygenated due to plastic litter and sewage. Students can organize a community cleanup drive to clear surface plastics, plant native aquatic reeds that naturally filter toxins, and place signboards urging villagers not to wash clothes or dump trash into the pond.
Rubric: Understanding frogs as bio-indicators of pollution, ecosystem restoration steps (4 Marks).