Environmental Studies PYQs

The correct answer is A, B, and C.

Key Points

• Manures are bio-degradable and do not cause any harm to the environment.
• Manures are slow-release fertilizers and provide nutrients to the soil over a longer period of time.
• Manures improve the soil texture and structure by making it porous, which helps in better water retention and aeration.
• Manures also increase soil organic matter, which improves soil fertility and reduces soil erosion.

Additional Information

• Option A: Manures are bio-degradable and do not cause any harm to the environment.
• This is a correct statement.
• Option B: Manures do not cause strong chemical reactions.
• This statement is incorrect as manures can cause chemical reactions in the soil, but these reactions are usually not as strong as those caused by fertilizers.
• Option C: Manures make the soil porous.
• This is a correct statement.
• Option D: Manures are required in large quantities.
• This statement is incorrect as the quantity of manure required depends on the crop type, soil type, and nutrient requirement.
• However, it is true that manures are usually applied in larger quantities than fertilizers.

The correct answer is Kolkata, Kanpur, Varanasi.

Key Points

• The correct answer is option 1, which includes Kolkata, Kanpur, and Varanasi.
• The reason for selecting these places along the banks of river Ganga is that they are historically and culturally significant, and offer a glimpse into the rich heritage of India.
• Kolkata, also known as the City of Joy, is located on the banks of the Hooghly river, which is a distributary of the Ganga.
• It is famous for its colonial architecture, literature, and food.
• Kanpur is a major industrial city located on the banks of the Ganga.
• It is known for its leather industry and is home to several historical landmarks, such as the Kanpur Memorial Church and the Jajmau Tila.
• Varanasi, also known as Kashi or Benares, is one of the oldest living cities in the world and a major pilgrimage site for Hindus.
• It is situated on the banks of the Ganga and is famous for its ghats, temples, and spirituality.
• Option 2, which includes Patna, Hyderabad, and Varanasi, is incorrect because Hyderabad is not located along the banks of the Ganga.
• Patna, on the other hand, is located on the banks of the Ganga, but it is not as culturally significant as the other options.
• Option 3, which includes Bhubaneswar, Puri, and Darjeeling, is incorrect because these places are not located along the banks of the Ganga.
• They are, however, significant in their own right. Bhubaneswar is known for its temples, Puri for its beaches and Jagannath temple, and Darjeeling for its tea plantations and scenic beauty.
• Option 4, which includes Delhi, Kolkata, and Prayagraj, is incorrect because Delhi is not located along the banks of the Ganga.
• Prayagraj, also known as Allahabad, is located on the banks of the Ganga and is a major pilgrimage site, but it is not as culturally significant as the other options.

Additional Information

• The Ganga is the longest river in India and is considered holy by Hindus.
• It originates in the Himalayas and flows through several states, including Uttarakhand, Uttar Pradesh, Bihar, and West Bengal, before emptying into the Bay of Bengal.
• The river is not only important from a religious perspective but also plays a crucial role in the lives of millions of people who depend on it for their livelihoods.
• The Ganga is also one of the most polluted rivers in the world, with industrial waste, sewage, and other pollutants being dumped into it.
• Efforts are being made to clean up the river, but much more needs to be done to ensure its long-term survival.
• The Ganga is also home to several species of aquatic animals, including the endangered Ganges river dolphin.
• Conservation efforts are underway to protect these animals and their habitats.

The correct answer is Coriander ∶ Tap Root.

Key Points

• The given question is related to the type of root system found in different plants.
• Option 2 - Coriander is a plant with a tap root system, which means it has a single dominant root that grows straight down.
• The correct answer is option 2.
• It consists of a single dominant root that grows straight down, with smaller lateral roots branching off from it.
• This type of root system is found in many plants, including trees, shrubs, and some herbs.
• Tap roots allow plants to reach deep into the soil to access water and nutrients.
• Plants with tap root systems are generally more stable and better able to withstand harsh weather conditions.

Additional Information

• Option 1 - Wheat is a plant with a fibrous root system, not a tap root system.
• Option 3 - Carrot is a plant with a tap root system, which means it has a single dominant root that grows straight down.
• Option 4 - Bamboo is a plant with a rhizome root system, which means it has a horizontal underground stem that produces roots and shoots.

The correct answer is Lizard.

Key Points

• The question asks about the closest relative of snakes, turtles, and chameleons.
• Option 1 (Frog) is not a close relative as it belongs to a different order of amphibians.
• Option 2 (Lizard) is the correct answer as it belongs to the same order (Squamata) as snakes and chameleons.
• Lizard share a common ancestor with snakes and chameleons.
• They have similar physical characteristics such as elongated bodies and scales.
• They also have similar hunting strategies such as ambushing prey.
• They have a similar reproductive system with internal fertilization and laying eggs.
• Option 3 (Bat) and Option 4 (Fish) are not close relatives as they belong to completely different classes of animals (Mammalia and Pisces, respectively).

Additional Information

• Frogs belong to the order Anura, bats belong to the order Chiroptera, and fish are a diverse group belonging to the class Pisces.

The correct answer is They change their colour according to their surroundings.

Key Points

• Option 1: Penguins do have thick skin and a lot of fat in their bodies to help them survive in cold environments.
• This adaptation is necessary for their survival in their natural habitat.
• The layer of fat also helps them float in water, which is important for swimming and diving.
• This feature is similar to other cold-adapted animals like polar bears and seals.
• Option 2: Penguins have streamlined bodies which help them swim efficiently in water.
• Their wings have evolved into flippers which help them navigate through water.
• The shape of their body also helps them dive deeper and swim faster.
• This adaptation is necessary for their survival as they spend a lot of time in water hunting for food. ​
• Option 3: This option is incorrect as penguins do not change their color according to their surroundings.
• The correct answer is option 3, which is not a feature of penguins.
• Option 4: Penguins live in large groups called colonies and huddle together for warmth.
• This behavior also helps them conserve energy during the harsh winter months.
• Living in colonies also provides opportunities for social interaction and mating.

Additional Information

• Penguins are flightless birds that live in cold environments like Antarctica and some parts of South America and Africa.
• They have a unique way of walking called tobogganing where they slide on their bellies over ice and snow.
• Penguins are excellent swimmers and can dive up to 500 feet deep in search of food.
• Some species of penguins are endangered due to climate change, overfishing, and human activities like oil spills.

The chapter "Walls Tell Stories" about Golconda Fort introduces students to multiple aspects apart from the details of the monuments.

 Key PointsThese aspects include:

• (a) Techniques, designs, uses of water, arrangements of earlier times: This refers to the architectural and engineering aspects of Golconda Fort. Students would learn about the construction techniques, architectural designs, the use of water systems within the fort, and the overall layout and arrangements during earlier times.
• (c) Social and political life of forts during war and peace: This aspect focuses on the historical and social context of Golconda Fort. Students would gain insights into the social and political life of the people residing in the fort during times of both war and peace. This could include information about rulers, residents, and the fort's role in various historical events.
• (d) Reading a map to identify places: Understanding how to read a map is a valuable skill. In the context of Golconda Fort, students may be introduced to the layout of the fort, its various sections, and how to navigate and identify specific places within the fort using a map.

So, the combination of (a), (c), and (d) provides a comprehensive exploration of Golconda Fort, encompassing its architectural, historical, social, and geographical aspects.

The theme of the EVS lesson "What if it Finishes" is "Travel," which is not limited to just "Transport." It aims to present a wider and more interesting perspective related to various aspects of travel.

 Key Point

• Students have to find out rates of fuels like Petrol and Diesel in different cities of our country and also in different years stands out as the most appropriate choice because it delves into the economic and environmental aspects of travel.
• It expands beyond just the concept of vehicles and fuels to focus on researching and analyzing the rates of Petrol and Diesel in different cities and over various years.
• This provides a broader understanding of the impact of fuel costs on travel choices and the variability of fuel prices across different regions and time periods.

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

Modified Bloom's Taxonomy, also known as the Revised Bloom's Taxonomy, was updated to better reflect the learning process and the hierarchical nature of cognitive processes.

 Key PointsIn the modified version, the cognitive processes are arranged in the following order from the lowest level to the highest level of cognitive complexity:

• Remember: This level involves recalling or recognizing facts, information, or concepts.
• Understand: This level involves grasping the meaning, interpreting, and explaining concepts or ideas.
• Apply: This level involves using acquired knowledge and skills to solve problems or apply concepts to new situations.
• Analyze: This level involves breaking down information into parts, understanding relationships between components, and identifying patterns or structures.
• Evaluate: This level involves making judgments, assessing ideas or arguments, and determining the value or quality of information.
• Create: This level represents the highest level of cognitive complexity. It involves generating new ideas, designing, developing, and producing original work, or combining elements in novel ways to create something new.

Thus, it is concluded that According to modified Bloom's Taxonomy, the highest category of Cognitive Process is create.

Rubrics are a comprehensive set of criteria used by teachers to assess students' performance on a specific task.

 Key Points

• A rubric is a scoring guide that outlines the expectations and criteria for a particular assignment or project. It helps the teacher evaluate students' work based on predetermined levels of achievement for various aspects of the task.
• Rubrics typically include specific criteria and descriptions of different levels of performance, ranging from excellent to poor. By using rubrics, teachers can provide clear and objective feedback to students about their strengths and areas for improvement.

Thus, it is concluded that An EVS teacher uses a comprehensive set of criteria used to assess students on a specific task by rubrics.

Hint

• Portfolio: A portfolio is a collection of student work over time, showcasing their progress and achievements in various subjects. While portfolios can contain rubrics and other assessment tools, the use of a comprehensive set of criteria for assessment is best represented by rubrics.
• Anecdotal record: Anecdotal records are brief written notes or narratives about students' behaviors, actions, or interactions in specific situations. They are used to gather qualitative data about individual students' progress and behavior but are not typically used as a comprehensive set of criteria for assessment.
• Cumulative record: A cumulative record is a comprehensive academic record that includes information about a student's academic performance, attendance, and other important data over time. It provides a cumulative overview of a student's academic history but does not serve as a specific assessment tool for a particular task.

Key PointsIn the activity where Ayesha, the EVS teacher, asks her class 5 students to differentiate different kinds of homes seen in rural and urban areas based on the types of materials used in the houses, the following skills are being encouraged:

• Observing: The students are asked to observe and visually identify the different kinds of homes in rural and urban areas based on the materials used in their construction.
• Classifying: The students are required to categorize or classify the different types of homes based on specific criteria, which, in this case, is the types of materials used in construction.
• Inferring: The students need to draw inferences or conclusions based on their observations and classification of the homes. They may infer why certain materials are used more in rural or urban areas and the reasons behind these choices.
• Communicating: The students are expected to communicate their findings, observations, classifications, and inferences effectively. They may share their insights through discussions, presentations, or any other suitable means of communication.

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

The integrated approach in teaching-learning of Environmental Studies (EVS) involves the combination of both conceptual learning and process-based learning. It aims to integrate various aspects of the subject, such as concepts, skills, and real-life applications, into a cohesive and holistic learning experience.

Key Points

• In the integrated approach to EVS**, teachers design lessons that include both conceptual content and activities or processes that allow students to engage actively in learning.**
• It emphasizes the integration of different subjects like science, social studies, and geography to explore environmental issues and their interconnections.
• By using an integrated approach, students not only acquire knowledge and understanding of environmental concepts but also develop skills like critical thinking, problem-solving, decision-making, and data analysis.
• They engage in hands-on activities, fieldwork, group projects, and discussions that enhance their practical understanding of the subject.

Thus, it is concluded that the approach in teaching-learning of EVS that uses both conceptual and process approach is Integrated approach.

Key Points

• The method of teaching described in the scenario is a form of demonstration.
• In a demonstration, the teacher shows or exhibits something to the students to help them understand a concept or topic better. In this case, Rama is using real seeds to demonstrate the process of germination.
• By letting the students touch and feel the seeds, she is engaging their senses, which can enhance their learning experience.
• Demonstration is an effective teaching method, especially for topics that involve hands-on learning or require visualization. It allows students to observe the actual process or object being demonstrated, which aids in comprehension and retention.

Thus, it is concluded that the method used by Rama is demonstration, as she is using real seeds and allowing students to touch and feel them to understand the concept of germination better.

Hint 

• Problem solving: This method involves presenting students with problems or challenges to solve, which is not evident in the scenario.
• Cooperative learning: Cooperative learning involves collaborative activities among students to achieve common learning goals, which is not explicitly mentioned in the scenario.
• Lecture method: The lecture method involves the teacher delivering information to the students through spoken communication, typically without involving hands-on activities like touching real seeds.

Using checklists as a reporting method of assessment for students has the advantage of being easy to interpret for decisions related to students' promotion to a higher class.

 Key Point

• Checklists typically involve specific criteria or behaviors that students are expected to demonstrate, and teachers can use them to assess whether students have met those criteria.
• When assessing students' readiness for promotion, checklists provide a clear and concise overview of the students' performance on specific skills or competencies. The checklist format allows teachers and administrators to quickly identify areas of strength and areas needing improvement.
• By having a standardized and straightforward format, checklists streamline the process of evaluating students for promotion. Teachers can use the checklist data to make informed decisions based on the demonstrated competencies of students, ensuring that promotion decisions are consistent and fair.

Thus, using checklists as a reporting method of assessment simplifies the interpretation of students' achievements, making it easier to determine their readiness for promotion to a higher class.

Dialogic teaching is an interactive and collaborative approach to teaching that involves open and active discussions between teachers and students. It encourages two-way communication where both the teacher and students listen, respond, and engage in a meaningful dialogue about the topic being taught.

Key Points

• In option 4, the teacher and students are actively participating in a conversation related to their experience of travel.
• They share their thoughts, experiences, and perspectives about travel, which encourages a deeper understanding and engagement with the topic.
• The teacher facilitates the discussion by asking open-ended questions, encouraging students to express their ideas, and responding to their contributions.

Thus, option 4 is the example of dialogic teaching as it involves a collaborative and interactive discussion between the teacher and students regarding their experiences of travel.

​ 

Hint

• Asking students to collect pictures of 'Travel': This option does not necessarily involve a dialogic approach. While it may promote student engagement and visual learning, it does not explicitly facilitate a back-and-forth dialogue between the teacher and students.
• Asking students to demonstrate 'Travel' among themselves: This option might involve some level of interaction among students, but it does not necessarily involve a dialogue with the teacher. It may be more of a performance-based activity rather than a discussion-based one.
• Teacher showing digital presentation on 'Travel' and types of tickets: This option is more of a one-way communication, where the teacher presents information to the students through a digital presentation. Although it can be engaging, it lacks the interactive element of dialogic teaching.

At the age of 6, children are still developing social skills and may exhibit possessive behavior towards their belongings.

 Key Point

• It is essential to support Milli's social development without forcing her to share her things against her will. Instead, the teacher can employ various strategies of group work to help Milli gradually develop her socializing behavior and cooperation skills.

Some possible strategies to implement are:

• Encourage group work with a mix of individual and collaborative tasks: Start with activities where Milli can work individually on specific tasks and then gradually introduce collaborative tasks that involve sharing or cooperation.
• Use small groups or pairs initially: Group Milli with only one or two other students to minimize the perceived threat of sharing her things with many others. As she becomes more comfortable, gradually increase the group size.
• Use storytelling and role-play: Incorporate stories or role-playing activities that emphasize the importance of sharing and cooperation. This can help children understand these concepts in a fun and relatable way.
• By using these strategies, the teacher can create a supportive and inclusive learning environment that encourages Milli and other students to develop their social skills gradually.

Thus, it is concluded that Organise different strategies of group work to develop Milli's socialising behaviour is the correct answer.

The social constructivist approach to teaching and learning emphasizes the importance of social interaction, context, and real-life experiences in the learning process. It acknowledges that students construct knowledge by actively engaging with their environment and interacting with others.

Key Points

• Incorporating stories, poems, and real-life narratives in textbooks caters to diverse classrooms: This aligns with the social constructivist approach because it acknowledges the value of using real-life examples and narratives to make the content more relatable and meaningful for students. By incorporating stories and narratives, students can connect their prior experiences with the new knowledge they are acquiring, which enhances their understanding and learning.
• Using local language and terms to facilitate understanding of the context: This is another characteristic of the social constructivist approach. Using the local language and terms makes the content more accessible and relevant to students. It ensures that students can connect the new information to their own experiences and cultural context, making the learning process more effective.

Thus, the teaching of EVS at the primary level that follows the social constructivist approach includes options A and C.

Teaching EVS is a multidisciplinary subject that focuses on understanding the environment, society, and the interrelationships between them. It encourages experiential and active learning.

 Key PointsIn EVS, a teacher-centered or instructional approach, where the teacher primarily imparts knowledge through lectures or one-way communication, may not be as effective as other interactive and experiential methods. EVS is better learned through hands-on experiences, exploration, and interactions with the environment and community.

The following are appropriate approaches for teaching EVS:- 

• Role Play: Role play is an interactive and engaging approach where students take on different roles and act out scenarios related to the EVS topics. This method encourages students to think from different perspectives and understand complex concepts.
• Survey: Surveys involve collecting data and information related to specific EVS topics from various sources or individuals. It helps students understand real-world scenarios and develop skills in data collection and analysis.
• Field trips: Field trips are valuable for EVS as they provide opportunities for students to directly observe and interact with their environment. It allows students to learn from real-life experiences and connect classroom learning to the outside world.
• Dialogic Teaching: Dialogic teaching, as discussed earlier, promotes interactive and collaborative discussions between teachers and students. It fosters critical thinking, communication, and a deeper understanding of EVS topics.

Thus, Instruction through teacher," is not an appropriate approach to teach EVS, as it does not fully engage students in active learning, exploration, and interaction with the environment.

Inclusion and accessibility are crucial in ensuring that all students, including those with visual impairments, can actively participate in educational activities. When taking a field trip to hilly areas, it is essential to create an inclusive environment that allows Sheena, who is visually impaired, to join the trip if she wishes to do so. 

Key Points

• Give responsibility to her best friend to take care of her safety on the trip: Pairing Sheena with a responsible and understanding friend can be a supportive measure to ensure her safety and comfort during the trip. The friend can assist Sheena in navigating uneven terrain and provide support when needed.
• Make groups of 4-6 students and give defined responsibilities of the trip to each group: Organizing small groups and assigning specific responsibilities to each group allows for better supervision and ensures that everyone's needs are met. The teacher can make sure that Sheena is in a group with students who are empathetic and supportive.

Thus, options C and D are the most appropriate responses.  

Hint

• Talk to her parents to dissuade her because hilly areas can be risky for her: Dissuading Sheena from participating in the trip solely based on her visual impairment is not a suitable approach. It is essential to provide opportunities for students with disabilities to experience diverse learning environments and engage with nature.
• Counsel her parents to allow her to go: While counseling her parents is an important step, the decision to allow Sheena to go on the trip should be made considering her interest and ability to participate with support.

The affective domain refers to the emotional and social aspects of learning, including attitudes, values, beliefs, and interpersonal skills. It involves how students feel, their motivation, and their ability to collaborate with others.

Key Points

• Sharing and working together is an indicator that reflects the affective domain because it focuses on students' ability to interact with their peers, share their thoughts and ideas, and collaborate effectively.
• When students engage in sharing and working together, they demonstrate positive social skills, cooperation, empathy, and teamwork.
• Assessing the affective domain can be challenging, as it involves evaluating students' attitudes, interests, and emotional responses.
• Observing how students interact, discuss, share, and work together can provide valuable insights into their affective development.

Thus, it is concluded that Sharing and working together is the indicator for assessment in EVS related to affective domain.

Hint

• Observation, Discussion, and Experiment are valuable teaching and learning methods, they are not specific indicators for assessing the affective domain.
• They can certainly be used as part of the assessment process, but they may focus more on cognitive or psychomotor aspects of learning rather than the affective aspect related to emotions, attitudes, and social skills.

Asking probing questions in an EVS class can have several positive effects on the child's learning and cognitive development. It indicates the child's curiosity, engagement, and interest in the subject matter. It is also an essential aspect of developing critical thinking skills, as it involves exploring deeper into the topic and seeking a better understanding of concepts.

Key Points

• Listening skill: When a child asks probing questions, it implies that they are actively listening to the information presented in the class and seeking clarification or additional information to deepen their understanding.
• Discussion skill: Probing questions often lead to meaningful discussions in the classroom. When a child asks questions and engages in discussions with the teacher and peers, it enhances their ability to express their thoughts and opinions effectively.
• Critical thinking skill: Probing questions are a fundamental aspect of critical thinking. They demonstrate the child's ability to analyze, evaluate, and synthesize information, which are essential components of critical thinking.

Thus, it is concluded that Demonstration skill is not the child improving when he/she asks too many probing questions in EVS class.

HintDemonstration skill is not directly related to the act of asking probing questions. Demonstration skill refers to the ability to perform tasks or show how something is done. While it is a valuable skill in various contexts, it is not necessarily connected to asking probing questions in an EVS class.