Environmental Studies PYQs

Riddles are included in EVS and various other educational contexts with the aim of promoting cognitive development and logical thinking in students. Riddles are puzzles or enigmas that require creative and critical thinking to solve.

 Key Points

• When students engage in solving riddles, they are encouraged to analyze information, draw inferences, and use deductive reasoning to arrive at the correct answers.
• By solving riddles, students enhance their problem-solving skills, develop their ability to think critically and sharpen their logical reasoning.
• Additionally, riddles can be fun and engaging, making the learning process enjoyable for students.

Thus, it is concluded that developing logical ability in students is the objective of riddles.

Key Points

• By asking students to collect information on various festivals celebrated in different parts of the country and displaying it in the classroom, the main objective is to sensitize students about the diversity of culture in India.
• This activity helps students understand and appreciate the rich cultural heritage of their country, as different regions and communities celebrate various festivals with unique traditions, rituals, and significance.

Thus, it is concluded that option 2 is the correct answer.

Hint

• Know about the most popular festival in the country: The activity does not specifically focus on identifying the most popular festival in the country. Instead, it aims to explore the diversity and richness of various festivals celebrated across different regions.
• Make a record of different festivals celebrated in our country: While the activity does involve collecting information about different festivals, the primary objective is not just to make a record but to raise awareness and sensitivity towards cultural diversity.
• Motivate students to celebrate different festivals: The activity does not necessarily aim to motivate students to celebrate different festivals themselves. Rather, it encourages them to learn about and respect the traditions and festivals celebrated by various communities in India.

Through the clay modeling activity, Aditya, the EVS teacher, provides two main opportunities to the students.

Key Points

• To students to display their talent: By encouraging creativity and allowing students to create a scene of their choice using clay, Aditya provides an opportunity for students to showcase their artistic and imaginative talents.

Each group coming up with a different idea and scene demonstrates the unique creativity of individual students and fosters a positive learning environment.

• So that he can improve his competence: By engaging with the students during the activity, Aditya has an opportunity to improve his competence as a teacher. Interacting with students, observing their creativity, and encouraging their efforts enables him to enhance his teaching skills and adapt his approach to cater to the diverse learning needs of the students.

Thus, Aditya provides opportunities for students to display their talent and for himself to improve his competence through the clay modeling activity, making options A and B the correct choices.

Team teaching involves two or more teachers working collaboratively to teach a group of students. When a teacher finds a specific topic in Environmental Studies (EVS) difficult to teach, team teaching can be an effective solution to address the challenge.  

Key Points

• Expertise and Support: By teaming up with another teacher who is well-versed in the challenging topic, the primary teacher can receive support and guidance. The co-teacher can bring different perspectives and insights, making it easier to present complex concepts effectively.
• Division of Labor: Team teaching allows the teachers to divide the content and responsibilities.

Each teacher can focus on specific aspects of the topic, making the teaching process more manageable.

• Differentiation: With two teachers in the classroom, they can address the diverse learning needs of students. Students can receive individualized attention and support, helping them better understand the topic.
• Team teaching is an effective strategy to overcome the challenge of teaching a difficult topic in EVS. It fosters a supportive and interactive learning environment, benefits both teachers and students, and enables a more comprehensive approach to teaching complex concepts.

Thus, it is concluded that Use strategy of team teaching is the correct answer.

An EVS exhibition is an excellent platform to showcase students' understanding of environmental concepts, their creativity, and their ability to apply theoretical knowledge to practical scenarios.

 Key Points

• The primary objective of such an exhibition should be to channelize the creative instincts of learners and provide them with an opportunity to express their ideas and insights related to environmental issues.
• The exhibition should encourage students to explore, analyze, and present their ideas and projects related to environmental studies in a creative and meaningful manner.

Thus, it is concluded that the most appropriate objective for organizing an EVS exhibition is to channelize creative instincts in learners.

Hint

• Satisfy students and parents: While it is essential to engage and involve students and parents in the learning process, organizing an exhibition solely for the purpose of satisfying them might not align with the core objectives of environmental education.
• Please the Principal and Colleagues: While it is essential to collaborate with colleagues and obtain support from school authorities, the primary objective of the EVS exhibition should not be merely to please them.
• Train learners for future career options: An EVS exhibition, particularly at the primary level, is not primarily meant to train learners for specific career options. Instead, it aims to foster a love for the environment, instill environmental awareness, and develop basic scientific and critical thinking skills.

The method of teaching-learning process in EVS is primarily determined by the nature and content of the subject, the age and developmental level of the students, and the educational goals and objectives.

 Key PointsWhile the school's philosophy and approach to education may influence the overall curriculum and teaching methodologies, it does not specifically dictate the methods used in teaching EVS.

The method of the teaching-learning process in EVS depends upon:- 

• Availability of resources: The availability of resources, including teaching materials, technology, and outdoor learning opportunities, can influence the methods used in teaching EVS. Teachers may adapt their approaches based on the resources available to create meaningful learning experiences for students.
• Needs of Children: The needs and interests of children play a crucial role in shaping the teaching methods in EVS. An effective teacher considers the diverse learning styles and individual needs of students while selecting appropriate teaching strategies.
• Prior learning experiences of children: A child's prior learning experiences, knowledge, and background influence the selection and sequencing of topics in EVS. Teachers often build upon students' prior knowledge to facilitate a deeper understanding of new concepts.

Thus, the method of the teaching-learning process in EVS is not solely dependent on the school's philosophy but is influenced by a combination of factors, including the availability of resources, the needs of children, and their prior learning experiences.

EVS is a subject that involves the study of the environment, nature, and human interactions with the natural world.

Key Points

• Conducting various meaningful and relevant activities is a key aspect of effective teaching in Environmental Studies (EVS). By incorporating hands-on and experiential learning activities, the teacher can engage students actively in the learning process.
• Meaningful and relevant activities can include field trips, nature walks, environmental surveys, experiments, role-plays, debates, and group projects. These activities not only make the learning process enjoyable but also enhance students' understanding of environmental concepts, critical thinking, problem-solving, and decision-making skills.

Thus, conducting various meaningful and relevant activities is a primary factor that can significantly enhance the effectiveness of teaching in Environmental Studies.

Process skills are essential components of inquiry-based hands-on learning in EVS. These skills enable students to actively engage in the learning process, make sense of information, and develop a deeper understanding of environmental concepts.

 Key PointsThe three process skills that are part of inquiry-based learning are:

• Observing: The skill of using one's senses to gather information about the environment or objects. It involves paying attention to details, making qualitative and quantitative observations, and recording data.
• Predicting: The skill of making informed guesses about future outcomes or events based on available evidence and prior knowledge. It encourages students to think critically and make logical connections.
• Inferring: The skill of drawing conclusions or making interpretations based on observed evidence and existing knowledge. It involves going beyond the information presented to make educated guesses or inferences.

Thus, it is concluded that Determining is not considered a process skill in the context of inquiry-based hands-on learning in EVS.

The NEP 2020 recommends the introduction of Environment Studies (EVS) as a subject for Class III, Class IV, and Class V students.

 Key Points

• The subject aims to develop an understanding of the environment, its interconnections, and sustainable practices among young learners.
• By incorporating EVS in the curriculum for these primary classes, the policy intends to sensitize students to environmental issues and promote responsible attitudes towards nature and society.
• EVS is designed to be an interdisciplinary subject that integrates elements from science, social studies, and environmental education.

Thus, it is concluded that According to NEP, 2020, Environment Studies as a subject shall be taught in Class III, IV and V.

As an EVS teacher, I would use a combination of methods to make my students understand the limited availability of natural resources. The most effective approach would be through showing a coal piece and discussing its uses and availability for the future.

Key Points

• Hands-on Experience: By showing a coal piece, I can provide a tangible and concrete experience to my students. They can touch, observe, and feel the physical presence of a natural resource, which enhances their understanding.
• Visual Learning: Visual aids like a coal piece can help students grasp the concept better. It allows them to connect the theoretical knowledge of limited natural resources with a real-life example.
• Contextual Discussion: After showing the coal piece, I would initiate a class discussion about the various uses of coal in our daily lives, such as electricity generation, industrial processes, and cooking.
• Interactive Learning: I would encourage students to participate actively in the discussion, ask questions, and share their insights. This interactive approach fosters critical thinking and a deeper understanding of the topic.

While textbooks, explanations, and speeches by environmental experts are valuable resources for learning, incorporating a hands-on and interactive approach with real-life examples like the coal piece can leave a lasting impact on students and help them internalize the concept of limited natural resources more effectively.

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

Concept:

Direction is divided into 8 sections, 4 cardinal directions, and 4 ordinal directions.

• The four cardinal directions are the directions north, east, south, and west, commonly denoted by their initials N, E, S, and W.
• East and west are perpendiculars (at right angles) to north and south.
• East is in the clockwise direction of rotation from north and west is directly opposite east.
• The ordinal directions are north-east (NE), south-east (SE), south-west (SW), and north-west (NW).
• NE, SE, SW, and NW lie in between the cardinal directions north and east, south and east, south and west, and north and west respectively.

Diagram:

Thus, with respect to the hotel the direction of the railway station is South-East.

Key Points

Karwa Chauth:

• Karwa Chauth is a festival that is celebrated mainly by married women in India.
• It is a special day when women fast from sunrise to moonrise for the well-being and long life of their husbands.
• Karwa Chauth is a festival that celebrates the love and bond between husbands and wives.
• It is also a time for families to come together, share joy, and celebrate this special occasion.
• On Karwa Chauth, women wake up early in the morning and have a special meal called "Sargi" before sunrise.
• They eat delicious food to keep them energized throughout the day.
• After eating, they start their fast and don't eat or drink anything until they see the moon in the evening.
• In the evening, women gather together with their friends and family in a special ceremony.
• They all sit together in a group and listen to the Karwa Chauth story.
• This story is about a queen named Veeravati who loved her husband very much.
• After hearing the story, women wait eagerly to see the moon.
• They carry a pot called "Karwa" filled with water, some sweets, and other special things.
• When the moon rises, they look at it through a sieve and then at their husband.
• They break their fast by drinking water and eating something sweet.

Thus, Meena rushed to the rooftop to see the sighting of moon in order to celebrate Karwa Chauth.

Concept:  

• Speed = Distance/Time
• Average Speed = (Total distance covered / Total time taken)

Given:

• Time taken = 3^rd Sep 16:15 hrs to 5^th Sep 04:45 hrs = 36.5 hrs
• Total distance = 2119 km
• Average Speed = 2119/36.5 km/h = 58.05 km/h ~ 58.3 km/h

Mistake Points

• This is an official CTET question the closest among the options to the correct answer is 58.3km/h

Thus, the average speed of the train is 58.3 km/h.

Concept:

• Space is the zone above and around our planet where there is no air to breathe or to scatter light.
• Outer space is a zone that occurs about 100 kilometers (60 miles) above the planet.

Explanation:

About Sunita Williams:

• Sunita Lyn Williams was born on September 19, 1965.
• She was an American astronaut of Indian origin.
• She was United States Navy officer.
• She became the second Indian-origin woman to fly into space after Kalpana Chawla.
• The first woman to travel in space was Soviet cosmonaut, Valentina Tereshkova.
• When Sunita was five years old she saw pictures of Neil Armstrong landing on the moon.
• Sunita when she was a young girl she really loved sports and swimming.
• She was never too interested in studies.
• After high school, Sunita wanted to become a diver.
• But she could not get into that course.
• Instead, she became a helicopter pilot.
• One day she found out that if she studied and trained for it, she could join the Space Mission.
• In 2007 Sunita Williams set a new record for the longest space flight by a woman, which is more than six months.

​Thus, the first Indian woman who spent more than six months in space is Sunita Williams. 

Additional Information 

• The first woman to travel in space was Soviet cosmonaut, Valentina Tereshkova.
• On 16 June 1963, Tereshkova was launched on a solo mission aboard the spacecraft Vostok 6.
• She spent more than 70 hours orbiting the Earth, two years after Yuri Gagarin's first human-crewed flight in space.

The Correct Answer is ​Dr Bindeshwar Pathak.

Key Points

• Dr. Bindeshwar Pathak is the founder of the Sulabh International Social Service Organisation.
• The organization works to build a nationwide sanitation movement.
• His contribution has made a critical difference in the lives of millions of severely disadvantaged poor who couldn’t afford toilets, and those who worked as manual scavengers and hence faced severe discrimination in the society owing to their low caste.

Important Points

• Aruna Roy is an Indian political and social activist who founded the Mazdoor Kisan Shakti Sangathan.
• Narmada Bachao Andolan was initiated by Medha Patkar.
• Baba Amte was an Indian social worker and social activist known particularly for his work for the rehabilitation and empowerment of people suffering from leprosy.

Explanation:

• Evaporation is a type of vaporization that refers to the process of a liquid changing into gas.
• The process of the liquid changing into vapour even below its boiling point is called evaporation.​
• The factors affecting evaporation are explained below:​

Thus, the process of evaporation will be the slowest when temperature decreases and wind speed decreases.

Concept:

• When the lithospheric plates move, the surface of the earth vibrates.
• The vibrations can travel all around the earth.
• These vibrations are called earthquakes.
• The place in the crust where the movement starts is called the focus.
• The place on the surface above the focus is called the epicentre.
• The greatest damage is usually closest to the epicentre.
• The strength of the earthquake decreases away from the centre.
• Earthquake is measured by the device seismograph.
• The Richter scale is a standard scale used to compare earthquakes.

Explanation:

Earthquakes can be caused by both natural and anthropogenic (human-induced) factors. 

Natural Causes:

Tectonic Activity:

• The most common cause of earthquakes is the movement of tectonic plates.
• When these plates interact, they can collide (convergent boundary), move apart (divergent boundary), or slide past each other (transform boundary).
• The stress and pressure build-up along the plate boundaries eventually lead to the release of energy, resulting in an earthquake.

Fault Slippage:

• Earthquakes can also occur when there is a sudden slip or release of stress along a fault line.
• Faults are fractures in the Earth's crust, and the two sides of the fault can move in different directions due to the accumulated stress.
• When the stress overcomes the friction holding the sides together, there is a rapid movement, causing an earthquake.

Volcanic Activity:

• Volcanic eruptions can generate earthquakes due to the movement of magma beneath the Earth's surface.
• As magma rises, it can create fractures and trigger seismic activity.

Important Points

Anthropogenic Causes:

Induced Seismicity:

• Human activities such as mining, reservoir-induced seismicity (due to the filling of large reservoirs), hydraulic fracturing (fracking), and geothermal energy extraction can induce earthquakes.
• These activities involve the manipulation of the Earth's subsurface, which can change the stress distribution and cause faults to slip.

Nuclear Testing:

• Underground nuclear testing can induce seismic events, though these are typically in a controlled environment and relatively small in magnitude.
• The detonation of nuclear devices can generate seismic waves similar to natural earthquakes.

Thus, the anthropogenic cause of earthquakes is mining activity.

Explanation:

Caravans:

• Caravans are mobile houses.
• They are also known as the house on wheels.
• They contain all the basic features of a normal house.

Huts:

• Huts are permanent houses.
• These are made of mud and straw and sometimes wood.
• They are common in rural areas.

Tent:

• These are temporary houses.
• They are most commonly used by nomads who move from one place to another.
• They are made out of cloth and are fixed to the ground using bamboo poles.

Stilt Houses:

• Stilt houses are made almost ten to twelve feet above the ground.
• They are made on strong bamboo pillars.
• The insides of these houses are also made of wood.
• They are common in areas of heavy rainfall eg. Assam.

∴ Houses on wheels are called caravans.

The correct answer is Ladakh and Jammu and Kashmir. 

Key Points 

• There are currently 28 states and 8 union territories in India.
• Manipur is a northeast state in India.
• Union territories are federal territories governed directly by the Central Government of India.
• The President of India appoints an administrator or lieutenant governor for each Union Territory.
• Union Territories in India are:

1. National Capital Territory of Delhi.
2. Andaman and Nicobar Islands.
3. Dadra and Nagar Haveli and Daman and Diu.
4. Chandigarh.
5. Lakshadweep.
6. Ladakh.
7. Puducherry.
8. Jammu and Kashmir

• Delhi, Jammu and Kashmir and Puducherry were given partial statehood among 8 union territories.
• These three union territories have their own locally elected legislative assembly and government.
• Ladakh became the union territory of India on 31^st October 2019
• Ladakh is the largest union territory of India.
• Also called Little Tibet.
• Current Lieutenant Governor: Radha Krishna Mathur.
• Lakshadweep is the smallest Union Territory of India.
• Formed on 1^st November 1956.
• Adopting the official name as Lakshadweep in 1973.
• Administrator: Praful Patel
• The union territories of Daman and Diu and Dadra and Nagar Haveli merged into a single union territory known as Dadra and Nagar Haveli and Daman and Diu on 26^th January 2020.

Gender parity refers to achieving equality and fairness between genders, ensuring that individuals are not discriminated against or treated differently based on their sex or gender.

Key Points

• Absence of discrimination on the basis of a person's sex: This statement reflects an essential aspect of gender parity. It means that gender parity requires the elimination of discrimination based on a person's sex. In a society with gender parity, individuals should not face unequal treatment, biases, or disadvantages solely because of their gender.
• Same educational sources received by persons of any gender: Gender equality in education is a fundamental right and a necessary condition for the achievement of social, economic, and political equality. It is important that persons of any gender have access to the same educational sources and opportunities.