Environmental Studies PYQs

Asking lots of questions to students in an EVS (Environmental Studies) classroom has several benefits, one of which is helping students understand the concepts better.

Key Points

• When students are actively engaged in answering questions, it stimulates their thinking and encourages them to actively participate in the learning process.
• By posing questions, the teacher can assess students' understanding, identify misconceptions, and provide clarifications as needed.
• This interactive approach promotes deeper comprehension and retention of the subject matter.

Hence, it can be concluded that Asking lots of questions to the students in EVS classroom makes students understand the concepts better

The correct answer is Tell Swami that during rainy season water gets contaminated and it is unsafe to drink such water.

Key Points

Tell Swami to compare river water and canned water in a glass and observe the difference. This approach encourages active exploration and inquiry, allowing Swami to visually observe and potentially discover the differences between river water and canned water.

In this scenario, Swami's father is encouraging a constructivist approach by involving Swami in an observational and comparative activity.

• Observation and Comparison: By asking Swami to compare river water and canned water in a glass, Swami is prompted to use his senses and make direct observations.
• Active Exploration: The activity engages Swami in active exploration. Instead of merely providing information, Swami is encouraged to participate actively in the learning process.
• Fostering Curiosity and Critical Thinking: The task of observing the differences between river water and canned water fosters curiosity and critical thinking. Swami may notice visual distinctions, such as clarity or color, and begin to think about the reasons behind these differences.
• Hands-On Experience: Engaging in a hands-on activity like comparing water samples adds an experiential dimension to the learning process. Swami is not just receiving information; he is actively involved in the learning experience.

Hence, Swami's father should tell Swami to compare river water and canned water in a glass and observe the difference.

Effective discussion in a classroom setting plays a crucial role in fostering a dynamic and engaging learning environment.

Key Points

• Effective discussion in a classroom setting promotes active participation from students.
• It encourages them to express their thoughts, share their opinions, and engage in a constructive exchange of ideas.
• Through discussions**, students have the opportunity to contribute their perspectives, listen to others, and learn from diverse viewpoints.**
• This participatory approach fosters critical thinking, enhances communication skills, and creates a collaborative learning environment.

Hence, it can be concluded that effective discussion encourages participation.

When addressing Kush's objection, the teacher can facilitate a class discussion to encourage students to express their thoughts and opinions on the roles assigned to boys and girls in planting plants.

Key Points

• The aim is to promote critical thinking, empathy, and understanding among the students.
• By engaging in a discussion, the students have an opportunity to share their perspectives, listen to others' viewpoints, and analyze the reasons behind their ideas.
• The teacher can guide the conversation by asking thought-provoking questions such as:
• Why do you think Tessi suggested that boys dig pits and girls water the plants?
• Are physical strength and caring qualities strictly gender-based characteristics?
• The teacher should encourage an inclusive and respectful discussion, where all students feel comfortable expressing their opinions.
• By discussing these questions, students can critically examine their own biases and challenge gender stereotypes.
• They may realize that physical strength and caring qualities are not exclusive to one gender and that assigning roles based on gender is unfair and perpetuates inequality.

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

The term "Comprehensive" in Continuous and Comprehensive Evaluation (CCE) signifies the holistic assessment approach that encompasses the evaluation of a student's overall development, including both scholastic and non-scholastic areas.

Key Points

• Scholastic areas refer to the assessment of a student's academic performance, including their knowledge, understanding, and application of concepts in various subjects.
• It involves evaluating their performance in tests, assignments, projects, and examinations.
• Non-scholastic areas, on the other hand, focus on the assessment of a student's co-curricular activities, life skills, attitudes, values, physical education, arts, and other aspects of their overall growth and development.
• This can include evaluating their participation in sports, cultural activities, social work, communication skills, teamwork, leadership qualities, and moral values.

Hence, it can be concluded that "Comprehensive' in Continuous and Comprehensive Evaluation refers to both scholastic and non-scholastic areas of a student's growth

The process skills of Environmental Studies involve various cognitive and practical skills that students develop while studying the subject.

Key Points

• Questioning: This involves asking relevant questions to explore and deepen understanding of environmental concepts and issues.
• Experimenting: This skill involves conducting experiments, observations, and data collection to test hypotheses and gain a better understanding of environmental phenomena.
• Dialogue: Dialogue is an essential process skill in Environmental Studies as it involves effective communication, collaboration, and the exchange of ideas and perspectives.
• Changing conclusion based on observation: This skill demonstrates the ability to analyze data and revise conclusions based on new evidence or observations, which is an important aspect of scientific thinking in Environmental Studies.
• Analysis of data: This involves the ability to examine and interpret data collected from experiments, observations, or research to draw meaningful conclusions and identify patterns or trends.

Hence, it can be concluded that option 1 is the correct answer.

Effective teaching-learning material for Environmental Studies (EVS) should be learner-centered, meaning it should be designed with the learners' needs, interests, and abilities in mind.

Key Points

• The material should be engaging, interactive, and tailored to the learners' age, level of understanding, and cultural background.
• Learner-centered teaching-learning material encourages active engagement and meaningful learning experiences, which can enhance the learners' understanding and retention of environmental concepts.
• It helps create a positive and inclusive learning environment that supports the holistic development of the learners.

Hence, it can be concluded that For EVS teaching, effective teaching-learning material needs to be learner-centered.

The suitable response of the students in this scenario would be "Seeds must be sown to observe which seeds will grow bigger plants."

Key Points

• The size of the seed does not necessarily determine the size of the plant that it will grow into.
• Other factors such as soil, water, sunlight, and nutrients also play a crucial role in the growth of a plant.

Therefore, the only way to know which seeds will grow bigger plants is by actually sowing them and observing their growth over time.

Practical work at the primary level is of great importance as it provides students with opportunities to engage in hands-on activities and actively explore and experiment with concepts.

Key Points

• Practical work allows students to engage in hands-on activities, which promotes active learning.
• When students actively participate in experiments, observations, and practical exercises, they tend to remember and understand the concepts better.
• The experiential nature of practical work helps in the long-term retention of information.
• By engaging in practical work, students can:
• Develop critical thinking skills
• Develop practical skills
• Enhance problem-solving abilities
• Promote active learning

Hence, it can be concluded that Importance of practical work at the primary level helps to retain information for a longer time.

By asking Riddhi to explain her reasoning behind placing the knife and apple together in one group, Shabana adopts an approach that encourages critical thinking and understanding.

Key Points

• This approach allows Riddhi to reflect on her classification choice and articulate her thought process.
• It gives Shabana an opportunity to understand Riddhi's reasoning and provide guidance accordingly.

By asking for an explanation, Shabana can:

• Assess Riddhi's understanding: Shabana can gauge whether Riddhi understands the concept of classification and how objects are grouped based on common characteristics.
• Facilitate learning: By asking Riddhi to explain her reasoning, Shabana can guide her towards the correct understanding of classification. Shabana can provide feedback, correct any misconceptions, and guide Riddhi towards the appropriate grouping based on the attributes of the objects.

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

Concept:

The earth is round there is actually no 'up' and 'down' on the earth and it is just relative. 

Explanation:

• The earth can be divided into two hemispheres, the upper (northern hemisphere) and the lower (southern hemisphere).
• They are just names for specific places on the Earth so that it is easy for us to give directions and find our way around.
• These hemispheres are relative if not defined clearly.
• An equator is used to divide the earth into two hemispheres.
• If Earth was upside down and no one would really notice, because one would still feel that the ground is down and the sky is up.
• This is because gravity always pulls us towards the middle of the Earth.
• If someone is standing on the earth in India and someone is standing in Argentina they are on the same line through the interior of the earth.
• That's why they are relative upside down.

​

​Thus, we, the people of India, actually stand upside down in relation to the people of Argentina.

• Libya, Algeria, and Alaska (USA) all lie above the equator in the same hemisphere (i.e northern hemisphere) as that of India.
• Thus, there is no relative difference in location between these countries and India.

Concept:

• Every region has its traditional arts.
• Traditional arts are mostly learnt at home.
• Traditional arts like textile making passes from generation to generation.

Explanation:

About Pochampally:

• Pochampally sarees are weaved in the Mukhtapur village of Pochampalli district of Telangana.
• They have traditional geometric patterns in the Ikat style of dyeing.
• The intricate geometric designs find their way into sarees and dress materials.
• Pochampalli sarees are bright colours.

Pochampalli is a town where most of the families, are weavers and the special cloth they weave is called Pochampalli. The town, where beautiful bright-coloured Pochampalli sarees are made, is a part of Telangana.

Additional Information

About Kalamkari:

• 'Kalam’ means pen and ‘kari’ means artwork or craftsmanship.
• This literally translates to mean drawing with a pen.
• Kalamkari is hand-painted or block-printed work on cotton textile done in Andhra Pradesh. ​

Concept:

While growing a crop, the steps followed are:

Explanation:

Onion cultivation:

• The soil is first ploughed deeply.
• The right amount of seeds are dropped at a regular distance.
• It should be done carefully so as not to drop too many seeds in one place.
• After 20 days of sowing the seeds, they begin to sprout.
• Weeds start to appear along with the onion plants.
• Weeds need to be removed so that they do not take up all the water and fertilisers.
• If there are too many weeds, then the onion plants will not be healthy.
• The plants grow tall.
• The leaves start turning yellow and drying up.
• This means that the onions are ready to be taken out.
• The onions are now taken out.
• It is important that this should be done at the right time.
• If late, the onions will rot in the ground itself and all the hard work will be wasted.
• The dried leaves from the top of the onions are cut.
• The sacks are filled with onions and taken in a truck to sell in the big market.

Thus, the correct way of doing it -

(B) Digging to loosen the soil

(C) Sowing of seeds

(A) Weeding

(E) Plucking it out.

(D) Cutting the dried leaves from the top of the onion

Hence, the correct sequence is (B), (C), (A), (E), (D)

Concept:

• Maps are drawn to reduced scales.
• Scale =  actual distance on the ground/distance shown on the map.

Given:

• Scale 1 cm = 110 meters
• The distance between Ibrahim Burj and Masha Burj = 13.3 cm.

Explanation:

• 1 cm on map = 110 meters on the ground.
• The actual distance between cities = 13.3 × 110 meters = 1463 m = 1.463 km ≈ 1.5 km

Thus, the actual distance between Ibrahim Burj and Masha Burj is approximately 1.5 km.

Explanation:

Al-Biruni:

• Al-Biruni was born in 973, in Khwarizm in present-day Uzbekistan.
• Al-Biruni carefully observed and noted down the details of all that he saw in numerous books.
• He wrote especially about those things that he found very different from his own country, like architecture and peoples lifestyles.
• Al-Biruni carefully observed and noted down the details of all that he saw.
• He wrote especially about those things that he found very different from his own country.
• He wrote about the ponds of that time.
• He wrote that the people here were very skilled at making ponds.
• He used to write descriptions about how ponds were made by piling up huge rocks and joining them with iron rods to build chabutaras (raised platforms) all around the lake.
• Today when we study history, we can learn a lot about those days from the writings of Al-Biruni.
• In 1973, one thousand years after his birth a stamp was released by the government.

​Thus,

 

A. He was a traveller who visited our country and noted down the details of all that he observed .

B. He came from Afghanistan.

C. He wrote about those things that he found very different from things in his own country

D. His book is helpful in knowing about our past and cultural heritage

E. He had specially mentioned about the skills of the people of our country in making ponds

The Correct Answer is: They lay eggs

Key Points

Reptiles

• Reptiles are cold-blooded animals that raise their body temperature by lying in the sun or lowering it by crawling into the shade.
• Their body temperature changes to the temperature of their surroundings. Because of this, snakes that live in colder climates must hibernate through the winter.
• There are more than 2,900 species of snakes in the world.

Amphibians

• Amphibians are organisms that live dual life. They can live on land as well as in water.
• They have porous skin that requires moisture. Also, amphibians lay eggs in the water, and their young have gills to survive in the water.
• They venture onto land only when fully mature.

Explanation:

Additional InformationCharacteristics of Reptilia

• Following are the important characteristics of the animals belonging to Class Reptilia:
• These are creeping and burrowing terrestrial animals with scales on their body.
• They are cold-blooded animals found in most of the warmer regions of the world.
• Their skin is dry, and rough, without any glands.
• The body is divided into head, neck, trunk, and tail.
• Few of these shed the scales on their skin as skin cast.
• The respiration takes place with the help of the lungs.
• The skull is Monocondylic.
• They have two pairs of pentadactyl limbs, each bearing claws. Snakes are an exception.
• The heart is 3 chambered. However, crocodiles have a 4-chambered heart.
• The nervous system comprises 12 pairs of cranial nerves.
• The lateral line system is absent in reptiles.
• Except for snakes, all the reptiles have well-developed ears.
• They possess a typical cloaca.

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.

Explanation:

North-East.

It is evident from the map that If you are located in Ahmedabad (Gujarat) and draw on the map of India a straight line between Ahmedabad and Delhi, the direction of Delhi from Ahmedabad will be North-East.

Thus the direction of Delhi from Ahmadabad will be North-East.

Additional Information

• There are four Starring directions. North, South, East and West. These starring directions are acknowledged as cardinal points.
• The other four in-between directions are north-east (NE), south-east (SE), south-West (SW) and north-west (NW).

Concept:

• Speed is the distance covered by an object in a given amount of time.
• Speed is measured in Kilometers per Hour (km/hr) or meters per second (m/sec).
• Average Speed: Since the body does not always have the same speed, So we use the concept of average speed. It is the ratio of total distance covered to total time taken by the body.
• \(Average;Speed = \frac{{Total;Distance}}{{Total;Time}}\)

Calculation:

Average speed of the car = (total distance) /(total time taken)

⇒ Average speed = 144 km/2 hr = 72 km/hr

We know that,

• To convert Km/hr into m/sec we multiply the speed by 5/18.
• To convert m/sec into km/hr we multiply the speed by 18/5.

∴ Average speed (meter/second) = 72 × 5/18 = 20 m/sec

Explanation:

Cheraw dance is the traditional dance form of Mizoram.

• It consists of usually six to eight people holding a pair of bamboo staves onto another bamboo positioned horizontally on the ground.
• It is an attractive hub during festive occasions.
• In 2010, A Guinness World Record was made in which the highest number of Cheraw dancers performed at the same time.
• It is also recognized as the oldest dance form of Mizoram.

Chewar is performed by six to eight people holding a pair of bamboo staves on another horizontally placed bamboo at the ground on special occasions such as when there is a bumper harvest of a crop. Gongs and drums are used as a musical instrument in Cheraw dance.

• Cheraw is one of the traditional and oldest dances of Mizoram. It also recognized as the oldest dance form of Mizoram.
• It is also known as the Bamboo dance.
• It is one of the most famous dances in Mizoram, and a centre of attraction during festive occasions.

Note:

Khuallam, Sarlamkai, Chheihlam and Mizo are other Traditional Dances of Mizoram.

Additional Information

Torang means Forest in kuduk language.

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

Concept:

• Birds build nests to lay their eggs and incubate their younger ones.
• Different birds build nests at different places, some on ground level, some high up on the tree.
• Different birds use different techniques and different materials to build their nests.

Explanation:

Weaverbird:

• A weaverbird is a small finch-like bird.
• They are noted for their nest-building techniques using grass stems and other plant fibres.
• They are particularly well-known for their roofed nests forming complex, hanging woven chambers.
• Many species of weavers are highly gregarious.
• The male weaver bird make beautifully woven nests.
• The female looks at all the nests and chooses the one that she likes the best and decides in which to lay her eggs.

Thus, the above description is of Weaverbird.

Additional Information

• The dove makes its nest among the thorns of a cactus plant or a Mehendi hedge.
• The sparrow and pigeon make their nest anywhere on top of a cupboard, behind a mirror, on a ledge.
• The barbet or coppersmith bird makes its nest in a hole, in a tree trunk.
• The tailorbird uses its sharp beak to make its nest by stitching together two leaves on a bush. It lays its eggs in the fold of the leaf that it has made.
• The sunbird makes a nest that hangs from the branch of a small tree or a bush.
• The robin makes its nest with soft twigs, roots, wool, hair and cotton wool at ground level, on lower branches of a tree or sometimes at the top.