Going to the Mela

This is a discussion-based question. Sample Answer: To travel within my city/town/village, I use different modes of transport depending on the distance. For short distances, I walk or ride a bicycle. For longer distances within the city, my family uses a bus, auto-rickshaw, or car. In some villages, people also use bullock carts or cycle-rickshaws.

This is a personal writing activity. Sample Answer: Last summer, I went to my grandmother's village with my family. We travelled by train. The journey was very exciting. I saw green fields, rivers, and hills from the window. At the village, we played in the open fields, ate fresh fruits from the garden, and listened to stories told by my grandmother at night. It was one of the best trips I have ever taken.

Given: A mela (fair) has a 'Lost and Found' booth.

Answer: The purpose of the 'Lost and Found' booth is to help people who have lost something or someone in the mela. If a child gets separated from their family, or if someone loses a belonging such as a bag or wallet, they can go to this booth for help. The volunteers at the booth make announcements and reunite lost children with their families, and return lost items to their owners.

Given: A police dog is present at the mela.

Answer: The police dog helps the police in maintaining safety and security at the mela. It uses its strong sense of smell to detect suspicious items or missing persons. It can also help trace lost children or track down people who may cause trouble. The police dog works alongside police officers to keep everyone safe at the mela.

This is a personal experience question. Sample Answer: Yes, I have been to a mela in my town. I liked the giant wheel and the merry-go-round the most. I also enjoyed eating jalebi and cotton candy. The puppet show was very entertaining. I also loved watching the colourful stalls selling bangles, toys, and clay models. The mela was full of lights, music, and fun.

This is a sharing/discussion activity. Sample Answer: If I were in place of Nita, Radha, Sneha, and Rohit, I would first enjoy the rides like the giant wheel and the merry-go-round. Then I would watch the puppet show and the magic show. I would buy colourful bangles and clay toys from the stalls. I would eat delicious sweets like jalebi and ladoo made by the halwai. I would also try the mehendi (mehndi) stall and get a beautiful design on my hand. At the end, I would play some fun games and win prizes.

This is a home-based discussion activity. Sample Answer: After talking to my grandparents, I found out that melas in their time were simpler but very joyful. There were no electronic rides or loud music systems. People travelled to the mela on foot, by bullock cart, or by bicycle. The main attractions were folk dances, nautanki (street plays), acrobats, and animal shows. Sweets were made fresh on the spot. There were no plastic items — most toys and decorations were made of clay, wood, or cloth. People from nearby villages would gather together, making it a big social event.

Given: A mela is a large gathering of many people.

Answer: Fire engines and ambulances are present at a mela because a mela is a very crowded place with a large number of people.
- Fire engines are kept ready in case a fire breaks out due to cooking stalls, electrical faults, or firecrackers. They help put out the fire quickly and prevent it from spreading.
- Ambulances are kept ready in case someone gets injured, falls sick, or has a medical emergency in the crowd. They provide immediate first aid and can rush the patient to a hospital quickly.
Both are important for the safety and well-being of everyone at the mela.

This question requires the student to look at the sketch/map provided in the textbook. Since the map image is not visible here, the student should:
1. Carefully study the sketch given on the page.
2. Locate the label 'Rohit and Sneha's house' on the map.
3. Circle it with a pencil or pen.

Note: The answer depends on the specific map in the textbook. Students should refer to their textbook map and circle the correct house.

This question requires the student to look at the sketch/map provided in the textbook. Since the map image is not visible here, the student should:
1. Carefully study the sketch given on the page.
2. Locate the label 'Nita and Radha's house' on the map.
3. Circle it with a pencil or pen.

Note: The answer depends on the specific map in the textbook. Students should refer to their textbook map and circle the correct house.

This question is based on the map/sketch in the textbook. Since the map image is not visible here, the general approach is:
1. Look at the map carefully.
2. Find the parade ground on the map.
3. Compare the distance of Rohit and Sneha's house and Nita and Radha's house from the parade ground.
4. The house that is nearer (shorter distance/fewer roads to cross) to the parade ground is the answer.

Sample Answer (based on typical textbook maps): Rohit and Sneha's house is closer to the parade ground. (Students must verify this using their own textbook map.)

This question is based on the map/sketch in the textbook. Since the map image is not visible here, the general approach is:
1. Locate the police station on the map.
2. Locate the parade ground on the map.
3. Trace the route from the police station to the parade ground.
4. Note all the landmarks, roads, or places that come along the way.

Sample Answer: Starting from the police station, you would pass through the main road, then cross the market area, and finally reach the parade ground. (Students must trace the exact route on their own textbook map and name the places shown.)

This is a drawing/creative activity. Steps to complete this activity:
1. Think about the route you take from your home to your school every day.
2. Note the important landmarks you pass — such as a park, temple, market, crossroad, or bus stop.
3. Draw a simple sketch (map) showing your home at one end and your school at the other end.
4. Draw the roads/paths connecting them.
5. Mark and label the important landmarks along the route.
6. Use arrows to show the direction of travel.

This is a personal activity and each student's answer will be different based on where they live.

We can care for our elders in the following ways:
1. Help them with daily tasks such as carrying heavy bags or climbing stairs.
2. Spend time with them, listen to their stories, and talk to them so they do not feel lonely.
3. Offer them a seat in buses, trains, or crowded places.
4. Make sure they take their medicines on time.
5. Speak to them politely and with respect.
6. Help them use mobile phones or other technology if they need assistance.
7. Take care of them when they are sick.

We see many kinds of vehicles around us. They can be grouped as follows:

1. Road vehicles: Cars, buses, trucks, auto-rickshaws, motorcycles, bicycles, scooters, and bullock carts.
2. Rail vehicles: Trains and metro trains.
3. Water vehicles: Boats, ships, and ferries.
4. Air vehicles: Aeroplanes and helicopters.

In our daily life near school and home, we mostly see cars, buses, bicycles, auto-rickshaws, and motorcycles on the roads.

We can ensure safety during travel by following these rules:
1. Always wear a seatbelt while travelling in a car.
2. Wear a helmet while riding a bicycle or motorcycle.
3. Cross the road only at the zebra crossing and when the signal is green for pedestrians.
4. Do not lean out of windows of buses or trains.
5. Hold the handrail while climbing on or off a bus.
6. Do not run on platforms or near roads.
7. Stay with a known adult and do not talk to strangers.
8. Follow all traffic rules and signals.
9. Keep emergency contact numbers handy.

This is a matching activity based on pictures in the textbook. Since the images are not fully visible, the matching is based on the description of each word:

1. Volunteer — A person who helps others willingly without being paid; often seen helping at events, guiding people, or assisting at the 'Lost and Found' booth at a mela.
2. Firefighter — A person dressed in protective gear who fights fires using a hose or fire extinguisher.
3. Halwai/Confectioner — A person who makes and sells sweets and snacks such as jalebi, ladoo, and barfi.
4. Puppeteer — A person who performs a puppet show by controlling puppets with strings or hands.
5. Bangle seller — A person who sells colourful bangles, usually displayed on a rack or stand.
6. Mehndi artist — A person who applies mehndi (henna) designs on hands and feet.

Students should match each picture in their textbook with the correct word from the list and write the word below the picture.

This is a drawing activity. Steps to complete:
1. Think of all the vehicles you see near your school and home every day.
2. Draw each vehicle clearly in your notebook.
3. Label each vehicle with its name.

Sample vehicles to draw and label:
- Car
- Bus
- Bicycle
- Auto-rickshaw
- Motorcycle/Scooter
- Truck
- Ambulance
- School van

Each student's answer may vary based on what they observe in their neighbourhood.

This is a classroom activity. Here is a plan to organise a mock mela:

Step 1 — Plan the roles:
- Halwai (sweet seller)
- Bangle seller
- Toy seller
- Puppeteer
- Mehndi artist
- Volunteer (to help and guide)
- Police officer (for safety)
- Buyer/visitor

Step 2 — Set up stalls:
- Sweet stall: Use clay models or drawings of sweets.
- Toy stall: Bring small toys or miniatures from home.
- Bangle stall: Use paper bangles or real bangles.
- Mehndi stall: Use mehndi cones or draw designs on paper hands.
- Game stall: Set up simple games like ring toss using locally available materials.

Step 3 — Use play money:
- Make paper coins and notes to use as play money for buying and selling.

Step 4 — Perform:
- Students playing the puppeteer can put on a short puppet show.
- Students can role-play as buyers and sellers, practising polite conversation.

Step 5 — Reflect:
- After the activity, discuss what you learned about the different jobs people do at a mela and how everyone works together to make it a success.