Environmental Studies PYQs

Water scarcity:

• The lack of sufficient water resources to meet regional water usage demands is known as water scarcity.
• Various factors, such as the expanding population, increased agricultural needs, industrial use, and the generation of electricity, all contribute to the rise in water demand.
• Water scarcity refers to a situation where the demand for water exceeds the available supply of water.
• This can lead to a lack of access to safe and clean drinking water, which can have serious consequences for human health and well-being.
• When there is water scarcity, people may be forced to drink water that is contaminated.
• Contamination with pollutants or pathogens, can cause diseases such as diarrhea, cholera, and typhoid fever.
• In some cases, people may have to travel long distances to collect water, which can be time-consuming and physically taxing, particularly for women and children.

Thus, water is said to be scarce in an area if water received is unsafe for drinking and cooking.

Additional Information

A major reason for water scarcity in India:

• By 2025, it is predicted that large parts of India will join countries or regions having absolute water scarcity.
• Water scarcity in most cases is caused by over-exploitation, excessive use and unequal access to water among different social groups.
• Over-exploitation and mismanagement of water resources will cause ecological crises that may have a profound impact on our lives.

Explanation:

• Torang means Forest in kuduk language.
• Kuduk: It is a special community of people who live in the forest of Jharkhand.
• The language they speak is also called Kuduk.
• Adivasis are the people who live in the forest.
• They lead a very simple life and depends on the forest for their survival.

Thus, Torang in Kuduk language means forest.

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 milk shop, the direction of the house is South-West

The soft part of the feather of birds on either side is known as barb.

Key Points

Barb:

• The soft part of the feather on either side is known as the barb.
• Feathers are made up of a central shaft (rachis) and many side branches known as barbs.
• The barbs, in turn, have smaller branches called barbules and these have tiny hooks or hooklets called barbicels for cross-attachment.
• This structure gives the feather its shape and the ability to trap air, providing both insulation and the capacity for flight.
• A feather's barbs are what provide its fluffiness and color.
• The microscopic structure of the barbs and barbules can cause light to scatter in a way that gives the feather its color.

Additional Information

Rachis:

• The rachis is the main shaft of the feather, extending from the base to the tip.
• The barbs extend out from the rachis.
• However, the rachis itself is not the soft part of the feather.

Quill:

• The quill, also known as the calamus, is the part of the feather attached to the bird's skin.
• It's the hollow, stiff tube at the base of the feather from which the rachis extends.
• It is not the soft part of the feather, so this is not the correct answer.

Calamus:

• As mentioned in the explanation for the quill, the calamus is the hollow, stiff portion at the base of the feather. It's not the soft part of the feather, so this is not the correct answer.

Concept:

Communicable diseases:

• These diseases are caused by germs like bacteria, viruses, protozoa, etc.
• These diseases spread from infected person to healthy person through
• Direct contact such as hand shaking, hugging, etc.
• Sharing of clothes, utensils, food, etc.
• Coughing & sneezing

Explanation:

Malaria:

• Malaria is caused by a protozoan, Plasmodium sp. (P. vivax, P. malariae, and P. falciparum).
• P. falciparum is the most common species and widely distributed species.
• It causes the most serious kind of malaria, i.e. malignant malaria which can be fatal.
• The female Anopheles mosquito is the vector of Plasmodium, which transfer the sporozoites (infectious form) in the human body.
• Symptoms:
• Fever and flu-like illness, including shaking chills,
• Headache,
• Muscle aches, tiredness,
• Nausea, vomiting, and diarrhoea

Thus, a person with malaria would have the most common symptoms like fever and chills.

During a field trip for EVS teaching, students should have the opportunity to engage in meaningful discussions about the environment, sustainability, conservation, and other related topics.

Key Points

• These discussions can help students connect what they are learning in the classroom to real-life situations and can promote critical thinking, problem-solving, and active engagement with the material.
• While setting goals for the field trip, choosing means of travel, and maintaining a reflective journal is also important, they are not as crucial as creating opportunities for discussion.
• Setting goals can help focus the field trip, but if there is no meaningful discussion, the goals may not be met.
• It provides a framework for the experience and helps ensure that students achieve meaningful and relevant learning outcomes.

Hence, it can be concluded that creating opportunities for discussion is the most important for students on a field trip for EVS teaching.

The activity-based approach in EVS refers to a teaching method that emphasizes hands-on learning experiences and activities to engage students in the study of environmental science. Instead of relying solely on lectures or textbooks, educators using an activity-based approach seek to actively involve students in the learning process through various activities, such as experiments, field trips, role-plays, and group projects.

Key Points

• First educators should create a positive environment by providing clear instructions, encouraging collaboration and communication, and fostering a supportive and inclusive atmosphere.
• Educators should have a well-organized plan for the activity, including specific learning objectives, materials needed, and steps to follow.
• Next, educators should extend support to each student, ensuring that they understand the activity and have the necessary resources to participate fully.
• Finally, they should recapitulate the theme or key concepts, helping students to reflect on what they have learned and how it connects to broader topics in EVS.
• By following this sequence, educators can create a structured and engaging activity that promotes meaningful learning and helps students develop critical thinking, problem-solving, and communication skills.

Hence, it can be concluded that create a positive environment, have a well-organised plan, extend support to each student, recapitulate the theme is the correct sequence among the four stages of organising an activity-based approach in EVS.

Ask students how they can protect plants from catching cold and Ask all the students about what they think about Ria's question will be more appropriate.

Key Points

• By asking the students how they can protect plants from catching a cold, the teacher is prompting them to consider various strategies for protecting plants in rainy weather, such as covering them with plastic sheets or relocating them to a sheltered area.
• This approach can help students develop problem-solving skills and encourage them to think about the practical aspects of plant care.
• By asking all the students what they think about Ria's question, the teacher is inviting the students to share their thoughts and opinions on the topic.
• This approach can help create a collaborative and inclusive classroom environment where students feel comfortable sharing their ideas and perspectives.
• Additionally, by encouraging discussion, the teacher can help students develop critical thinking and communication skills.

Hence, it can be concluded that option 3 is the correct answer. 

Additional Information

• Option A is not correct because plants cannot catch a cold in the same way that humans do, as they are not affected by viruses that cause colds.
• This response would not provide accurate information and could potentially confuse students.

Option B is also not correct because plants can be affected by various diseases and pests, but not by viruses that cause colds.

The cooperative learning approach in EVS is a teaching method that emphasizes learning through group work, collaboration, and shared responsibility.

Key Points

• In this approach, students work together in groups to complete a task or solve a problem, with each student taking on a specific role and contributing to the group's overall success.
• The goal of cooperative learning in EVS is to enhance the value of group activities.
• This approach encourages students to work together, share ideas, and support each other in their learning.
• By working in groups, students can develop important social and communication skills, such as leadership, negotiation, and conflict resolution.
• Cooperative learning also promotes a sense of community and shared responsibility in the classroom. Students learn to value each other's contributions and to take ownership of their own learning.
• This approach can be particularly effective in EVS, as it allows students to explore complex environmental issues together and to develop a deeper understanding of the interrelationships between living organisms and their environment.

Hence, it can be concluded that cooperative Learning approach in EVS is to enhance the value of groups activities

By asking Riddhi to include boys in the Rangoli-making activity, the principal is addressing the curricular expectation related to identifying issues concerned with equality, justice, and human dignity.

Key Points

• This expectation is a part of the EVS curriculum at the primary level, which emphasizes the importance of promoting values such as equality, justice, and human dignity in the classroom.
• The principal is promoting the idea that activities should be inclusive and accessible to all students, regardless of gender.
• This approach can help create a more equitable and inclusive learning environment where all students feel valued and respected.
• By promoting the values of equality, justice, and human dignity, the EVS curriculum aims to foster a sense of social responsibility and empathy among students.
• By exploring issues related to social justice and equity, students can develop a deeper understanding of their own place in society and the impact that their actions can have on others.

Hence, it can be concluded that option 4 is the correct answer.

Creative expression in EVS is an important aspect of learning that allows students to express their ideas and thoughts in a unique and imaginative way.

Key Points

• It is a process of using creative thinking to produce something original and innovative, which can help students develop a deeper understanding of the concepts being taught in EVS.
• Creative expression is not just about making something beautiful or artistic; it is also about developing critical thinking, problem-solving, and decision-making skills.
• Through creative expression, students can explore and experiment with new ideas, collaborate with others, and take risks in their learning.
• It can help students connect with the natural environment and develop a deeper appreciation for the world around them.
• For example, students can use creative expression to create models of ecosystems, design sustainable living spaces, or develop innovative solutions to environmental challenges.

Hence, it can be concluded that Creative expression in EVS is essential for innovation.

The Project Method is an approach to learning that emphasizes the application of knowledge and skills to real-world problems or projects.

Key Points

• The Project Method is an educational approach that places emphasis on students engaging in hands-on, experiential learning through the completion of a project.
• Learners are tasked with completing a project that requires them to apply what they have learned in a practical and meaningful way.
• This method provides learners with an opportunity to engage in hands-on, experiential learning, which helps them to develop a deeper understanding of the subject matter and to build their problem-solving and critical thinking skills.

​Hence, it can be concluded that the project method allows learners to apply and practice what they have learnt. 

Additional Information

• The other methods mentioned, such as the Questionnaire Method, Observation Method, and Experiment Method, can be valuable for gathering data and information, but they do not necessarily provide learners with an opportunity to apply and practice what they have learned in a meaningful way.

Environmental Study is a multidisciplinary subject that involves learning about the natural environment, ecosystems, human impact on the environment, and sustainable development. To fully understand and appreciate this subject, it is important to engage in active and experiential learning.

Key Points

• Experiences during learning are important because they provide learners with an opportunity to engage with the natural environment and observe the concepts and principles taught in class in real-life situations.
• For example, taking a field trip to a local park or wetland can help learners understand the importance of biodiversity and the role of different species in maintaining ecological balance.
• Similarly, conducting experiments or engaging in hands-on activities can help learners understand scientific concepts and principles related to the environment.
• Interaction during activities is also important because it allows learners to engage with their peers and teachers in a collaborative and constructive manner.
• Through group activities and discussions, learners can share their ideas and perspectives, learn from each other, and develop critical thinking and problem-solving skills.

Hence, it can be concluded that options C and D are the correct answers.

In the context of EVS, this approach can involve starting with topics that are familiar to the learners, such as their local environment, natural resources, or environmental issues that affect their community.

Key Points

• The known-to-unknown approach is a teaching strategy that involves building on the learners' existing knowledge and experiences to introduce new concepts and ideas.
• This approach is effective because it allows learners to connect new information to what they already know and understand, which makes it easier for them to comprehend and retain new knowledge.
• As learners become more familiar with the subject matter, the teacher can gradually introduce more complex or abstract concepts and ideas, building on what the learners already know.
• This can help to avoid overwhelming the learners with too much new information at once, which can lead to confusion and frustration.

Hence, it can be concluded that a Pedagogical approach for EVS teaching-learning should adopt known to unknown approach.

Assessment in Environmental Studies (EVS) should be comprehensive and varied to evaluate learners' knowledge, skills, and attitudes towards the environment.

 

Key Points

• Group work is a valuable assessment tool for EVS because it promotes collaborative learning and allows learners to share their ideas and perspectives with one another.
• Through group work, learners can develop their communication, teamwork, and problem-solving skills, as well as deepen their understanding of the subject matter.
• Project work is also an effective assessment tool for EVS because it allows learners to apply their knowledge and skills to real-world problems or challenges.
• This can help learners to develop critical thinking, creativity, and problem-solving skills, as well as a deeper understanding of the subject matter.

Hence, it can be concluded that project work and group work are the assessment tools will be most suitable for school-based assessment in EVS.

EVS is a multidisciplinary subject that requires learners to develop a range of skills, including critical thinking, problem-solving, communication, and collaboration. 

Key Points

• The EVS teacher's role is to facilitate learners' acquisition of knowledge and skills by creating a learning environment that is engaging, interactive, and student-centred.
• As a facilitator of knowledge, the EVS teacher should encourage learners to explore and discover knowledge for themselves, rather than simply transmitting information.
• This can be achieved through a variety of teaching strategies, such as inquiry-based learning, project-based learning, and experiential learning.
• The EVS teacher should also encourage learners to ask questions, challenge assumptions, and develop their own perspectives on environmental issues.
• This can help to promote critical thinking and develop learners' ability to analyze and evaluate information.

Hence, it can be concluded that the role of an EVS teacher is best described as a facilitator of knowledge.

Environmental Studies (EVS) is a multidisciplinary subject that requires a comprehensive curriculum that encompasses various essential components.

Key Points

• Including questions related to the natural curiosity of children to encourage their active engagement and exploration of the subject matter.
• It stimulates their innate curiosity and promotes a deeper understanding of environmental concepts.
• Connecting knowledge with the life of children is crucial for making the curriculum relevant and meaningful.
• It helps students see the practical applications of EVS in their daily lives, fostering a stronger connection and appreciation for the subject.
• Incorporating cultural-social diversity ensures that the EVS curriculum recognizes and respects the different cultural, social, and ecological contexts in which students live.
• It promotes inclusivity, understanding, and appreciation of diverse perspectives and experiences related to the environment.

Hence, it can be concluded that statements B, C and D are correct regarding components that must essentially be incorporated while structuring the EVS curriculum.

Anecdotal Records are brief, objective, and factual notes that teachers take about specific behaviours or actions exhibited by learners in particular situations.

Key Points

• These records are used to observe and document learners' progress, strengths, and areas for improvement.
• Anecdotal Records provide a clear picture of learners' behaviour and help teachers to make informed decisions about their teaching practices, strategies, and interventions.
• Anecdotal Records are flexible, easy to use, and can be adapted to fit a wide range of learning environments.
• This tool is commonly used by teachers to observe and document learners' progress, strengths, and areas for improvement.
• Anecdotal Records are flexible, easy to use, and can be adapted to fit a wide range of learning environments.

Hence, it can be concluded that tools that can be used for observation include anecdotal records.

Anaya observed ants carrying a dead centipede and estimated that the ants were very powerful as they were able to carry a larger animal despite their small size.

Key Points

• She then made an inference based on her observation and estimation that ants are capable of carrying bigger animals.
• Observation is an important skill in EVS as it involves using one's senses to collect data and information about the environment.
• In this case, Anaya used her sense of sight to observe the ants carrying the dead centipede.
• Estimation is another important EVS process skill that involves making a rough calculation or approximation based on the available information.
• In this case, Anaya estimated that the ants were very powerful based on their ability to carry a larger animal.

Hence, it can be concluded that observation, estimation and inference are the EVS process skills are involved by Anaya in making this generalization.

Constructive assessment is an approach to assessment that aims to provide feedback and guidance for students to improve their learning and performance.

Key Points

• It is focused on identifying areas for improvement and providing strategies and support to help students progress.
• This type of assessment is often contrasted with summative assessment, which is more focused on assigning grades or evaluating students' performance at the end of a learning period.
• In the context of school-based assessment in Environmental Studies (EVS), constructive assessment can be very useful.
• For example, a teacher could use constructive assessment to provide feedback on a student's understanding of a concept or their ability to apply what they have learned in a real-world context.
• By using constructive assessment, teachers can help students develop their skills and knowledge in a supportive and encouraging environment.

Hence, it can be concluded that constructive assessment is the best description of the nature of school-based assessment.