Environmental Studies PYQs

The correct answer is Pigeon.

Key Points

• Pigeons have pink claws and grey feathers.
• They are known for making cooing noises, which could be interpreted as "Guter Goon - Gutar Goon" in the riddle.
• Pigeons often make their homes in houses or other man-made structures.
• Pigeons are a common bird species found in many parts of the world.

 Additional Information

• Doves are similar in appearance to pigeons and belong to the same family.
• However, they are typically smaller and have a more delicate appearance.
• Koels are a type of cuckoo bird found in Asia and Australia.
• They are known for their distinctive calls and behavior of laying their eggs in other bird species' nests.
• Barbets are a group of tropical birds known for their colorful feathers and distinctive beaks.
• They are not typically found in urban environments like the one described in the riddle.

The correct answer is A and B only.

Key Points

• Option 1 is the correct answer as statements A and B are true, while statements C and D are false.
• Statement A is true.
• In a beehive, there are only a few male honeybees called drones.
• Their primary role is to mate with the queen bee, and they do not collect nectar or pollen or participate in hive maintenance.
• Statement B is also true.
• A beehive has one queen bee, whose sole responsibility is to lay eggs and maintain the hive's population.
• Statement C is false.
• Male bees (drones) do not make hives.
• The female bees (worker bees) are responsible for constructing and maintaining the hive.
• Statement D is false.
• Female bees collect nectar from flowers for honey, while male bees do not participate in this process.

Additional Information

• Option 2 is incorrect as statement C is false.
• Option 3 is incorrect as statement D is false.
• Option 4 is incorrect as statement C is false and statement A is not mentioned.

The correct answer is Winning.

Key Points

• The question is asking about the objective of games and sports.
• Option 1, Winning, is not the objective of games and sports.
• This is because the objective is to promote physical fitness, mental alertness, emotional maturity, and constructive social abilities.
• Focusing solely on winning can lead to negative behaviors such as cheating and unsportsmanlike conduct.
• Games and sports can also be used as a tool for personal growth and development, rather than just a means to an end.
• Encouraging participation and effort, rather than just winning, can create a more positive and inclusive environment for everyone involved.​

Additional Information

• Option 2, Constructive social abilities, is an objective of games and sports.
• This includes teamwork, communication, and sportsmanship.
• Option 3, Mental alertness, is an objective of games and sports.
• This includes improving focus, concentration, and decision-making skills which can be beneficial in both athletic and non-athletic pursuits.
• Option 4, Emotional maturity, is an objective of games and sports.
• This includes learning how to deal with success and failure, managing emotions, and developing resilience which can be useful in both sports and everyday life.

The correct answer is 2.7%.

Key Points

• The three-fourth of the earth surface is covered by water.

 

Additional Information

• The majority of Earth's freshwater is locked up in glaciers and ice caps, and only a small percentage is available for human use.
• The availability of freshwater varies greatly by region and can be affected by factors such as climate change, pollution, and overuse.
• It is important to conserve and manage freshwater resources to ensure their sustainability for future generations.
• Some sources of freshwater include rivers, lakes, and underground aquifers.

The correct answer is Gourd.

Key Points

• The question is about two musical instruments - Been and Tumba.
• The correct answer is option 1 - Gourd.
• Gourd is a fruit that is used as a vegetable.
• Gourds can be dried and used to make various musical instruments.
• The use of gourds for musical instruments is common in many cultures around the world.
• Gourds are lightweight and produce a unique sound that is suitable for many types of music.

Additional Information

• Pumpkin can also be used to make musical instruments but it is not commonly used for Been and Tumba.
• Jackfruit and Artichoke are not commonly used to make musical instruments.

Assessment as learning is one of the three main categories of assessment in education, along with assessment for learning and assessment of learning. It involves the active involvement of students in the assessment process, where they not only receive feedback but also engage in self-assessment and reflection.

 Key PointsThe opportunities provided by assessment as learning include:

• Self-reflection: Students have the chance to reflect on their own learning progress, strengths, weaknesses, and areas for improvement. This helps them become more aware of their learning strategies and goals.
• Peer assessment: Students may be involved in assessing and providing feedback to their peers' work. This encourages active learning, a deeper understanding of the subject matter, and the development of critical thinking skills.
• Constructive feedback: Through assessment as learning, students receive constructive feedback from teachers, peers, or even themselves. This feedback helps them understand how to enhance their learning and make progress toward achieving their learning objectives.

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

Hint

• Summative assessment is not part of the opportunities provided by assessment as learning. Summative assessments are typically used for evaluating learning outcomes at the end of a period of instruction, while assessment as learning focuses on the ongoing involvement of students in their own learning process.

Key Points

• The curriculum of EVS for class V students should indeed include contexts related to the neighborhood and the community at large.
• This enables students to learn about the environment and the social interactions beyond their immediate surroundings, fostering a broader understanding of their impact on the community and the community's influence on them.
• By studying the neighborhood and the community, students can make direct connections between what they learn in the classroom and the real world. This practical approach helps them see how the concepts they learn are relevant and applicable to their everyday lives.
• Students learn about the diverse elements that make up their community, such as people, local businesses, landmarks, parks, and institutions. They understand the interdependence of these elements and how they work together to create a functional community.

Thus, it is concluded that For class V students, the curriculum of EVS should include contexts related to neighbourhood and the community at large.

Key Points

• A portfolio is an assessment tool that collects not just the best, but all kinds of a child's work or activities done over a period of time.
• It provides a comprehensive and holistic view of the child's progress and development across various areas.
• Portfolios typically include a collection of samples of the child's work, such as drawings, written assignments, projects, photos, videos, and other artifacts.
• The purpose of a portfolio is to showcase the child's growth and learning journey, allowing teachers, parents, and the child themselves to reflect on achievements and areas for improvement.

Thus, it is concluded that An assessment tool which collects not just the best but all kinds of a child's work or activities done over a period of time is Portfolio.

Hint 

• An anecdotal record is an assessment tool used by educators to document specific behaviors, skills, or incidents observed in a child's natural environment
• Rubrics are assessment tools that provide clear criteria and performance levels for evaluating a child's work or performance.
• A cumulative record, also known as a cumulative folder or a student's academic record, is a comprehensive and cumulative collection of a student's academic and behavioral information throughout their educational journey.

Key Points

• EVS is considered an integrated subject because it draws insights from the sciences, social sciences, and environmental education.
• It combines insights from the natural sciences (biology, geology, ecology, etc.), the social sciences (geography, sociology, anthropology, etc.), and environmental education.
• This interdisciplinary approach helps students develop a holistic understanding of the environment, society, and the intricate connections between human actions and the natural world.

Thus, it is concluded that option 1 is the correct answer.

EVS stands for Environmental Studies, which is an interdisciplinary academic field that systematically studies human interaction with the environment. It involves learning about the physical, biological, and social aspects of the environment and their impact on the world.

Key Points

• While teachers, students, and parents play an important role in the learning process, the environment itself serves as the major medium in the process of learning EVS.
• This is because it provides the context, case studies, examples, and practical applications for the theories that students learn.
• The environment allows for experiential learning, where students can observe and interact with the environmental issues they're studying, making the learning process more effective and impactful.

Thus, it is concluded that Environment should become the major medium in the process of learning EVS.

Introducing EVS at a young age can instill an understanding and appreciation of the interconnectedness of all life forms and their dependency on the environment.

 Key Points

• EVS helps children recognize the intrinsic value of the environment beyond its utility to humans.
• Furthermore, by understanding the importance of maintaining a healthy environment for all life forms, children are more likely to grow into environmentally conscious adults, making sustainable choices and potentially contributing to environmental problem-solving.

Thus, it is concluded that Option1 is the correct answer.

Taking students on a field trip to a park after teaching them about plants allows them to see the plants they have learned about in their natural environment.

 Key Points

• This helps students bridge the gap between theoretical knowledge and real-world application, making learning more meaningful and engaging.
• This correlation strengthens understanding and reinforces learning.
• They might also recognize specific plants in the park  but the overall aim is to enable them to connect what they've learned in class to real-world situations.

Thus, it is concluded that After teaching the theme 'plants', Meena conducted a field visit of students to the park. This would support the students to correlate classroom learning to real-life situations.

Jayanti's question touches upon several aspects of learning, which makes it applicable to more than one of the options you have provided.  

Key Points

• She is applying higher order thinking to the classroom activity. Jayanti is not just passively absorbing the information presented on the map, she is questioning it and trying to make sense of it based on her own experiences.
• She is reflecting upon an observation and applying logic. Jayanti's question reflects that she has observed something (the lack of visible dividing lines between her village and the town), and she is applying logic to understand this discrepancy.

So, option B and D is the correct answer.

Cognitive development refers to how we perceive, think, and gain understanding of our world through the interaction and influence of genetic and learned factors.

 Key Points

• Among the core cognitive developments are information processing, intelligence, reasoning, language development, and memory.
• In this scenario, the children are applying their knowledge and understanding to form analogies between the moon and objects they are familiar with.
• They are comparing, identifying similarities, and presenting their views, all of which fall under cognitive skills.

Thus, it is concluded that the explanation given by children indicates the development of cognitive objective.

EVS is an interdisciplinary field of study that involves learning about the environment in a comprehensive manner.

 Key Points

• EVS not only includes theoretical knowledge about various environmental issues and concepts but also emphasizes practical, real-world experiences.
• The nature of Environmental Studies (EVS) is experiential, meaning that it emphasizes learning through direct experiences and active engagement with the environment and real-world situations.
• Through field visits, experiments, observations, and interactions with the environment, learners are able to better understand and connect with the concepts taught in EVS.

Thus, it is concluded that Experiential term best describes nature of EVS.

Key Points

• In classical conditioning, an unconditioned response (UR) refers to a natural and automatic reaction that occurs without any prior learning.
• In this scenario, Jaya's mouth watering when she saw sweets is an unconditioned response.
• It is an innate, reflexive reaction to the presence of appetizing food (unconditioned stimulus) that naturally causes salivation (unconditioned response).
• This response is not learned; it happens involuntarily in response to the sight or smell of food.

Thus, it is concluded that Unconditioned response term is the correct description of this process.

Hint

• Conditioned response: A conditioned response (CR) is a learned response that occurs as a result of a conditioned stimulus being paired with an unconditioned stimulus in classical conditioning. It is not applicable in this scenario because the mouth-watering response described in the situation is not a learned response.
• Conditioned stimulus: A conditioned stimulus (CS) is a neutral stimulus that, through association with an unconditioned stimulus (US), acquires the ability to elicit a conditioned response (CR). In this scenario, the sweets brought by the teacher could potentially become a conditioned stimulus if they were repeatedly presented in association with something that naturally elicits a response, such as the smell of the sweets or the ringing of a bell.
• Unconditioned stimulus: An unconditioned stimulus (US) is a stimulus that naturally and automatically triggers an unconditioned response (UR) without any prior learning. In this scenario, the sweets brought by the teacher are acting as the unconditioned stimulus because they naturally lead to Jaya's mouth watering (unconditioned response). The sweets are the unconditioned stimulus that elicits the automatic response of mouth watering without any need for prior conditioning.

Key Points

• To acquaint students with the characteristics of plants around them through play: This game directly relates to the goal of EVS, which is to familiarize students with their environment. By playing the game, students are learning about different plant characteristics in a hands-on, engaging way.
• To develop the feeling of joy and group cohesiveness through games among children: Playing games not only makes learning fun, but also promotes social skills such as teamwork, cooperation, and a sense of community among children.

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

EVS is introduced early in primary education to help children develop an understanding of their immediate environment and to instill in them a sense of care and responsibility towards nature and the community.

Key Points

• The National Curriculum Framework (NCF) 2005, Environmental Studies (EVS) is a part of the curriculum for classes III to V in Indian schools.
• The EVS curriculum at this level focuses on experiential learning, exploration, and observation of the environment.
• In alignment with the principles of NCF 2005, the curriculum for classes I and II emphasizes a play-based and activity-oriented learning approach.
• While textbooks can be used, the primary focus is on providing a contextually relevant learning environment for young learners.
• This means that instead of relying solely on traditional textbooks, teachers are encouraged to use a wide range of resources, such as nature walks, interactive activities, storytelling, and real-life experiences, to facilitate meaningful learning experiences.

Thus, it is concluded that only B is the correct answer.

Hint

• For classes I and II, EVS is taught through Science and Social Science: This statement is not accurate. It is expected that in Classes I-II the two subjects of Language and Mathematics will incorporate some themes for the development of concepts and skills in areas broadly related to EVS.
• EVS is not limited to classes IV and V: As stated, it is a part of the curriculum from classes III to V.

Key Points

• By Class III, children have developed sufficient spatial awareness and cognitive abilities to grasp the basic principles of mapping.
• They can understand the relationship between objects in space and represent them in a two-dimensional format.
• Most national and international curriculum frameworks recommend introducing map reading and drawing skills around Class III.
• This allows students to build upon their developing spatial skills and apply them to real-world contexts.
• Engaging activities like drawing classroom maps, treasure hunts with simple maps, and exploring neighborhood maps become more effective at this stage, allowing students to actively participate and learn.

Hence, we can conclude that the concept of mapping begins through a basic two - dimensional representation of the classroom in Class III.

Key Points

• Highlighting how humans share a close relationship with them: The theme 'Family and Friends' in the context of EVS seeks to enhance the understanding of interconnectedness between humans, plants, and animals. It fosters an appreciation of the relationships and dependencies we have with these life forms.
• Providing a holistic and integrated scientific and social perspective to them:  EVS is about providing a comprehensive understanding of the environment. By incorporating 'Plants' and 'Animals' under the theme 'Family and Friends', it emphasizes an integrated approach, connecting the scientific understanding of these entities with the social and cultural aspects.
• Locating them in a social and cultural context: Including 'Plants' and 'Animals' under the theme 'Family and Friends' allows students to understand the importance of these life forms in their own social and cultural contexts. It can help students appreciate the role these entities play in their lives beyond their biological existence.

So, A, B, and C all contribute to the goal of providing a holistic understanding of the environment and our place within it. This aligns with the teaching approach advocated by EVS.