Environmental Studies PYQs

The correct answer is Endangered species.

Key Points

• Endangered species face a high risk of extinction in the near future due to various factors such as habitat loss, climate change, poaching, and pollution.
• The International Union for Conservation of Nature (IUCN) maintains a Red List of endangered species that provides information on the conservation status of various plants and animals across the world.
• The conservation of endangered species is crucial for maintaining biodiversity and ecological balance in the environment.
• Various conservation measures are being taken to protect endangered species, such as habitat restoration, captive breeding, and legal protection from hunting and trade.
• It is important to raise awareness and take collective action to protect endangered species and their habitats to ensure their survival for future generations.

Additional Information

• The term "endangered species" is legally defined under the Endangered Species Act (ESA) in the United States, which provides provides ciestection to listed species and their habitats.
• Some examples of endangered spe include the giant panda, black rhinoceros, and leatherback sea turtle.

The correct answer is Endemic species.

Key Points

• The correct answer is option 3, endemic species, which means that the giant squirrel species is native and exclusive to the Pachmarhi Biosphere Reserve.
• Endemic species are important for conservation efforts because they are often vulnerable to habitat loss and other threats.
• The giant squirrel species is also known as the Indian giant squirrel or Malabar giant squirrel.
• These squirrels can grow up to three feet long and have brightly colored fur, making them a popular sight for tourists visiting the reserve.
• The Pachmarhi Biosphere Reserve is in central India and is home to a diverse range of flora and fauna, including many endemic species.

The correct answer is Four.

Key Points

• Naval parades typically involve a procession of military personnel and equipment, often to showcase the strength and readiness of a country's naval forces.
• In this particular parade, the number of platoons marching behind the leader is the key factor being considered.
• The options provided range from three to seven platoons, with the correct answer being four.
• It's possible that the number of platoons was chosen to represent a specific numerical significance or to create a visually pleasing formation.
• Platoons are typically composed of smaller groups of soldiers or sailors and are used for organizational and tactical purposes within military units.

The correct answer is Alphonso, Kesar, Totapari, Neelum.

Key Points

• The correct group of mangoes purchased by Rohan is option 2, which includes Alphonso, Kesar, Totapari, and Neelum.
• Alphonso is a popular variety of mango known for its sweetness and rich flavor.
• Kesar is another popular variety of mango known for its bright yellow color and sweet taste.
• Totapari is a sour variety of mango often used in
• Neelum is a hybrid variety of sweet and sour mango.

Additional Information

• Mangoes are tropical fruits that are native to South Asia and are now grown in many countries around the world.
• India is the largest producer of mangoes, with over 40% of the world's mangoes coming from the country.
• Over 1,000 varieties of mangoes are grown worldwide, each with a unique flavor and texture.

The correct answer is Andaman and Nicobar Island.

Key Points

• The Jarawa tribe belongs to the Andaman and Nicobar Islands, which is a union territory of India located in the Bay of Bengal.
• The tribe is one of the indigenous tribes of the Andaman Islands and is known for its unique way of living and culture.
• The Jarawa tribe has lived in isolation for thousands of years and has limited interaction with the outside world.
• The Andaman and Nicobar Islands are home to several other indigenous tribes, including the Sentinelese, Onge, and Great Andamanese.
• The Indian government has implemented measures to protect the Jarawa tribe and their way of life, including limiting access to their territory and providing healthcare and education services.

Additional Information

• The Jarawa tribe belongs to the Andaman and Nicobar Islands, which is a union territory of India located in the Bay of Bengal.
• The tribe is known for its unique way of living and culture and has lived in isolation for thousands of years.
• The Indian government has implemented measures to protect the Jarawa tribe and their way of life, including limiting access to their territory and providing healthcare and education services.

The concept of mapping and representation directly relates to the theme of 'Shelter.' Students can explore different types of shelters, their locations, and their layout through maps and two-dimensional representations.

 Key Points

• Class 5 is a stage where children are actively developing their spatial reasoning skills and understanding of two-dimensional representations.
• This competency aligns with their cognitive development and provides opportunities for them to apply these skills in a meaningful context.
• Mapping activities can be engaging and interactive, allowing students to work collaboratively, explore different materials, and express their creativity.

Hence, we can conclude that relates to the concept of mapping and representation of a place in two dimensions is a competency for students of class 5 for the theme 'Shelter'.

Formative assessment is designed to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. It's usually carried out throughout a course or project.

Key Points

• Discussing different myths about food items can indeed provide an opportunity for students to critically think about cultural beliefs and examine their understanding of food. It can also foster discussions and help students challenge misconceptions.
• This option allows for open-ended discussions and encourages students to express their ideas and thoughts about various food-related myths.
• Discussing different myths about food items in the class may provide a broader and deeper understanding of the concept 'food' as it can bring in cultural, historical, and social aspects into the discussion.

Thus, option 3 is the correct answer.

All the factors listed can be relevant considerations when selecting methods to present concepts in Environmental Studies (EVS). However, if we were to prioritize the most important factor among the options provided, it would be the Learning preference of students.

Key Points

• Every student has a unique learning style and preference.

Some students learn best through visual aids, while others prefer hands-on activities, group discussions, or reading. Adapting teaching methods to align with students' learning preferences can significantly enhance their understanding and engagement with the subject matter.

• By considering the learning preferences of students, educators can create a more inclusive and engaging learning environment.
• The goal is to cater to a variety of learning styles, ensuring that each student has the opportunity to connect with and understand the concepts being taught.
• While other factors like the nature of the concept, richness of live experiences, and availability of learning resources are important, adapting to students' learning preferences can make the learning process more effective and enjoyable.

Thus, it is concluded that Learning preference of students is the most important factor.

Group discussion is a teaching and learning method that involves a structured conversation among a small group of individuals. It is a cooperative and interactive activity where participants exchange ideas, share perspectives, and engage in meaningful discussions on a specific topic or subject.

Key Points

• Helps in multipurpose thinking and novel solutions: Group discussions encourage critical thinking, problem-solving, and the exploration of various ideas and solutions.
• Students can engage in brainstorming sessions, share their insights, and collectively arrive at novel and innovative solutions to environmental challenges.

Thus, it is concluded that group discussion is a suitable method for teaching Environmental Studies because it helps in multipurpose thinking and novel solutions.

Differentiating between transfer and displacement is a competency for the theme 'Family and Friends' for students of class 5.

Key Points

• ​Understanding transfer and displacement can be crucial in comprehending families' experiences and dynamics.
• Many families undergo various forms of relocation, both temporary and permanent, due to various factors like job changes, personal circumstances, or natural disasters.
• Class 5 students are starting to develop a more complex understanding of the world around them, including the concept of movement and its impact on people's lives.
• Differentiating between transfer and displacement allows them to explore these concepts in a relatable context.
• The concepts of transfer and displacement are relevant to various current events and personal experiences of students.
• This competency allows them to connect classroom learning to real-life situations and develop a nuanced understanding of these phenomena.

Hence, we can conclude that differentiating between transfer and displacement is a competency for the theme 'Family and Friends' for students of class 5.

Narratives refer to stories or accounts that are used to convey events, experiences, or information in a coherent and meaningful way. Narratives typically involve characters, a plot, a setting, and a sequence of events that unfold over time.

Key Points

• Enhance understanding of fundamental concepts: Narratives are powerful tools for enhancing students' understanding of fundamental concepts in EVS. They can bring concepts to life, provide real-life examples, and engage students emotionally and intellectually. By presenting information in a narrative format, students can grasp complex concepts more effectively and relate them to their own experiences.
• Provide enjoyment in learning of fundamental concepts: Narratives can make the learning process enjoyable and engaging for students. By incorporating stories, anecdotes, and narratives in EVS textbooks, students are more likely to be motivated and interested in the subject matter.
• Develop communication skills in students: Narratives can contribute to the development of communication skills in students, such as reading comprehension, oral storytelling, and writing skills.

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

Confusion Points

• NCF, 2005 might advocate for the use of diverse pedagogical approaches, including narratives, the primary purpose of their inclusion in EVS textbooks goes beyond simply following guidelines.
• It's about using narratives to enhance understanding, promote critical thinking, build empathy, spark interest, and support language development in young learners.
• The board has given the answer as A, B, and C but the most appropriate answer to this question is B, C, and D.

Formative Assessment is an ongoing and continuous process that involves monitoring and observing students' progress and understanding throughout the learning process.

Key Points

• This is an account to be recorded in the progress report: Formative assessment involves tracking and documenting students' progress over time. The information gathered through formative assessment can be recorded and used to provide feedback to students, inform instructional decisions, and contribute to progress reports.
• This is an observation of student's progress during learning: Formative assessment involves actively observing and monitoring students' progress, understanding, and skills as they engage in the learning process. Observations can provide valuable insights into students' strengths, areas for improvement, and instructional needs.
• This is a process of reform in the learning of children through observation of their activities: Formative assessment supports the learning process by continually observing and assessing students' activities, performance, and understanding. It allows for timely feedback and adjustments to teaching strategies to promote learning and growth.
• Children are not aware that they are being assessed: While some formative assessments might be more implicit, complete unawareness is not always the case.

Thus, it is concluded that both 2 and 3 are the correct answer.

Summative evaluation is focused on assessing the overall learning and achievement of a child at the end of a learning period, unit, or course.

 Key PointsThe characteristics of summative evaluation can be described as follows:

• It is testing the quality of a child's work based on definite criteria: Summative evaluation involves assessing a child's work or performance based on predetermined criteria or standards.
• It focuses on determining the extent to which the child has achieved the specific learning outcomes or objectives set for a particular period or unit of study.
• It is a comparison of a child's achievement with that of other children: While the primary focus of summative evaluation is on assessing the quality of a student's work based on pre-defined criteria, it often involves comparing individual performance to established benchmarks or standards.
• This comparison can inform grading, reporting, and placement decisions, making it a crucial aspect of summative assessment.

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

The present NCF 2005 has called for the continuation and further strengthening of this integrated approach for Environmental Studies during the primary years.

Key Points The syllabus for Classes III-V is woven around six common themes given below; the predominant theme on ‘Family and Friends’ encompasses four sub-themes:

• Family and Friends:
• Relationships
• Work and Play
• Animals
• Plants
• Food
• Shelter
• Water
• Travel
• Things We Make and Do

Thus, it is concluded that Shelter is one of the six themes.

The syllabus for Classes III-V is woven around six common themes given below; the predominant theme on ‘Family and Friends’ encompasses four sub-themes:

• Family and Friends:
• Relationships
• Work and Play
• Animals
• Plants

Key Points

• ​ ‘Family and Friends’ has another sub-theme ‘Work and Play’ through which they explore different patterns of activity when people are working and ‘not-working’ in their family and neighborhood.
• This helps them to sensitively look at stereotyped gender roles, and to compare their own daily routine with that of a working child.
• It also allows them to analyse the games they play, to see how traditional games or toys have changed since the time their grandparents were young.

Thus, it is concluded that The theme 'Family and Friends' in EVS curriculum encompasses Work and Play.

In this situation, it is important for the teacher to adopt a supportive and encouraging approach.

Key Points

• By appreciating Sabiya's painting, the teacher acknowledges her effort and creativity. Asking why she has chosen such colors will allow Sabiya to express her artistic vision and reasoning behind her choices.
• This approach promotes open-ended questioning and encourages critical thinking.
• It also allows the teacher to understand Sabiya's perspective and provide guidance or clarification if needed.
• It is essential to foster creativity and individual expression in art, and engaging in a conversation about her color choices can lead to a meaningful discussion about artistic interpretation.

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

The syllabus of Environmental Studies (EVS) is organized in the following manner:

Key Points

• Beginning from child's immediate surroundings to the wider environment. The EVS syllabus is designed to start from the child's immediate surroundings, which includes their home, family, school, and community. This approach allows children to connect their learning with their everyday experiences and understand the environment in which they live. It helps them develop a sense of belonging, curiosity, and awareness about their immediate surroundings.
• Beginning from child as "self" to "self" in larger context: 

The curriculum then gradually expands to explore the child's self in a larger context, which includes their community, society, and the broader natural and human-made environment.This approach aims to help children develop a sense of identity, understand their roles and responsibilities within their immediate surroundings, and gradually expand their understanding of how they fit into the larger social and natural systems.

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

Children learn about the environment through a combination of interactions with the environment itself and through discussions with their friends.

Key Points

• Children learn through interaction with the environment, emphasizing the importance of hands-on experiences, exploration, and direct engagement with the natural world. Children learn by observing, exploring, experimenting, and experiencing the environment firsthand. Through these interactions, they develop a deeper understanding of the environment, its elements, and the relationships within it.
• Children learn through discussion with friends, recognize the social aspect of learning. Engaging in discussions with peers allows children to share their observations, ask questions, exchange ideas, and learn from each other's perspectives. Peer discussions provide opportunities for collaborative learning, critical thinking, and the construction of knowledge through dialogue and interaction.

Therefore, the most suitable statement is B and C.

The concept of the Zone of Proximal Development (ZPD) is closely related to the scenario described. According to psychologist Lev Vygotsky, the ZPD refers to the gap between a child's current level of independent problem-solving ability and their potential level of problem-solving ability with the guidance and support of a more knowledgeable individual.

Key Points

• In this case, Antra is able to solve the puzzle more easily and quickly when working with her elder brother. This suggests that her brother, Prasoon, is providing the necessary scaffolding or support to help Antra bridge the gap between her current level of understanding and her potential to solve the puzzle independently.
• Through their interaction, Prasoon can provide guidance, explanations, and assistance, which enables Antra to grasp the problem-solving strategies and successfully complete the puzzle. This is an example of how children can benefit from the support of more knowledgeable individuals to enhance their learning and development.

Therefore, the correct answer is Children can cross the "Zone of Proximal Development" through the scaffolding provided by adult support.

Environmental Studies (EVS) is an interdisciplinary subject that focuses on understanding the environment and its relationship with human beings.

Key Points

• The syllabus in Environmental Studies (EVS) at the primary level is typically organized to begin from the learner's immediate surroundings. This approach is aligned with the principles of child-centered education and aims to connect children's learning experiences with their everyday lives and environments.
• By starting with the learner's immediate surroundings, such as their home, school, family, and community, the EVS curriculum allows children to develop a strong foundation of understanding about their immediate environment.
• This approach helps children to connect with and relate to the subject matter, fostering a sense of relevance and engagement. It also enables them to build a solid base of knowledge before gradually expanding their understanding to broader contexts and concepts.

Therefore, the syllabus in EVS at the primary level is organized in a manner that it begins from the learner's immediate surroundings.