Pariksha SaathiPedagogy
CTET EVS (Environmental Studies) MCQ with Answers, Paper 1
312 practice questions on Environmental Studies Pedagogy (Paper I) for CTET Paper I, with answers; most also have an explanation or a worked solution. Try each one before you open its answer.
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Q.1
In classes I and II, according to NCF 2005, EVS concerns are:
- A Taught through a separate EVS textbook
- B Taught only through environmental education campaigns
- C Not addressed at all until class III
- D Integrated with the teaching of language and mathematics
Show answer
Correct answer: (D) Integrated with the teaching of language and mathematics
NCF 2005 recommends that in classes I and II, EVS themes be transacted through language and mathematics rather than as a separate subject, which begins from class III.
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Q.2
Lieutenant Commander Wahida Prism, interviewed in class IV EVS, is a doctor in the Indian Navy. Which distinction does the chapter mention about her?
- A She was the first woman to lead a passing-out parade
- B She was the first woman to command a submarine
- C She was the first woman to fly a fighter plane
- D She was the first woman to climb Mount Everest
Show answer
Correct answer: (A) She was the first woman to lead a passing-out parade
The chapter says she is one of the few women who have worked on a naval ship and the first woman to lead a passing-out parade, in which thirty-six commands are given. She says women were not then allowed in submarines, though she wants to go in one.
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Q.3
Petrol and diesel are made from petroleum, which is found deep under the ground. Why does class V EVS ask us to use them carefully?
- A They can be made quickly in any factory
- B They grow back every year like crops
- C Their stock is limited and will finish one day
- D They are needed only to make plastic toys
Show answer
Correct answer: (C) Their stock is limited and will finish one day
Petroleum took a very long time to form under the ground and its stock is limited, so it can run out; burning it also pollutes the air. The chapter 'What if it Finishes...?' raises this concern.
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Q.4
NCF 2005 views the learner in EVS as:
- A A passive receiver of information given by the teacher
- B An active constructor of knowledge who builds on prior experience
- C An empty vessel to be filled with facts
- D A learner who should only follow the textbook
Show answer
Correct answer: (B) An active constructor of knowledge who builds on prior experience
NCF 2005 is based on constructivism: children actively construct understanding by interacting with their environment and linking new ideas to what they already know.
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Q.5
In class V EVS, Darki Mai's village in the Alwar district of Rajasthan joined with a group to build a lake, easing its shortage of water and fodder. Which group helped the village?
- A Bhima Sangh
- B Chipko Andolan
- C Tarun Bharat Sangh
- D Narmada Bachao Andolan
Show answer
Correct answer: (C) Tarun Bharat Sangh
'Every Drop Counts' says Tarun Bharat Sangh, a group that asks elders about old water arrangements, rebuilds old lakes and johads and builds new ones, helped Darki Mai's village make a lake. Bhima Sangh is the children's panchayat in a class IV chapter, and Chipko was a movement to save trees.
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Q.6
Many class III children believe that heavy objects always sink in water. The MOST effective way for the teacher to address this misconception is to:
- A Tell the children clearly that this belief is wrong and write the correct rule of floating on the board
- B Ignore it, since the idea will be corrected in higher classes
- C Ask children to memorise a list of objects that float and sink so that they can answer test questions
- D Let children test a large wooden log and a small iron nail in water, then discuss what they observe
Show answer
Correct answer: (D) Let children test a large wooden log and a small iron nail in water, then discuss what they observe
Misconceptions are best dealt with by creating cognitive conflict through hands-on activity and discussion; merely stating the fact does not change children's deeply held ideas.
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Q.7
On a nature walk, children find a bird's nest in a low bush and want a closer look. In line with the class IV chapter on birds' nests, what should the teacher tell them?
- A Pick up one egg carefully to see its colour
- B Take the nest to class for the nature corner so that everyone can study it closely
- C Watch from a distance and do not touch the nest, or the bird may not return to it
- D Shake the bush gently to see if the bird flies out, so that the nest can be seen clearly
Show answer
Correct answer: (C) Watch from a distance and do not touch the nest, or the bird may not return to it
The chapter asks children not to go too near a nest and not to touch it. Going close to a nest or handling it disturbs the parent birds, which may then desert it, and can harm the eggs or chicks (birds do not reject a nest just because of a human smell, but disturbance can drive them away). Watching quietly from a distance protects the birds and still lets children record what they see.
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Q.8
Silk thread is obtained from the cocoons of silkworms. The common silkworm is reared on the leaves of which plant?
- A Neem
- B Banana
- C Eucalyptus
- D Mulberry
Show answer
Correct answer: (D) Mulberry
The common silkworm feeds on mulberry leaves and spins a cocoon of silk thread, which is unwound to make yarn for weaving.
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Q.9
A teacher begins a lesson on water by asking children where the water used in their own homes comes from, and only later discusses rivers and dams. Which learning principle is she following?
- A From known to unknown
- B From abstract to concrete
- C From global to local
- D From whole to part
Show answer
Correct answer: (A) From known to unknown
Starting from the child's own experience and then moving to distant or unfamiliar ideas is the principle of known to unknown (also local to global), a core idea of EVS pedagogy.
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Q.10
A teacher in a single-teacher school has classes III, IV and V together in one room for EVS. Which approach suits this situation best?
- A Teach one class at a time while the other two sit quietly and copy the answers from their own textbooks
- B Teach only the class V syllabus to everyone
- C Take a common theme like 'Water', with graded tasks for each class and mixed-age groups
- D Teach EVS to each class separately on alternate days, using the textbook of that class only
Show answer
Correct answer: (C) Take a common theme like 'Water', with graded tasks for each class and mixed-age groups
Since EVS themes recur across classes III to V, a common theme with graded tasks keeps all children engaged and lets older children support younger ones. Leaving two classes to copy wastes their time.
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Q.11
In December 2004, a tribe living in the Andaman Islands moved to a safer place shortly before the tsunami struck, and was saved. According to class V EVS, what warned them?
- A A warning broadcast on the radio
- B They noticed the animals behaving in an unusual way
- C A sudden fall in the sea level that they measured
- D Messages from fishermen at sea
Show answer
Correct answer: (B) They noticed the animals behaving in an unusual way
'Super Senses' says some animals start behaving differently when an earthquake or storm is about to come, and people of the forests who observe this come to know of the danger. The Andaman tribe noticed the animals' behaviour, moved away and was saved.
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Q.12
With her eyes closed and her nose pinched shut, a child eats small pieces of apple and raw potato and finds it hard to tell them apart. What does this activity show?
- A Smell plays an important part in tasting food
- B The tongue cannot sense any taste
- C Apples and potatoes have exactly the same taste
- D Closing the eyes stops the tongue from working
Show answer
Correct answer: (A) Smell plays an important part in tasting food
Much of the flavour we think we taste actually comes through the nose, because smell and taste work together. That is also why food seems tasteless when we have a blocked nose.
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Q.13
Amrita Devi and the Bishnoi villagers of Khejarli near Jodhpur, whose story is told in the class IV chapter 'The Story of Amrita', sacrificed their lives in 1730 to protect which trees?
- A Neem
- B Khejri
- C Banyan
- D Sal
Show answer
Correct answer: (B) Khejri
The Bishnois hugged khejri trees to stop the king's men from felling them for the palace; this story is used in EVS to build respect for nature and is linked with the later Chipko movement of Uttarakhand.
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Q.14
Which of the following practices should a teacher AVOID while carrying out CCE in EVS?
- A Recording observations of children during group activities
- B Comparing children with one another and announcing their ranks in class
- C Using drawings, oral answers and projects as evidence of learning
- D Sharing a child's progress with parents in descriptive terms
Show answer
Correct answer: (B) Comparing children with one another and announcing their ranks in class
CCE tracks each child's progress against her own earlier learning. Comparing and ranking children in public creates fear and labels them, which goes against the spirit of primary-level assessment.
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Q.15
Which of the following substances does NOT dissolve in water?
- A Sugar
- B Common salt
- C Sand
- D Lemon juice
Show answer
Correct answer: (C) Sand
Sugar, salt and lemon juice mix completely in water, while sand settles at the bottom because it is insoluble; oil also does not dissolve and floats on top.
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Q.16
The NCERT EVS syllabus for classes III to V consciously begins each theme with key questions rather than key concepts. The main reason is that such questions:
- A Are easier for the teacher to set in examinations and to mark as right or wrong
- B Are meant to be printed unchanged as textbook exercises for children to answer in writing
- C Trigger the child's thinking in new directions and scaffold her learning
- D Reduce the number of concepts to be taught, so that the syllabus is finished on time
Show answer
Correct answer: (C) Trigger the child's thinking in new directions and scaffold her learning
The syllabus says it begins with key questions that can trigger the child's thinking in new directions and scaffold her learning. It adds that these are not meant to be the questions of the textbook but suggest the kind of support adults can give.
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Q.17
Which of these cooking fuels produces the least smoke in the kitchen?
- A Wood
- B LPG (cooking gas)
- C Cow-dung cakes
- D Coal
Show answer
Correct answer: (B) LPG (cooking gas)
LPG burns with a clean flame and gives very little smoke. Wood, cow-dung cakes and coal produce a lot of smoke, which harms the eyes and lungs of the people who cook.
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Q.18
In the class V chapter 'No Place for Us?', a family's village is submerged when a dam is built, and after a hard life in a resettlement village they move to Mumbai to earn a living. The lesson helps children understand that:
- A Dams never affect the people living nearby, as they bring only water and electricity
- B Large projects such as dams can force people to leave their land and livelihood
- C Moving to a big city such as Mumbai always makes life easier for a family
- D Villages are submerged only by floods
Show answer
Correct answer: (B) Large projects such as dams can force people to leave their land and livelihood
The story shows displacement: people whose land goes under a dam lose their homes and their work. It asks children to think about who gains and who loses from such projects.
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Q.19
Which of the following foods do we NOT get from animals?
- A Honey
- B Paneer
- C Eggs
- D Jaggery
Show answer
Correct answer: (D) Jaggery
Jaggery (gur) is made by boiling down sugarcane juice, so it comes from a plant. Honey is made by bees, paneer from milk and eggs come from hens and other birds.
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Q.20
Which of the following is worn as a single unstitched piece of cloth?
- A Sari
- B Kurta
- C Shirt
- D Frock
Show answer
Correct answer: (A) Sari
A sari is one long unstitched cloth, draped in different styles in different regions; the dhoti and turban are other examples. Kurtas, shirts and frocks are stitched garments.
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Q.21
Before an activity begins, a child says, 'If we keep this plant in a dark cupboard for a week, its leaves will turn pale.' Which EVS indicator of learning is the child showing?
- A Expression
- B Cooperation
- C Analysis
- D Concern for justice and equality
Show answer
Correct answer: (C) Analysis
NCERT's EVS indicators place predicting, making hypotheses and drawing inferences under analysis. The child is predicting an outcome before testing it.
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Q.22
In EVS, a model is a better teaching aid than the real object when the real object is:
- A Too large, too small, too far away or unsafe to bring into the classroom
- B Easily available in the school garden or the children's own homes nearby
- C Familiar to all children
- D Cheap, safe to handle and small enough to pass around the class
Show answer
Correct answer: (A) Too large, too small, too far away or unsafe to bring into the classroom
Real objects are preferred whenever possible. Models are used when the real thing cannot be brought in or handled, for example a large structure, a tiny organism or an internal part of the body.
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Q.23
Who was the first Indian woman to climb Mount Everest?
- A Bachendri Pal
- B Kalpana Chawla
- C Karnam Malleswari
- D Sunita Williams
Show answer
Correct answer: (A) Bachendri Pal
Bachendri Pal was the first Indian woman to reach the top of Mount Everest. Kalpana Chawla and Sunita Williams are astronauts, and Karnam Malleswari is a weightlifter.
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Q.24
When children swing on what look like the hanging branches of a banyan tree, what are they actually holding, according to class IV EVS?
- A Climbers that grow on the banyan and hang down from its branches to the ground
- B Dried branches that have broken off in storms but still hang down from the tree
- C Roots growing down from the branches that support the tree like pillars
- D Stems of a separate plant that grows on the banyan
Show answer
Correct answer: (C) Roots growing down from the branches that support the tree like pillars
'Abdul in the Garden' explains that these are roots that grow down from the branches until they reach the ground and support the tree like pillars. The banyan also has roots under the ground, like other trees.
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Q.25
Under the RTE Act 2009, while laying down the curriculum and evaluation procedure for elementary education, the academic authority must provide for:
- A Comprehensive and continuous evaluation of a child's understanding and ability to apply it
- B Monthly written tests in every subject, with marks sent home to the parents
- C A board examination at the end of classes V and VIII to decide each child's promotion to the next stage
- D Ranking of children in each class every term on the basis of their total marks in all subjects
Show answer
Correct answer: (A) Comprehensive and continuous evaluation of a child's understanding and ability to apply it
Section 29(2)(h) of the RTE Act 2009 requires comprehensive and continuous evaluation of the child's understanding of knowledge and ability to apply it, and Section 30(1) says that no child shall be required to pass a board examination until completion of elementary education. The 2019 amendment allows a regular examination at the end of classes 5 and 8, but that is not a board examination.
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Q.26
Which of the following is NOT an appropriate tool for continuous and comprehensive evaluation (CCE) in EVS at the primary level?
- A Portfolio of the child's drawings, project work and field notes collected over the year
- B Anecdotal records kept by the teacher
- C A single term-end written test of definitions as the only basis of assessment
- D Observation checklist filled in by the teacher during group activities and field visits
Show answer
Correct answer: (C) A single term-end written test of definitions as the only basis of assessment
CCE relies on multiple tools used continuously, such as portfolios, anecdotal records, checklists, oral questions and observation. Relying solely on one written test of definitions contradicts CCE.
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Q.27
Several children in a colony fall ill with malaria during the rainy season. Which step would best cut down the mosquitoes at their source?
- A Keeping all the windows open at night so that fresh air drives the mosquitoes out
- B Not letting water collect in coolers, old tyres, pots and drains
- C Eating more sweets and fried food to build strength against the disease
- D Spraying perfume in the rooms
Show answer
Correct answer: (B) Not letting water collect in coolers, old tyres, pots and drains
Mosquitoes lay their eggs in stagnant water, so emptying coolers, tyres and pots and keeping drains flowing stops them from breeding. Open windows would only let more mosquitoes in.
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Q.28
In a class IV lesson on changing families, Gopi falls silent and looks upset when asked to draw his family tree; his father died a few months ago. What should the teacher do?
- A Gently acknowledge his feelings, let him choose what to share and talk to him privately later
- B Ask him to complete the family tree in front of the whole class so that he gets used to talking about it
- C Drop the topic of families from the syllabus for the whole class
- D Tell him that death is natural and that he should not show sadness in front of others in school
Show answer
Correct answer: (A) Gently acknowledge his feelings, let him choose what to share and talk to him privately later
NCERT's note in 'Changing Families' says changes are a part of life but can affect children deeply, so the topic must be handled sensitively. Letting Gopi decide what to share respects his grief; pressing him or brushing it aside hurts him, and dropping the topic denies the class its learning.
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Q.29
A class V lesson tells how a farming family once saved seeds from its own harvest and used cow-dung manure, then shifted to bought seeds and chemical fertilisers that needed more water and money. The lesson mainly helps children think about:
- A Changes in farming and their effects on soil, water and farmers
- B Why farmers should stop growing food and buy it from the market instead
- C How to make chemical fertilisers at home
- D Why seeds can never be saved
Show answer
Correct answer: (A) Changes in farming and their effects on soil, water and farmers
'A Seed tells a Farmer's Story' traces changes in farming over generations, including the cost of new seeds, fertilisers and water. It links our food to the lives of farmers and the health of the soil.
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Q.30
Why do houses in the hot, dry parts of Rajasthan traditionally have thick mud walls and flat roofs?
- A Thick mud walls keep the inside cool, and flat roofs suffice as rainfall is scanty
- B Mud is the only building material available anywhere in Rajasthan, so there is no other choice
- C Flat roofs are needed to collect the snow that falls in the desert during winter nights
- D Thick walls protect against floods
Show answer
Correct answer: (A) Thick mud walls keep the inside cool, and flat roofs suffice as rainfall is scanty
House design responds to climate: mud is a poor conductor of heat, keeping rooms cool, and low rainfall makes sloping roofs unnecessary. In Manali, sloping roofs let snow slide off.
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Q.31
According to class IV EVS, when a worker bee finds flowers with nectar, how do the other bees come to know where the nectar is?
- A It leaves a trail of honey along the way
- B It does a special kind of dance
- C The queen bee tells the others
- D It brings back a petal to show them
Show answer
Correct answer: (B) It does a special kind of dance
'Anita and the Honeybees' says that when one bee finds flowers with nectar, it does a special dance by which the other bees know where the nectar is. Worker bees also make the hive and look after the baby bees, while the queen lays the eggs.
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Q.32
A child has loose motions (diarrhoea) and is losing a lot of water from the body. Which drink is advised while the child is taken to a doctor?
- A A cold fizzy drink from the shop to give quick energy
- B Boiled water with a little salt and sugar (ORS)
- C Very sweet tea with no water added, since sugar gives the child energy
- D Plain salty water with no sugar
Show answer
Correct answer: (B) Boiled water with a little salt and sugar (ORS)
ORS, boiled and cooled water with a pinch of salt and some sugar, replaces the water and salts lost in diarrhoea. Fizzy drinks and very sweet tea do not do this job.
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Q.33
Which of the following is NOT a way of saving water at home?
- A Keeping the tap running while brushing teeth
- B Using a bucket instead of a hose to wash a vehicle
- C Getting leaking taps repaired quickly
- D Using water from washing vegetables to water plants
Show answer
Correct answer: (A) Keeping the tap running while brushing teeth
A tap left running while brushing wastes a lot of water. Using a bucket, fixing leaks and reusing water are all ways of saving it.
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Q.34
Asked to show north in the playground, many class V children point up at the sky, since they have seen north marked at the top of maps. What does NCERT's note in 'Walls Tell Stories' suggest?
- A Link directions to experience, like where the sun rises, and let them first use front, back, left and right
- B Tell them firmly that north is always upwards, as shown on every map, and move on to the next topic
- C Make them memorise the eight directions with a rhyme and test them
- D Postpone directions to the upper primary classes, when maps and the compass are taught formally
Show answer
Correct answer: (A) Link directions to experience, like where the sun rises, and let them first use front, back, left and right
The note says children often confuse north and south, that even adults think north is 'upwards', that answers may first be given as front, back, left and right, and that directions must be linked with children's own experiences; one activity will not settle it.
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Q.35
Which of the following is the most suitable topic for a class V EVS project?
- A Copying the summary of all chapters neatly into a project file with a decorated cover
- B Writing the definitions of twenty science terms
- C Where does our school's drinking water come from, and how much of it is wasted?
- D Collecting pictures of famous scientists from the internet and pasting them in a scrapbook
Show answer
Correct answer: (C) Where does our school's drinking water come from, and how much of it is wasted?
A good EVS project starts from a real question in the child's surroundings that can be investigated through observation, enquiry and measurement. Copying summaries or definitions involves no investigation.
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Q.36
The NCERT EVS syllabus contrasts the idea 'I do, I understand', which sees each learner as a solitary individual, with the view of learning within which the syllabus itself is framed. That view is:
- A Behaviourism, in which learning is shaped by rewards and punishments
- B Piaget's cognitive constructivism, in which the teacher only provides a stimulating environment for solo discovery
- C Social constructivism, drawing on Vygotsky and Bruner, where support from adults and peers takes the child further
- D Programmed learning, in which content is broken into small steps
Show answer
Correct answer: (C) Social constructivism, drawing on Vygotsky and Bruner, where support from adults and peers takes the child further
The syllabus links 'I do, I understand' with Piaget's cognitive constructivism and says it is itself framed within social constructivism, influenced by Vygotsky and Bruner: children learn through talk with adults and other children, and scaffolding helps them cross the zone of proximal development.
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Q.37
Karnam Malleswari, featured in the class IV chapter 'Hu Tu Tu, Hu Tu Tu', won an Olympic bronze medal in which sport?
- A Kabaddi
- B Badminton
- C Weightlifting
- D Freestyle wrestling
Show answer
Correct answer: (C) Weightlifting
Karnam Malleswari won the bronze in weightlifting at the 2000 Sydney Olympics, becoming the first Indian woman to win an Olympic medal; the chapter uses her story alongside kabaddi to challenge ideas about girls and sports.
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Q.38
In a honeybee hive, which of the following lays the eggs?
- A Worker bees
- B Drones (male bees)
- C All the bees, taking turns
- D The queen bee
Show answer
Correct answer: (D) The queen bee
A hive has one queen bee, whose work is to lay eggs. Worker bees collect nectar, make honey and look after the hive.
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Q.39
Raju clearly explains in class how a pulley helps draw water from a well, but he struggles to write answers. To assess his EVS learning fairly, the teacher should:
- A Let him show his understanding orally, through drawings or a demonstration, while supporting his writing
- B Give him zero for the written part, since the rules of assessment must be exactly the same for every child
- C Assess only his handwriting and spelling, so that he is pushed to improve his writing
- D Ask him to copy answers from a classmate
Show answer
Correct answer: (A) Let him show his understanding orally, through drawings or a demonstration, while supporting his writing
EVS assessment should capture the child's understanding of the concept, not only his writing skill. Oral answers, drawings and demonstrations give a fairer picture, while his writing is supported separately.
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Q.40
A teacher brings newspaper cuttings about a flood in a nearby district to her class V EVS lesson on 'Too much water, too little water'. This practice reflects:
- A Dependence on the textbook as the only source
- B Using local, real-life material to link learning to the child's world
- C Teaching current affairs and news reading in place of the EVS syllabus
- D Preparation of children for an inter-school general knowledge quiz competition
Show answer
Correct answer: (B) Using local, real-life material to link learning to the child's world
Newspapers, local events and community resources are recommended teaching-learning materials in EVS because they make learning contextual and relevant.
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Q.41
A teacher in a village in Rajasthan wants her class IV children to learn how people live in a very cold, snowy region they have never seen. The most suitable approach is to:
- A Skip it, because children in a hot desert village can never experience snow and cold directly
- B Use pictures, a short video and a story of a child there, then compare that life with theirs
- C Dictate a list of features of cold regions, such as snowfall and woollen clothes, for children to memorise
- D Ask children to imagine it without any material
Show answer
Correct answer: (B) Use pictures, a short video and a story of a child there, then compare that life with theirs
When first-hand experience is not possible, pictures, videos and stories bring a distant place closer, and comparing it with children's own lives keeps the learning tied to what they know.
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Q.42
The pitcher plant (Nepenthes), described in class V EVS as a plant that traps insects, is found in which Indian state according to the textbook?
- A Rajasthan
- B Meghalaya
- C Gujarat
- D Punjab
Show answer
Correct answer: (B) Meghalaya
'Seeds and Seeds' says the pitcher plant is found in Australia, Indonesia and Meghalaya in India. It is shaped like a pitcher, and its smell attracts insects that land on its mouth and get trapped.
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Q.43
Ravi and Sita stand facing each other. Ravi raises his right hand. From where Sita stands, on which side does she see Ravi's raised hand?
- A On her right side
- B Directly in front of her face
- C On her left side
- D Behind Ravi
Show answer
Correct answer: (C) On her left side
People facing each other have their left and right sides reversed, so Ravi's right hand is on Sita's left. Class III EVS ('Left-Right') has children work out what lies on their own left and right and on someone else's.
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Q.44
An EVS lesson traces how vegetables reach our homes: farmers grow them, they are loaded into trucks, sold in a wholesale market and then by a vegetable seller. Which concept does the lesson build?
- A Many people's work links up to bring food from farm to home
- B Vegetables grow in markets
- C Only the vegetable seller does any real work in bringing food to our homes
- D Vegetables do not spoil on the way, however long the journey
Show answer
Correct answer: (A) Many people's work links up to bring food from farm to home
Following food from farm to home shows how the work of farmers, transporters, traders and sellers depends on one another. Children also see why fresh vegetables must reach the market quickly.
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Q.45
After a class IV story in which Ritu avoids her friend's house because she dislikes the way her friend's uncle touches her hand, a girl privately tells the teacher that a relative's touch makes her uncomfortable. What should the teacher do?
- A Tell her she must be imagining it, as relatives always mean well and are only showing their affection
- B Listen calmly, reassure her she was right to tell, and seek help from the school counsellor or head
- C Discuss her case by name with the whole class
- D Tell her to keep quiet about it so that the family is not embarrassed in front of others
Show answer
Correct answer: (B) Listen calmly, reassure her she was right to tell, and seek help from the school counsellor or head
NCERT's note with this story says some children may have had similar experiences, that discussing it builds their confidence and feeling of support, and that the teacher may talk to a child individually and take the help of a school counsellor. Disbelieving, exposing or silencing the child leaves her unprotected.
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Q.46
Arrange the development of mapping in the NCERT EVS syllabus from class III to class V in the correct order: P. Reading and drawing simple aerial views of the locality or city. Q. A basic two-dimensional representation of the classroom. R. A preliminary map of the neighbourhood using symbols and a scale.
- A Q, R, P
- B P, Q, R
- C R, Q, P
- D Q, P, R
Show answer
Correct answer: (A) Q, R, P
The syllabus says mapping begins in class III with a basic two-dimensional representation of the classroom; its class IV unit 'Mapping our neighbourhood' moves to a preliminary map of the neighbourhood with directions from a landmark, symbols and a scale; and by class V children can read and draw simple aerial views of their locality or city.
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Q.47
What is the key difference between demonstration and experimentation as EVS methods?
- A In demonstration the teacher performs and children watch; in experiments children handle materials and test ideas
- B Demonstration always needs expensive apparatus and a projector, while experimentation needs no apparatus at all
- C Experimentation is possible only in a well-equipped school laboratory; demonstration is done only in the ordinary classroom
- D There is no difference; both terms mean the same
Show answer
Correct answer: (A) In demonstration the teacher performs and children watch; in experiments children handle materials and test ideas
In demonstration the teacher performs and children watch, suitable when materials are scarce or unsafe; in experimentation children do the activity themselves, which EVS prefers wherever possible.
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Q.48
Why is it useful for a plant that its seeds are scattered away from it rather than all falling just below it?
- A Seeds become heavier when they travel
- B Only seeds that travel far from the parent can make their own food in sunlight
- C Seedlings do not have to compete with the parent and each other for space, light and water
- D Seeds that fall below the parent plant never get water, as its leaves block the rain
Show answer
Correct answer: (C) Seedlings do not have to compete with the parent and each other for space, light and water
If all the seeds fell under the parent, the young plants would crowd together and compete for space, sunlight, water and nutrients. Spreading also lets the plant reach new places to grow.
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Q.49
Class V children survey their school and find stagnant water in a cooler, an old pot and a blocked drain. Which follow-up best connects this EVS work with language and civic action?
- A Copy the chapter's malaria poster neatly into their notebooks and learn its slogans for the school assembly
- B Learn to spell 'Anopheles' and 'larvae' for a dictation test
- C Draw a large mosquito and colour it for display on the class board, with the names of the diseases it spreads
- D Write a class letter with findings and suggestions to the office that keeps the area clean
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Correct answer: (D) Write a class letter with findings and suggestions to the office that keeps the area clean
The class V chapter on mosquitoes asks children to find out who is responsible for keeping the area clean and to write a letter from the class reporting their findings and suggestions. This uses writing for a real purpose and turns the survey into action.
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Q.50
Which of the following is NOT one of the headings under which each theme of the NCERT EVS syllabus for classes III to V is laid out?
- A Questions
- B Learning outcomes
- C Key concepts/issues
- D Suggested resources
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Correct answer: (B) Learning outcomes
Each theme is laid out as a matrix of questions, key concepts or issues, suggested resources and suggested activities, all of them suggestive. The syllabus says its format consciously does not spell out outcomes for each theme.
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How these questions were made
Authored by an AI assistant (Claude) from its own general knowledge of stable, well-established facts (no live lookup) - not reviewed by a subject-matter expert; verify against an official source before relying on any fact.