Environmental Studies PYQs

The activity approach in EVS (Environmental Studies) refers to a pedagogical approach that emphasizes hands-on, experiential learning through various activities. It is a learner-centered approach that encourages students to actively engage with the environment and explore concepts through practical experiences.

Key Points

• Involving all three domains of student learning:- It aims to involve all three domains of student learning: cognitive (knowledge and understanding), psychomotor (skills and actions), and affective (attitudes and values). It focuses on engaging students in hands-on, experiential activities that promote active learning and holistic development.
• Understanding concepts through sensorimotor experiences: This approach encourages students to actively engage with their environment, manipulate objects, and participate in hands-on activities to enhance their understanding of concepts.

Therefore, the correct answer is B and C.

Manjari feels sorry for Usha, who is working to support her family and does not even go to school.

Key Points

• Manjari's actions in requesting her grandfather to reconsider deducting Usha's wages demonstrate her understanding of the importance of justice and respect for human dignity.
• She recognizes that Usha, as a worker and human being, deserves fair treatment and shouldn't be penalized without a proper understanding of the reasons for her absence.
• This aligns with the curricular expectation of raising issues related to justice and respect for human dignity, which is crucial for fostering empathy, compassion, and social responsibility in young learners.

Thus, it is concluded that the curricular expectation exhibited by Manjari in the given situation is to raise an issue related to justice & respect for human dignity.

By adopting a theme-based approach, the integrated approach of EVS promotes a more holistic understanding of the environment, encourages critical thinking, and helps students make connections between different subject areas.

Key Points

• The integrated approach of EVS proposes themes to promote a connected and interrelated understanding of the environment.
• By organizing the curriculum around themes, students are encouraged to explore topics from multiple perspectives and understand the interconnectedness of various aspects of the environment.
• Instead of studying subjects in isolation, the integrated approach seeks to break down the traditional disciplinary boundaries and provide a more comprehensive understanding of the environment.
• For example, a theme like "Water" can encompass various aspects such as the water cycle, water conservation, water pollution, and the importance of water for living organisms. By studying this theme, students can see how these different aspects are interconnected and how they influence each other.

Thus, it is concluded that the correct answer is for a connected & interrelated understanding.

Co-curricular activities that promote public speaking, such as debates, presentations, or discussions on environmental topics, play a crucial role in learning EVS at the primary level.

Key Points

• Students develop their communication skills by participating in public speaking activities, including articulation, clarity, and confidence in expressing their understanding of environmental concepts.
• Public speaking activities in EVS encourage students to delve deeper into environmental issues, research different perspectives, and present their findings.
• By promoting public speaking activities, co-curricular programs create an environment that nurtures effective communication, critical thinking, knowledge application, and confidence-building skills in relation to EVS concepts.
• These skills are essential for students to become active learners, engage with environmental issues, and contribute meaningfully to the world around them.

Thus, it is concluded that the importance of co-curricular activities in learning EVS at the primary level can be established by promoting public speaking activities.

Key Points

• By exploring various plant leaves, students can investigate their scientific properties, such as medicinal or nutritional value, as well as their social significance, such as cultural or religious practices associated with specific plants.
• Through this project-based approach, students can develop a deeper understanding of the interconnections between plants, science, and society.
• They will learn about the scientific aspects of plant leaves, including their chemical composition, biological properties, and potential uses in medicine or nutrition.
• Simultaneously, they will also explore the social and cultural significance of plants, such as their role in religious rituals, festivals, or traditional practices.
• It allows students to explore multiple dimensions of studying plants and develop a holistic perspective on the subject.

​Thus, it is concluded that the most effective learning experience would be to ask students to work in group projects exploring various plant leaves and search for their social and scientific significance.

Taranjeet's question would involve providing age-appropriate information while addressing the curiosity about secondary sexual characteristics and gender roles.

Key Points

• Assigning the students a project on "how males & females of different animals look different" and "different roles of male & female gender at home."
• This approach allows for a more gradual introduction to the concepts of differences between males and females in various aspects, both in humans and animals.
• It encourages exploration and learning through a project-based method, making it more engaging and age-appropriate.
• While option 4 is also a valid consideration, it might be too complex for students of Class III, and it's essential to provide information in a way that is understandable and developmentally appropriate for their age.

Therefore, the most appropriate approach to answer Taranjeet's question would be to assign the students a project on “how males & females of different animals look different” and “different roles of male & female gender at home”.

Trips or excursions help to connect theoretical knowledge with real-life experiences. It makes the learning process more tangible and relatable, allowing students to engage their senses and make direct observations.

Key Points

• When students visit farms, gardens, or agricultural areas, they have the opportunity to witness firsthand how food is grown. They can see various farming techniques, such as traditional farming, organic farming,  and understand the process of planting, nurturing, and harvesting crops. They may learn about the use of fertilizers, irrigation systems, and pest control methods in food production.
• They can observe different farming techniques, learn about the life cycle of plants, and understand the importance of soil, water, and sunlight in food production.
• This firsthand exposure to different methods of growing food can foster a sense of curiosity, spark questions, and generate discussions among students.
• Additionally, visiting farms or agricultural areas provides an opportunity for children to interact with farmers or experts in the field. They can ask questions, seek clarification, and gain insights from individuals who have practical knowledge and experience in food production.

Thus, it is concluded that trips or excursions can be used to teach the theme ‘food’ to primary children because it encourages them to observe different ways of growing food.

In the given scenario, Gulfam's experience of cutting onions and feeling tears in his eyes relates to the objective of acquiring psychomotor skills through observation and inference.

Key Points

• Psychomotor skills refer to the ability to perform physical tasks or actions involving coordination between the mind and muscles.
• By participating in the salad-making activity and cutting onions, Gulfam is engaging in a hands-on activity that requires the use of psychomotor skills.
• He is using his motor skills to handle the knife, coordinate his hand movements, and apply the appropriate pressure to cut the onions.
• Gulfam's observation and inference skills come into play when he connects the experience of cutting onions and tearing up with the idea of using it to create a realistic scene in a play.
• He makes an inference that cutting onions backstage just before his scene will cause tears in his eyes, which he can then use to portray crying during his performance.

Therefore, Gulfam's situation aligns with the objective of acquiring psychomotor skills through observation and inference, as he is developing his physical coordination and applying his understanding of cause and effect in a practical context.

In this scenario, Geetika's question about the different ways people address her grandmother reflects an interest in understanding the social and cultural aspects of relationships.

Key Points

• The objective of developing an understanding drawn from live experience and the social aspect of life aligns with Geetika's question.
• This objective aims to help primary-stage students comprehend the relationships that exist within their social and cultural environment.
• It encourages them to explore and understand how people relate to one another, the different roles and titles they use to address family members or acquaintances, and the cultural variations that influence these relationships.
• This helps children develop a deeper understanding of the complexities of human relationships and the importance of cultural sensitivity.

Thus, it is concluded that the objective of teaching EVS at the primary stage that is concerned with Geetika's question is to develop an understanding drawn from live experience and the social aspect of life.

Confusion Points

• The Board has provided option 4^th as the correct answer. But the most suitable answer to this question is option 2.
• Geetika's question goes beyond just curiosity about the natural environment; it involves the social dynamics and varied ways people relate to and address each other.

The given activity of preparing "kadha" for Reyhan involves Understanding, Creating, and Applying.

Key Points

• Understanding: Reyhan witnesses the positive effect of the kadha on his health. He wants to understand its ingredients and their properties, demonstrating a desire for knowledge and comprehension.
• Creating: He expresses interest in learning how to prepare the kadha himself, indicating his desire to create something new and gain hands-on experience.
• Applying: By asking to learn the recipe, Reyhan intends to apply his understanding of the ingredients and process to prepare the kadha for himself or others in the future, demonstrating his ability to use the knowledge practically.

Thus, it is concluded that the objectives involved in this activity are A, B, and C.

The Correct Answer is: B and C only

 Key PointsThe following are the key points related to the elephant:

• The elephant is the largest existing mammal on the Earth
• The oldest female elephant becomes the head of the herd.
• There are 10 to 12 female elephants and young ones in a herd.
• There is no male elephant in the herd, they leave when they turn 14 or 15.
• An adult elephant can eat up to 100kgs (1 quintal) of leaves and twigs in one day.
• A three-month-old elephant weighs about 200 kgs (2 quintals).
• Elephants do not rest much and sleep for only 2-3 hours per day.
• Elephants are usually found in tropical habitats.
• Elephants love to play with mud and water. The mud keeps their skin cool.
• Their big ears also work like fans. The elephants flap these to keep themselves cool.

​Thus,

A. Because of their heavy body structure elephants like to take too much rest: Incorrect 

B. Even three month-old baby elephants generally weighs about 200 kilograms: Correct

C. They love to play with mud and water: Correct

D. In an elephant herd, male and female elephants move together with their children: Incorrect

Key Points 

Kalaripayattu:

• Kalaripayattu is the martial art form prevalent in the Indian state of Kerala.
• The word meaning of Kalaripayattu is “art of the battlefield".
• It is believed to be Lord Vishnu is the founder of martial arts in India.
• Kalaripayattu is considered as the oldest form of martial arts in India.
• Kalaripayattu was used as a code of combat by the dynasties in South India.
• Kalaripayattu is considered the most scientific type of martial art form in the world.

Thus, the martial art form of Kerala considered highly scientific in practice is known as Kalaripayattu.

Additional Information 

Other important art forms in Kerala are:

• Kathakali.
• Mohiniyattam.
• Chakyar Koothu.
• Theyyam.
• Ottamthullal.

Important art forms in Tamil Nadu are:

• Kolattam.
• Bharatanatyam.
• Bommalattam.
• Chakkai Attam.
• Devaraattam.
• Therukoothu.

Important art forms in Karnataka are:

• Yakshagana.
• Somana Kunita.
• Jagghalige Kunita.
• Krishna Parijata.

Odissi is an Important art form in Odisha.

Concept:

Solution:

• A solution has a solvent and a solute as its components.
• The component of the solution that dissolves another component in it (usually in larger amounts) is called the solvent.
• The component of the solution that is dissolved in the solvent is called the solute (small quantity).

Explanation:

Solubility:

• The amount of the solute present in the saturated solution at this temperature is called its solubility.

The component that dissolves in water:

• A component is known as soluble if it fully mixes with water or insoluble if it doesn't mix in water.
• The lemon juice, sugar, salt, cooking soda and turmeric acid are soluble materials.
• They mix completely in water.

The component that does not dissolve in water:

• A component that does not dissolve in water is said to be insoluble in water.
• This means that the substance is not capable of being dissolved in water or forming a homogeneous solution with water.
• They can be easily separated from the mixture by straining it using a cloth.
• Examples of insoluble substances in water include oil, sand, chalk powder and certain types of minerals.

​Thus, chalk powder and sand can be separated from water by straining with a cloth.

Concept:

• People eat different things.
• The same thing can be used to prepare a variety of food items.

Explanation:

Food made out of rice:

• Rice is the staple food of the eastern and southern parts of India.
• Rice can be used to prepare dishes like biryani, kheer, idli, dosa and pulao.

Food made out of wheat:

• Wheat is the staple food of the western and northern parts of India.
• Wheat can be used to prepare dishes like puri, paratha, chapati, cake, halwa and bread.​

Thus, foods made out of rice are dosa, kheer and pulao.

Mukul hasta Mudra:

• The "Mukula hasta" mudra is also associated with the lotus flower in some contexts.
• In Hinduism, the lotus flower is a sacred symbol that represents purity, enlightenment, and spiritual growth.
• The Mukula hasta mudra, with its circular shape resembling a lotus flower, is sometimes used to represent the lotus in Indian classical dance and yoga.
• The mudra is formed by joining all the fingertips together, creating a small circle that resembles the shape of a lotus flower.
• This mudra is often used in dance and yoga to represent the lotus, particularly in poses or movements that are associated with the flower, such as Padmasana (lotus pose) or movements that imitate the opening and closing of a lotus flower.
• Overall, the Mukula hasta mudra can have different meanings depending on the context in which it is used.
• While it is associated with completion and unity, it can also be used to represent the lotus flower and its symbolic meanings.

Thus, the 'mukul hasta' Mudra, which is formed on joining all the finger tips denotes lotus flower.

The correct answer is Beetroot juice and spinach.

Key Points

• Iron is a critical component of hemoglobin, the protein in red blood cells that carries oxygen throughout the body.
• Anemia occurs when the body doesn't have enough red blood cells or hemoglobin to transport oxygen effectively, which can result in fatigue, weakness, and other symptoms.

Important Points

• Beetroot juice and spinach can be helpful in treating anemia as they are both good sources of iron, which is an essential nutrient for the production of red blood cells.

Hence, the correct answer is Beetroot juice and Spinach.

The correct answer is 'cook the rice or cereals in the water in which they are soaked'​.

Key Points

• Cook the rice or cereals in the water in which they are soaked:
• This is correct because when you soak rice or cereals, some of the nutrients, especially water-soluble vitamins and minerals, leach into the soaking water.
• By cooking them in the same water, you can minimize nutrient loss and retain those beneficial components.
• When you soak rice or cereals, especially whole grains, it helps to soften them and reduce cooking time.
• The soaking process can also activate enzymes that help break down anti-nutrients, making the grains more digestible and enhancing nutrient availability.
• By cooking rice or cereals in the soaking water, you allow the nutrients that have leached into the water to be reabsorbed into the food during the cooking process.

The correct answer is Amla, Spinach, Jaggery

• Nutrients are necessary for the growth, energy, repair, and maintenance of the body.
• Nutrients are classified as Macronutrients and Micronutrients.
• Carbohydrates, Calories, and Proteins are an example of Macronutrients.

Key Points

Micronutrients:

• Micronutrients are the elements required by us in small quantities.
• Iron, cobalt, chromium, iodine, copper, zinc, and molybdenum are some of the micronutrients.
• Deficiency of any of the nutrients affects growth and development.
• They play a major role in the metabolic activities of the body.
• ​These include vitamins and minerals.

Important Points Iron:

• Iron is important in making red blood cells, which carry oxygen around the body.
• A lack of iron can lead to iron-deficiency anemia.
• Good sources of iron include:
• liver
• red meat
• beans, such as red kidney beans, edamame beans and chickpeas
• nuts
• dried fruit – such as dried apricots
• fortified breakfast cereals
• soy products
• Amla, spinach, peas, lentils
• Jaggery

​Thus, Amla, Spinach, Jaggery are rich sources of iron.

Additional Information

Molting:

• The process by which birds shed their feathers at specific times is known as molting.
• Molting is a natural process that allows birds to replace old, worn-out feathers with new ones.
• During molting, birds gradually shed their feathers, and new ones grow in their place.
• Molting is a crucial process for birds because feathers play a vital role in their survival.
• Feathers help birds regulate their body temperature, fly, and attract mates.
• By shedding old feathers and growing new ones, birds can maintain their ability to perform these functions.
• The timing of molting can vary depending on the bird species and other factors such as climate and breeding cycles.
• Some birds molt once a year, while others may molt several times a year.
• Molting can also be influenced by factors such as diet and stress.
• Thus, molting is a normal and essential process for birds, enabling them to maintain their health and vitality.

In this way, birds shed their feathers at specific times; this process is called molting.