Environmental Studies PYQs

The Correct Answer is: Both (A) and (R) are correct and (R) explains (A).

​ Key Points

• Statement (A): Silkworms can find their female counterparts from many kilometers away by her smell. This implies that silkworms use the sense of smell to locate and identify potential mates. In the context of insect communication, this is often achieved through the detection of pheromones.
• Statement (R): Some female insects release 'Pheromones' which can be recognized by their males by smell. This statement provides a general principle that is widely observed in the insect world. Pheromones are chemical substances released by an organism, in this case, female insects, to communicate with others of the same species. Male insects, in turn, can detect and respond to these pheromones using their sense of smell.

Thus, Both (A) and (R) are correct and (R) explains (A).

Child-centered strategies in teaching Environmental Studies (EVS) at the primary level focus on engaging students actively in the learning process and tailoring instruction to their interests and needs. 

Key Points 

• Discussion: Discussion encourages interaction, critical thinking, and expression of ideas. It involves students in the learning process and allows them to share their perspectives.
• Survey: Surveys involve students actively collecting data, forming questions, and exploring their environment. This approach fosters engagement and aligns with child-centered strategies.

Thus**, (a) and (d) is the correct answer.**

Hint

• Demonstration: Demonstration is a useful teaching method, it may not inherently be child-centered unless it actively involves students in hands-on activities or experiments related to the environmental studies.
• Lecture: Lecture-based teaching is traditionally more teacher-centered, as it involves the instructor imparting information to students. It might not align as closely with child-centered strategies.

Forming groups based on participation and cooperation is the most effective strategy for promoting peer learning.

Key Points Advantages of heterogeneous groups based on participation and cooperation:

• Diverse perspectives and strengths: By bringing together students with different levels of participation and cooperation, you create groups with a wider range of perspectives and strengths. This can lead to more stimulating discussions, richer learning experiences, and a better understanding of different approaches.
• Promotes collaboration and communication: Students with different levels of participation and cooperation can learn from each other. More participative students can help their peers develop their communication and collaboration skills, while those who are less confident can gain valuable insights from their more outgoing peers.
• Reduces dominance and encourages inclusivity: Grouping by participation and cooperation can help prevent dominant personalities from taking over group discussions. This fosters a more inclusive environment where everyone feels comfortable sharing their ideas and learning from each other.

Thus, option 1 is the most appropriate strategy.

Hint

• Grouping by gender or socio-economic background (option 2): This can lead to segregation and limit exposure to diverse viewpoints. It's important to create inclusive groups that celebrate differences and encourage students to learn from each other's unique experiences.
• Grouping by roll number (option 3): This is a random approach that doesn't consider individual strengths or preferences. It's unlikely to create groups that are conducive to effective peer learning.
• Grouping by exam scores (option 4): This can create homogeneous groups that lack diversity in learning styles and abilities. It can also be discouraging for students who score lower, as they may feel less able to contribute meaningfully to the group.

Pochampalli is a well-known handloom weaving cluster located in the Indian state of Telangana.

Key Points

• It is renowned for its unique style of sarees known as Pochampalli sarees.
• These sarees are characterized by their vibrant colors and intricate geometric patterns. The special kind of weave associated with Pochampalli is known as the "Pochampalli Ikat" weave.
• Ikat is a dyeing and weaving technique where the yarns are tie-dyed before weaving, creating distinctive and intricate patterns when the fabric is woven. Pochampalli sarees often feature geometric designs, floral motifs, and vibrant color combinations, making them highly sought after.

Therefore, Pochampalli is culturally and traditionally associated with the state of Telangana in India, and it has gained recognition for its unique handloom weaving tradition and the production of Pochampalli sarees.

EVS stands for Environmental Studies, a multidisciplinary academic field that systematically studies human interaction with the environment. It integrates physical, biological, and information sciences to understand the environment and the solutions to environmental problems.

Key Points

• Statement (I): Statement

(I) is false. The syllabus of EVS consists of six themes – (1) Family and friends, which consists of four subthemes – (1.1) relationships (1.2) work and play, (1.3) animals and (1.4) Plants. Others are–

(2) food, (3)Water; (4) Shelter; (5) Travel and (6) Things we make and do

• Statement (II): The statement suggests that the themes of EVS are close to children's life. This aligns with the typical approach of EVS education, which aims to connect learning with the immediate environment and experiences of children. Therefore, Statement

(II) is true.

Thus, **Statement

(I) is false and Statement

(II) is true.**

NOTE:- According to the official answer key, All the given options were correct so we have made some modifications to the options of this particular question.

The correct answer is All of the above.

A comprehensive evaluation involves a thorough and multifaceted assessment of various elements within the educational system. This evaluation aims to provide a detailed understanding of the effectiveness, quality, and impact of educational programs.

 Key Points

• Rating Scale during Assessment of Activities:
• Rating scales provide a structured way to assess students' performance on various activities related to EVS.
• These activities could include projects, presentations, group discussions, field trips, experiments, etc.
• Using a rating scale allows the teacher to evaluate multiple dimensions of student performance, such as knowledge acquisition, critical thinking, communication skills, and collaboration.
• Portfolio :
• ​Portfolios serve as a tangible record of students' work samples and achievements over time.
• In the context of EVS, portfolios can include written assignments, drawings, photographs, research papers, fieldwork reports, and any other artefacts demonstrating students' engagement with environmental concepts and issues.
• Portfolios often include reflections or self-assessments where students can articulate their learning experiences, challenges, and goals. This encourages metacognition and helps students take ownership of their learning process.
• ​Teachers' observation :
• ​Teachers' observations provide qualitative insights into students' attitudes, interests, and participation in EVS.
• Observations allow teachers to understand how students interact with environmental concepts in real-time and various learning environments.
• Observations help teachers assess students' behaviour, collaboration skills, and level of engagement during class activities, discussions, or fieldwork.
• This holistic assessment goes beyond academic performance to include social and emotional aspects of learning.
• Half-Yearly and Annual Exams:
• Half-yearly and annual exams assess students' understanding and retention of EVS content over extended periods.
• These exams typically cover a wide range of topics taught throughout the semester or academic year, including concepts, theories, case studies, and real-world applications related to environmental studies.
• By testing students through formal examinations, teachers can gauge their mastery of core EVS principles, their ability to analyze environmental problems, and their capacity to articulate solutions.
• Exam results provide quantitative data that complement the qualitative insights gained from other assessment methods.

Therefore, The correct answer is All of the above.

Key Points

• Writing names of various animals around them is an appropriate task for primary students in EVS. It encourages observation and recognition of animals in their surroundings, connecting learning to their immediate environment.
• Observing activities of different animals is also suitable for primary students. It promotes direct observation skills and understanding of animal behavior, aligning with the experiential nature of EVS.
• Classifying animals into categories based on observations is a valuable task for primary students. It involves critical thinking and organizing information, fostering a deeper understanding of animal characteristics.

Thus, Only (d) is not appropriate for students of the primary level in the context of EVS.

Hint

• Defining the term 'Animal' might be more suitable for slightly older students as it involves abstract thinking and the ability to articulate a definition. Primary level students may find this task challenging as it requires a more advanced level of cognitive development.

The Correct Answer is: Both (A) and (B) are true

​ Key Points

• Statement (A): Xylem transports water and minerals from roots to the rest of the plant. This is correct. Xylem is a type of vascular tissue in plants responsible for the upward transport of water and minerals from the roots to the other parts of the plant.
• Statement (B): Phloem translocates food from leaves to various parts of the plant. This is also correct. Phloem is another type of vascular tissue responsible for the transport of organic nutrients, such as sugars produced in the leaves through photosynthesis, to various parts of the plant.

Therefore, both statements (A) and (B) are true.

Questioning, Expression, Inferring is the most suitable choice for the process skills and learning indicators involved in the group assignment about agricultural farms. 

Key Points

• Questioning: Students are required to visit agricultural farms and gather information. Formulating relevant questions is a crucial skill as it guides their inquiry and helps them collect meaningful data during the visit.
• Expression: The assignment involves students collecting photographs and preparing a report. This requires them to express their findings, observations, and conclusions effectively. Communication skills, both written and verbal, are essential in this process.
• Inferring: During the farm visit, students will likely encounter various aspects of agriculture, such as the implements used and the types of crops grown. Making inferences based on the information gathered is a key aspect of understanding the agricultural practices .

Thus,  option 3 is the most appropriate choice for describing the process skills and learning indicators involved in the given group assignment.

"Shelter, Travel, Things We Make and Do" is the set that best depicts the themes of Environmental Studies (EVS) at the primary level.

Key Points

• Shelter: Understanding the concept of shelter is often a key theme in primary-level EVS. Students learn about different types of shelters, their materials, and how they provide protection.
• Travel: It can be incorporated to introduce students to the concept of transportation, the modes of travel, and the reasons people travel. This theme allows exploration of the immediate environment.
• Things we make and do: This theme encompasses a wide range of activities, creations, and objects that are part of daily life. It allows students to explore the process of making things, engaging in activities, and understanding the objects around them.

Thus, the combination of Shelter, Travel, and Things we make and do covers a diverse set of themes that align with the experiential and exploratory nature of primary level EVS.

Key Points

• A blood test for malaria typically involves checking for the presence of the malaria parasite (Plasmodium) or its byproducts in the patient's blood.
• This is done to identify the presence of the malarial infection.
• The test may involve examining blood smears under a microscope or using more advanced laboratory techniques to detect the parasites or their genetic material.

Thus, doctors prescribe blood test for patients to confirm malaria. Blood test is done to check for microbes in blood.

Additional Information

• Checking for eggs of female Anopheles mosquitoes in blood is not a standard diagnostic method for malaria. Malaria is caused by the Plasmodium parasites, not by mosquito eggs.
• Checking for hemoglobin in the blood is often done for other purposes, such as assessing the patient's overall health or investigating conditions like anemia, but it is not a specific test for malaria.
• Checking iron levels in the blood is typically done to assess iron metabolism and diagnose conditions like iron deficiency anemia but is not specific to malaria.

The statement that "Textbooks of EVS should reflect the recommendation of NCF 2005 of linking students' life at school to their life outside" implies textbooks support students to construct knowledge through all the given activities.

Key Points

• The National Curriculum Framework (NCF) 2005 emphasizes the integration of students' life experiences with their learning. This suggests that textbooks in Environmental Studies (EVS) should not just be a source of information but should actively support students in constructing knowledge by connecting what they learn in school with their real-life experiences outside the school.
• Constructivist learning approaches encourage students to actively build their understanding by connecting new information to their existing knowledge and experiences.
• This aligns with the idea that textbooks should support students in constructing knowledge through various activities that bridge the gap between their life at school and life outside .

Thus, option 1 is the correct answer.

Key Points

• King Ghadsi of Jaisalmer got it made 650 years ago with the help of the people.

All around the lake there are ghats with steps leading to the water, decorated verandahs, large halls, rooms and much more.

• People came here to celebrate festivals and for programmes of music and dance.
• This lake was made for collection of rainwater as rainwater harvesting.
• It was made in such a way that when the lake was full, the extra water flowed into another lake at a lower level.
• When that too filled up, the extra water flowed into the next lake.
• This way all nine lakes filled up.
• Today, Ghadsisar is no more in use.

​Thus, option 2 is the correct answer.

A field trip is an educational excursion or journey outside of the classroom, typically to a place of educational interest, such as a museum, zoo, historical site, science center, botanical garden, or any location relevant to the subject being studied.

Key Points

• To relate concepts related to animals: The zoo visit should not only be about identifying animals but also about understanding concepts related to their habitats, behaviors, and ecological roles. This objective encourages a deeper understanding of animal-related concepts.
• To promote process skills: Field trips provide an excellent opportunity to promote various process skills such as observation, classification, and inference. Students can actively engage in these skills while exploring the zoo environment.
• Assessment of students' learning at the zoo: Assessment can be part of the trip as it checks student's knowledge and participation.

Thus, (b), (c) and (d) is the most appropriate choice for the objectives of the zoo field trip.

Key Points

• When salt is added to water, it increases the water's density, making it more buoyant.
• As a result, objects like the lemon, which are less dense than the saltwater, tend to float.
• Adding salt to the water increases its overall density, and the lemon, being less dense than the saltwater, will float rather than sink.

Thus, Ravi took some water in a glass. He puts a lemon in it. Then, he keeps adding a lot of salt into the water, half a spoon at a time. After some time, he notices that lemon floats in water.

Her story gives a peep into the life of a medical officer in the armed forces, understanding the difficulties faced by her and her ways of tackling them, and her experience challenges gender stereotypes.

Key Points 

• Her story gives a peep into the life of a medical officer in the armed forces: This objective helps students understand the profession of a medical officer in the armed forces, providing insights into the challenges and responsibilities associated with such a career.
• Understanding the difficulties faced by her and her ways of tackling them: Including Wahida Prism's experiences can provide valuable lessons on resilience, problem-solving, and determination. Students can learn from her challenges and how she overcame them.
• Her experience challenges gender stereotypes: Including stories that challenge gender stereotypes is essential in promoting gender equality and breaking down societal biases. This objective aims to inspire students by presenting diverse role models and possibilities for career choices irrespective of gender.

Therefore, option 2) (b), (d), and (a) is the most appropriate choice for the reasons for including the chapter on Wahida Prism.

Key Points

• Asking students to find out food preferences of their family members: This strategy encourages students to actively inquire about their family members' food preferences.
• It involves them in conducting surveys, interviews, or discussions to gather information.
• This process not only engages students in inquiry but also connects the theme of 'Food' to their personal experiences, making it relevant and meaningful.

Thus, option 1 is the correct answer.

Hint 

• Showing pictures of various preserved food items used in different regions of India: While visual aids can be valuable, merely showing pictures might not actively engage students in inquiry unless accompanied by discussions or activities that encourage deeper exploration of the cultural and regional aspects of preserved foods.
• Asking students to collect pictures of various food items: Collecting pictures can be a part of an inquiry-based approach, but it needs additional elements to stimulate deeper inquiry, such as researching the origin, cultural contexts, or nutritional aspects of the food items.
• Demonstrating fireless cooking of sandwiches, shikanji (lemon water), etc.: While a demonstration is hands-on and practical, it may focus more on acquiring skills than actively inquiring into the broader theme of 'Food.' It involves learning through observation and practice rather than initiating inquiry into diverse aspects of food.

Key Points

• Statement (A): Bora is a common variety of rice used in Assam. This statement is true. Bora is indeed a variety of rice cultivated in Assam.
• Statement (B): Paddy grows well in clayey soil and requires a lot of water. This statement is also true. Paddy, which is the rice plant in its growing stage, thrives in clayey soil and requires abundant water for cultivation.

Therefore, both statements (A) and (B) are correct.

Key Points 

• Learning about colours, patterns, and developing an aesthetic sense: The activity involves cutting colorful strips and weaving them to make a mat. This objective aligns with the creative aspect of the activity, encouraging students to explore colors, patterns, and develop an aesthetic sense.
• Relating the activity to weaving done by weavers: By relating the activity to the work done by weavers, students can gain an understanding of different forms of work and the skills involved. It connects the hands-on activity to a real-world context.
• Choosing papers of attractive colours and learning cutting of strips perfectly: This objective emphasizes the practical skills involved in the activity, such as selecting materials with attractive colors and practicing precise cutting techniques. It adds a skill-building aspect to the creative process.

Thus,  (a), (b), and (d) is the most appropriate choice for the objectives Alex should help his students focus on during the mat-making activity.

Key Points

• Al Biruni belongs to Khwarizm- A city located on the banks of Amu Darya (Oxus River), presently in Uzbekistan.
• He traveled around the world to study and explore the world.
• He wrote a book 'Kitab-al-Hind' that contains an account of the Indian subcontinent from 1017-1030 AD.
• He also wrote Al-Qanun-al-Maqsudi, Athar-al-Bagiya, Tarikh-ul-Hind and Kitab-al-Jamikar.
• Al-Biruni wrote about various aspects of Indian life and culture, including the construction of ponds in India.
• More than a thousand years ago, he came to India.
• He calculated the maximum and the minimum distance between the moon and the Earth.
• He said that the tide formation depends on the phases of the moon.

Thus**, option 1 is the correct answer.**