NCERT Solutions for Class 5 Evs Chapter 3 From Tasting To Digesting

Q1. Jhoolan’s mouth started watering when she heard the word imli. When does your mouth water? List five things you like to eat and describe their taste.

Ans:

Q2. Do you like only one kind of taste or different ones? Why?

Ans: I prefer to sample a variety of flavours since I become bored with only one.

Q3. Jhoolan put a few drops of lemon juice in Jhumpa’s mouth. Do you think we can make out the taste with just a few drops?

Ans: Yes, even with just a few drops of sour lemon juice, we can detect the taste.

Q4. If someone were to put a few seeds of saunf (aniseed) on your tongue, would you be able to tell with your eyes closed? How?

Ans: Yes, we can recognise it by its smell even though we can't taste it.

Q5. How did Jhumpa make out the fried fish? Can you guess the names of certain things only by their smell, without seeing or tasting them? What are these things?

Ans: Jhumpa merely needed to smell the cooked fish to guess what it was. Yes, I can make a lot of educated guesses based only on their aroma, such as those of omelettes, fish fries, samosas, etc.

Q6. Has anyone ever told you to hold your nose before taking medicine? Why do you think they tell you to do this?

Ans: Yes, I've been taught to cover my nose and take the medication because we might not swallow it if we don't like the way it smells.

Close Your Eyes and Tell

Collect a few food items having different kinds of tastes. Play a game with your friends like Jhumpa and Jhoolan did. Tell your friend to taste the food and ask–

Q1. How did it taste? What was the food item?

Ans: Chocolates were consumed as food. They had a delicious flavour.

Q2. On which part of the tongue could you get the most taste – in front, at the back, on the left or right side of the tongue?

Ans: In Front, given that we first placed it on the tongue.

Q3. Which taste could be made out on which part of the tongue? Mark these parts in the picture given.

Ans:

Q4. One at a time put some things to eat in other parts of your mouth – under the tongue, on the lips, on the roof of the mouth. Did you get any taste there?

Ans: No, we are unable to sample diverse things together.

Q5. Use a clean cloth to wipe the front part of your tongue so that it is dry. Put some sugar or jaggery there. Could you taste anything? Why did this happen?

Ans: No, there was no saliva on my tongue, thus I was unable to detect the taste.

Q6. Stand in front of a mirror and look closely at your tongue. How does the surface look? Can you see any tiny bumps on the surface?

Ans: It appears as though the tongue's surface is uneven. Indeed, I can make out little lumps on the surface.

Tell

Q1. If someone asks you to describe the taste of amla or cucumber, you might find it difficult to explain. How would you describe the taste of these – tomato, onion, saunf, garlic? Think of words that you know or make up your own words to describe the taste.

Ans:

Q2. When Jhumpa tasted some of the things, she said, “Sssee, sssee, sssee…” What do you think she may have eaten?

Ans: She may have consumed a spicy meal, such as a chilli.

Q3. Why don’t you make sounds that describe some tastes? From your expressions and sounds, ask your friends to guess what you might have eaten.

Ans:

Chew it or Chew it Well: What’s the difference?

Try This Together in Class.

Q1. Each of you takes a piece of bread or roti or some cooked rice. Put it in your mouth, chew it three to four times and swallow it. Did the taste change as you chewed it?

Ans: No, even after chewing three or four times, the flavour did not alter.

Q2. Now take another piece of some rice and chew it thirty to thirty-two times. Was there any change in the taste after chewing so many times?

Ans: Indeed, after chewing for so long, the flavour changed. Now the meal appears to be sweet.

Discuss

Q1. Has anyone at home told you to eat slowly and to chew well so that the food digests properly? Why do you think they say this?

Ans: Yes, my mother always reminds me to chew my food well and eat slowly. Perhaps chewing food correctly facilitates swallowing and promotes healthy digestion.

Q2. Imagine you are eating something hard, like a green guava. What kinds of changes take place in it–from the time you bite a piece and put it in your mouth to when you swallow it?

Ans: A guava feels a little firm and bitter as I bite into it, but it softens and becomes delicious as I chew on it.

Q3. Think about what the saliva does in our mouth.

Ans: Food becomes softer and easier to digest when saliva is mixed with it.

Straight From the Heart

Q1. Where do you think the food must be going after you put it in your mouth and swallow it? In the picture given here, draw the path of the food through your body. Share your picture with your friends. Do all of you have similar pictures?

Ans: After food is placed in the mouth, it needs to proceed to the stomach.

Yes, the images are all alike.

Discuss

Q1. How do you feel when you are very hungry? How would you describe it? For example, sometimes we jokingly say, “I am so hungry I could eat an elephant!”

Ans: I get lightheaded and have a tingling feeling in my stomach when I'm really hungry, and I want to eat right away.

Q2. How do you come to know that you are hungry?

Ans: I'll know I'm hungry when I have a strong desire to eat something.

Q3. Think what would happen if you do not eat anything for two days.

Ans: Two days without food could make me feel exhausted and ill.

Q4. Would you be able to manage without drinking water for two days? Where do you think the water that we drink goes?

Ans: No, I can't survive for two days without drinking water. We consume water, and it permeates every area of our body that is involved in metabolism. Sweat and urine are two ways that our bodies expel water.

Talk and Discuss

Q1. Do you remember that in Class IV you made a solution of sugar and salt? Nitu’s father also made this and gave it to her. Why do you think this is given to someone who has vomiting and loose motions?

Ans: A patient experiencing loose movements and vomiting is given a sugar and salt solution to help prevent the body from becoming more dehydrated.

Q2. Have you heard the word ‘glucose’ or seen it written anywhere? Where?

Ans: Indeed, I have seen the word "glucose" written on glucose packets and in TV commercials.

Q3. Have you ever tasted glucose? How does it taste? Tell your friends.

Ans: Yes, glucose tastes quite sweet. I have tasted it.

Q4. Have you or anyone in your family been given a glucose drip? When and why? Tell the class about it.

Ans: Indeed, when a member of my family was admitted to the hospital owing to illness, glucose drips were administered to them. To expedite their recovery, the physician recommended administering glucose.

Q5. Nitu’s teacher used to tell the girls to have glucose while playing hockey. Why do you think she did this?

Ans: When the girls were playing hockey, Nitu's teacher would always advise them to drink glucose since it would increase their body's energy levels.

Q6. Look at Nitu’s picture and describe what is happening. How is the glucose drip being given?

Ans: Nitu is receiving a glucose drip, as seen in the photo. The glucose is administered to the body through a bottle that has a tube and needle attached to it.

Discuss

Q1. Why do you think Rashmi could eat only one roti in the whole day?

Ans: Rashmi came from a poor household and could not afford to buy food, thus she could only eat one roti in a day. She therefore only had one roti.

Q2. Do you think Kailash would like games and sports?

Ans: No, Kailash is not a fan of games or sports. His body is flabby and overweight, indicating a lack of interest in physical activity.

Q3. What do you understand about ‘proper’ food?

Ans: A healthy diet consists of an adequate supply of proteins and other nutrients that the body needs to function.

Q4. Why do you think that the food of Rashmi and Kailash was not proper?

Ans: Rashmi isn't eating enough food, but Kailash is consuming junk food, which is bad for the body, such as chips, pizza, burgers, and the like. Therefore, we might conclude that the food intake is inappropriate.

Find Out

Q1. Talk with your grandparents or elderly people and find out what they ate and what work they did when they were your age. Now think about yourself – your daily activities and daily diet. Are these similar or different from what your grandparents did and ate?

Ans: Speaking with my grandparents, I learned that they used to play games that involved greater physical activity, walk two miles to school, and eat dal, green leafy vegetables, milk, and fresh fruits. However, times have moved on. I also consume fruits and veggies. In addition to that, we ride the bus to school, consume a lot of junk food, and spend our free time watching TV and playing video games indoors instead of outside. Therefore, we may argue that while certain things are different from what our ancestors ate and did, others are rather similar.

Think and Discuss

Q1. Do you know any child who does not get enough to eat in the whole day? What are the reasons for this?

Ans: Yes, I am aware of a few kids that go without eating during the day. Their families are impoverished and unable to provide a healthy dinner.

Q2. Why do you think people suffer from starvation?

Ans: People suffer from starvation when they do not have enough food to eat. This can happen for several reasons:

1. Poverty: Some people do not have enough money to buy food.

2. Natural Disasters: Events like droughts, floods, and earthquakes can destroy crops and food supplies.

3. Unemployment: Without a job, people might not be able to afford enough food for themselves and their families.

When people do not get enough food, their bodies become weak and they cannot grow or stay healthy.

Q3. What kind of health problems occur when we do not get enough food for a very long time?

Ans: Based on the concept of digestion and nutrient absorption, we can infer that not getting enough food for a long time would lead to issues like:

• Weakness: No proper fuel for energy.

• Lack of Vitamins and Minerals: Needed for various bodily functions.

• Stunted Growth: Especially in children, as building blocks are missing.

Q4. Where do the grains from the field go after reaching the mandis?

Ans: After reaching the mandis, grains have a few possible destinations depending on the buyer and purpose:

• Processing: They might be sold to mills for processing into flour, rice, etc.

• Storage: Government agencies or large traders might buy them for storage and later sale.

• Retail: Local traders could purchase them for selling directly to consumers or smaller shops.

• Export: Some grains might be bought for export to other countries.

Q5. Have you come across any news related to huge spoilage in mandis or godowns? Collect some news of food spoilage or wastage on a large scale in mandis or godowns. 

Ans: Yes, unfortunately, food spoilage in mandis and godowns is a recurring problem. Here are a couple of examples I found:

• Goa: In 2023, Goa Chief Minister Pramod Sawant addressed the spoilage of over 200 tonnes of tur dal in government godowns [Times of India article]. This incident highlights potential issues with storage conditions or improper management.

• Haryana: Back in 2020, heavy rains damaged around 500 quintals of food grains stored in a mandi near Gurgaon [Times of India article]. This points to the risk of spoilage due to inadequate protection from the elements.

Q6. Read the news and find out the reasons for the spoilage of grains. How can such incidents be checked?

Ans: We have provided a basic answer, students should understand and answer on their own.

• Improper Storage: This could include leaky roofs, damaged walls, or inadequate ventilation leading to moisture build-up.

• High Moisture Content in Grains: Grains harvested before they are completely dry or stored in humid conditions are more prone to mould and pest growth.

• Infestation by Pests: Rodents, insects, and birds can damage and contaminate grains.

• Lack of Proper Fumigation: Without regular pest control measures, infestations can quickly spread and cause spoilage.

• Inefficient Storage Infrastructure: Outdated storage facilities or overcrowding can create conditions favourable for spoilage.

How to Minimise Spoilage:

• Improved Storage Infrastructure: Building well-maintained godowns with proper ventilation, moisture control, and pest-proofing is crucial.

• Scientific Storage Practices: Maintaining optimal temperature and humidity levels, and using appropriate packaging materials can significantly improve shelf life.

• Pre-harvest Drying Techniques: Ensuring grains are adequately dried before storage reduces moisture content and risk of spoilage.

• Regular Pest Control: Implementing effective fumigation and rodent control programs is essential.

• Proper Grain Cleaning and Sorting: Removing damaged or infected grains before storage helps prevent contamination.

• Technological Advancements: Exploring options like hermetic storage bags or controlled atmosphere storage can further minimise spoilage.

Topics Covered in EVS Class 5 Chapter 3 Tasting to Digesting 

Benefits of Referring to Vedantu’s Class 5 EVS Chapter 3 Questions and Answers

• Class 5 EVS Chapter 3 Questions and Answers provides detailed explanations of fundamental concepts such as the five senses, how they work, and their importance in daily life.

• These solutions ensure a thorough understanding of how our senses help us perceive and interact with our environment.

• Students receive clear, step-by-step answers that clarify complex concepts related to sensory perception, making learning engaging and effective.

• Class 5 EVS Chapter 3 PDF NCERT Solutions are aligned with the NCERT textbook, covering all topics in the syllabus and following the CBSE curriculum guidelines.

• They include practice questions and answers that help students prepare thoroughly for exams and assessments.

• Vedantu’s Class 5 EVS Chapter 3 Questions and Answers serves as a valuable resource for students to deepen their understanding of sensory experiences and excel in their studies.

Conclusion

Class 5 EVS Chapter 3 Questions and Answers provide information about the food through our digestive system. Class 5th EVS Chapter 3 Question Answer highlights the role of various organs in the digestive system and emphasises the importance of a balanced diet for maintaining good health. As we conclude this chapter, we gain a deeper appreciation for the intricate processes that sustain our bodies and the vital role that proper nutrition plays in our overall well-being.

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