Pedagogy

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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1. Q.151

   While planning lessons on plants, a teacher reads in the NCERT EVS syllabus that many children believe 'grass is not a plant' or that a tree is different from a plant. What approach does the syllabus take?

   1. A Begin with the parts of a plant and their functions, since these are simple
   2. B Correct such beliefs on the very first day by giving the children the scientific definition of a plant to learn
   3. C Avoid the topic of plants until children are older
   4. D Let children explore their intuitive ideas, meeting plants through the food they eat, before formal categories
   Show answer

   Correct answer: (D) Let children explore their intuitive ideas, meeting plants through the food they eat, before formal categories

   The syllabus cites research that young children find categories like plant and animal too abstract and hold such intuitive ideas. So plants are first introduced through the theme 'Food', and children get space to explore their own ideas before learning how science classifies them.

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2. Q.152

   In the class IV chapter 'Going to School', children in Kerala reach school by crossing water in a small wooden boat called a:

   1. A Shikara
   2. B Rebo
   3. C Vallam
   4. D Jugaad
   Show answer

   Correct answer: (C) Vallam

   The vallam is a small wooden boat used in Kerala. A shikara is a boat of the Dal Lake in Kashmir, and a rebo is a Changpa tent, not a boat.

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3. Q.153

   NCF 2005 recommends that science and social science be integrated as 'environmental studies' at the primary stage, with which of the following as an important component?

   1. A Computer literacy
   2. B Moral science
   3. C Health
   4. D World geography
   Show answer

   Correct answer: (C) Health

   NCF 2005 says science and social science should be integrated as EVS at the primary stage with health as an important component. Ideas about food, cleanliness and illness therefore run through the EVS themes.

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4. Q.154

   While teaching about animal homes, a teacher asks short oral questions, notices that many children confuse a nest with a burrow, and at once shows pictures and discusses the difference. Her questioning is an example of:

   1. A Formative assessment
   2. B Summative assessment
   3. C A placement test
   4. D A standardised achievement test
   Show answer

   Correct answer: (A) Formative assessment

   Assessment carried out during teaching to find gaps and adjust instruction at once is formative assessment, or assessment for learning. Summative assessment comes at the end of a unit or term.

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5. Q.155

   In the class V chapter 'Who will do this Work?', we read that at Gandhiji's ashram everyone, even the guests, had to clean the toilets. Which value is this lesson building?

   1. A Cleaning should be left only to the paid workers who are employed for it
   2. B Only adults should do household work
   3. C Dignity of labour: no work is low, and everyone should share it
   4. D Leaders should not do physical work, as their time is needed for thinking
   Show answer

   Correct answer: (C) Dignity of labour: no work is low, and everyone should share it

   The chapter questions the idea that some work, such as cleaning, is low and belongs to certain people. Gandhiji's example teaches respect for all work.

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6. Q.156

   A class III lesson shows bamboo houses in Assam, wood-and-stone houses in the hills, mud houses in the desert and an igloo of snow blocks. Which concept is this lesson mainly building?

   1. A All houses in India are built the same way
   2. B Houses must be made of cement and steel to be strong enough to last in any region
   3. C People build houses to suit the local climate, using materials found nearby
   4. D Only rich people can choose how to build their houses; the others copy their neighbours
   Show answer

   Correct answer: (C) People build houses to suit the local climate, using materials found nearby

   The variety of houses shows that shelter depends on the climate and on local materials such as bamboo, wood, stone, mud or snow. A house does not need cement to suit its place.

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7. Q.157

   A class III EVS activity asks children to observe and compare leaves. Rani, who has a visual impairment, is in the class. The most appropriate step for the teacher is to:

   1. A Excuse Rani from the activity and give her a large-print worksheet on leaves to do at home later
   2. B Ask Rani to sit and listen while others do the activity
   3. C Describe the leaves to Rani in detail after the class is over so that she does not slow the group
   4. D Let Rani explore leaves by touch and smell, comparing texture, edges and size with a partner
   Show answer

   Correct answer: (D) Let Rani explore leaves by touch and smell, comparing texture, edges and size with a partner

   Inclusive EVS adapts activities so that every child takes part. Touch and smell let Rani observe the same features, while excusing her or making her only a listener shuts her out of the learning.

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8. Q.158

   The questions printed within the chapters of the NCERT EVS textbook 'Looking Around' are mainly intended to:

   1. A Be answered by copying the matching sentences from the chapter into the notebook
   2. B Make children observe, think, discuss and relate the chapter to their own lives
   3. C Serve as the question paper for the term-end examination
   4. D Test whether children have memorised the chapter before the teacher moves on to the next one
   Show answer

   Correct answer: (B) Make children observe, think, discuss and relate the chapter to their own lives

   The in-text questions are open and experiential; they push children to look around, ask family members and share experiences rather than find answers in the text itself.

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9. Q.159

   Class V EVS quotes the traveller Al-Biruni, who came to India more than a thousand years ago and admired how skilfully people here built ponds. The place he came from is now called:

   1. A Uzbekistan
   2. B Morocco
   3. C Italy
   4. D China
   Show answer

   Correct answer: (A) Uzbekistan

   'Every Drop Counts' says Al-Biruni came from the place now called Uzbekistan and wrote about Indian ponds with raised platforms and long rows of steps. NCERT's note uses his book to show how such writings help us learn about the past.

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10. Q.160

    An igloo, a dome-shaped house made of blocks of snow, is traditionally built by people living in:

    1. A The Thar desert
    2. B The Arctic region
    3. C The Western Ghats
    4. D The Gangetic plains
    Show answer

    Correct answer: (B) The Arctic region

    Igloos are made by the Inuit of the Arctic; snow traps air and insulates, keeping the inside warmer than outside. Houseboats are found on Dal Lake in Srinagar and stilt houses in Assam.

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11. Q.161

    Using two paper cups and a long thread, a class IV child makes a toy telephone and keeps changing the length of the thread to see how the sound changes. Which EVS indicator of learning does this mainly reflect?

    1. A Discussion
    2. B Experimentation
    3. C Concern for justice and equality
    4. D Classification
    Show answer

    Correct answer: (B) Experimentation

    In NCERT's EVS indicators, experimentation covers improvising, making things and doing experiments. The child builds a device and tests it by changing one thing.

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12. Q.162

    The class V chapter 'Every Drop Counts' describes how the people of Jaisalmer in the desert of Rajasthan managed water for centuries by:

    1. A Building long canals to bring water all the way from the Ganga and the Yamuna
    2. B Collecting rainwater in lakes, tanks and step wells such as Ghadisar lake
    3. C Desalinating sea water
    4. D Importing water every day by trains and tankers from the rivers of other states
    Show answer

    Correct answer: (B) Collecting rainwater in lakes, tanks and step wells such as Ghadisar lake

    Jaisalmer's traditional water harvesting used tanks, kunds and lakes like Ghadisar, built so that rainwater from the surrounding slopes was collected and stored; the chapter contrasts this with neglect in modern times.

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13. Q.163

    The class IV chapters on Omana's train journey include part of a railway time-table. Which use of it best reflects NCERT's suggestion to the teacher?

    1. A Children copy the whole time-table neatly into their notebooks, with the arrival and departure times
    2. B Children memorise the names of all the stations in order, from the first station to the last one
    3. C The teacher reads the time-table aloud and moves on
    4. D Children work out halts, travel times and distances, and find the stations' states on a map
    Show answer

    Correct answer: (D) Children work out halts, travel times and distances, and find the stations' states on a map

    NCERT asks teachers to bring a time-table to class, help children learn to read it and use it to devise activities for teaching geography and mathematics. Calculating halts, durations and distances and locating places on a map does this; copying or memorising does not.

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14. Q.164

    Class IV children draw family trees of their grandparents' family when the grandparents were children and of their own family now, and talk about who has joined or left. Which concept is this lesson building?

    1. A A family always stays the same in size
    2. B Only the birth of a new baby can change the size of a family
    3. C Families change over time through births, marriages, deaths and members moving away
    4. D Families change only when they move to a new house in another town or city
    Show answer

    Correct answer: (C) Families change over time through births, marriages, deaths and members moving away

    The class IV chapter 'Changing Families' shows that families grow and shrink for many reasons, such as a birth, a marriage or someone moving away for work. Children see that such change is normal.

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15. Q.165

    In an EVS lesson, a grandmother describes her childhood home of mud and thatch, while her grandchildren now live in a house of bricks and cement. Which concept does this lesson build?

    1. A Materials and ways of building houses change over time
    2. B Mud houses are always better than brick houses
    3. C People never repair or change their houses
    4. D Brick houses were used in every village in the past
    Show answer

    Correct answer: (A) Materials and ways of building houses change over time

    Comparing homes across generations helps children see that housing materials and styles change with time and needs. Neither type is presented as always better.

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16. Q.166

    A child draws her classroom as a bird on the ceiling would see it looking straight down, with the desks shown by their tops and the blackboard as a line. This kind of drawing is called a:

    1. A Side view (lateral view)
    2. B Front view (frontal view)
    3. C Cross-section (sectional view)
    4. D Top view (bird's-eye view)
    Show answer

    Correct answer: (D) Top view (bird's-eye view)

    A drawing made as seen from directly above is a top view or bird's-eye view, and maps are drawn this way. Side and front views show things as seen from the side or the front.

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17. Q.167

    A school says it follows CCE in EVS because it holds a written test every Saturday and adds up the marks. What is the main problem with this understanding?

    1. A Tests should be held on Mondays, not Saturdays
    2. B Marks should not be added weekly; they should be added only once at the end of the year
    3. C CCE means assessment woven into daily learning in varied ways, not frequent tests
    4. D There is no problem; frequent written tests with the marks added up are the very essence of CCE
    Show answer

    Correct answer: (C) CCE means assessment woven into daily learning in varied ways, not frequent tests

    Turning CCE into a series of weekly tests misses its purpose. It calls for observing and assessing children during activities, discussions and projects with varied tools, so that teaching can respond to their learning.

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18. Q.168

    A class IV child keeps asking 'why' questions during EVS lessons, such as why the moon changes its shape. The teacher feels this slows down the syllabus. The best course for her is to:

    1. A Ask the child to keep quiet until the chapter is finished, so that the syllabus stays on schedule
    2. B Welcome the questions, list them on a 'question board' and take some up for class exploration
    3. C Tell the child that such questions are not in the textbook and will not come in the examination
    4. D Answer each question in one line and move on quickly
    Show answer

    Correct answer: (B) Welcome the questions, list them on a 'question board' and take some up for class exploration

    NCF 2005 values children's curiosity and questions as the starting point of inquiry. Collecting questions and exploring some of them keeps curiosity alive, while silencing or brushing them aside discourages it.

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19. Q.169

    A teacher first takes children to observe the stream near their village, then discusses the river it joins, and finally the major rivers of India on a map. This sequence illustrates the principle of:

    1. A Local to global
    2. B Abstract to concrete
    3. C Complex to simple
    4. D Unknown to known
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    Correct answer: (A) Local to global

    Moving from the immediate, familiar environment outward to the wider world is the local-to-global principle, closely linked to known to unknown and concrete to abstract.

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20. Q.170

    Match the ants with their work as described in class IV EVS: (a) Queen ant (b) Soldier ants (c) Worker ants — (i) look after and guard the nest (ii) lay the eggs (iii) look for food and bring it to the nest

    1. A a-i, b-ii, c-iii
    2. B a-ii, b-iii, c-i
    3. C a-ii, b-i, c-iii
    4. D a-iii, b-i, c-ii
    Show answer

    Correct answer: (C) a-ii, b-i, c-iii

    'Anita and the Honeybees' says the queen ant lays the eggs, soldier ants look after and guard the nest, and worker ants are always busy looking for food and bringing it to the nest. Termites and wasps also live together in this way.

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21. Q.171

    In the class V chapter 'A Shelter so High!', how does Tashi's family in Leh use the ground floor of their two-storey stone house?

    1. A As a shop that opens on to the street for travellers
    2. B For animals and storage; the family also moves down there when it gets too cold
    3. C As a guest room for the visitors and traders who come up from the plains in summer
    4. D It is kept empty because the melting snow from the mountains floods it every spring
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    Correct answer: (B) For animals and storage; the family also moves down there when it gets too cold

    Tashi explains that the family lives on the first floor; the windowless ground floor is for the animals and for storing things, and in very cold weather the family also moves downstairs. The flat roof is used to dry fruits and vegetables for the winter.

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22. Q.172

    Water from a well looks clear but may still carry germs. What is the simplest way to make it safe for drinking at home?

    1. A Adding sugar to it
    2. B Keeping it in an open bucket overnight
    3. C Cooling it in a refrigerator
    4. D Boiling it and storing it covered
    Show answer

    Correct answer: (D) Boiling it and storing it covered

    Boiling kills most of the germs that cause water-borne diseases, and covering the water keeps it clean. Clear-looking water can still carry germs, and cooling does not kill them.

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23. Q.173

    For group activities, a teacher usually asks boys to carry the benches and handle the tools, and girls to sweep up and decorate the chart. What change would best fit the aims of EVS?

    1. A Keep the arrangement, since children are used to it at home
    2. B Let the boys do all the tasks so that the girls can rest
    3. C Let the girls choose their tasks only after the boys have chosen
    4. D Give every child, girl or boy, a turn at every kind of task
    Show answer

    Correct answer: (D) Give every child, girl or boy, a turn at every kind of task

    The NCERT EVS syllabus warns that work often becomes a way to segregate people by gender, class or caste, and one of its objectives is to address gender concerns critically. Sharing every task challenges such stereotypes, while the other options reinforce them.

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24. Q.174

    The level below the ground at which the soil and rocks are completely filled with water is called the:

    1. A Water cycle
    2. B Water shed
    3. C Water table
    4. D Water harvest
    Show answer

    Correct answer: (C) Water table

    The water table is the upper level of groundwater; it falls when wells and tubewells draw more water than rain recharges, a point made in the class IV chapter Too Much Water, Too Little Water.

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25. Q.175

    For the theme 'Water', a teacher invites an elderly villager to tell the class how people used to collect and store water before hand pumps came. This practice mainly reflects:

    1. A Using the community as a source of knowledge for EVS
    2. B Replacing the teacher with an outside expert for the whole theme
    3. C A formal summative assessment
    4. D Teaching through the demonstration method
    Show answer

    Correct answer: (A) Using the community as a source of knowledge for EVS

    Elders, artisans and other community members carry local knowledge that the textbook cannot give. Inviting them as resource persons links school learning with the life and history of the child's own community.

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26. Q.176

    The class IV chapter 'Going to School' shows children crossing a river in a trolley pulled along a rope, walking over a bamboo bridge, going by boat and walking through snow. The main idea the lesson builds is that:

    1. A All children reach school by bus
    2. B Children who live far away should not go to school, since the journey is too risky
    3. C Walking is the only safe way to travel to school for children in any region
    4. D The way people travel depends on the land and conditions of their region
    Show answer

    Correct answer: (D) The way people travel depends on the land and conditions of their region

    Rivers, hills, deserts and snow decide how children travel, so the lesson links means of transport to the land. It also shows how much effort some children make to reach school.

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27. Q.177

    Which statement correctly distinguishes Environmental Studies (EVS) from Environmental Education?

    1. A Both terms mean exactly the same thing in NCF 2005
    2. B EVS deals only with pollution and waste, while environmental education deals only with plants, animals and their habitats
    3. C Environmental education is taught as a separate subject in primary classes and EVS only in secondary and senior secondary classes
    4. D EVS is an integrated curricular area; environmental education builds awareness, attitudes and action to protect the environment
    Show answer

    Correct answer: (D) EVS is an integrated curricular area; environmental education builds awareness, attitudes and action to protect the environment

    EVS is a full subject area at the primary stage integrating science and social science; environmental education is the narrower concern of building awareness and responsible action, which is infused into EVS.

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28. Q.178

    NCF 2005 says that at the primary stage there should be an emphasis on design and fabrication, estimation and measurement. The purpose of this emphasis is to:

    1. A Lay a foundation for the technological and quantitative skills of later stages
    2. B Prepare children for vocational jobs such as carpentry and tailoring after class V
    3. C Replace mathematics with EVS in classes III to V
    4. D Give the teacher an easy way to rank children
    Show answer

    Correct answer: (A) Lay a foundation for the technological and quantitative skills of later stages

    NCF 2005 describes design and fabrication, estimation and measurement at the primary stage as a prelude to the technological and quantitative skills of later stages. It is neither vocational training nor a ranking device.

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29. Q.179

    EVS lessons should begin with the child's own experiences mainly because:

    1. A It saves the teacher from preparing charts, models and other teaching aids for every lesson
    2. B The textbook has no content of its own
    3. C Children's experiences are always scientifically correct and need no further discussion
    4. D New learning becomes meaningful when it is connected to what the child already knows
    Show answer

    Correct answer: (D) New learning becomes meaningful when it is connected to what the child already knows

    Learning is built on prior knowledge; starting from the child's experiences makes new ideas meaningful, engages the child and also brings out existing ideas and misconceptions.

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30. Q.180

    In an EVS activity, children blow on their palm, first with the mouth wide open and then through rounded, nearly closed lips. What do they feel?

    1. A Cool air with the mouth wide open, warm air with nearly closed lips
    2. B Warm air with the mouth wide open, cooler air with nearly closed lips
    3. C Warm air both times
    4. D Cool air both times
    Show answer

    Correct answer: (B) Warm air with the mouth wide open, cooler air with nearly closed lips

    Breath let out slowly through a wide-open mouth feels warm, which is why we blow this way on cold hands. A fast stream through narrow lips feels cool, which is how we cool hot tea.

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31. Q.181

    Which of the following features does a child inherit from the parents rather than learn?

    1. A Eye colour
    2. B Speaking Marathi
    3. C Riding a bicycle
    4. D Cooking dal
    Show answer

    Correct answer: (A) Eye colour

    Eye colour passes from parents to children, and class V's 'Like Father, Like Daughter' discusses such family resemblances. A language, cycling and cooking are learnt from others.

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32. Q.182

    Match the teaching aid with its description: A. Herbarium B. Aquarium C. Globe D. Pictograph; 1. A model of the earth 2. A collection of dried, pressed plant specimens 3. A chart showing data with pictures or symbols 4. A glass tank to observe living water plants and animals

    1. A A-4, B-2, C-1, D-3
    2. B A-2, B-4, C-3, D-1
    3. C A-1, B-4, C-2, D-3
    4. D A-2, B-4, C-1, D-3
    Show answer

    Correct answer: (D) A-2, B-4, C-1, D-3

    A herbarium holds dried, pressed plants, an aquarium lets children watch living aquatic life, a globe is a model of the earth and a pictograph shows data through pictures; each brings a different kind of concrete experience into EVS.

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33. Q.183

    A class V child says, 'The sun goes around the earth, because I see it rise in the east and set in the west every day.' How should the teacher view this idea?

    1. A As a sign that the child is not intelligent enough for EVS
    2. B As a careless mistake that should be marked wrong and corrected by giving the right fact at once
    3. C As a reasonable idea based on the child's own observation, showing how the child thinks
    4. D As a topic that should never be discussed at the primary level because it confuses young children
    Show answer

    Correct answer: (C) As a reasonable idea based on the child's own observation, showing how the child thinks

    Children's 'wrong' ideas usually come from their own experience and are windows into their thinking. The teacher can use them as a starting point for further observation and discussion rather than simply marking them wrong.

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34. Q.184

    Match the worker with the main material they work with: (a) carpenter (b) blacksmith (c) potter (d) weaver — (i) iron (ii) clay (iii) thread (iv) wood

    1. A a-iii, b-i, c-iv, d-ii
    2. B a-iv, b-ii, c-i, d-iii
    3. C a-i, b-iv, c-ii, d-iii
    4. D a-iv, b-i, c-ii, d-iii
    Show answer

    Correct answer: (D) a-iv, b-i, c-ii, d-iii

    A carpenter works with wood, a blacksmith with iron, a potter with clay and a weaver with thread. Each craft depends on its own material and skills.

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35. Q.185

    During lunch, some children make fun of a classmate because her tiffin has food they have never seen. The best EVS-related response of the teacher is to:

    1. A Ask the child to bring 'normal' food like the others from tomorrow, so that nobody laughs at her again
    2. B Seat the child separately at lunch for a few days to avoid further trouble
    3. C Discuss foods of different homes and regions, and why every family's food deserves respect
    4. D Punish the children who laughed by making them stand outside, and say nothing more about it
    Show answer

    Correct answer: (C) Discuss foods of different homes and regions, and why every family's food deserves respect

    The theme 'Food' aims to build respect for diversity. Turning the incident into a discussion of how food varies across families and regions addresses the attitude behind the teasing, which punishment alone does not.

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36. Q.186

    In the class V chapter 'Super Senses', the sleeping and waking routine of a sloth is shown on a 24-hour clock. According to NCERT's note, this is done mainly to:

    1. A Teach children how to read a railway time-table
    2. B Get children thinking about fractions such as one-third and one-fourth
    3. C Show that, like the sloth, all animals in the world sleep only at night
    4. D Help children memorise the life span and the daily hours of sleep of the sloth
    Show answer

    Correct answer: (B) Get children thinking about fractions such as one-third and one-fourth

    The note says the routine is given in a 24-hour clock to encourage children to think about fractions, a clear link between EVS and mathematics. The sloth, which the chapter says sleeps almost 17 hours a day, also shows that not all animals sleep only at night.

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37. Q.187

    Asked to group pictures of animals, one group sorts them by where they live, another by what they eat and a third by how they move. The teacher should:

    1. A Accept all three, have each group explain its basis, and discuss how one set can be grouped many ways
    2. B Accept only the grouping given in the textbook and ask the other two groups to redo theirs the same way
    3. C Declare the group that finished first as correct
    4. D Give the class a fixed classification table to copy so that every group ends up with the same correct answer
    Show answer

    Correct answer: (A) Accept all three, have each group explain its basis, and discuss how one set can be grouped many ways

    Classification in EVS is about choosing and explaining a basis. Accepting different valid criteria and asking children to justify them develops thinking, while insisting on one 'right' grouping turns it into memorisation.

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38. Q.188

    A teacher first lets class III children handle real leaves and trace their outlines, then shows pictures of leaves, and only at the end uses words such as 'broad' and 'needle-like' to group them. Which principle is she following?

    1. A From unknown to known
    2. B From general to particular
    3. C From abstract to concrete
    4. D From concrete to abstract
    Show answer

    Correct answer: (D) From concrete to abstract

    Handling real leaves (concrete), then pictures (semi-concrete) and finally words and categories (abstract) follows the maxim 'from concrete to abstract', which suits children who think best with real objects.

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39. Q.189

    A piece of bread kept in a warm, damp place for a few days develops white, green or black fluffy patches. These patches are:

    1. A Fungus growing on the bread
    2. B Crystals of salt
    3. C Dust from the air
    4. D Burnt parts of the bread
    Show answer

    Correct answer: (A) Fungus growing on the bread

    In warm, moist conditions, fungus grows on bread and spoils it; seen through a magnifying lens it looks like tiny threads. Class V EVS has children observe this when studying how food spoils.

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40. Q.190

    Class V children observe a piece of moist bread kept in a closed box for six days to see how food spoils. What precaution does NCERT's note stress for this activity?

    1. A Children should taste a small bit each day to note the change
    2. B The box should be kept in hot sun so that it dries quickly
    3. C Only the teacher should look at the bread
    4. D Children should wash their hands well after the experiment
    Show answer

    Correct answer: (D) Children should wash their hands well after the experiment

    The note in 'Mangoes Round the Year' says that whenever children do this experiment they should wash their hands afterwards, and that the bread should not be allowed to dry up. Tasting spoilt food is unsafe, and drying the bread or barring children from observing defeats the activity.

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41. Q.191

    When a grass plant is pulled out, it shows a bunch of thin roots of about the same size, while a radish plant shows one thick main root. Which of the following plants has roots like the grass?

    1. A Carrot
    2. B Mustard
    3. C Turnip
    4. D Wheat
    Show answer

    Correct answer: (D) Wheat

    Wheat, like grass, rice and maize, has many thin roots of similar size growing from the base of the stem. Carrot, mustard and turnip have one thick main root with thin side roots.

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42. Q.192

    Which of the following is one of the four sub-themes of the EVS theme 'Family and Friends'?

    1. A Water
    2. B Shelter
    3. C Animals
    4. D Travel
    Show answer

    Correct answer: (C) Animals

    The theme Family and Friends has four sub-themes: Relationships, Work and Play, Animals and Plants. Water, Shelter and Travel are themes in their own right.

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43. Q.193

    In a class IV story, Akshay's grandmother tells him never to drink even water at his friend Anil's house because that family is different from theirs. While discussing it, Ravi says, 'My dadi says the same about some families.' How should the teacher respond?

    1. A Scold Ravi in front of the class for repeating such ideas, so that the others do not pick them up
    2. B Ask the class why some people think so and whether it is fair, without shaming Ravi or his family
    3. C Tell Ravi that he must always follow what elders say, since they know what is best for him
    4. D Move on quickly to the next part of the story, as the topic may lead to arguments in class
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    Correct answer: (B) Ask the class why some people think so and whether it is fair, without shaming Ravi or his family

    The story is in 'The World in my Home' to make children think about practices that keep people apart. Exploring the reasons for such beliefs and whether they are fair builds concern for equality; scolding shames the child, and moving on leaves the prejudice unexamined.

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44. Q.194

    A class III child has drawn a plant showing the roots and leaves but no stem. Which written feedback from the teacher is most useful?

    1. A 'Good.'
    2. B '6 out of 10. Your drawing is incomplete, so you lose four marks.'
    3. C 'Your roots and leaves are clear. Look at a real plant again: what joins the roots to the leaves?'
    4. D 'Poor drawing. You have missed an important part again. Be more careful and much neater next time.'
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    Correct answer: (C) 'Your roots and leaves are clear. Look at a real plant again: what joins the roots to the leaves?'

    Descriptive feedback tells the child what she did well and points her to the next step through a question. A single word, a mark or a criticism gives her no direction for improving.

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45. Q.195

    Consider these statements: 1. Cooked food spoils faster in hot, humid weather than in cold weather. 2. Keeping cooked food in a refrigerator slows down its spoiling. Which of these is/are correct?

    1. A Only 1
    2. B Only 2
    3. C Both 1 and 2
    4. D Neither 1 nor 2
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    Correct answer: (C) Both 1 and 2

    Germs and fungus grow fast in warmth and moisture, so food spoils quickly in hot, humid weather, and the cold of a refrigerator slows their growth. Both statements are correct.

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46. Q.196

    To assess a class V project on 'water conservation in our school', the teacher prepares criteria such as data collection, presentation and teamwork, each described at three levels: beginning, developing and proficient. This tool is a:

    1. A Checklist
    2. B Questionnaire
    3. C Anecdotal record
    4. D Rubric
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    Correct answer: (D) Rubric

    A rubric sets out criteria and describes levels of performance for each; unlike a checklist, which only records presence or absence, it shows quality of work.

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47. Q.197

    The main educational value of field trips in EVS is that they:

    1. A Give children a break from studies
    2. B Help the school show its activities to parents through photographs on the notice board
    3. C Give children first-hand experience of things and people in their real setting
    4. D Reduce the number of chapters the teacher must teach
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    Correct answer: (C) Give children first-hand experience of things and people in their real setting

    Field trips let children observe, ask and experience things in their actual setting, which the classroom cannot fully provide. They are a method of learning, not a recreational break.

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48. Q.198

    Seeds of madar (aak) and cotton have fine hairs, and drumstick seeds have thin papery wings. These features mainly help the seeds to:

    1. A Be carried far away by the wind
    2. B Float on water for a long time
    3. C Stick to the fur of passing animals
    4. D Absorb water quickly for germination
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    Correct answer: (A) Be carried far away by the wind

    Light seeds with hairs or wings are blown far by the wind, which spreads them away from the parent plant. Floating (coconut) and sticking to fur are other means of dispersal used by different seeds.

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49. Q.199

    A class IV teacher plans to take children to the local post office. Which preparation before the visit is most useful?

    1. A Keeping the visit a surprise so that children are excited
    2. B Giving children printed notes on how the post office works, to memorise before the visit
    3. C Asking children to write a full essay on the post office before they have even seen it
    4. D Discussing what children want to find out and helping them frame questions to ask
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    Correct answer: (D) Discussing what children want to find out and helping them frame questions to ask

    Planning the purpose of a field trip with children and preparing questions directs their observation and turns the visit into an inquiry rather than an outing. Notes to memorise defeat the purpose of first-hand learning.

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50. Q.200

    Which of the following is an open-ended question suitable for an EVS class?

    1. A How many legs does a spider have, and how many does an insect have?
    2. B Is the sun a star?
    3. C What would happen in your locality if all the trees were cut down?
    4. D Which gas do plants take in from the air during photosynthesis to make food?
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    Correct answer: (C) What would happen in your locality if all the trees were cut down?

    An open-ended question has many possible answers and invites reasoning and imagination; the other three are closed recall questions with a single correct answer.

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