Environmental Studies PYQs

The correct answer is Bihu, Baisakhi, Makar Sakranti, Lohri.

Key Points

• The correct set of harvest festivals mentioned by Neena are Bihu, Baisakhi, Makar Sakranti, Lohri.
• Bihu is a harvest festival celebrated in Assam, which marks the beginning of the Assamese New Year.
• Baisakhi is a harvest festival celebrated in Punjab, which marks the beginning of the Sikh New Year.
• Makar Sakranti is a harvest festival celebrated in various parts of India, which marks the end of the winter solstice and the beginning of longer days.
• Lohri is a harvest festival celebrated in Punjab, which marks the end of the winter solstice and the beginning of longer days.

Additional Information

• Ganesh Chaturthi is not a harvest festival but a festival dedicated to Lord Ganesha, celebrated mainly in Maharashtra.
• Holi is a festival of colors celebrated in India, which marks the arrival of spring.
• Karwa Chauth is a festival observed by Hindu women for the long life of their husbands.
• Pongal is a harvest festival celebrated in Tamil Nadu and other southern states of India.
• Diwali is a festival of lights celebrated in India, which marks the victory of good over evil.
• Eid is a Muslim festival celebrated after the end of the holy month of Ramadan.
• Gudi Padwa is a festival celebrated mainly in Maharashtra, which marks the beginning of the Marathi New Year.
• Navratra is a nine-day festival dedicated to the worship of Goddess Durga.
• Gurpurab is a Sikh festival celebrated to commemorate the birth anniversary of Sikh gurus.

The correct answer is Mahabaleshwar, Munnar, Ooty.

Key Points

• The Western Ghats are a mountain range that runs parallel to the western coast of India and is a popular destination for hill stations.
• The correct answer is option 4, which includes Mahabaleshwar, Munnar, and Ooty.
• Mahabaleshwar is a popular hill station in Maharashtra known for its scenic views and strawberry farms.
• Munnar is a hill station in Kerala known for its tea plantations and wildlife.
• Ooty, also known as Udhagamandalam, is a popular hill station in Tamil Nadu known for its scenic beauty and pleasant climate.
• The Western Ghats are a UNESCO World Heritage site and home to a diverse range of flora and fauna.

Additional Information

• Option 1 includes Bengaluru, Gandhinagar, and Goa, which are not located in the Western Ghats region.
• Option 2 includes Mumbai, Ooty, and Pune.
• While Ooty is located in the Western Ghats, Mumbai and Pune are not.
• Option 3 includes Visakhapatnam, Bhubaneshwar, and Puri, which are located in the Eastern Ghats and not the Western Ghats.

The correct answer is Bittergourd (Karela) : Creeper.

Key Points

• The question is asking for the correct pair of a plant and its type (tree, creeper, herb, or shrub).
• Option 1 (Rose: Tree) is incorrect because roses are not trees; they are usually bushes or vines.
• Option 2 (Bittergourd: Creeper) is correct because bittergourds are climbing plants that grow as creepers.
• Option 3 (Rose: Herb) is incorrect for the same reason as option 1.
• Option 4 (Bittergourd: Shrub) is incorrect because bittergourds are not shrubs; they are vines or creepers.
• Bittergourd (Karela) is a creeper plant that grows on a trellis or other support structure.
• Creepers are plants that grow horizontally along the ground or climb up structures, such as walls or trees.
• Trees are tall, woody plants with a single main stem or trunk, and they grow upright.
• Shrubs are smaller than trees and have multiple stems that grow from the base of the plant.
• Herbs are plants that have soft, green stems and usually die back to the ground each winter.

Additional Information

• Roses are usually classified as shrubs or climbing plants, but not trees or herbs.
• Bittergourds are sometimes also classified as vines, which are similar to creepers but have longer stems and need more support.
• The question could have been improved by specifying the type of rose or bittergourd being referred to, as there are many different varieties of each plant.

The correct answer is Goat.

Key Points

• The question is asking about the closest relative of Cow, Buffalo and Sheep.
• Option 1 - Human Being: Humans are not closely related to these animals.
• Option 2 - Dog: Dogs are not closely related to these animals.
• Option 3 - Cat: Cats are not closely related to these animals.
• Option 4 - Goat: Goats are closely related to these animals as they all belong to the same family Bovidae.
• They share many physical and genetic characteristics.
• This group of animals is characterized by being ruminants, which means they have a four-chambered stomach and chew cud.
• Goats are known for their milk production and are often raised for their meat as well.

Additional Information

• Humans are primates and are not closely related to these animals.
• Dogs belong to the family Canidae and are not closely related to these animals.
• Cats belong to the family Felidae and are not closely related to these animals.

The correct answer is They live isolated in their habitat.

Key Points

• The question is asking about the features of Siberian Cranes.
• Option 1 mentions their migration from cold climatic conditions.
• This is a correct feature of Siberian Cranes as they are known for their long-distance migration from Siberia to India and China.
• Option 2 mentions their breeding in warm places.
• This is also a correct feature of Siberian Cranes as they breed in the wetlands of Siberia during summers.
• Option 3 mentions their living isolated in their habitat.
• This is incorrect as Siberian Cranes are known to live in flocks.
• They are social birds and live in flocks.
• Living in flocks helps them in various activities such as foraging, breeding, and migration.
• The flocks also provide protection from predators.
• Option 4 mentions their critically endangered status and low population.
• This is a correct feature of Siberian Cranes as they are one of the rarest birds in the world.

Additional Information

• Siberian Cranes are known for their long-distance migration and they cover a distance of around 5,000 km.
• They breed in the wetlands of Siberia during summers and raise their young ones there.
• Siberian Cranes are social birds and live in flocks of around 3-5 birds.
• Siberian Cranes are critically endangered and their population has declined due to habitat loss and hunting.

A rating scale is a method used to measure and assess the extent of a quality, characteristic, or behavior in a structured and standardized way.

Key Points

• ​The use of a written question in the context of a rating scale involves presenting respondents with a statement or question and asking them to provide a rating or judgment.
• This technique is often employed in surveys, assessments, evaluations, and research to measure attitudes, opinions, or behaviors.
• The key advantage of using a written question with a rating scale is that it produces quantifiable data.
• The responses can be analyzed statistically to understand patterns, trends, and variations in the opinions or behaviors of the respondents.

Hence, we can conclude that written question is used in the rating scale.

Narratives or storytelling can indeed be an effective strategy to engage students in the teaching-learning process of Environmental Studies (EVS) and many other subjects. The use of narratives has several benefits when it comes to facilitating learning and understanding.

Key Points

• Capturing Attention: Stories have the power to capture students' attention and create an emotional connection. When students are emotionally engaged, they are more likely to be interested in the topic and be receptive to the information being presented.
• Making Concepts Relatable: Narratives can make abstract or complex EVS concepts more relatable and understandable. Through stories, students can see how environmental issues, ecological processes, and human interactions with nature play out in real-life situations.
• Contextual Learning: Stories provide a context for the subject matter, helping students see how different elements are interconnected and influencing each other. This contextual understanding fosters a deeper comprehension of EVS concepts.

Thus, it is concluded that narratives is the correct answer.

Formative assessment is an ongoing and continuous process of monitoring and evaluating students' progress during the learning process. It is focused on providing feedback, identifying strengths and weaknesses, and guiding instruction to improve learning outcomes. The purpose of formative assessment is to help students and teachers understand how well they are doing and what adjustments are needed to enhance learning.

Key Points

• Rating scale: A rating scale can be used for formative assessment in EVS. It allows teachers to rate or assess students' understanding, skills, or performance based on specific criteria or levels.
• Annual achievement test: An annual achievement test is not a formative assessment tool. It is a summative assessment that typically takes place at the end of an academic year to evaluate students' overall learning and performance. Summative assessments are used to determine what students have learned at a specific point in time and are often used for grading and accountability purposes.
• Anecdotal records: Anecdotal records are a valuable formative assessment tool in EVS. Teachers use anecdotal notes to record observations of students' behaviors, interactions, and learning progress. These records provide insights into students' strengths, challenges, and areas for improvement.
• Portfolio: Portfolios are collections of students' work and reflections over time. They are excellent formative assessment tools in EVS as they showcase students' progress and learning growth. Portfolios allow students to demonstrate their understanding and application of EVS concepts through a variety of activities, projects, and self-assessments.

Thus, it is concluded that An annual achievement test is not a formative assessment tool.

Key Points

• By taking her students to the National Park, Sunita is providing them with a real-life experience that directly relates to what they learned in the classroom about the rich flora and fauna in India.
• This hands-on experience allows the students to see and interact with the natural environment they were studying, making the learning more tangible and meaningful.
• Correlating classroom learning to real life through field trips and experiential learning is a powerful way to deepen students' understanding and appreciation of the subject matter.
• It enables students to make connections between theoretical knowledge and practical applications, fostering a greater sense of engagement and relevance in their learning journey.

Thus, it is concluded that option 3 is the correct answer.

The above activity encourages students to explore and understand the diverse culinary traditions and practices across different regions and festivals in India.

 Key Points

• By researching and displaying information about various dishes from different parts of the country, students become more aware of the rich cultural diversity that exists within their country.
• The primary objective of the activity is to sensitize students about the cultural diversity in their country by exploring the wide range of dishes prepared during different festivals across India.
• It encourages appreciation and understanding of the varied culinary heritage and traditions that exist within the nation.

Thus, it is concluded that option 4 is the correct answer.

Organizing an EVS exhibition with the objective of channelizing creative instincts in learners aligns with the essence of Environmental Studies education.

Key Points

• An exhibition provides students with the opportunity to creatively express their understanding of environmental issues, solutions, and the significance of nature in our lives.

By participating in the exhibition, students can:

• Demonstrate their knowledge and learning in innovative and creative ways.
• Express their ideas, observations, and thoughts about environmental topics through various exhibits, models, charts, and artwork.
• Develop critical thinking and problem-solving skills by exploring environmental challenges and potential solutions.

Thus, it is concluded that to channelize creative instincts in learners is the most appropriate objective.

There are several approaches to teaching Environmental Studies (EVS) that educators can use to engage students and enhance their understanding of environmental concepts and issues.

Key Points

• An autocratic approach is not a suitable or recommended method in the teaching-learning process, particularly for subjects like Environmental Studies.
• The autocratic approach is characterized by a dominant, directive, and authoritative teaching style, where the teacher makes decisions without seeking input or participation from students.
• This approach is teacher-centered, with limited scope for student engagement, participation, and critical thinking.

Important Points

• Integrated Approach: This approach integrates various disciplines like science, social studies, and geography to present a holistic view of the environment and its interconnectedness with society and human activities.
• Process Approach: The process approach focuses on hands-on and experiential learning, where students actively engage in investigations, experiments, and practical activities related to environmental concepts.
• Conceptual Approach: The conceptual approach emphasizes understanding the fundamental concepts and principles underlying environmental issues, leading to informed decision-making and problem-solving.

Thus, it is concluded that An autocratic approach is not a suitable or recommended method in the teaching-learning of EVS.

The method of teaching-learning of EVS that will develop the maximum psychomotor domain is the Integrated method.

Key Points

• The Integrated method refers to an approach that combines various teaching methods, including experiential and hands-on activities.
• The integrated method incorporates practical, hands-on activities that engage students in the application of knowledge and skills related to the environment, it can indeed contribute to the development of the psychomotor domain.
• In an Integrated method, students may participate in activities such as experiments, field trips, or projects that involve physical skills and coordination, thus addressing the psychomotor domain.

Hence, we can conclude that the Integrated method​ of teaching-learning of EVS will develop a maximum psychomotor domain.

The teaching-learning process in Environmental Studies (EVS) should depend upon all of the following factors.

Key Points

• Prior learning experiences of children: Understanding the prior knowledge and experiences of students is crucial for effective teaching. It helps teachers build upon what students already know and tailor instruction to their level of understanding.
• Availability of resources: The availability of resources, such as textbooks, multimedia materials, laboratory equipment, and outdoor facilities, can significantly influence the teaching methods and activities used in EVS.
• Needs of children: Understanding the individual needs, interests, and learning styles of students is essential for designing a student-centered and inclusive teaching-learning environment in EVS. Teachers should adapt their methods to cater to the diverse needs of their students.

Thus, it is concluded that A, B, D is the correct answer.

Local resources play a crucial role in enhancing the teaching-learning experience in EVS. These resources can include nearby natural habitats, parks, gardens, wildlife sanctuaries, water bodies, local environmental experts, and community organizations working on environmental issues. 

Key Points

• Local resources provide opportunities for students to engage in hands-on learning experiences. Visiting nearby natural areas or environmental sites allows students to observe, explore, and interact with their local environment, fostering a deeper connection and understanding of the natural world.
• Local resources offer a real-world context for environmental concepts and issues. Students can see how environmental principles apply directly to their community and region, making the learning more relevant and meaningful.
• Experiencing local resources can instill a sense of environmental stewardship and responsibility in students. It helps them appreciate the value of their local environment and motivates them to take care of it.

Thus, it is concluded that Local resources is must in EVS classroom.

By including a railway ticket sample in the EVS book, students are encouraged to observe and examine the details present on the ticket.

 Key Points

• This observation fosters the development of their observation skills, as they pay attention to the various minute elements and information displayed on the ticket.
• Students can learn how to interpret the information on the ticket, such as understanding the train details, travel dates, passenger information, and other relevant data.
• This process of observation and interpretation contributes to the development of communication skills, as students can communicate effectively with others about their travel plans, understand ticket information, and use such real-life experiences as a context for discussion and communication.

Thus, it is concluded that  the railway ticket sample in the NCERT EVS book aims to develop students' observation and communication skills by engaging them in the examination and understanding of real-life documents, such as train tickets.

Environmental Studies (EVS) is a subject that emphasizes experiential and hands-on learning. Learning by doing is an essential aspect of EVS education, where students actively engage in practical activities, experiments, field visits, and projects to explore and understand environmental concepts.

Key Points The development of the "tendency for learning by doing" in learners promotes several key aspects:

• Experiential Learning: Students learn through direct experiences and interactions with the environment, allowing them to grasp concepts in a more practical and meaningful way.
• Critical Thinking: Engaging in hands-on activities fosters critical thinking and problem-solving skills as students actively explore and seek solutions to environmental challenges.
• Creativity: Learning by doing encourages students to think creatively and innovatively as they find unique ways to approach tasks and projects.

Thus, it is concluded that Tendency for learning by doing is developed among learners.

Storytelling is a powerful tool in EVS education because it allows students to connect emotionally with the characters and events in the story. When students empathize with the characters, they can understand and relate to the experiences and perspectives presented in the narrative.

Key Points Storytelling helps learners develop empathy:

• Emotional Connection: Stories evoke emotions, and when students emotionally connect with the characters, they develop a deeper understanding of different perspectives and experiences related to environmental issues.
• Identification with Environmental Challenges: Characters in stories may face environmental challenges or experience the consequences of human actions on nature. Through storytelling, students can put themselves in the characters' shoes and better grasp the implications of human actions on the environment.
• Encourages Critical Thinking: Empathizing with characters in a story encourages critical thinking as students consider various aspects of the story, analyze the characters' decisions, and reflect on the consequences of actions.

Thus, it is concluded that it enables learners to empathise with characters of the story is the most appropriate reason.

Key Points

• The video and subsequent discussion are intended to raise awareness and critical thinking among students about the ethical concerns related to using animals, such as bulls, for heavy manual labor.
• The teacher likely wants the students to understand that overloading the bullock cart can lead to the exploitation and suffering of the animals involved.

The discussion may involve topics such as:

• The impact of heavy loads on the health and well-being of animals like bulls.
• Ethical considerations about the treatment of animals and the responsibility to ensure their welfare.
• Alternative and more humane methods of transporting goods without causing harm to animals.
• Promoting compassion and responsible practices towards animals in human activities.

Thus, it is concluded that The teacher discusses the video with students so that she can make them think on exploitation of animals in carrying heavy loads.

When students ask questions in the context of environmental studies, it reflects their curiosity and interest in the subject matter.

 Key Points

• These questions are an essential means for students to express their desire to explore specific topics further, seek clarifications, and deepen their understanding of environmental concepts.
• Asking questions is a form of active engagement and participation in the learning process.
• It indicates that students are actively thinking about the subject and are eager to explore beyond what has been presented to them.
• When students ask questions, it shows that they want to know more and are seeking answers to satisfy their curiosity.

Thus, it is concluded that In environmental studies, asking questions by students is important as it indicates what students want to know.