CTET Paper 1 - February 2014 (English-Hindi-Sanskrit) (Previous Year Paper)

CBSE under NCERT (National Council of Educational Research and Training) implemented a model of progressive education for national policies and progressive educational ideas and pedagogical practices. 

Key Points

John Dewey who gave the concept of 'progressive education', felt that education is a social process, and one of the prime functions of the school is to help in the socialization of the child. He believed that-

• Since human life is not only the result of biological and physiological functions, the child has also to get training in the intellectual, social, and cultural aspects of existence.
• a child needs to be socialized, acculturated, and provided with knowledge and skills of survival together.
• home, neighborhood, community, religion, media, etc. have a great influence on the socialization of the child.
• freedom, creative self-expression, and active participation are the main components of this theory.
• main qualities of this education program are learning by doing, hands-on projects, and learning through experience.
• helps one to develop certain essential skills like reading, writing, communicating, handling objects, decision making, examining and analyzing things, group living. etc.
• a child has to get training in the intellectual, social, and cultural aspects of existence. It has to learn the norms and values of the group by active participation to become an accepted and effective member of the group.

Thus from the above-mentioned points, it is clear that in the progressive model of education as implemented by CBSE, socialization of children is done in such a way so as to expect them to be active participants in the group work and learn social skills.

Reciprocal teaching is based on Vygotsky’s Zone of Proximal. In classroom settings using reciprocal teaching, students gradually assume the role of being “the teacher” when they become more proficient. This aims to make them more independent in their learning. 

According to Vygotsky’s concept, children can develop their learning to reach a level of actual development by independently solving problems and another level of potential development under adult guidance or expert scaffolding and in collaboration with more capable peers.

The main features of reciprocal teaching are-

• the scaffolding and explicit instruction that a teacher uses and which include guided practice
• social interaction which provides opportunities for learners to improve their cognitive, metacognitive and effective strategies and offers them chances to share ideas, increase confidence, and learn from their more capable friends
• It consists of four main strategies: predicting, questioning, clarifying, and summarizing

​Thus form the above-mentioned points, it is clear that Reciprocal teaching is based on Vygotsky's sociocultural theory. 

​

Additional Information

Some central concepts of Vygotsky's theory are-

Moral reasoning of preschool children was influenced by a concern for obedience and punishment and for satisfying personal needs. When children enter the stage of concrete operations, they are able to turn away from their egocentric thinking, growing more concerned about appearing ‘good’.

Kohlberg analysed the reasons children gave for their answers. He identified three general levels of moral reasoning: pre-conventional, conventional and post-conventional and described two stages at each level. 

In the above question, a girl is referring to a conventional stage of moral development of Kohlberg. In the conventional level-

Conventional Level- 

• At this level maintaining the expectations of the individual, family, group or nation is perceived us of value in its own right regardless of the immediate and obvious consequences.
• The attitude is not only of personal expectations and social order but of loyalty to it of actively maintaining, supporting and justifying the order and of identifying oneself with persons or groups involved in its. The following two stages constitute this level.

Additional Information

Preconventional Level-

• Stage 1- Punishment-obedience orientation
• Stage 2- Instrumental-exchange orientation

Postconventional Level-

• Stage 5- Social-contract situation
• Stage 6- Universal-ethical-principles orientation

Adolescence marks the beginning development of complex thinking processes including abstract thinking, the ability to reason from known principles, the ability to consider many points of view according to varying criteria, and the ability to think about the process of thinking.

The adolescents show increased independent functioning and moving very fast to the stage of adults, they also show increased self-reliance in these activities.

• The adolescence may fight with the parents or society in large regarding the rules and limits surrounding and hindering their autonomy.
• Middle adolescence is characterized by growth in emotional autonomy and increasing detachment from family.
• The bulk of physical growth and development is completed during this stage
• Conflicts over personal choice, including food choices, become increasingly common during this stage
• Peer groups become more important than family (self-governing individual)
• Thinks about and begins to make his/her own plans
• Thinks about different possibilities and begins to develop their own identity
• Having more global concepts such as justice, history, politics, and patriotism

Thus from above-mentioned points, it is clear that if fourteen-year-old Devika is attempting to develop a self-governing individual, she is developing autonomy.

The meaning of "progressive education" depends on the meaning assigned to the word 'progress'. Progress implies movement and movement involves changes in some direction. 

'progressive education', is that body of educational thought that nourished in the fertile mind of John Dewey. 

According to John Dewey, “Education is reconstruction or reorganisation of experience which adds to the meaning of experience and which increases the ability to direct the course of subsequent experiences.” This view implies that-

• the child already has acquired some experiences from his/her interaction with the environment
• education plays a role in reconstructing these experiences in the required direction in order to add meaning to those experiences
• ‘reconstruction of experience’ by themselves that results in knowledge which further helps in understanding subsequent knowledge through subsequent experiences.
• The values, ideals, goals, mores, traditions and culture of a society are inculcated in a child through education in order to make him/her an effective member of the society.

Thus from above-mentioned points, it is clear that in the progressive education students should be able to solve social problems themselves.

Learning disability refers to a neurological disorder that causes cognitive impairment. Dyslexia, dysgraphia, dyscalculia, etc are the most common learning disability. Learning disability is intrinsic and due to central nervous system dysfunction.

Key Points

• Aphasia is an impairment of language functioning caused by damage to the left hemisphere of the brain.
• There are different types of aphasias, for example; Broca’s aphasia and Wernicke’s aphasia.
• Wernicke’s aphasia is caused by damage to the left temporal lobe of the brain.
• It is characterized by notable impairment in the understanding of spoken words and sentences.
• People with Wernicke’s aphasia have generally fluent phonetic and syntactic but semantically coherent speech.
• As a result of injury to the human brain, there can be a disruption of the language comprehension facility and this condition is known as APHASIA. The damage in aphasia is always physical, typically resulting from brain injury, cerebrovascular accident, disease, stroke, or seizures.
• It is often the case that someone who is aphasic has interrelated language disorders. Consequently, the classification of types of aphasics is normally based on the primary symptom of an aphasic who is having difficulties with language.
• Loss of the ability to use and understand language is usually caused by damage to the brain. The loss may be total or partial and may affect spoken and written language ability.

Thus, from the above-mentioned points, it is clear that a disorder related to language comprehension is Aphasia.

Additional Information

Some Disabilities in Brief:

Howard Gardner proposed the theory of multiple intelligences. According to him, intelligence is not a single entity; rather distinct types of intelligence exist.

• Each of these intelligence is independent of each other. This means that, if a person exhibits one type of intelligence, it does not necessarily indicate being high or low on other types of intelligence. That is why different intelligence demands different methods for different students.

Key Points

• Critics argue that the theory is not strongly research-based and lacks empirical support, making it is not research-based and it lacks empirical support valid criticisms.
• They also point out that gifted students often excel in a single domain, which challenges the idea of multiple equally independent intelligences.
• However, the statement that different intelligences demand different methods for different students reflects an instructional implication and strength of the theory, not a criticism.

Hence, the correct answer is different intelligences demand different methods for different students.

Howard Gardner defined intelligence in terms of a distinct set of processing operations that permit individuals to solve problems, create products, and discover new knowledge in a wide range of culturally valued activities.

• Gardner declined the idea of spearman’s “g”. His theory of multiple intelligences is based on studies not only of normal children and adults but also based on studies of gifted individuals.
• This led Gardner to break intelligence down into at least eight different components: logical, linguistic, spatial, musical, kinesthetic, interpersonal, intrapersonal.
• Gardner further stated that each intelligence has unique biological basis and course of development and different performance.

We can say that type of intelligence given by Gardner can not be measurable, as there is no specific test. 

Thus from above-mentioned points, it is clear that the Theory of Multiple Intelligences' cannot be legitimized as it is not possible to measure different intelligences as there are no specific tests. 

Additional Information

Following are types of intelligence-

We all differ from one another not only in height, weight, colour, appearance, and speed of reaction but also in behaviour. These differences between two individuals are called Individual Differences. Individual differences are also related to intelligence and attitudes. 

The teacher should know every child's characteristics and have an understanding of the underlying developmental trends and their causes. 

Following are some advantages of individual differences in the classroom-

• Communication or interaction with children, and their peers may be very useful in understanding your students.
• as a facilitator can only work effectively as long as the student’s individuality, individual cognitive and perceptive abilities, and interests are considered.
• co-operative learning directed towards focusing on students team works
• interactive lectures, presentations, individual assignments, independent and self-learning activities during practical classes, seminars, role plays, simulations, case studies, individual and team projects
• Questioning, group learning, peer tutoring, self-learning and other activities may be quite helpful in making each child active and meeting his/her individual needs.
• the teacher needs a system of instruction in which pace, medium of presentation, study style, context and evaluation techniques are adapted to the needs of each individual.

Thus from the above-mentioned points, it is clear that the individual differences of students in a classroom are advantageous as they lead the teacher to explore a wider pool of cognitive structures.

In order to overcome the maladies and shortcomings that had crept in during the implementation of CCE causing serious malfunctioning, school-based assessment has been proposed as next-generation assessment.

It may be fourth in the sequence of one-time external (board) examination to a combination of external and internal examination to CCE and now SBA.

School-Based Assessment (SBA) may be defined as-

• Assessment that facilitates the attainment of competencies specified in terms of learning outcomes in a holistic manner during the teaching-learning process.
• Assessment embedded in the teaching and learning process within the broader educational philosophy of ‘assessment for learning’.
• Assessment of school students by school teachers in the schools.

Thus from the above-mentioned points, it is clear that School-based assessment was introduced to ensure the holistic development of all the students. 

Additional Information 

Salient features of SBA-

• Integrate teaching-learning and assessment
• No-load on teachers of documentation- recording, reporting
• Child-centred and activity-based pedagogy
• Reposing faith in the teacher and the system
• Enhancing self-confidence in children

Organizing question-answer sessions, Taking feedback from students on a topic, and Conducting quiz are the options which are related to the child-centered approach.

In a child-centered approach-

• the ‘learner’ or ‘child’ is the main focus of the educational program. It emphasizes ‘learning’ rather than ‘teaching’
• The overall goal of education, according to this approach is the all-round development of the child and not only that of acquiring knowledge.
• according to this approach, should be based upon the needs, interests, aptitudes, and abilities of learners at different levels so that it enables them to acquire the necessary skills, knowledge, attitudes, and values for realizing their full potential.
• In this approach, the role of the teacher will be that of a friend, facilitator, guide, or intervener who create a conducive learning environment for every child through planned activities.
• Organizing question-answer sessions, Taking feedback from students on a topic, and Conducting quiz are some important teaching strategies of this approach.

Modeling the skills of self-assessment is not related to a child-centered approach as it implies assessment rather than learning.

Thus from the above-mentioned points, it is clear that Modeling the skills of self-assessment is not related to other options.

Bloom has suggested a model of 'taxonomy of educational objectives' based on the hierarchy of learning objectives. Bloom attempted to develop a method of classification for thinking behaviors that were believed to be important in the processes of learning. 

The sequences from the lowest to the highest level are knowledge, comprehension, application, analysis, synthesis, and evaluation. 

1. Knowledge-  Knowledge is defined as the remembering of previously learned material. Knowledge represents the lowest level of learning outcomes in the cognitive domain.
2. Understanding- Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
3. Application- Carrying out or using a procedure through executing, or implementing
4. Analysis- Breaking material into constituent parts, determining how these parts relate to one another and to an overall structure, or purpose through differentiating, organizing, and attributing.
5. Synthesis- The specific learning outcomes are: categorizes, combines, designs, rearranges, summarises, writes, and. reconstructs.
6. Evaluating- Making judgments based on criteria and standards through checking and critiquing.

Key Points

The given conditions in questions can be defined as-

• 'Could you group your: Evaluating students on the basis of their achievement in Mathematics?' this is not true because in evaluating we are giving grading.
• 'What was the turning: Creating point in the cricket match telecasted last night?' this is also not true as in this we are recalling the match not creating something new.
• 'Write down a new: Application recipe to cook chicken by using herbs.' this statement is also not true.

Thus from the above-mentioned points, it is clear that 'Determine which of the: Analyzing given measures would most likely lead to achieving best results.' is correctly matched domain.

The socially disadvantaged child is one who belongs to a socially and economically backward section of the society. Such children show cumulative academic deficits, a high dropout rate, and a progressive decline in intellectual functioning.

Such a child has characteristics like backwardness, frustration, aggression, inferiority complex, alienation, and lack of motivation.

Following are some remedial measures for a disadvantaged child-

• The curriculum should be specific and related to the needs and real life experiences.
• Emphasis should be on learning manual skills, life skills, and technical efficiency.
• Effort should be towards developing self-confidence, self-respect, and a sense of cultural identity
• In case of incorrect responses, the teacher should encourage the student to make a further effort and re-evaluate the program whether it is appropriate for the student.
• The teacher should articulate his confidence in their ability to succeed.
• Praise and encourage novel ideas and ways of completing assignments.

Thus from the above-mentioned points, it is clear that articulate your confidence in their ability to succeed is the most effective way to convey students from disadvantaged sections.

Developmental disorder-

• It is also known as Childhood Disorders or Developmental Disabilities that originate in childhood.
• It includes a complex group of disorders having serious impairment in different areas.
• It involves the physical impairment, intellectual disabilities, speech disorders, and medical condition.
• Developmental disorders may range from mild to severe and impact the development of the child in a significant way.

Key Points

NOTE:

• Post-traumatic stress- Post-Traumatic Stress Disorder (PTSD) is a psychiatric condition developed as an aftermath of severe trauma often involving violence and demolition. In PTSD, the victim cannot get rid of the memory of the traumatic experience.

Thus from above-mentioned points, it is clear that post-traumatic stress is not a developmental disorder.

DI is an approach to teaching that is intended to meet the learning needs of children with diverse abilities. This helps you to plan and deliver your instruction based on the different strengths and weaknesses of the children in your classroom. 

To accomplish the desired outcomes, DI uses flexible grouping patterns; sometimes whole-class instruction occurs, and sometimes children work in small groups. DI includes-

• Providing alternative instructional and  assessment activities
• challenging students at an appropriate level using a variety of grouping to meet student needs.
• A key strategy in differentiated instruction is the use of flexible groupings, which allows teachers to assign different tasks to different students, individually or in small groups, based on strengths, interests, learning styles, or readiness.
• Students may be grouped by interest, but may also have activities set at different levels of complexity (questioning levels, abstract thinking processes) resulting in varying products that employ students’ preferred learning modality (auditory, visual, or kinesthetic).

Thus from the above-mentioned points, it is clear that Differentiated instruction associated with Multiple pedagogical techniques, assorted learning material, multiple assessment techniques, and varying the complexity and nature of the content.

Additional Information

Gifted children are those who show consistently remarkable performance in educational endeavours. They possess superior intellectual ability within the range of the upper two to three percent of the population. 

Gifted students may have the following characteristics: 

• Learning commensurates with that expected of older students, often reading at an earlier. than average age
• Knowing about things of which other students are unaware
• High ability for abstract and symbolic thinking
• Curiosity indicated by asking serious questions
• Large vocabulary and mature expressive ability
• Extra-ordinary memory
• Ability to apply knowledge to unfamiliar situations.
• Good problem-solving ability
• Attention span long for age

Key Points

Problems with gifted child-

• Become bored and frustrated. dislike repetition and shallow curriculum, hide abilities to gain acceptance, receive negative adult attitudes, inquiry
• Dominate discussion, have difficulty with listening skills, exhibit manipulative behaviour
• They may achieve lower grades due to their heightened sensitivity
• Be unusually vulnerable, feel confused if thoughts and feelings not taken seriously

Thus from the above-mentioned points, it is clear that gifted learners may achieve lower grades due to their heightened sensitivity.

Inclusive education means including children with disabilities in regular classrooms that have been designed for children without disabilities. It goes beyond children with disabilities and refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. 

Key Points

For teaching in an inclusive classroom, a teacher needs to possess competencies and make provisions that help her/him to plan and implement strategies that provide students with wider access to the regular curriculum.

The teachers in an inclusive classroom should have the-

• ability to problem-solve, to be able to informally assess the skills a student needs (rather than relying solely on standardised curriculum
• take advantage of children’s individual interests and use their internal motivation for developing required skills
• make appropriate expectations for each student, regardless of the student’s capabilities. If teachers can do this, it allows all students to be included in a class and school
• to learn how to value all kinds of skills that students bring to a class, not just the academic skills. In doing this, teachers will make it explicit that in their classrooms they value all skills

Thus from the above-mentioned points, it is clear that Inclusion in schools primarily focuses on making subtle provisions for special category children. 

Additional Information

Teaching Strategies used in Inclusive classroom-

Cooperative Learning-

• Students in a group may have the same or different goals to achieve.
• Students may be assigned different roles.
• Students accept ideas from others.
• Students help each other to learn.
• Students interact with each other to solve problems.

Peer Tutoring-

• supervision and regulation of the performance of a tutee
• providing appropriate contingencies for approved behaviour
• exposing the relationships on a topic and providing appropriate examples to clarify doubts

Learned helplessness underlies psychological cases of depression. It has been found that continuous failure in a set of tasks shows the occurrence of learned helplessness. 

In other words, one's tendency to avoid taking any action for a successful escape from an aversive or painful situation due to the history of failed attempts.

Learned helplessness is often measured in terms of the subject’s ability and persistence before they give up the task. It is acquired behavior that will not succeed and Continuous failure which leads to little persistence and poor performance. This shows helplessness. A child acquires the behavior that he will not succeed in his tasks. 

• Children who had a history of abuse and neglect during their childhood and adolescence can develop a state of learned helplessness.
• helplessness impairs a number of the positive condition of life such as coping, adjustment, control, competency, involvement, and intellectual attainments.
• It also accentuates some of the negative conditions such as depression, disease susceptibility
• The loss of self-esteem may also occur if the individual believes that he/she is personally accountable for the situation.
• Other effects of elder abuse may include feelings such as separation, guilt, shame, fear, anxiety, and rejection

Thus from the above-mentioned points, it is clear that the cause of learned helplessness in children is their acquired behavior that they will not succeed.

Evaluation often is thought of as labeling or comparing the performance of children against one another through marks, grades, or any other means by pointing out their weaknesses, which only humiliates them and lowers their self-esteem.

Therefore, student learning/ achievement should find a place in teacher assessment tools/ methods. To provide the required support without humiliation, comparing the performance of a child with her/his previous performance, instead of doing it with that of her/his peers, can be used to identify their learning and developmental needs. This not only enhances learning but also boosts their self-confidence.

By the following strategies under working in close association with teachers, a child can get rid of lower grades- 

• CCE is the internal school-based system of assessment in which find out the change in a child’s learning and development over a period of time.
• Based on the premise of child-centered and child-friendly aspects of teaching-learning and assessment, these guidelines aim at building healthy school-child and teacher-pupil relationships.
• Remedial classes of low quality were conducted
• The activities such as debate, recitation, creative writing, music, drama, dance, painting, sports, and other outdoor and indoor activities termed as co-scholastic or other curricular activities were mostly neglected in schools.
• Availability of textbooks, assigning homework and socioeconomic status were related to higher student achievement.

Thus from the above-mentioned points, it is clear that if a student is consistently getting lower grades in school, her parents can be advised to help her by working in close association with teachers.

Problem-solving is thinking that is goal-directed. In problem-solving, there is an initial state (i.e. the problem) and there is an end state (the goal). These two anchors are connected using several steps or mental operations. 

Key Points

Insight-

• It is a deep understanding of what somebody/something is like.
• Developing Insight is synthesizing the available information and facts to derive a new solution.
• Insight is preceded by a gradual process whereby relevant parts of the problem are identified. However, solvers may not be aware that this process is leading toward an insight.
• An insight is something that happens to the person, not something that a person decides to have. In the insight solution, the problem is solved by the sudden illumination characteristic of insight. So it encourages problem-solving.

Thus from the above-mentioned points, it is clear that Insight does not deter problem-solving.

Important Points 

The following are deter problem-solving:

• Fixation: A concept proposed by Sigmund Freud. It refers to a continuation of an early model of satisfaction in later life. Thus fixation deters problem-solving in a person.
• Mental sets- Mental set is a tendency of a person to solve problems by following already tried mental operations or steps. However, this tendency also creates a mental rigidity that obstructs the problem solver to think of any new rules or strategies. Thus, while in some situations mental set can enhance the quality and speed of problem-solving, in other situations it hinders problem-solving.
• Entrenchment- In this a person’s not moving beyond how he or she has seen problems in the past. Thus it also deters problem-solving.

A significant tool that quickly comprehends huge quantity of information and generates the summary is called text summarization. 

The objective of summarization is to generate a condensed version of the original text with the most significant information and at the same time retaining the main content in the original document. 

Summaries are highly beneficial in several information retrieval tasks-

• Summaries save reading time
• Summaries facilitate selection
• Summaries help in preparing reviews
• Summaries help in literature searches
• Summaries promote current awareness
• Summaries connect previous knowledge to the new knowledge
• Multi-document summarization creates information reports that are both concise and comprehensive.

Here teacher uses the multi-document summarization as she is connecting a text to the previously learnt text.

Thus from the above-mentioned points, it is clear that a teacher is connecting a text to the previously learnt text and showing children how to summarize it by this she is helping children to develop their own strategy to comprehend it.

Key Points

Developmental errors are mistakes that occur as a natural part of language acquisition, whether a child is learning their mother tongue (L1) or someone is learning the same language as a second language (L2).

• These errors are not caused by interference from another language.
• Instead, they reflect the learner’s internal process of building rules as they learn.
• Common in both L1 and L2 learners, especially at similar stages of development.

Examples:

• Saying “goes” instead of “went” (overapplying a rule).
• Using incorrect word order while still figuring out sentence structure​

Hint

• Overgeneralization: Common in both L1 and L2, but more specific than “developmental.” It's actually a type of developmental error.
• Simplification: More common in L2 learners, where they simplify language structures due to limited proficiency.
• Hypercorrection: Often seen in L2 learners or formal contexts, and not typically in young native speakers.

Hence, we can conclude that developmental error is a kind of error common between a learner who is learning his mother tongue and a learner who learns the same language as a second language.

Cognition and Emotion interact to determine ongoing behaviors. Our cognition, i.e. our perceptions, memories, interpretations are essential ingredients of emotions. So the process of emotion starts with cognition. Therefore, we can say that there is a role of cognition in emotion. 

• Cognition is the activity of knowing the acquisition, organization, and use of knowledge.  All our mental abilities - perceiving, remembering, and reasoning, are organized into a complex system, the overall functioning of which is termed as cognition.
• Emotion is defined as a strong mental or instinctive feeling such as love or fear involving many bodily processes, and mental states.
• An emotion combines cognition, bodily arousal, and behavior in a ready-made formula for responding in line with the way the situation has been interpreted.

Important Points

Effect of Cognition on Emotion- 

• Cognition helps us to understand the perceptions, abilities, and emotions of individuals and has many implications for the teaching-learning process.
• If pressures due to stress continue, one may suffer from mental overload. This suffering from a high level of stress can rapidly cause individuals to lose their ability to make a sound decisions.
• The cognitive effects of stress are poor concentration and reduced short-term memory capacity.

Thus from the above-mentioned points, it is clear that stress affects performance in examinations. This fact reflects the cognition-emotion relationship due to which a child take faulty decisions under the examination stress.

Counselling is an interactive learning process in which the counsellor (sometimes termed therapist), helps the counsellees (be they individuals, families, groups or institutions) to understand the cause(s) of difficulties and guides them to sort out issues and reach decisions. It involves-

• addressing and resolving specific problems, making decisions, coping with crisis, improving relationships and developing personal awareness.
• help that person solve a problem or helps to create conditions that will cause the person to understand and improve life circumstances.
• working with feelings, thoughts, perceptions and conflicts
• provide counsellees with opportunities to work in positive ways
• Encourage the child to increase self understanding,
• approach in counselling is holistic, addressing social, cultural, economic and emotional issues.

Thus from the above-mentioned points, it is clear that if a teacher is trying to counsel a child after an accident (facing conflict with previous thought), he builds self-confidence of people by letting them explore their own thought. 

Additional Information

Guidance- It can be explained as assistance made available by competent counsellors to an individual of any group to help him/her direct the life course, develop a point of view, make decisions and be better adjusted.

Creativity is the recombination of ideas or restructuring of ideas which leads to a new thought, a new output, or a new product a creative child is associated with divergent thinking. ​ 

A creative thinker, it is said, may not evolve new ideas (to win scholarship) but evolve a new combination of ideas.

Key Points

A highly creative theater artist will:

• Develop empathetic, amicable, and supportive relationships with his peer theater artists.
• Read about the performances of the world's best theater artists and try to learn and imbibe the new skills from others
• Devote his time to those theatrical skills that you find most enjoyable for intrinsic motivation.
• "Try to win the State level competition that will ensure you a scholarship" this may or may not encourage than least a student. This behavior is not preferred or chosen by self (student). This is a type of extrinsic motivation.

Important Points

• Reward (scholarship) is something which can be very least helpful in the process of foster creativity in children. It is a type of extrinsic motivation.
• As a teacher, you are not encouraging the child for learning and creativity by this statement and this will foster convergent thinking in the child.

Thus from the above-mentioned points, it is clear that 'Try to win the State level competition that will ensure your scholarship' would encourage the least a student to become a highly creative theater artist. 

Additional Information

Convergent Thinking- Convergent thinking refers to thinking that is required to solve problems that have only one correct answer. 

Divergent Thinking- Divergent thinking is open-ended thinking where the individual can think of different answers to the questions or problems in terms of her/his experiences. Such kind of thinking helps in producing novel and original ideas (creativity).

There are various views on human motivation but Abraham H. Maslow gives the most popular among these. He attempted to portray a picture of human behavior by arranging the various needs in a hierarchy.

Important Points

• His viewpoint about motivation is very popular because of its theoretical and applied value which is popularly known as the “Theory of Self-actualisation”.
• Maslow proposed that the highest level is self-actualization or self-fulfillment. Behavior, in this case, is not driven or motivated by deficiencies but rather one’s desire for personal growth and the need to become all the things that a person is capable of becoming.
• The main aim of this theory is to provide concepts and methods for stimulating learning, growth, and development in individual persons, thus enhancing well-being and the overall quality of life.
• It includes personal growth, openness to experience, living in the present, personal responsibility, and the inherent goodness of people.

Key Points

The order of hierarchy from top to bottom is- Self-actualization, Esteem needs, Belongingness needs, Safety needs, and Physiological needs. 

• Maslow’s model can be conceptualized as a pyramid in which the bottom of this hierarchy represents basic physiological or biological needs that are basic to survival such as hunger, thirst, etc.
• Next comes the need to seek out other people, to love, and to be loved. After these needs are fulfilled, the individual strives for esteem, i.e. the need to develop a sense of self-worth.
• The next higher need in the hierarchy reflects an individual’s motive towards the fullest development of potential, i.e. self-actualization. That is why they study hard for their growth and development.
• Lower level needs (physiological) in the hierarchy dominate as long as they are unsatisfied.

​Thus from the above-mentioned points, it is clear that Maslow gave the opinion that students study hard for their personal growth and development. 

Additional Information

Learning is a relatively permanent change in personality (including cognitive, affective, attitudinal, motivational, behavioral, and experiential) and reflects a change in performance usually brought about by practice although it may arise from insight or other factors, including memory.

Following are some factors which support learning in a classroom- 

• Learning and maturation-  Maturation is related to the process of growth, Learning on the other hand is shaped primarily by an individual’s interaction with the immediate environment. Thus a matures individual can learn effectively.
• Readiness to learn-  To determine readiness, you need to have some knowledge of children’s emotional and intellectual development.
• Learning Environment- Effective learning takes place when the pupil is ready to learn. For effective learning, the environment needs to be conducive to learning, allowing the pupil's space and time to interact within the learning and teaching process.
• Learning and Motivation- proper motivation accelerates learning in the child. You as a teacher have to know various techniques to motivate the child.
• Supporting the autonomy of children-  The peer group of teachers must be given autonomy (experiencing a sense of volitional and psychological freedom) to the students for learning. All teachers who teach these students were asked about their autonomy supporting behavior by a standardized test. Students who perceive their teachers as autonomy supportive are more likely to experience higher levels of intrinsic motivation due to a satisfaction of basic needs.

Thus from above-mentioned points, it is clear that supporting the autonomy of children by the teachers supports learning in a classroom.

Young adulthood is a period of social and emotional stress, as individuals are constantly searching for their sense of identity, trying to carve out a niche for themselves in society. Young adults or mature students experience a number of social and emotional challenges. 

Key Points

Strategies for giving emotional support to mature student-

• Thus a teacher needs to acknowledge their role and responsibility in shaping the youth by giving emotional support in their learning process.
• These mature students require prompt and thoughtful attention to deal with their problems resulting from emotional disturbance and lack of emotional support from the family or society in their studies.
• The feeling part of emotion has a motivational component. It helps us to get what we want and to avoid what we do not want in life.
• Democratic parenting where induction is used as a method of disciplining allows for more mature emotional development and also for the development of personal behaviour.

Thus from above-mentioned points, it is clear that Mature students sometimes need emotional support in their studies.

Development is the pattern of progressive, orderly, and predictable changes that begin at conception and continue throughout life. Development mostly involves changes — both growth and decline, as observed during old age. 

A child coming to pre-school for the first time cries profusely. After two years when the same child goes to the primary school for the first time, he does not express his tension by crying rather his shoulder and neck muscles become tense. This change in his behaviour is due to the principle of diffrentiation and integration of development. 

Development is characterized by differentiation and integration- 

• Werner proposed that development consisted of two processes: integration and differentiation.
• Integration refers to the idea that development consists of the integration of more basic, previously acquired behaviours into new, higher level structures.
• Differentiation refers to the idea that development also involves the progressive ability to make more distinctions among things.
• So when a child starts from crying then changes his behaviour to does not express his tension by crying rather his shoulder and neck muscles become tense. This shows that he learns to successfully reach for objects has learned to coordinate a variety of skills.

Thus from above-mentioned points, it is clear that child's this behaviour shows the principle of integration and differentiation od development. 

Key Points

Another principles of development are-

Our genetic codes are alike in one important way; they contain the human genetic code. Most characteristics that we observe in humans are combinations of a larger number of genes.

• It includes physical traits, such as height, weight, eye and skin color, and many psychological characteristics such as intelligence, creativity, and personality.
• The influence of such an environment may make the child a little extroverted.
• Parents provide the genes for the child’s development which play an important role in determining the type of environment their children will encounter.
• These observable characteristics of an individual are the result of the interaction between the person’s inherited traits and the environment. This is what makes each one of us a unique person.

Some of the examples of genetic responsiveness is-

• An individual with “short” height genes, even if s/he is in a very good nutritional environment, will never be able to be taller than average. This shows that genes set the limit and within that limit the environment influences development.
• If parents are intelligent and are good readers they would provide their children with books to read, with the likely outcome that their children would become good readers who enjoy reading.

Thus from the above-mentioned points, it is clear that genetic makeup impacts the responsiveness of an individual to qualities of the environment.

Given:

Perimeter of square = 20 cm

Width of rectangle = Side of square 

Length of rectangle = 2 × Width of rectangle 

Formula used:

Perimeter of square = 4 × Side of square

Area of rectangle = Length × Width 

Calculations:

Let the width of rectangle be x

Side of square = x

Perimeter of square = 4x

⇒ 4x = 20

⇒ x = 5 cm

Length of rectangle = 2 × Width of rectangle 

Length of rectangle = 2 × 5

⇒ 10 cm

Area of rectangle = 5 × 10

⇒ 50 cm²

∴ The area of the rectangle is 50 cm2

Given:

Length of box A = 20 cm

Breadth of box A = 18 cm

Height of box A = 15 cm

Length of box B = 18 cm

Breadth of box B = 12 cm

Height of box B = 5 cm

Formula used:

Volume of cuboid = Length × Breadth × Height

Calculations:

Volume of box A = 20 × 18 × 15

⇒ 5400 cm³

Volume of box B = 18 × 12 × 5

⇒ 1080 cm3

(Volume of box A) ÷ (Volume of box B) = 5400 ÷ 1080

⇒ (Volume of box A) ÷ (Volume of box B) = 5

⇒ Volume of box A = 5 × Volume of box B 

∴ The volume of the box A is 5 times of the volume of box B

Detailed solution:

Option 1 → 

Area of square of side 10 cm = 10 × 10

⇒ 100 cm²

Area of rectangle of length 10 cm and breadth 0.1 m = 10 × (0.1 × 100)

⇒ 10 × 10

⇒ 100 cm2

Both the areas are equal 

Option 2 → 

1 meter 5 centimeter = 1.05 meter

⇒ 1.05 meter ≠ 1.5 meter

Both the values are not equal

Option 3 → 

0.40 can also be written as 0.4

Both the given values are the same

Option 4 → 

Rupee 3/4 can also be written as Rupee 0.75

∴ Option 2 is not correct

Given:

The Cost of 1 orange = Rs 5.50

The cost of 1 kg apple = Rs 80

Concept used:

1 dozen = 12 

Calculation:

One and half dozen orange = 12 + 6 = 18

The cost of 18 orange = 18 × 5.50 = Rs 99

The cost of 1 kg apple = Rs 80

⇒ The cost of $1{3\over4}$ kg apple = Rs 80 × (7/4) = Rs 140

Total cost of orange and apples = Rs 99 + Rs 140 = Rs 239

The national curriculum framework is the fourth national curriculum framework published in 2005 by the national council of educational research and training in India.

Important Points

• Ambitions refer to the higher goal of Mathematics, which means the use of Mathematics in research, space, and various other fields.

Key Points

NCF Recommended a few Processes to achieve higher goals-

• The importance of systematic reasoning in mathematics cannot be overemphasized and is intimately tied to notions of aesthetics and elegance dear to mathematicians.
• Mathematics teaching should be ambitious, coherent, and important.
• Proof is important, but equating proof with deduction, as done in schools, does violence to the notion. Sometimes, a picture suffices as proof, a construction proves a claim rigorously.
• The social notion of proof as a process that convinces a sceptical adversary is important for the practice of mathematics. Therefore, school mathematics should encourage proof as a systematic way of argumentation.
• The aim should be to develop arguments, evaluate arguments, make and investigate conjectures, and understand that there are various methods of reasoning.
• Precise and unambiguous use of language and rigor in the formulation are important characteristics of mathematical treatment, and these constitute values to be imparted by way of mathematics education. The use of jargon in mathematics is deliberate, conscious, and stylized. Mathematicians discuss what is appropriate notation since good notation is held to aid thought.
• As children grow older, they should be taught to appreciate the significance of such conventions and their use. For instance, this means that setting up equations should get as much coverage as solving them.

Hence, we can conclude that NCF, 2005 states that Mathematics teaching should be ambitious, coherent, and important. Here, 'ambitious' refers to the achievement of higher goals of Mathematics.

Assessment refers to all those activities undertaken by teachers and by their students in assessing themselves that provide information to be used as feedback to modify teaching and learning activities.

Important PointsASSESSMENT FOR LEARNING:-

The assessment is effective when it is designed specifically to help students improve their learning and for that, assessment needs to be more frequent and informal coupled with a timely feedback mechanism. This type of assessment is termed as ‘Assessment for Learning.

The characteristics of Assessment FOR learning (AFL):

• It is responsive to all learners by identifying areas of strength and need of each and every student.
• It is descriptive in nature and is not judgmental and hence not evaluative.
• Through the use of high-quality feedback, it informs students about what they have done well, where they have had difficulty, and what they need to do differently to improve their work.
• Since the learner has to be provided feedback in order to improve the ongoing process of learning, the assessment is frequent and continuous in the learning process.
• It causes students to reflect upon their work and learning and take specific actions to improve them.

Key Points

• In this question, the teacher has explained the concept of even and odd numbers and given the task of finding even and odd numbers.
• This kind of task is an assessment for learning as teachers assess the concept of even and odd number and check on understanding to adjust instruction to keep students on track.
• This task during the learning process determines a student’s knowledge and skills, including learning gaps.

Thus, it is concluded that this task of finding an even or odd number of crayons/pages is an assessment for learning.

Additional InformationAssessment of learning:-Assessment of learning refers to those assessments – oral, performance, and written, or combination of two or more of these modes that occur at or near the end of an instructional unit or term. 

Assessment as learning:- Assessment as learning begins only when students become aware of the goals of instruction and the criteria for performance and strive to achieve the goals.

Assessment at the end of learning is a summative assessment that is conducted at the end of the syllabus.

Mathematics is a study of patterns, numbers, geometrical objects, data, and information. It deals with data analysis, integration of various fields of knowledge, involves proofs, deductive - inductive reasoning, and generalizations.

• The teaching of mathematics should be done in the way, in which a student learns the best i.e., following the child-centered approach by engaging students actively in the learning.

Important Points

After explaining the operations, this kind of board activities are done to strengthen the skills of addition and subtraction.

• The basic numeracy and literacy of mathematics are being developed throughout the primary level of learning.
• The fundamental "number operations" of mathematics such as addition, subtraction, multiplication, and division are taught by using real-life examples to make students familiar with them.
• This will help the students achieve basic mathematical proficiency that will help them learn complex abstractions of mathematics at a higher level.
• To teach subtraction, the teacher can relate it with many real-world examples to arouse curiosity and interest among learners.

Hence, we can conclude that the purpose of the above exercise is to strengthening skills of addition and subtraction.

Instructional objectives are specific, measurable, short-term, observable student behaviours. They indicate the desirable knowledge, understanding, skills, or attitudes to be gained.

Important PointsHow many rectangles are there in the following figure? In this question, The student understanding level is tested.

• To do this type of question, students have the proper knowledge of rectangles, if the student counts the rectangles properly, then his understanding level is achieved.
• Knowledge of learner shows recalling of the concepts, theories, laws, or patterns. For example:- recalling the definition of the rectangle.
• Understanding of learner helps the learner to develop concepts and demonstrate comprehension of the information provided.
• For example:- counting the number of rectangles, describing the method of calculating the area of the rectangle.

​Thus, it is concluded that the above question is testing the understanding of the learner.

Problem-solving is the ability to use appropriate methods to tackle unexpected challenges in an organized manner.

• Problem-solving is a mental process that is the concluding part of the larger problem process that includes problem finding and problem shaping.
• The act of defining a problem, determining the cause of the problem, identifying and selecting alternatives for a solution, and implementing a solution.
• Problem-solving is all about using logic as well as imagination to make sense of a situation and come up with an intelligent solution.

Key Points

• Problem-solving abilities are abilities that enable people to handle unexpected situations or difficult challenges at work.
• Problem-solving and decision-making are closely related skills, and making a decision, and solving may sound obvious but often requires more thought and analysis.

Important Points

• In this question, a group project is the best activity to enhance problem-solving ability.
• Group projects are those projects where students have to work together in a group.
• It enhances intellectual skills and social skills
• Problem-solving ability is enhanced by working together.
• Creative thinking allows a person to analyze all possible solutions.

Thus, it is concluded that a group project: How the students of primary wing shall be distributed equally in four houses (house system of school) so that every house has talented students from sports, arts cultural and academic activities are meant to enhance problem-solving abilities of students of Class III.

Key Points 

For grade 3 students, multiplication means adding equal groups. They learn that repeated addition of the same number is expressed by multiplication. They need to understand the properties of multiplication to enhance their learning.

Important Points 

Multiplication order property and group property:-

1. The communicative property of multiplication:- It states that the answer remains the same when we change the order of numbers.

     eg:- 35=53

2. The associative property of multiplication:- It states that if we want to multiply any 3 numbers together, the answers will be the same irrespective of the order of numbers.

      eg-  2*(34)=(23)*4

3. The distributive property of multiplication:- It states that multiplication can be distributed over addition as well subtraction. this property helps us to solve questions with brackets. 

      eg:- 2*(3+1)= 23+21

4. Identity property of multiplication:- It states that if you multiply any number by 1 the answer will always be the same number.

      eg:- 31=3, 01=0

Multiplication of two-digit numbers by a two-digit number, Word problem based on mathematics, and multiplication of 3 digit numbers by 10 -all these concepts can be taught to children but knowledge about multiplication properties is most important before moving higher in mathematics.

Hence, we can conclude that the recommended key concept in the unit of 'multiplication' in Class III is properties of multiplication - order property and group property.

Additional Information

• Multiplication of 2 digits numbers with 2 digits numbers can be introduced to grade 3 students by breaking up the 2 digit numbers into simplest numbers then multiply them.  eg:- For multiplying 43 and 2, 432 break 43 into 40 and 3 then 402=80 and 3*2= 6 then 80+6= 86.

Fraction understanding is developmental in nature. Fraction experiences should begin as early as first grade. In the Common Core State Standards students partition shapes and refer to the fractional amounts in grades 1 and 2 as “equal shares.” In grade 3, fractions are a major emphasis, with attention to using fraction symbols, exploring unit fractions (fractions with numerator 1), and comparing fractions. Grade 4 focuses on fraction equivalence and begins work on fraction operations. 

Important Points

• In this question, the teacher is asking questions to list five fractions, HERE, to answer this question students need to only recall what fractions are.
• This is the lower level of thinking. This level helps us recall foundational or factual information: names, formulas, definitions, components, or methods.

Key Points

• Bloom’s Taxonomy is a framework that starts with levels of thinking as important bases for pushing our brains to five other higher-order levels of thinking helping us move beyond remembering and recalling information and move deeper into application, analysis, synthesis, evaluation, and creation.
• A higher level of thinking refers to thinking that goes beyond memorizing the facts. It is at bottom of the bloom's taxonomy.

Thus, it is concluded that from the unit of ‘fraction’, the teacher asked the students to list any five fractions. This question refers to a lower level of thinking.

Additional Information

• Analytical thinking uses a step-by-step method to analyze a problem or situation by breaking it down into smaller parts in order to come to a conclusion.
• Spatial thinking allows us to understand the location and dimension of objects, and how different objects are related.

A line segment is a piece or part of a line having two endpoints. Unlike a line, a line segment has a definite length. The length of a line segment can be measured either in metric units such as millimeters, centimeters, or customary units like feet or inches.

Mathematical errors: The mathematical errors are the learning errors that children made while learning the concepts due to the lack of attention, clarity, and wrong calculations that lead them to the wrong response.

Important Points

• Error or mistake is any blunder that is not right or correct. It is obvious that students do errors while learning. Learning math requires practice, and making mistakes is part of the process.
• The student is answering in terms of AB where the line segments are given PQ and RS.
• It is possible that the student has a habit to mention all lines as AB.

Thus, it is concluded that The child answered length of AB = 5 cm, length of AB = 3 cm. This refers to error due to habit of naming line segment as AB.

Additional Information

• Conceptual error:- Conceptual errors are those errors that are done by students when they do not have an understanding of concepts properly. In Maths, generally, the students do errors in three-digit multiplication or long division, these are conceptual errors in Maths.
• Procedural errors are errors due to incorrect steps in the mathematical process. For example, while adding 77 and 33, a child writes 100 as his solution instead of 110.
• Reading errors are those errors that are done while reading the MATHS problems.

Mathematics includes the study of numbers, patterns, various geometrical figures, sizes, and objects. Its knowledge can be applied and related to various aspects of our life as it has universal applicability.

• The curriculum refers to the overall collection of subject matter including co-curricular activities that are going to be taught in a specific course over a period of time.

Important Points

• Drawing bar graph will help the students to analyze and understand the concept well and will help them to make connections between the mathematical concepts and real life.

Key Points 

• At the primary level, the mathematical curriculum should be designed in a way so that it could help the students to develop their abilities to do mathematization i.e., to perform basic mathematical operations such as addition, subtraction, multiplication, and division.
• The learning of basic mathematical operations will develop the necessary process skills for the acquisition and application of mathematical concepts and skills.
• It will empower the students to use, acquire, and apply mathematical concepts in real life such as while dividing or sharing their food with others while buying something, and so on.
• The mathematical curriculum at the primary level should be designed to develop mathematical thinking and problem-solving skills and to apply these skills to formulate and solve problems.
• Making students able to recognize and use connections among mathematical ideas, and between mathematics and other disciplines is also one of the major characteristics of a mathematical curriculum at a primary level.
• For example, if the students are planning to beautify their classroom they will need the knowledge of the concept of "symmetry" and measurement skills.

Hence, we can conclude that distributing the newspaper among students for drawing bar graphs for the given data in newspapers, will help the students to make connections between mathematical concepts and real life.

Word problems in mathematics are those questions that are given in the form of statements, which, after comprehension, are solved using mathematical operations. Word problems help to develop the ability to convert real-life problems into mathematical problems and find out a solution.

Important Points

It is to be noted that The child has correctly answered the question. Not only has he given the right answer but he also explained the statement in the tabular form and also phrased the answer in a sentence and showcased mathematical equations also.

• The child effectively visualized the problem by presenting the tabular data, showcased good analytical skills by expressing the statement in one line, and showed good problem-solving skills through equations.
• The child's effort must be appreciated for solving the question smartly.

Hence, we can conclude that the teacher shall report about his performance as the child is good at visualizing and analyzing and his problem-solving ability is appreciable.

Hint

• The child can find the answer correctly but his expression is poor:- The child has properly framed the expression in a sentence and also presented the tabular data.
• The child has not adopted the right procedure. He needs to practice more:-This option is not correct as the procedure followed by the child is correct.
• The child is not able to write all steps required properly:-This option is not correct as the child has written all the steps correctly

Error analysis is a method commonly used to identify the cause of student errors when they make consistent mistakes. It is a process of reviewing a student’s work and then looking for patterns of misunderstanding. Errors in mathematics can be factual, procedural, or conceptual, and may occur for several reasons. 

Important Points 

• In the above question, the student is making a reading error in reading numbers such as 408 read as forty-eight.
• Here, the student is not able to understand the concept of place value ie. the place like hundreds, tens, and ones, etc. Place value is the value represented by a digit in a number according to its position in the number.
• The student is comfortable in reading numbers as 2 digit numbers only. He is having difficulty reading numbers.

Hence, we can conclude that the student is not able to understand the concept of place value and feels comfortable using two-digit numbers only.

Assessment is an integral component of any teaching-learning system. It refers to all those activities undertaken by teachers and by their students in assessing themselves.

Important Points

Time is an important topic for Class IV. Teaching time sometimes would be difficult for teachers. So it is necessary before teaching time, students have the knowledge of numbers.

• For the parameter of assessment, teachers judge all the concepts of time.
• To teach the concept of half past, quarter past, quarter to, am, pm, the relation between minutes and seconds. The teacher can make use of teaching materials such as digital and analog clocks.
• Through this, the teacher can analyze whether the students understand the concept or there is a need for more practice.
• The students can then be made to read the time on both types of clocks, which will help them to tell, estimate and convert time with accuracy.

Hence we can conclude that the parameter(s)of assessment for ‘time’ for Class IV shall be reading time on the digital and analogous clock, the concept of half past, quarter past, quarter to, am, om, the relation between minutes and seconds

Hint

• Reading time on the analogous clock and digital clock, the concept of am and pm only is not the criteria for the parameter of assessment as they do not include all concept of Time.

The National Curriculum Framework is one of four National Curriculum Frameworks published in 1975, 1988, 2000 and 2005 by the National Council of Educational Research and Training NCERT in India. The document provides the framework for making syllabi, textbooks and teaching practices within the school education programs in India.

Important Points The mathematics curriculum has been made to be broader-based rather than have a tall shape.

• The 'tall shape' of mathematics is where mastery of one topic is a prerequisite for the next.
• This has been de-emphasized. Instead, a 'Broader-based' curriculum with more topics that starts from the basics has been created to serve the needs of different learners better.
• It emphasizes the revisiting the basics of mathematics at secondary and higher secondary stages will help children make better use of their time at school.

Key Points

As per NCF 2005, the tall shape of mathematics: Many concepts are needed to be learnt sequentially in mathematics.

• Only after mastering arithmetic, algebra is learned, and only when one can factor polynomials, is one able to understand trigonometry, and so on.
• Thus, since each theme is built on another, it results in a tall shape.
• This makes it difficult for children; someone who finds one stage difficult finds it hard to catch up later.

Hence, we can conclude that the tall shape of Mathematics' mentioned in NCF, 2005 refers to building of one concepts on other.

Questions can be classified on the basis of the nature of the questions and constructed to gather the qualitative and quantitative data from the students. It may be close or open-ended questions.

Open-ended questions: They are helpful to determine the argument power, presentation skills, and creativity of the students. In extended or free-response type items, the students are given almost complete freedom in making their responses, and in restricted response type items, the nature, length, or organization of the response is limited. 

​Close-ended questions: The respondents answer in limited ways, like responding in ‘yes’ or ‘no’, putting the sign ‘correct’ or ‘incorrect’. The specific answer type questions are the close-ended questions which have a limited number of responses.

Important Points

5 + 3 = ?: This is a close-ended question here, this is just the simple answer by adding both the numbers.

Thus, it is concluded that the open-ended question corres­ponding to the above close-ended question is give any two numbers whose sum is 8.

The library is a great place to teach students effective strategies for selecting relevant, interesting, and appropriate reading materials. An effective library provides a place for teachers to teach and children to learn about books and book selection.

Important Points

• Values are individual beliefs that motivate people to act one way or another.
• In this question, the teacher is asking Farhan to count the number of books in the school library. He has seen few books are spoiled, few are issued and few are missing, etc.
• The teacher is trying to implement the value of taking good care of books.
• To teach students how to take care of books. The teacher can set up a book repair area for instruction on repair, and display a poster with clear directions on how to mend torn pages, remove marks in the books, cover frayed edges, or fix broken bindings.

Thus, it is concluded that the teacher is teaching how to take **good care of books through this question.**​

Hint

• Helping others, Sharing books with others, and a sense of cooperation are also values but not related to this question.

Concept used:

Place Value: It is the position of the digit. For example, in the digit 789, 9 is at the unit place, 8 is at the ten's place and 7 is at the 100's place. It means that we can write 789 = 700 + 80 + 9.

Calculation:

Our number is 70560

The place value of 5 in 70560 = 5 × 100 = 500

The place value of 6 in 70560 = 6 × 10 = 60

Product = 500 × 60 = 30000

∴ The required product is 30000

Calculation:

∴ The quotient is 70007

Calculation:

Let x be subtracted from the product 3001 × 101 to get 300311

⇒ (3001 × 101) - x = 300311 

⇒ (3000 + 1) × 101 - x = 300311

⇒ 303000 + 101 - x = 300311

⇒ x = 303101 - 300311

⇒ x = 2790

Smallest common multiple of 36 and 60, i.e. LCM (36, 60) = 180

Biggest common factor of 18 and 45

i.e. HCF (18, 45) = 9

∴ Required answer $= \frac{{180}}{9} = 20$

Concept used:

1 Thousand = 1000

1 Hundred = 100

1 Tens = 10

Ones = 1

Calculation:

10 tens + 11 hundreds + 12 ones

⇒ 10 × 10 + 11 × 100 + 12 × 1

⇒ 100 + 1100 + 12 

⇒ 1212

Concept used:

If N is expressed in terms of the product of prime factors

N = a^x × b^y × c^z

Where,

a, b and c = Prime factors

x, y and z = Highest power of the prime factors

Then,

Number of factors = (x + 1)(y + 1)(z + 1)

Calculations:

Expressing 42 in terms of prime factors,

⇒ 42 = 2 × 3 × 7

Number of factors = (1 + 1) × (1 + 1) × (1 + 1)  

⇒ 2 × 2 × 2

⇒ 8

∴ The number of factors of 42 is 8

Given:

First dividend = 3488

First divisor = 12

Second dividend = 2478

Second divisor = 11

Concept used:

Dividend = Quotient × Divisor + Remainder

Calculations:

The closest multiple of 12 to 3488 = 3480

Remainder = 3488 - 3480

⇒ 8

The closest multiple of 11 to 2478 = 2475

Remainder = 2478 - 2475

⇒ 3

Difference between the remainder in both cases = 8 - 3

⇒ 5

∴ The difference between the remainders in both the cases is 5

Additional Information

Divisibility rule of 11 → A number is divisible by 11 if the difference between the sum of digits at odd places and the sum of digits at even places is either 0 or a multiple of 11

Divisibility rule of 12 → A number is divisible by 12 if it is divisible by 3 and 4 both

Divisibility rule of 3 → A number is divisible by 3 if the sum of digits of the number is divisible by 3

Divisibility rule of 4 →  A number is divisible by 4 if the last two digits of the number is divisible by 4

Given:

A train leaves station P at 8:18 a.m.

The train reaches the station Q at 10:28 p.m. on the same day

Concept used:

1 hour = 60 minutes

We can write, 12 ∶ 00 = 11 ∶ 60

Calculation:

Time is taken by the train up to 12 ∶ 00 pm = 11 ∶ 60 - 8 ∶ 18 = 3 hours 42 minutes

Time is taken by the train from 12 ∶ 00 pm to 10 ∶ 28 pm = 10 hours 28 minutes 

Total time is taken by the train to reach station Q = 3 hours 42 minutes + 10 hours 28 minutes

⇒ 13 hours 70 minutes 

⇒ 14 hours 10 minutes

∴ The time is taken by train to reach Q is 14 hours 10 minutes

Given:

Quantity of orange juice = 14 L 280 mL

Quantity of carrot juice = 18 L 830 mL

The capacity of each bottle = 1.5 L

Total number of bottle = 15

Concept used:

1 L = 1000 mL

Calculation:

Total quantity of juice = 14 L 280 mL + 18 L 830 mL

⇒ 32 L 1110 ml

⇒ 33 L 110 ml

The quantity of juice in 15 bottle = 15 × 1.5 = 22.5 L = 22 L 500 mL

The quantity of mixture left = 32 L 1110 mL - 22 L 500 mL

⇒ 10 L 610 mL

Given:

Total number of children = 12

Renu eats 1/4^th of the pizza 

Calculation:

Renu eats 1/4^th  of the pizza 

Remaining pizza = 1 - 1/4 = 3/4

Part of the pizza eaten by 12 children = (3/4) ÷ 12

⇒ 3/(4 × 12)

⇒ 1/16

∴ 1/16 part of the pizza did each of these children get

Given:

Given time = 6 hours

Concept used:

1 hour = 60 minutes

1 hour = 3600 seconds

1 day = 24 hours

1 day = 1440 minutes

Calculations:

Let the number of days be n

Number of seconds in 6 hours = 6 × 3600

⇒ 21600 seconds

Number of seconds in 6 hours = Number of minutes in n days

⇒ 21600 = 1440 × n

⇒ n = 21600/ 1440

⇒ n = 15

∴ The number of seconds in 6 hours equals the number of minutes in 15 days

Explanation:

• The elephant is the largest existing mammal on the Earth
• The life Span of an elephant is around 50-70 years
• An adult elephant can eat more than 100 kilograms of leaves and twigs in one day.
• A three-month-old elephant weighs about 200 kg.
• Elephants do not rest much and sleep for only 2-3 hours per day
• Elephants are usually found in tropical habitats
• These regions have hot and humid temperature
• Elephants love to play with mud and water. The mud keeps their skin cool.
• Their big ears also work like fans. The elephants flap these to keep themselves cool.

Key Points

 ⇒ With respect to elephants, these are correct

• Elephants love to play with muddy water as it keeps their skin cool. - Correct
• Most elephants like to take rest and sleep nearly 10 hours a day. - Incorrect
• A three-month-old elephant weighs about 200 kg. Correct
• Most adult elephants  eat  about 100 kg of leaves/twigs in one day  Correct

Additional Information

• Three species of Elephant are currently identified
• they are found in the tropical countries of Africa, and Asia
• In India, the maximum number of elephants are found in the state of Karnataka, followed by Kerala and the north-east states
• It is an endangered animal in the IUCN

Concept:

• Madhubani painting is a traditional art form named after the district Madhubani, Bihar
• Madhubani or Mithila is a small and ancient district of North bihar
• It is said to be the birthplace of Goddess Sita, according to Hindu mythology, and is mentioned in Ramayana.
• It is characterized by drawings consisting of very fine lines filled with colours

Explanation:

• These paintings were traditionally done on walls of houses
• But for commercial reasons are now done on papers
• They use tools such as feathers, twigs, pen nibs or even fingers.
• For commercial purpose, cotton wrapped around bamboo forms the paintbrush
• The colours used are naturally extracted

• The themes & designs widely painted are of Hindu deities such as Krishna, Rama, Sita, Durga, Lakshmi, Saraswati, Sun and Moon, Tulasi plant, court scenes, wedding scenes, social happenings etc.
• Floral, animal and bird motifs, geometrical designs are used to fill up all the gaps

Additional Information

• Madhubani painting was recognised commercially in the 1960s providing independence to women.
• Geographical Indicator tag is given by the government of India to provide protection to  ethnic and traditional knowledge of various regions
• Bihar has 13 Geographical indicators of which Madhubani painting is one.
• Some famous Madhubani artists are Sita Devi, Jagdamba Devi

⇒** Thus,** 

• To make these paintings, indigo, turmeric, colours from flowers and trees, etc., are used. - Correct
• The paintings show human beings, animals, trees, flowers, birds, fish, etc. - Correct
• It is a very old form of folk art and is named after the place Madhubani. - Correct
• Madhubani is a well-known district of Rajasthan - Incorrect.

Concept:

• Birds build nests to lay their eggs and incubate their younger ones
• Not all birds build nests eg. Koel lays its egg in the nest of a crow
• Different birds build nests at different places, some on ground level, some high up on the tree
• Different birds use different techniques and different materials to build their nests

Explanation:

• The crow builds its nest high up on a tree with all kinds of materials
• The dove makes its nest among the thorns of a cactus plant or a Mehendi hedge
• The sparrow and pigeon make their nest anywhere on top of a cupboard, behind a mirror, on a ledge.
• The barbet or coppersmith bird makes its nest in a hole, in a tree trunk.
• The tailorbird uses its sharp beak to make its nest by stitching together two leaves on a bush. It lays its eggs in the fold of the leaf that it has made.
• The sunbird makes a nest that hangs from the branch of a small tree or a bush.
• The robin makes its nest with  soft twigs, roots, wool, hair and cottonwool at ground level, lower branches of a tree or sometimes at the top

∴ Of the given birds, the crow makes its nest highest up on a tree

Explanation

• Pochampally sarees are a type of silk and cotton sarees from Andhra Pradesh (now Telangana)
• This saree is named after the place Pochmapally in Telangana where most people are involved in weaving these sarees
• These sarees are known for their lustre and bright colours
• They are made out of very fine threads that are first washed and stained to remove dirt
• After that, it is dyed with bright colours, dried and rolled into bright bundles
• Sarees are then weaved out of these bundles using looms
• These sarees can be identified by unique geometrical patterns and lightweight

Additional Information

• These sarees are an identity of Pochampally village
• And to protect its heritage, it has been given the GI tag by the Government of India in 2005
• Telangana was separated from Andhra Pradesh in 2014
• Chief Minister of Telangana: K Chandrashekhar Rao
• Governor of Telangana: Tamilisai Soundararajan
• Capital of Telangana: Hyderabad

∴ Pochampally is a village which is famous for the special cloth which is also called Pochampally. This village is a part of Andhra Pradesh

Explanation:

• Desert Oak is a tree that is found in Australia.
• It is found in the dry and arid regions of Australia
• It grows almost 10 ft tall
• It has very few leaves
• Its roots go very deep in search of water
• This water is stored in the tree trunk. Local people use a thin pipe to drink this water.

Important Points

• Plants that grow in the desert have to withstand long dry spells of summer and extreme weather condition
• Hence their leaves stem and roots get modified to prevent loss of excess water and to store water
• Some common adaptation seen in desert plants are:
• 'they have a long root that goes deep in search of water
• they have reduced or very few leaves
• The stem is modified to store water
• Additionally, leaves may turn into spines to protect from predators

• The suspensions that hand from branches are nothing but modifies leaves in order to reduce water loss

​

Additional Information

Scientific Name: Allocasuarina decaisneana 

• 'Desert Oak' is a tree found in Australia. - Correct
• This is a special kind of tree which has its roots growing from its branches. - Incorrect
• The roots of this tree go deep into the ground till they reach the water. - Correct
• This tree stores water in its trunk. Local people use a thin pipe to drink this water.  - Correct

Explanation:

• Abu Dhabi is the capital of the United Arab Emirates.
• It is found in the western part of Asia
• It is located in a desert area and has very little water
• The weather is very hot.
• People wear loose cotton clothes and keep themselves fully covered to protect themselves from the strong sun
• Petrol is present in abundant quantities in Abu Dhabi and forms a major part of its exports
• Thus, water is costly than petrol in the region
• The currency of Abu Dhabi is Dirham
• The people of Abu Dhabi speak the Arabic language
• The date is the most common fruit of the region as very little plantation can be done in the desert

Additional Information

• Abu Dhabi is located on an island in The Persian Gulf
• Abu Dhabi's oil reserves are estimated to be about one-tenth of the world’s total reserves
• Dubai is another important city in the United Arab Emirates.
• Burj Khalifa, the world's tallest building is situated in Dubai
• Dubai and Abu Dhabi attracts a large number of tourists throughout the year
• Abu Dhabi is located in the desert area. - Correct
• Water is costlier than petrol in Abu Dhabi - - Correct
• Arabic is the local language here.- - Correct
• Money used in Abu Dhabi is called Dinar. - Incorrect

Explanation:

• Some animals are active during the day while others are active at night
• Those that are active at night are known as nocturnal animals
• Animals who live in the desert are usually nocturnal to avoid the intense heat during the day
• Those animals that are awake at night can see things only in black and white colours.
• Their eyes are modified to enhance vision during the night such as they have very large pupils eg, owls

Additional Information

• Examples of Nocturnal Animals: Bats, Desert Rats, Desert snakes, Owls etc
• Other adaptations found in desert animals are high water storage capacity eg, camel
• Camel is called Ship Of Desert
• Similar to animals, desert plants also are different from plants found in other regions

∴ There are animals that awake at night. These animals can see things only in black and white

Explanation:

• The shaded region of the clock tells about the sleeping hours
• The clock is divided into 12 parts so each part indicates 2 hours
• For Animal X, 2 parts are shaded. Thus, it sleeps for 4 hours(2 × 2)
• For Animal Y, 9 parts are shaded. Thus it sleeps for 18 hours(2 × 9)

Additional Information

• Animal X sleeps for only 4 hours. This means it is very active and has a high metabolic rate
• An example of an animal that rests less is an elephant
• Animal Y sleeps for 18 hours. This means it is very less active and has a low metabolic rate
• Such animals are found in areas having extreme climatic conditions

∴ X sleeps for 4 hours while Y sleeps for 18 hours

Explanation:

• The dead sea is located in Israel.
• It is known as the most saline water body on the earth.
• Because of the large amount of salt present in the water, its density is very high.
• It is said that humans don't sink in the dead sea, they will keep floating.
• It is called the dead sea as no living organism can live in its highly saline water.

Important Points

• Salinity is the amount of salt in grams present in 1000 grams of water.
• The average salinity of the oceans is 35 parts per thousand.
• The salinity of the dead sea is around 340 grams per litre of water

⇒ The Dead Sea is a sea which is saltiest of all oceans and seas

Community participation is important as it demonstrates the importance of incorporating cultural elements in the teaching of EVS, all of which motivates students to learn about their culture and that of others while also learning EVS.

Key Points

• Students should be contributions of members of their own and other cultures can help them gain confidence, self-esteem and a sense of belonging as well as respect for the thinking of other cultures.
• Culturally relevant pedagogy validates students’ cultural backgrounds, and ethnic history and provides ways for educators to support cultural connections between the school and the community.
• Giving class 4^th students a project about different types of food eaten by individuals from various states in our country is the finest approach to promote cultural variety in cuisine in our country.
• The project will improve people's perspectives and thoughts about the cuisine they eat as well as dishes that are popular in other states.

Thus it is clear that Anjali should ask students from different cultures/regions to bring food from home, display it and share the information with classmates.

Projects make an integral part of teaching-learning EVS. Two aspects of children’s learning can be assessed through projects. One is their learning of the EVS content and the other is the general EVS objectives like the social skills and values. When children carry out a group project on pollution, the teacher can assess a variety of aspects related to not just the content but also other skills, such as:

• Ability to effectively materialise their plan
• Quality of participation- Students can be asked questions such as:
• name the group members who often helped each other
• name the friends in your group
• were you able to resolve differences of opinion during the group work?
• did you share the resources?
• Ability to think and analyse processes and relations in a real-life situation

Hence, asking students to take up group projects related to different kinds of pollution is likely to be most effective in achieving the desired objective.

In EVS there are some activities on learning which designed activities suggest us that how different skills of comparing, classifying, experimentation, introspection, critical thinking, recalling, estimating, analyzing, and making a decision can be nurtured among children through these. The skills of EVS are get strengthened through these activities. 

Go through the following points for planning and executing different activities-​

Key Points

• Through Hands-on activities-
• Ample opportunities have been provided to the learners to work hands-on through observation, drawing, illustration, design, and fabrication.
• to engage the child in exploratory and hands-on activities to acquire basic cognitive and psycho-motor skills through, classification, inference, etc.
• Through Oral Testing-
• It allows students to respond directly to the teacher’s questions or present the prepared statements
• The oral questions, debate, discussion, quiz, and drama are used for this purpose.
• Important for the development of vocabulary and reasoning power.
• A large number of children can be examined at one time

Important Points 

• The activities are well within the cognitive reach of children and are in the form of stories, poems, plays, craftwork, games, worksheets, interaction, field visits encouraging the creative and aesthetic sense of children.
• The activities are learner-centered, relevant, meaningful, and interesting nurturing the curious and exploratory bent of mind of children.
• These focus on providing learning experiences in and out of the classroom.

Thus from the above-mentioned points, it is clear that Hands-on activities assessment and Oral testing techniques are likely to be more objectives assessments in the subject of EVS for Class V.

Home assignment is a set of tasks assigned to the children by their teachers which will be completed outside the classroom. Assignments may be thoughtfully given to supplement to classroom teaching doubts may be cleared during face-to-face teaching.

Key Points

A good home assignment-

• give challenge and excitement for extended learning to the students
• give an opportunity for outdoor observation and interaction with nature
• give a chance for interacting with peers and other mates
• provides an opportunity for group discussion, co-operation activity atc.
• make student able for relating their prior knowledge to the new learnings
• give chance to parents to participate with children in their activities for learning and clear doubts wherever they can

Thus from above-mentioned points, it is clear that a good home assignment in EVS should primarily focus on challenge and excitement for extended learning.

Fieldwork constitutes an important part of the proposed learning activities in this study. Whether a project involves an exploration of a park‘s natural history or investigating the effect of a pollutant in a local ecosystem, the participant will come away with more knowledge about ecology and environmental issues. 

Key Points

Field-Trips:

• It is argued that field trips may serve as a tool for improving thinking skills, interest and success in EVS learning.
• Visit places of environmental concerns provided the best opportunities to the learners as a means of observing and experiencing the real environment.
• It has enough scope for building environmental awareness, stimulating participation and developing investigative skills in learners.
• As firsthand experience in the field contributes to cognitive and affective attributes, the students would develop their interest in conservation and protection of nature/wildlife.
• Ask questions for your doubts on displays, do not go anywhere without information, maintain discipline, use of integrated knowledge and take a notepad and pen with you are some general instructions given to the students for a field-trip.

Thus from above-mentioned points, it is clear that 'Carry your full schoolbag for the day' is the irrelevant instruction for the trip.

Environmental studies means education about the environment through the environment and for the environment. Education about the environment has the purpose of developing knowledge and understanding about values and attitudes. Education about the environmental studies always focuses on providing real-life examples and avoids rote memorization, detailed explanations, factual knowledge and endless practices at the primary level.

The main objectives of incorporating environmental education into the  primary stage can therefore be identified as the following:

• to provide opportunities to explore the surroundings.
• to make children aware of the nature of the relationship between humanity and the environment on which they depend.
• to impart knowledge and skills to understand and solve environment and development related skills.
• to enable children to acquire the attitudes and motivations leading to sound discussions and civic actions for the improvement and protection of the environment and its quality.
• and to highlight the need for teaching environmental studies at primary level discussing some elementary concepts and components of EVS.

Hence, it can be concluded that good EVS curriculum at primary stage should provide opportunities to explore surroundings.

Curriculum integration is not just combining two or more subjects or areas of study to form meaningful learning. In a broader sense, it refers to the organization of learning experiences in which the work involves competencies related to more than one discipline or subject area.

Key Points

• The stories and poems from the literature have been integrated with EVS to enhance understanding of fundamental concepts.
• Audio-based TLM includes poems, stories, and different videos.
• When poems and stories are used by the teacher, then students should be encouraged to sing the poem with proper modulation.
• The teacher can ask many students to narrate poems and record them.
• This will involve all students and imagine the level of involvement in this activity.
• This activity helps in the attainment of cognitive as well as affective objectives in teaching and learning which will enhance their conceptual understanding.
• Audio recordings in the form of CD or DVD are very popular TLM. Stories poems, songs are frequently used in elementary classes. Discussion and debates with important personalities can be recorded and prepared in form of an Audio CD to be used in the classroom to motivate students.

Hence, it can be concluded that poems and stories have been included in EVS textbooks for the primary stage in order to enhance understanding of fundamental concepts.

Hint

• Integrating poems and stories will also develop literary skills in students and provide fun and enjoyment in learning the subject but the main emphasis is on developing an understanding of fundamental concepts.

Presentations are a way of communicating ideas and information to a group. This technique is quite effective in a situation where a lot of information is required to be passed on in a relatively short time. The objective of communication is to make your message understood and remembered. In order to achieve this, the teacher must be clear, coherent, articulate and convincing. 

Key Points

• There are many types of presentations, ranging from straight lecture form to participant involvement through questions and discussions.
• Presentations should be followed up with more participatory, active techniques to involve the trainees and make the material more memorable.
• This technique is used to-
• Introduce new subjects
• Provide an overview or synthesis
• Convey facts and statistics
• Address large groups
• The purpose of the representation step is to help students organize the data, define the problem and identify key issues. In this phase, teachers might ask students to-
• Frame the problem in their own words
• Define key terms and concepts
• Determine statements that accurately represent the givens of the problem
• Identify analogous problems
• Determine what information is needed to solve the problem

Here, if four prospective teachers were asked to make a presentation on the theme 'Travel' to Class V students, they should involve them and collect information through their experiences. 

Thus, from the above-mentioned points, it is clear that if teachers were asked to make a presentation on the theme 'Travel' each of them mainly focussed on asking students to narrate their own travel experiences using various modes of travel.

Thinking skill is a skill of manipulating information to draw a conclusion or to generate ideas. It is a higher cognitive skill that allows beings to produce thought. 

Thinking is:

• a form of information processing.
• the base of all cognitive activities.
• an organized and goal-directed process.

Important Points

Open-ended questions promote thinking skills in the students as it encourages a deep style of thinking and:

• discourages one-word answers.
• provides detailed qualitative information.
• requires an answer with a proper explanation.
• promotes divergent thinking, creativity, and ingenuity.

For example, "What would happen if you don't get petrol or diesel for a week in your village or town?"

Hence, the statement primarily aims at promoting imaginative and thinking skills to understand real-life concerns.

Additional Information

• Closed answer type questions:
• allow a learner to choose one answer from a limited list of possible answers.
• require one-word answer thus minimize the subjective inference and judgment.
• Divergent thinking:
• It refers to a way of solving problems by more than one approach.
• It is a creative process that includes brainstorming, imagination, and out of the box thinking it.

Questioning Skills refer to one’s ability to formulate and respond to questions about situations, objects, concepts, and ideas. Questions may derive from oneself or from other people. The technique of 'classroom questioning' in the teaching EVS can be used best for ​arousing curiosity in the learners. There are low-level questions and high-level questions. Low-level questions require one to recall information that has been registered in memory. They operate on the individual’s level of knowledge of a subject. Higher-level questions require one to process information rather than simply recall it. Guideline(s) to Enhance Questioning Skills Among Children in the Classroom:

• Create an atmosphere of trust and encourage questions.
• Encourage divergent questions.
• Respond in an encouraging way.
• Model good questioning skills.
• Reduce the number of questions that can be answered by only “yes” or “no.”
• Do not stop the discussion with the right answer.
• Increase wait-time between asking and answering questions to at least five seconds.
• Provide good halting times.
• Develop sensitive listening techniques.
• Develop silent time.
• Appreciate questions that are appropriate to the developmental level.
• Ask them to come up with their own student questions in the lesson, quiz, or assignments.
• Have interesting topics of discussion.

Hence, the technique of 'classroom questioning' in the teaching EVS can be used best for ​arousing curiosity in the learners.

Objectives of teaching EVS at Primary School-

• It is aimed at developing in children a holistic or integrated perspective of the environment where he/she lives in.
• Children to explore, understand, appreciate and value his/her environment.
• Helps children in maintaining a multidisciplinary perspective to an understanding of our environmental issues.
• To connect the experiences of the learners in school with the outside world.

Hence, we conclude that one of the major objectives of teaching of EVS at primary stage is to ​help the learners link classroom learning to life outside the school.

Environmental Education at this level is all about preparing learners to become global citizens with the ability to think critically, to develop sensitivity and respect for the natural and socio-cultural environment. The teacher plays a pivotal role in the formal education system where the teacher’s active participation and innovativeness are crucial for effective teaching and learning to occur. 

• To sensitize the students to the 'concept of conservation of trees' a teacher should Motivate each student to adopt and nurture one tree
• Conservation can be further promoted through children’s involvement in activities that make the school cleaner, prettier and more environmentally sustainable, including planting vegetable gardens, trees or flowers, painting walls or removing debris from school grounds.
• Foster a reasoned and sensitive concern for the quality of the environment and the management of natural resources.

Key Points

• Trees are vital for filtering sun, dust, and noise and for beautifying the school.
• Indigenous trees, shrubs, and flowers should be planted in the school compound along with edible plants meant to teach children food production and conservation.
• Trees also have a softening and calming effect on the learning environment and its users.

Additional Information

Ways of conservation of trees: 

• Controlled Deforestation
• Afforestation
• Better Farming Practices​
• Organizing a slogan-writing competition on trees
• Encouraging every student to adopt a tree and look after it
• Organizing a debate on forest conservation
• Organizing a poster-making competition on trees

Thus it is clear that Showing children storage of logs of wood is not a suitable activity at the primary stage to sensitize students to the concepts of conservation of trees.

Role Play Method: In a role-play, the student has to act out a person or character. It is an activity which is often taken up in classrooms to promote learning of different kinds. The following are its characteristics:

• Develops skill in leadership, interviewing and social interaction, group discussions
• Provides an opportunity for the student to put herself in another's place and to become more sensitive to another's feelings. For example, 'Sources of Water' can be taught by using this method to enable student's active participation.
• Develops skills in group problem-solving. It helps the student in identifying critical issues and to come to a neutral agreement.
• Develops the ability to observe and analyse situations
• Gives an opportunity to the student to practice selected behaviour in a real-life situation without the stress of making a mistake.
• Whatever they have learnt previously can be used in a different context by means of a role play.
• While learning a language, it gives a safe environment for students to rehearse what they have learnt.

Hence, we conclude that 'Sources of Water' can be taught by using role-play method to enable student's active participation.

A young child’s world is organized not as neatly organized bodies of knowledge, but rather it is a body of integrated experience of interacting and making sense of the world around.

• While organizing the revised curriculum and the new textbooks the key concern has been to look at the environment as a totality and avoid approaching it in compartmentalized subjects like different streams of “science” and “social science”.
• Therefore that concepts that are typically dealt in biology like plants, or animals that are studied in zoology, or botany, or which are at the primary stage framed in the categories of ‘living and non-living, are introduced not as categories but through the child’s familiar experiences and surroundings.
• For example, asking a child to list all the animals, birds, plants that he/she sees around can bring in an integrated perspective that all are part of a larger picture and perceive the environment in a holistic manner. For the teacher and the students, the textbook is one of the means to understand and build on these observations and make their own connections. The other important feature of the EVS textbooks is the seamless integration of social aspects with pure-science concepts and the multi-dimensional, plural realities of how we live.
• Thus, the books aim at integration, and encourage the spirit and process of exploring and discovering the diversity and pluralism in the world around.

Hence, it can be concluded that EVS curriculum at primary stage has been developed to include pure Science as well as Social Science concepts. This has been done primarily to enable a learner to look at the environment in a holistic manner.

Project-based learning gives a thorough practical exposure to a problem upon which the project is based. Projects are developed generally in groups where students can learn various things such as working together, problem-solving, decision making, and investigating activities. So it can be known as group project-based learning. It can be used to emphasize social inequalities in an EVS class.

Main Principles of Project-based learning:

• The Principle of Purpose: Knowledge of purpose is a great stimulus that motivates the child to realize his/her goal. The student must have a purpose. ‘Why is he doing certain things?’ Purpose motivates learning. Interest cannot be aroused by aimless and meaningless activities. Due to motivation, the student develops an Individual sense of achievement.
• The Principle of Activity: Opportunities should be provided to students that make them active and learn things by doing. Physical, as well as mental activities, is to be provided to them. They are to be allowed to ‘do’ and to ‘live through doing’.
• The Principle of Experience: Experience is the best teacher. What is learned must be experienced. The children learn new facts and information through experience.
• The Principle of Social Experience: The child is a social being and we have to prepare the student for social life. Training for a corporate life must be given to him. In the project method, the students work in groups to develop the strong intra-group competition, collaboration and problem-solving skills.
• The Principle of Reality: Life is real and education to be meaningful must be real. The project method is a method of educating the child and therefore, it must also be real. Real-life situations should be presented in the life of the school.

Hence, Group project can be used to emphasize social inequalities in an EVS class.

Concept:

• Different regions have different food.
• Depending on what grows easily at which place, different things are eaten at places.

Explanation:

Hong kong Food:

• It is inspired primarily by Cantonese cuisine.
• Most of the dishes in Cantonese cuisine is based on Snake.
• Cooked snake and snake soup are popular in Hong Kong.

Additional Information

Food in different places:

Concept:

• Some persons, including children, can be visually impaired.
• They have very limited vision to see things
• Such persons try to identify things by touching and listening to voices more carefully.
• They develop their other senses more sharply
• Additional resources can enable them to develop their capabilities further

Explanation:

• The most popular resource for visually challenged persons is Braille script
• It was developed by Louis Braille in 1821
• The Braille system has 63 dot patterns or characters.
• Each character represents a letter, a combination of letters, a common word or a grammatical sign.
• Dots are arranged in cells of two vertical rows of three dots each
• Thus, this script is based on six points
• These patterns when embossed on **Braille sheets(**thick paper) help visually challenged persons to recognise words by touching.
• To make them easier to touch, the dots are raised slightly
• This script can be typed or manually made using pointed tools

Braille is written on thick paper by making dots (raised points). - Correct

This script is based on eight points. - Incorrect

Rows of dots are made with a pointed tool. - Correct

It is read by running the fingers on the raised dots.- Correct

Concept:

• Animals reproduce either by laying eggs (oviparous animals) or by giving birth to young ones (viviparous)
• Although both oviparous and viviparous shows a wide range of characteristic feature, each group has some specific attributes
• Most mammals are viviporus
• Birds, insects, reptiles etc are all oviparous

Explanation:

Some characteristic features of mammals are:

• They have body hair
• Ears are external
• They are warm-blooded( internal body temperature is maintained)
• Female mammals have well developed mammary glands to feed their young ones

Additional Information

Egg-laying mammal: Duck-billed Platypus

• Animals that have outside ears and hair on their body give birth to young ones. - Correct
• Animals that do not have outside ears and hair on their body lay eggs - Correct
• Animals that do not have outside ears and hair on their body give birth to young ones. - Incorrect
• Animals that have outside ears and hair on their body lay eggs. - Incorrect

Concept:

• The honeybee is a flying insect native to the Asian subcontinent
• These are known for the sweet honey they produce
• Honeybees collect nectar from flowers
• This nectar is converted to honey in their hives
• Honey can be collected from these beehives

Explanation:

• Honeybees lay their eggs from October to December
• It is the best time to start bee-keeping
• Honeybees are attracted to the Lichi flowers.
• In artificial culture, sugar is given to make the syrup(nectar) for honeybees
• Medicines are used to to clean the beehives
• Boxes are needed for keeping bees and storing honey produced by them

Additional Information

The scientific name of honeybee: Apis Indica

The practice of rearing honeybee to obtain honey is known as Apiculture

• January to March is the best time to start beekeeping. - Incorrect
• Honeybees are attracted to the Lichi flowers. - Correct
• Boxes are needed for keeping bees and storing honey produced by them.- Correct
• Sugar is purchased to make syrup for honeybees.- Correct