CBSE Class 4 EVS Chapter 27: Chuskit Goes to School - NCERT Solutions

Students should describe their own mode of transportation to school. For example, "I go to school by bus," or "My parents drop me at school in their car," or "I walk to school with my friends." This question encourages personal reflection on daily routines.

Ladakh is a region located in the northern part of India, within the Union Territory of Jammu and Kashmir. It is known for its high-altitude desert landscape and is characterized by being a very cold place, with harsh winters and cool summers.

Students can list various activities they enjoy at school. Common answers include playing with friends during break time, learning new things in different subjects like Math or Science, participating in art and craft activities, singing songs, reading books in the library, and interacting with teachers and classmates.

This is a personal question, and most students will likely answer 'Yes'. Going to school provides opportunities for learning, socializing, playing, and developing new skills, which are generally enjoyable experiences for children.

No, most students would not like it if they could never go to school. School is a place for learning, making friends, and growing. Missing out on these experiences would be undesirable for a child.

Chuskit received help from several people to reach school. This included her friend Abdul, who was instrumental in finding a way for her, as well as the teachers, the headmaster, and her fellow students who supported her journey.

If I were in Abdul's place, I would have also tried my best to help Chuskit reach school. This might involve thinking of solutions, coordinating with others, and showing kindness and support, just as Abdul did.

Yes, Chuskit might face difficulties in school even after reaching it. She might find it hard to move around the school premises independently, participate in physical activities like running or playing outdoor games, or even stand up like other children. If I were Chuskit's friend, I would try to include her in activities she can participate in, like indoor games or group discussions. I would also make sure she feels comfortable and accepted, perhaps by sitting with her, helping her with tasks if needed, and ensuring she doesn't feel left out.

Students should observe their own school environment to answer this. A ramp is a sloping surface connecting different levels, essential for wheelchair accessibility. If a school has ramps, it makes it easier for students or visitors using wheelchairs to navigate the building. If not, it highlights an area where accessibility could be improved.

This question encourages students to think about children in their community who might face barriers to education. If a student knows such a child, they can consider ways to help, such as talking to their parents about potential solutions, encouraging the child, or even discussing with teachers or community leaders how to support them. The aim is to foster a sense of social responsibility and action.

Students should examine the entrances and pathways of buildings in their neighborhood. This involves checking if there are steps, high thresholds, or narrow doorways that might prevent a wheelchair from entering. Observing these details helps in understanding the practical challenges of accessibility in everyday environments.