STD 5 Study Materials For Gujarati, Maths, Hindi, English Subject in Gujarati Midium.

STD 5 Study Materials For Gujarati, Maths, Hindi, English Subject in Gujarati Midium.

ધોરણ 5 માટે દિવાળી હોમવર્ક ફાઈલો.

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Examining the surrounding world, natural processes, events through sensory experiences such as vision, touch, taste, smell, and hearing.
To inform students of the properties, composition and function of an object or organism through activities, observations, descriptions or demonstrations, and to provide students with experiences that can distinguish objects or organisms from other objects or organisms based on their properties, composition and function.
(Note: showing a video, picture, or animation of objects or organisms when it is not possible to observe them in a real classroom.)

SC.8.01 distinguishes substances and organisms based on their properties, composition and function. E.g. Natural and man-made fibers.  Forces by contact and without contact.  As conductors and insulators of liquid-electricity Animals and Botany
The shape of the cells Breeding animals and laying eggs. Audible and inaudible sound etc.

ધોરણ 5 માટે હોમવર્ક નમૂના ફ્રેમ 

Natural and man-made fibers Moments of contact and without contact.  As conductors and insulators of liquid-electricity
Animals and Botany The shape of the cells. Breeding animals and laying eggs
Audio and inaudible sound. 

Observing / observing the object, organism and process of the students. Telling yourself to find the properties of an object, organism and process, and to discover the similarities and similarities in the object, organism and process based on the properties discovered, and to put it into the right group to provide such experiences.

ધો. 5 માટેનું દિવાળી હોમ વર્ક

ફાઈલ 1 માટે અહીં ક્લિક કરો

classifies substances and organisms on the basis of their properties / properties... Such as metals and metals. study of Kharifpak and Ravipak in Gujarat.  Renewable and non-renewable natural resources.

Raise questions and find answers by meditating, discussing, designing and implementing appropriate activities, role-play, debates, use of ICT, etc.
Answering these questions by presenting thematic / practical world-based questions to the student, providing the kind of experiences that the student acquires through activities / projects / experiments / field visits / discussions or simple exploration experiments.


Conducts simple inquiries to answer questions. E.g. What are the requirements for combustion?  Why do we add salt and sugar to the pickles and marmalade?  Does the fluid exert the same pressure at the same depth?
How is coal made?
How is petroleum made?
How can we hear?
How do we look?
How is air polluted?
How is water polluted? ..
Where do microorganisms live?
Microbes and we? Etc.
Required conditions for combustion
Maintenance of food
Pressure and its effects
Coal and petroleum
The structure and function of the ear
Eye structure and function
Air pollution
Water pollution

To provide the student with such learning experiences as the subject of daily life events and processes, to inform the student and the reasons, activity, observation, investigation, demonstration, discussion, or experiment behind the incident or process.

connects the process and the event to the cause. E.g. Smoke with the presence of pollutants in the air Composition Acid rain with ruins of monuments Irrigation methods require crop and With the rescue of water
Diseases with microorganisms
Bio-protected area with animal protection Health with diet Forest eradication with desert construction etc.

The presence of pollutants in the air
Causes and consequences of forest erosion
Analyze, interpret, interpret, record, generalize and record the reported information with classmates and adults.
The student understands himself by discussing, experimenting, demonstrating, observing, etc., and then providing the opportunity to explain or introduce that event or process or similar event or process to others.


Explain the names, nouns, and syllables of the elements in the syllabus to provide customized learning experiences that can be formulated by the chemical process equations yourself. 
Students should prepare equations wherever they are found during chemistry experiments. Study of Write equations for chemical reactions.

Provide the student with the opportunity to measure the physical amount (such as the angles and reflexes, etc.) by experiment, activity, observation, or formula. See if the students measure correctly and note the measurement correctly.

Reflection of light Familiarize the student with the various components of the microscope and provide opportunities to use the microscope.
Teach microorganisms, onion cells, cheek cells to create slides and prepare slides with students.
Provide opportunities to describe the microscopic features of an object or organism by observing a prepared slide with a microscope.
SC.8.08 prepares slides of microorganisms, onion cells, cheek cells, etc. and describes their microscopic features.
Slides of plant cells, cells, microorganisms

The teacher should draw a diagram or a flow chart showing the process on the board and guide them on what to look for when drawing a diagram or flow chart. Draw the student a diagram and a flowchart and  Providing opportunities for practice. Draws a diagram / flowchart describing the process and organism, Cell structure

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Demonstrate creativity, introduce new ideas, create new designs or designs, refine, etc.
Have the student create a content-based model using what is found around it and provide opportunities for others to see how that model was constructed and how it would work.
SC.8.10 Creates templates and describes their methodology, using what is found around them.
E.g. Continuous, electrician, fire extinguisher, telephone, 
Seismograph, kaleidoscope, etc.

Conduct activity or experiments where necessary, collect information, analyze recorded information, interpret, interpret, generalize and reach conclusions.
Discuss with fellow students the examples of what scientific principles are relevant to everyday life during the teaching work and provide the student with more thought opportunities. Making the student susceptible to current issues by discussing them in the classroom.

applies the learned concepts to everyday life. E.g. Purification of water
Organic decomposable waste and non-decomposable waste by organisms release waste from each other. Increases crop production Of metals and metals suitable for different purposes.

Increases / reduces friction. Teenagers challenge related misconceptions and restrictions. Prepare healthy soil
The farm makes good use of the tools
Stores grain Preserves food Reduces noise pollution In the event of a natural event such as lightning or earthquake, appropriate steps can be taken to protect it Caring for his own eye
Identifies the different constellations and planets that appear during the night. Fire control Uses of coal and petroleum, etc.

Purification of water Decomposable waste by organisms and non decomposable waste by organisms.  Crop production Use of metals Increases / reduces friction. Falsehood related to adolescence Protection from electricity Protection agains tearthquakes Different constellations and planets

Introduce the content of the scientists based on the content of the syllabus and discuss their work and their changes in human life or show video or gather information about scientists.
Celebrate scientists' birthdays
To get a biographical picture of the scientists from the library, prepare a report for the student to read discusses and appreciates scientific discoveries.

STD 5 Home Learning And Vacation free Study Materials for Gujarat Primary Schools Student download.

5 class ,gujrati scertgujrat textbooks class 3 Class 5  EVS Unit Test question paper for class 5 with std 3 and 4 unit test solution available here

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SOLUTION  Std 3 -  Std 4 -  Std 5