Environmental Studies PYQs

By sending the children to survey their neighborhood about the availability of clean and safe drinking water, the teacher is aiming to integrate social aspects with environmental factors in their learning

Key Points

• By surveying their neighborhood, the students will not only focus on the environmental aspect of water availability but also consider the social dimension. They will learn about the different water facilities in different areas, which can vary based on social and economic factors.
• The survey also enables students to consider the environmental factors that affect the availability of clean and safe drinking water. They may examine the sources of water, such as wells, taps, or groundwater, and assess their quality and sustainability.
• Sending children to survey their neighborhood actively involves them in the learning process. It encourages them to observe, gather data, and analyze information related to water availability.

Thus, it is concluded that the teacher is trying to integrate social aspects with environmental factors.

The incident demonstrates that Tani was able to infer the nature of a plum as a fruit based on the context provided in the story.

Key Points

• Tani learned about plums as a fruit by understanding the context in which the word "plum" was used in the story.
• The story described a situation where a fox wanted to eat a plum but couldn't reach it on a tall tree. The fox then declared that the plum was sour and walked away.
• From this context, Tani deduced that a plum is a fruit, even though they had never seen a plum before. Tani used the information provided in the story to make an educated guess or inference about the nature of a plum.
• This learning principle highlights how children can acquire new knowledge by drawing on the surrounding context, clues, and cues available to them. They use their reasoning abilities to make connections and make sense of new information based on what they already know and understand.
• In this case, Tani was able to apply contextual information to gain knowledge about the nature of plums.

Thus, it is concluded that the incidence confirms children learn from context.

'Learning by doing' is an experiential learning approach that emphasizes active engagement and hands-on experiences in the learning process.

Key Points

• In the context of EVS, this approach encourages students to actively participate in activities that involve practical exploration, problem-solving, and application of knowledge.
• Role play and project work are effective strategies that align with this concept.
• Role play involves students taking on specific roles or characters to act out scenarios related to the subject matter. In EVS, role play can be used to simulate real-life environmental situations, such as acting out the roles of different stakeholders involved in waste management or conservation efforts.
• Similarly, project work involves students working on extended activities or investigations related to a particular topic. They may conduct research, collect data, analyze information, and present their findings.
• Project work allows students to delve deeper into specific aspects of the environment, develop critical thinking skills, and apply their knowledge to real-world situations.

Thus, it is concluded that the concept of 'Learning by doing' in EVS means including role play and project work.

Key Points

• To enable the students to appreciate the diversity of the animal world: By discussing the number of legs different animals have, the activity aims to highlight the wide range of variations in the animal kingdom. This objective encourages students to appreciate and value the diversity of animal species.
• To nurture the natural curiosity of the students: Manorama's activity aims to foster the students' natural curiosity by encouraging them to observe and question the world around them. By asking about the number of legs animals have, she stimulates their curiosity and motivates them to explore and learn more about the animals in their environment.
• To provide students an opportunity for observation and exploration: Manorama's activity encourages students to actively observe their surroundings and explore the animal world. By observing the number of legs in various animals, students engage in hands-on learning and develop their observational skills. This activity promotes a deeper understanding of the characteristics and diversity of animals.

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

It is important for the teacher to address the incident in a way that promotes critical thinking, empathy, and understanding of the consequences of actions.

Key Points

• By asking Sam what will happen if all insects are killed, the teacher encourages Sam to reflect on the potential impact of his actions.
• This question promotes critical thinking and helps Sam consider the ecological and environmental consequences of killing insects.
• It opens up an opportunity for discussion about the role of insects in the ecosystem, their importance in pollination, decomposition, and maintaining balance in nature.
• This approach allows the teacher to guide Sam toward a deeper understanding of the value of all living beings, including insects, in the natural world.
• It promotes empathy, environmental awareness, and responsible behavior.

Thus, it is concluded that Ask Sam what will happen if all insects are killed is the most appropriate answer.

Hint

• Talking to Sam and forbidding him from crushing the insect without further discussion may not address the underlying reasons behind his behavior or provide an opportunity for learning and understanding.
• Applying first aid and taking Sam to the doctor may be necessary if the insect bite causes harm or an allergic reaction, but it does not address the behavior of crushing the insect or the educational aspect of the situation.
• Telling Sam that killing animals is cruelty and punishing him may not lead to a meaningful understanding of the consequences of his actions. It may also not foster empathy or provide an opportunity for learning and growth.

The problem-solving method in teaching EVS focuses on fostering critical thinking, inquiry, and problem-solving skills in students.

Key Points

• The problem-solving method promotes independent thinking and decision-making among students.
• It encourages them to actively engage in finding solutions to real-world problems related to the environment and society.
• By encouraging children to work independently, they are given the opportunity to explore different perspectives, generate ideas, and come up with creative solutions on their own.
• This approach helps develop their problem-solving skills, critical thinking abilities, and self-reliance.
• It also nurtures their confidence and autonomy in addressing environmental issues and social challenges.
• By working independently, students learn to analyze problems, seek information, evaluate options, and make informed decisions, which are essential skills for lifelong learning.

Thus, it is concluded that Problem-solving method to teach EVS at the primary level should encourage children to work independently.

The NCERT EVS curriculum at the primary level is designed to be suggestive and explorative.

Key Points

• Suggestive: The curriculum provides suggestions and guidelines for teachers to follow. It offers flexibility and allows teachers to adapt and contextualize the curriculum based on their student's needs and the local environment.
• Explorative: The curriculum encourages exploration and inquiry-based learning. It focuses on hands-on experiences, observation, and critical thinking to foster a deeper understanding of the environment and society.

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

The EVS curriculum extends the child's understanding of the world in the following order as the child moves from class III to class V.

Key Points

• Self: The curriculum starts by focusing on the child's self-awareness, personal development, and understanding their own identity, interests, and responsibilities.
• Parents: Building on the understanding of self, the curriculum then includes the role of parents and family in the child's life. It emphasizes understanding the roles, relationships, and values within the family unit.
• Colony: Moving outward from the family, the curriculum expands to the concept of a colony or neighborhood. Children learn about their immediate surroundings, local community, and interactions with neighbors.
• City: The curriculum further extends the child's understanding to the city, including topics such as urban environments, infrastructure, services, and community life.
• Country: Finally, the curriculum broadens the child's perspective to the country as a whole, encompassing aspects of national identity, culture, geography, and diversity.

Thus, it is concluded that Self → Parents → Colony → City → Country is the correct order.

The theme 'Family' focuses on exploring the concept of family, relationships, and roles within the family unit.

Key Points

• Asking children to write about the hobbies of their family members: This activity encourages students to engage with their own family members and learn more about their interests and hobbies
• It provides an opportunity for students to explore and share information about their family dynamics, interests, and talents.
• This activity promotes communication skills, observational skills, and understanding of the diverse hobbies within different families.
• It also fosters a sense of connection and appreciation for the unique qualities and strengths of each family member.

Thus, it is concluded that asking children to write about hobbies of their family members is the most appropriate answer.

As an EVS teacher, if Salma complains about Akhil's behavior of not eating lunch and throwing it in the dustbin, the following discussions would be appropriate with the students.

Key Points

• Children should appreciate the efforts of the person cooking food: By discussing the efforts involved in preparing food, the teacher can emphasize the importance of valuing and respecting the efforts of those who provide us with meals. This can help students develop gratitude and a sense of appreciation for the people involved in the food production and preparation process.
• Children should finish their lunch since many children are starving and do not get food: This discussion highlights the issue of food scarcity and the importance of not wasting food. It helps students develop empathy and understanding towards those who do not have enough food to eat. Encouraging students to finish their lunch reinforces the concept of reducing food waste and being mindful of the needs of others.
• Children should finish their lunch since the farmer faces a lot of hardships to grow food: This discussion raises awareness about the efforts and challenges faced by farmers in growing food. It helps students appreciate the value of the food they have and understand the connection between their actions (such as wasting food) and the hard work put in by farmers.

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

The correct answer is 1540 km.

Key PointsThe time taken by the train to travel from New Delhi to Howrah can be calculated by subtracting the departure time from the arrival time.

Time taken = (12:05 hours on 26^th November 2022) - (16:50 hours on 25^th November 2022) = 19 hours and 15 minutes.

To calculate the distance, we can use the formula:

Distance = Speed × Time.

Distance = 80 km/hour × 19.25 hours = 1540 km.

• Option 1 (1529 km) and option 2 (1532 km) are close to the correct answer but not exact.
• Option 4 (1552 km) is a bit far from the correct answer.
• The correct answer is option 3 (1540 km) as it is the exact distance calculated using the given information.

Additional Information

• The New Delhi-Howrah Rajdhani Express is a superfast express train that connects the national capital of India, New Delhi, with the city of Howrah in West Bengal.
• The train covers a distance of approximately 1540 km in about 19 hours and 15 minutes.
• The train runs on a daily basis and is one of the most popular and preferred modes of transportation between New Delhi and Howrah.
• The train has several classes of accommodation, including AC first class, AC two-tier, and AC three-tier, among others.

The correct answer is Stay in the open, away from buildings.

Key Points

• The given question is related to safety measures during an earthquake in a park.
• The correct answer is option 1, which means "Stay in the open, away from buildings."
• During an earthquake, buildings can collapse or catch fire, causing harm to the people inside.
• Therefore, it is always recommended to stay in the open, away from buildings.
• In a park, there are usually open spaces such as lawns, gardens, or playgrounds.
• These spaces are relatively safer during an earthquake as there are no buildings or structures that can fall or collapse.
• It is also recommended to stay away from trees, as they can fall or shed branches during an earthquake.
• Therefore, option 3, which suggests getting under the nearest tree, is not a safe measure.
• Running into the nearest building, as suggested in option 2, is not a safe option as buildings can collapse or catch fire during an earthquake.
• It is always better to stay in the open.
• Running out of the park to the nearest road, as suggested in option 4, may not be a safe option as roads can also be affected by an earthquake.
• Falling debris, cracks, or sinkholes can make the road unsafe to travel.

Additional Information

• In case of an earthquake, it is always better to drop, cover, and hold on.
• This means dropping to the ground, taking cover under a sturdy piece of furniture, and holding on until the shaking stops.
• If you are outside during an earthquake, move away from buildings, trees, and other structures.
• Stay in the open until the shaking stops.
• If you are driving during an earthquake, pull over to the side of the road and stop.
• Avoid bridges, overpasses, and tunnels.
• It is also important to have an emergency kit ready with essentials such as food, water, first-aid, and communication devices.

The correct answer is Madhubani.

Key Points

• The correct answer is option 1, Madhubani.
• Madhubani is an art form that originated in the Mithila region of Bihar, India.
• It involves making paintings with a paste of colored rice mixed with natural colors like indigo, turmeric, and dyes from flowers and barks of trees.
• The paintings are usually done on walls, floors, and paper.
• Madhubani paintings depict Hindu deities, nature, and scenes from daily life.
• Option 2, Warli, is an art form that originated in Maharashtra, India.
• It involves making paintings with white paint on a red-brown background.
• The paintings depict scenes from daily life and nature.
• Option 3, Kalamkari, is an art form that originated in Andhra Pradesh, India.
• It involves making paintings on cotton or silk fabric using a pen-like tool.
• The paintings depict Hindu deities, nature, and scenes from daily life.
• Option 4, Phulkari, is an art form that originated in Punjab, India.
• It involves making embroidery on fabric using brightly colored threads.
• The embroidery depicts floral and geometric designs.

Additional Information

• Madhubani paintings are also known as Mithila paintings.
• Madhubani paintings are recognized as a Geographical Indication (GI) product of India.
• Madhubani paintings have gained international recognition and are sold in various countries around the world.

The correct answer is Green peas, jeera, chana, wheat.

Key Points

• The question asks to select a set of food items obtained from the same plant part.
• Option 1: Apple, sugarcane, ginger, carrot 
• These are obtained from different plant parts.
• Apple is a fruit, sugarcane is a stem, ginger is a root and carrot is a taproot.
• Option 2: Green peas, jeera, chana, wheat
• These are all obtained from seeds.
• Option 3: Spinach, jeera, potato, cabbage
• These are obtained from different plant parts.
• Spinach is a leaf, jeera is a seed, potato is a tuber and cabbage is a leafy vegetable.
• Option 4: Apple, tomato, ginger, apricot
• These are obtained from different plant parts.
• Apple is a fruit, tomato is a fruit, ginger is a root and apricot is a fruit.
• The correct answer is Option 2: Green peas, jeera, chana, wheat.These are all obtained from seeds.
• Green peas, chana, and wheat are pulses obtained from leguminous plants.
• Jeera or cumin is a spice obtained from the seeds of the Cuminum cyminum plant.

Additional Information

• Apple, tomato, ginger, and apricot are obtained from different plant parts.
• Spinach, potato, and cabbage are obtained from different plant parts.

The correct answer is D A B C.

Key Points

• The question is asking to find the correct sequence of events that leads to extreme pollution of river water.
• Option 1: A B C D
• This sequence doesn't seem to be correct as it starts with the smell, acidity and colour of the river water being affected which is not the root cause of the pollution.
• Option 2: B C D A
• This sequence is also incorrect as it starts with aquatic life not being able to survive in the water, which is a consequence of pollution and not the cause.
• Option 3: D A B C
• This is the correct sequence as it starts with the excess of toxic chemicals being released in the river, which is the root cause of pollution.
• This is followed by the river water being affected in terms of smell, acidity and colour.
• As pollution increases, aquatic life cannot survive in the water, and eventually, the river becomes dead for all practical purposes.
• Option 4: D B A C
• This sequence is incorrect as it starts with excess toxic chemicals being released in the river, which is the root cause of pollution.
• However, it is followed by aquatic life not being able to survive in the water, which is a consequence of pollution and not the cause.
• Excess of toxic chemicals being released in the river is the root cause of pollution.
• As pollution increases, the river water is affected in terms of smell, acidity and colour.
• Aquatic life cannot survive in the water due to pollution.
• Eventually, the river becomes dead for all practical purposes.

The correct answer is Rice, Wheat, Oats.

Key Points

• The question is asking about plants that are propagated by seeds.
• The correct answer is option 2.
• Option 1: Sugarcane, Potato, and Cabbage are propagated by vegetative methods such as stem cuttings, tubers, and bulbs, respectively.
• Option 2: Rice, Wheat, and Oats are propagated by seeds.
• Option 3: Potato and Rose are propagated by vegetative methods, while Sugarcane is propagated by stem cuttings.
• Option 4: Wheat and Rice are propagated by seeds, while Sugarcane is propagated by stem cuttings.
• Rice, Wheat, and Oats are cereal crops that are widely cultivated for their edible grains.
• These crops are propagated by seeds, which are planted in soil to grow into mature plants.
• Seed propagation allows for genetic diversity and adaptation to different environments.
• Farmers can save and reuse seeds from previous harvests to reduce costs and ensure crop quality.

Additional Information

• Sugarcane is propagated by stem cuttings, which are sections of the stem that are planted in soil to grow into new plants.
• Potato is propagated by tubers, which are enlarged underground stems that contain stored nutrients and can sprout into new plants.
• Cabbage is propagated by seeds or transplants, which are young plants that are grown from seeds and then transplanted into soil.

The correct answer is Idli, Chutney, Rice, Sambar.

Key Points

• The question is asking about the main food of the people of the State to which P.V. Sindhu belongs.
• Option 1 (Idli, Chutney, Rice, Sambar) is the correct answer as it includes popular dishes from the state to which P.V. Sindhu belongs..
• Option 2 (Roti, Dal, Subzi, Aloo Paratha) is a common North Indian cuisine and not specific to the State to which P.V. Sindhu belongs.
• Option 3 (Roti, Sambar, Bamboo curry, Fish curry) has Sambar and Fish Curry which are commonly eaten in South India, but Bamboo Curry is not a common dish in the State to which P.V. Sindhu belongs.
• Option 4 (Fish Curry, Tapioca and Rice) has Fish Curry which is a commonly eaten dish in the State to which P.V. Sindhu belongs, but Tapioca is not a main food item in the state.

Additional Information

• Idli, Chutney, Rice, and Sambar are popular dishes in the South Indian state of Andhra Pradesh, to which P.V. Sindhu belongs.
• Roti, Dal, Subzi, and Aloo Paratha are popular dishes in North India.
• Bamboo Curry is a popular dish in the North-Eastern states of India.
• Tapioca is a popular food item in the South Indian state of Kerala.
• It is important to have knowledge about the cuisine and food habits of different regions in India.

As per the given condition, A has two sisters B and C and D is husband of A which means A is also a female member.

D will be the uncle of daughters of B and C.

Hence, the correct answer is "D is their uncle".

The correct answer is Aak (Madar).

Key Points

• Aak (Madar) is a plant that produces lightweight seeds that are easily carried by the wind, making it highly likely to be dispersed by wind.
• Sunflowers have heavy seeds that are not easily carried by the wind, so they are not likely to be dispersed by wind.
• Mangoes have seeds that are dispersed by animals, such as birds and bats.
• Xanthium, also known as cocklebur, produces seeds that have hooks or spines that attach to animals, clothing, or other objects for dispersal.

Additional Information

• Sunflowers are typically pollinated by bees and other insects.
• Mangoes are primarily grown for their fruit, which is consumed by humans.
• Xanthium is considered a weed in many areas and can be harmful to livestock if ingested.

The correct answer is Grind grains to atta, take atta in a bowl, knead atta, make golas of knead atta, rolling of golas and bake rotis.

Key Points

• The question is about the correct sequence of making rotis from wheat grains.
• Option 1 is incorrect because it suggests grinding the grains after kneading the atta, which is not the correct sequence.
• Option 2 is the correct sequence as it suggests grinding the grains to atta, kneading the atta, making golas of kneaded atta, rolling the golas and baking the rotis.
• Option 3 is incorrect because it suggests rolling out the roti before kneading the atta, which is not the correct sequence.
• Option 4 is incorrect because it suggests making golas after grinding the grains, which is not the correct sequence.

Additional Information

• Correct sequence: - Grinding the grains to atta - Kneading the atta - Making golas of kneaded atta - Rolling the golas - Baking the rotis.