Environmental Studies PYQs

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 location of the capital of India, the directions of Lucknow (capital of Uttar Pradesh) and Chandigarh (capital of Punjab) respectively are South - East and North - West.

Concept:

Cobs 

• When millet is harvested, the entire 'ear'—the part of the plant containing the seeds—is often utilized. In traditional methods, these ears are dried and then pounded in a mortar. The pounding process helps separate the millet seeds from the rest of the ear.

Explanation:

The journey of millet seeds from farm to plate:

Harvesting:

• The crop must be harvested after it has matured.
• At the time of harvesting, the millet seeds in the fields are at their peak.

Threshing:

• Threshing is carried out after the millet has been harvested.
• This process is used to separate the millet grains from the stalks.
• In this process, the stalks are beaten to extract the millet grains.

Winnowing:

• The next process is winnowing.
• In this method, components are separated from a mixture.
• Winnowing uses wind or air currents to separate the heavier grains from the lighter chaff (husk) components of the mixture.

Grinding:

• After separating the grain from the husk, the grinding process is performed.
• In this process, the grains are put into a mill and ground into flour.

Kneading:

• The next process is kneading.
• Water is added to the ground grain flour to knead it into dough.

Rolling and Cooking:

In the next step, small balls of dough are prepared from the kneaded mixture.

Explanation:

• These are cities located in the northern (Kanpur in Uttar Pradesh) and central (Raipur in Chhattisgarh) parts of India.
• The climate in these regions is tropical and subtropical, meaning they generally experience warm temperatures throughout the year, and temperatures usually do not drop below freezing.

Important Points

• In summer, daytime temperatures are above zero degrees, while night temperatures drop significantly below -30°C.
• In winter, temperatures remain as low as -40°C for most of the time.
• The total population of Ladakh is around three lakhs.
• Islam and Buddhism are the two major religions in Ladakh.
• The most important festivals in Ladakh are Hemis, the Ladakh Festival, and Gustor.

Concept:

• Evaporation, Sedimentation, Decantation, and Filtration are the separating techniques used in our day to day life.
• We can find a mixture of components and to obtain a pure component we need to adopt a few techniques for purification and separation.

Explanation:

Sedimentation:

• It is defined as the separation process in which solids are separated from the liquid.
• All the solids settle down at the bottom of a beaker and on top, a clear layer of liquid is obtained.
• Sedimentation is a process by which heavier impurities present in liquid settle down at the bottom of the container containing the mixture.
• The process takes some amount of time.
• Example:
• In the sand and salt mixture, the sand settles at the bottom of the beaker to form saltwater at the top.

Decantation:

• Decantation is a process to separate mixtures by removing a liquid layer from the solids deposited from a solution.
• This is done by pouring out the clear upper layer of liquid.
• Example:
• After the rice settles at the bottom, the relatively clean water containing dirt is poured out of the bowl.

Filtration:

• It is defined as the separation process in which insoluble impurities are separated from the solution.
• Filtration is done with the help of filter paper.
• Example:
• The above mixture filtration is used here to remove any solid suspended sand particles from the liquid.

Evaporation:

• It is the process by which water changes from a liquid to a gas or vapour.
• Boiling is the process in which a liquid is converted into its vapour when heated to its boiling point.
• In the evaporation separation technique, the water evaporates leaving behind the soluble portion.
• Example:
• In the above mixture, the water is evaporated leaving behind salt crystals.

Thus, to separate the rice and water decantation process is used.

The correct answer is Crow, Pig, Human.

Key Points 

• Animals fall into three distinct groups based on what they eat. Animals can be carnivores, herbivores, or omnivores in their eating strategies.
• Different animals have different feeding habits.
• Based on their feeding habits, the animal can be divided into three groups, omnivores, herbivores, and carnivores.

Omnivorous: 

• These organisms obtain food by feeding on both plants as well as animals.
• Omnivorous plays an important role in maintaining a healthy ecosystem by recycling waste. Examples of omnivores include Humans, Bears, Birds, etc..

Herbivorous: 

• Organisms feeding only on plants e.g. Cow, Rabbit, Pig, etc.
• They eat only plant or plant products.
• These animals have evolved digestive systems capable of digesting large amounts of plant material.

Carnivorous: 

• Organisms feeding only on animals.
• Carnivorous plants are capable of trapping and digesting small animals especially insects e.g Pitcher Plant, Lion, etc.

The EVS curriculum at the primary level follows an environmental approach, which means it encompasses multiple aspects related to the environment.

Key Points

• The curriculum is "for the environment" as it aims to promote environmental conservation, sustainability, and responsible behavior among students.
• The curriculum is "through the environment" as it encourages active engagement and experiential learning by utilizing the environment as a primary source of exploration and understanding.
• The curriculum is "about the environment" as it provides knowledge and information about various environmental concepts, including ecosystems, natural resources, environmental issues, and human-environment interactions.

Thus, it is concluded that A, B, and C accurately capture the different dimensions of the EVS curriculum's environmental approach.

Confusion PointsAs Per CTET official answer key the given answer is 2 and as per our best knowledge, the answer is 1.

All of the given terms accurately describe EVS (Environmental Studies).

Key Points

• EVS involves the exploration of the environment, where students actively engage with and explore their surroundings to gain a deeper understanding of the natural and human-made world.
• EVS also emphasizes interaction with the environment, encouraging students to observe, investigate, and interact with various elements of the environment to learn about their characteristics, functions, and interconnections.
• EVS provides information about the environment, including knowledge about ecosystems, natural resources, environmental issues, and sustainable practices. This information is crucial for developing environmental awareness and responsible behavior.

Therefore, the accurate answer is A, B, and C.

Observation activities in EVS are designed to help students develop awareness and attentiveness toward the objects and phenomena present in their surroundings.

Key Points

• Collect random similarities and differences (A): Observation activities can involve collecting random similarities and differences in the environment. It encourages students to notice and identify various characteristics.
• Seek information from the object to extend children's ideas and understanding (D): Observing objects and phenomena in the environment helps gather information that can extend children's ideas and understanding. It promotes curiosity and exploration.

Options 2 and 3 do not capture the specific purposes mentioned in the question related to observation activities in EVS. Option 4 is not explicitly mentioned as a purpose in the provided context. Therefore, option 1 (A and D) aligns with the specified purposes of conducting observation activities in EVS.

Key Points

• Instead of directly providing an explanation, the teacher can encourage students to explore and investigate the reasons behind the hunting behavior of the Nepenthes plant.
• This approach promotes inquiry-based learning and critical thinking skills.
• By asking students to research and find the reasons, they are actively engaged in the learning process and can develop a deeper understanding of the plant's adaptation.
• The teacher can facilitate this exploration by providing resources, guiding the research process, and encouraging students to share and discuss their findings.
• This approach encourages independent thinking, research skills, and a sense of curiosity among students.

Thus, it is concluded that to ask students to search reason why this plant hunts is the correct answer.

Key Points

• When Raziya commits a mistake during the experimental activity, her teacher Roshan should provide guidance by pointing out the mistake. However, instead of immediately correcting it, Roshan should allow Raziya the opportunity to explore and discover the correct answer on her own.
• By pointing out the mistake, Roshan helps Raziya become aware of the error and encourages her to reflect on her approach. This promotes a deeper understanding of the concept and fosters critical thinking and problem-solving skills.
• By letting Raziya explore the correct answer herself, Roshan promotes a sense of autonomy and ownership over the learning process. This approach also encourages Raziya to analyze her mistake, consider alternative approaches, and develop a better understanding of the concepts involved.

Therefore, option 4 is the most appropriate response as it encourages independent thinking, self-correction, and a deeper understanding of the subject matter.

The EVS curriculum follows a thematic approach because it aims to break the traditional barriers of subject boundaries.

Key Points

• Rather than compartmentalizing knowledge into separate subjects, the thematic approach allows for a more integrated and interconnected understanding of environmental studies.
• By organizing the curriculum around themes, such as water, air,  or food, the thematic approach encourages students to explore topics from various perspectives and disciplines.
• It promotes a holistic understanding of the environment by integrating concepts from science, social studies, geography, and other relevant disciplines.
• The thematic approach in EVS curriculum fosters a more comprehensive, integrated, and interdisciplinary learning experience.

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

Key Points

• The theme/subtheme of "Work and Play" is related to the competency of evaluating various forms of discrimination in society.
• The exploration of different patterns of activity when people are working and not working in their family and neighborhood allows students to sensitively examine and challenge stereotyped gender roles.
• By comparing their own daily routines with that of a working child, students can gain insights into the disparities and discrimination that may exist based on gender or socio-economic factors.
• This exploration helps students analyze the games they play and understand how traditional games or toys have changed over time, potentially uncovering any biases or discrimination embedded in these cultural practices.

Therefore, the given competency of evaluating various forms of discrimination in society can be addressed through the "Work and Play" theme by examining gender roles, analyzing daily routines, and exploring changes in traditional games and toys.

Key PointsThe process skills being promoted by Binu's activity of conducting a survey in the neighborhood about water consumption and family size are:

• Questioning: The students will need to develop appropriate survey questions to gather information about water consumption and family size. This skill involves formulating clear and relevant questions to elicit the desired information.
• Communicating: The students will need to interact with members of the neighborhood to collect data through the survey. Effective communication skills will be necessary to approach people, explain the purpose of the survey, and record the responses accurately.
• Inferring: After collecting the survey data, the students will need to analyze and interpret the information to draw conclusions about water consumption patterns in relation to family size. Inferring involves making logical connections and drawing reasonable conclusions based on the data collected.

Therefore, the correct option would be A, C, and D.

Gopaba should prioritize addressing Hetal's complaint about Rashi stealing roses from a neighboring house. Stealing is unethical and should be addressed appropriately.

 Key Points

• Developing a school garden with the help of students to plant flowering plants (C): This option addresses the situation positively by involving students in the process of creating a school garden. It encourages a sense of responsibility and care for plants.
• Asking Hetal to plant a rose plant in the school garden and take its care until it flowers (D): This option provides a constructive solution by channeling Hetal's enthusiasm for plants into a positive activity. It also teaches responsibility and care for the environment.

Options 1 and 2 are not directly addressing the issue of the stolen rose, and option 3 involves students in garden development but does not specifically address Hetal's situation. Therefore, option 4 aligns with a positive and proactive approach to the situation.

Integrated EVS refers to a holistic approach that combines various aspects of the environment, including natural, social, and scientific elements.

Key Points

• EVS integrates knowledge from multiple disciplines such as science, social studies, geography, and even aspects of language, mathematics, and art. The focus is on understanding the interconnectedness of different environmental components and their impact on individuals and communities.
• By adopting an integrated approach, EVS encourages students to develop a comprehensive understanding of the environment and its related issues. It allows them to explore real-life situations and make connections between different subject areas, fostering a multidimensional perspective and promoting critical thinking skills.

Thus, it is concluded that Nature of EVS at Primary level is integrated.

The most appropriate option for an EVS (Environmental Studies) discussion after Gul's visit to the garden with the class III students would be the Environmental situations in which trees and plants grow.

Key Points

• Environmental situations in which trees and plants grow: This aligns perfectly with the core principles of EVS, helping students understand the interrelationship between organisms and their environment. It encourages curiosity about how different plants and trees adapt to various conditions, fostering awareness and appreciation for nature.
• Names of trees and plants: While familiarizing students with names is a good initial step, EVS emphasizes understanding the larger ecological context.
• Scientific characteristics of trees and plants: This might be too advanced for class III and is more suited for higher grades.
• Medicinal names of trees and plants: Introducing medicinal properties might be interesting, but it's not the core focus of EVS at this level.

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

Encouraging complex questions in an EVS classroom involves promoting critical thinking and a deeper understanding of the subject matter.

 Key Points

Higher-order questions:

• These questions require students to engage in critical thinking, analysis, synthesis, and evaluation. They go beyond simple recall of facts and encourage deeper understanding and application of knowledge.
• In an EVS classroom, encouraging higher order questioning helps develop students' cognitive skills and promotes a more comprehensive and meaningful understanding of environmental concepts.
• It fosters critical thinking and analytical skills, which are crucial for a well-rounded education in environmental studies.

Thus, it is concluded that EVS classroom will need to provide opportunities to children to be able to ask Higher-order questions.

Key Points

 The correct sequence of processes involved in Rezi's statement would be as follows:

• Rezi makes an observation by looking at her bangle and the moon. She notices the size difference between the two objects.
• She engages in comparison by stating that her bangle is larger than the moon. She is drawing a comparison between the size of her bangle and the size of the moon.
• She applies logic by reasoning that her bangle is larger because it can fit inside the bangle. She is using logical thinking to connect the concept of size and the fact that the moon can fit inside her bangle.
• Rezi makes an inference based on her observation, comparison, and logical reasoning. She concludes that her bangle is larger than the moon based on the evidence and reasoning she has presented.

Thus, it is concluded that the correct sequence is C → A → B → D.

CCE stands for Continuous and Comprehensive Evaluation. It is an educational assessment system implemented in schools to evaluate students' learning progress throughout the academic year.

Key PointsThe correct sequence of CCE:

• A wide range of teaching-learning experiences should be provided to children. This involves exposing students to various learning opportunities and activities to enhance their knowledge, skills, and understanding.
• Continuous observation, classroom teaching review, and planning take place. Teachers continuously monitor and assess students' progress through various means such as classwork, homework, quizzes, and tests. They review their teaching methodologies, identify areas of improvement, and plan accordingly to address the learning needs of individual students.
• Continuous improvement in the teaching-learning process takes place based on feedback and assessment outcomes. Teachers make necessary adjustments, modifications, and refinements in their teaching strategies to enhance student learning outcomes. This ensures an ongoing process of improvement and development in the teaching-learning environment.
• After that, the determination of levels of development with desired skills occurs. This step involves evaluating students' performance and understanding their level of development in specific skills and knowledge areas.

Thus, it is concluded that B → A → C → D is the correct sequence.

Projects and discussion is an effective strategy for teaching water availability and its reuse or recycling in EVS (Environmental Studies).

Key Points

• Projects and discussion approach involves assigning projects to students that focus on researching and exploring various aspects of water conservation, availability, and the importance of its reuse or recycling.
• By engaging in project-based learning, students have the opportunity to delve deeper into the topic, conduct research, gather data, and develop a comprehensive understanding of the subject matter.
• They can work individually or in groups to investigate specific aspects of water availability and its reuse or recycling, such as exploring water conservation techniques, studying the benefits of rainwater harvesting, or researching wastewater treatment methods.
• The discussion component complements the project work by providing a platform for students to share their findings, exchange ideas, and engage in meaningful conversations about water availability and its sustainable management.
• By combining projects and discussions, students are actively involved in their own learning process.

Thus, it is concluded that the most appropriate strategy for teaching water availability and its reuse or recycling in EVS can be projects and discussions.