Environmental Studies PYQs

Concept:

• India is a country of vast geographical expanse.
• In the north, it is bound by the lofty Himalayas.
• The Arabian Sea in the west.
• The Bay of Bengal in the east.
• The Indian Ocean in the south.

Explanation:

Indian States / Union Territories with the coast on the Bay of Bengal:

• West Bengal.
• Odisha.
• Andhra Pradesh.
• Tamil Nadu.
• Puducherry.
• Andaman and Nicobar Islands.

Indian States / Union Territories with the coast on the Arabian Sea:

• Gujrat.
• Maharashtra.
• Goa.
• Daman and Diu.
• Karnataka.
• Kerela.
• Lakshwadeep.
• Dadra and Nagar Haveli.

Thus, Kerala and Karnataka both have their coasts on the Arabian Sea.

Explanation:

Cold Deserts are deserts having extremely cold winters. These deserts are generally found in mountainous areas.

• Ladakh and Leh is the only cold desert in India, situated in the Himalayas.
• It doesn't get affected by the monsoon as it lies in the rain shadow region of the Himalayas.
• The rainfall in this region is as low as 10 cm annually.

Hence the cold desert region present in our country is Leh and Ladakh

Additional Information 

• The Antarctic Polar Desert covers the continent of Antarctica and has a size of about 5.5 million square miles.
• The second-largest desert is the Arctic Polar Desert.
• Antarctica is the coldest place on Earth.

Some Major Deserts of the world are:-

Key Points

• Bachendri Pal  is an Indian mountaineer.
• Bachendri Pal was born to a Bhotiya family on 24^th May 1954 in Nakuri village, in the Uttarkashi district in the North Indian state of Uttarakhand.
• In 1984, she became the first Indian woman to reach the summit of Mount Everest.
• She was awarded the third-highest civilian award Padma Bhushan by the Government of India in 2019.
• She stepped onto the peak of Mount Everest and pitched the Indian National Flag (Tiranga/Tricolour) on 23^rd May, 1984.

Thus, Bachendri Pal is the first woman who reached the peak of Mount Everest and pitched the national flag and took photographs of the event. 

Additional Information

• Mount Everest is Earth's highest mountain peak above sea level, located in the Mahalangur Himal sub-range of the Himalayas.
• The China–Nepal border runs across its summit point.
• Its elevation of 8,848.86 m was most recently established in 2020 by the Nepali and Chinese authorities.

The Correct Answer is: Poison of snake

Key PointsSnakes:

• Of the many kinds of snakes found in our country, only four types of snakes are poisonous.
• They are: Cobra, Common Krait, Russel’s Viper (Duboiya), Saw-scaled Viper (Afai).
• A snake has two hollow teeth (fangs).
• When it bites, the poison enters the person's body through the fangs.
• There is a medicine for snake bites.
• The medicine is made from the snake's poison and is available in all government hospitals.
• Python is not a poisonous snake.
• Snakes can't hear to snake charmer's music but will respond only by feel the vibrations produced by the instrument.
• They do not have external ears,
• They only feel the vibrations on the ground.
• Snakes are friends of the farmers.
• They eat the rats in the fields, otherwise, rats would eat the crops.

Thus, the medicine of snake bite is available in all government hospitals. It is made from snake poison.  ​

Additional Information 

Kalbeliya dance:

• Kalbelia or kalbeliya dance form is associated with a Rajasthani tribe of the same name.
• In Kalbelia dance, the dance movements similar to snake movements.
• It is performed by the women of Kalbeliya community.
• The costumes of kalbelia dance look somewhere similar to serpents.
• Kalbeliya dancers clothes are flowing black skirts mixed in red and black hues and embroidered in unique patterns.
• Kalbeliya dance has a traditional musical instrument known as Poongi.

Mendel's experiments have been included in EVS (Environmental Studies) textbooks for multiple reasons.

Key Points

• To draw students' attention to the steps of scientific inquiry. Mendel's experiments are a classic example of scientific inquiry, where he systematically studied the inheritance of traits in pea plants and formulated the principles of heredity.
• To draw students' attention toward how traits are inherited by successive generations. Mendel's experiments provide insights into the patterns of inheritance and how traits are passed down from parents to offspring.

Therefore, both options A and C are valid reasons for including Mendel's experiments in EVS textbooks.

Key Points

• In the given scenario, if Nazli's action of finding the jaggery jar hidden by her mother resulted in a positive outcome or reinforcement (e.g., she enjoyed eating the jaggery), it can be considered an example of operant conditioning or instrumental learning.
• Operant conditioning involves learning through the consequences of one's actions, where behaviors that are reinforced are more likely to be repeated in the future.
• Additionally, the scenario can also be seen as an example of instrumental learning, which is a form of learning where behaviors are performed to attain a goal or desired outcome. In this case, Nazli's goal was to find and eat the jaggery, and she used her problem-solving skills and initiative to achieve that goal.

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

In the context of Continuous and Comprehensive Evaluation (CCE), the term "continuous" refers to the ongoing and regular evaluation of various aspects of a student's growth and development.

Key Points

• Periodic evaluation of known aspects of growth and development: This statement emphasizes the periodic assessment of the known aspects of a student's growth and development, which includes their academic performance, skills, and knowledge.
• Diagnosis of learning gaps and provision of corrective measures: This statement highlights the role of continuous assessment in identifying learning gaps or areas where students need improvement. It also emphasizes the need to provide appropriate corrective measures to address those gaps.

Thus, A and C statements reflect the continuous nature of evaluation in CCE, where assessments are conducted at regular intervals and focus on various aspects of a student's development.

In the study of Environmental Studies (EVS), the main themes typically encompass broad topics related to the environment and our interaction with it. The main themes serve as overarching categories under which various sub-themes are organized.

Key Points

• The main themes in EVS can vary depending on the curriculum and educational context.
• In this case, "Things we make and do" is a main theme that focuses on human activities and their impact on the environment.
• It includes topics related to human-made objects, inventions, crafts, and activities such as farming, construction, and artistic creations.

Thus, Things we make and do is the correct answer.

Key Points

• The chapter titled "no place for us" in the EVS textbook is designed to provide students with an understanding of the challenges faced by individuals who are displaced from their native places in the name of development.
• It aims to create awareness and sensitize students to the sufferings of these people.
• It sheds light on the impact of displacement on people's lives, emphasizing the need for empathy and understanding towards their struggles.
• The chapter encourages students to critically analyze the reasons behind displacement and raises questions about the ethical and social implications of such actions.
• It prompts students to reflect on the importance of sustainable development that considers the well-being and rights of all individuals, including those who are displaced.

Thus, it is concluded that Option 1 is the correct answer.

Including lots of pictures in EVS books for classes 3 to 5 is a suitable strategy to cater to the cognitive development and learning preferences of children at this stage.

Key Points

• Children in the concrete operational stage of development have a growing ability to think logically and understand concepts more abstractly. However, they still benefit greatly from visual aids and concrete representations to support their learning. Pictures can help them make connections, visualize concepts, and enhance their understanding of the content.
• Children at this age tend to be more visually oriented and responsive to visual stimuli. Pictures can capture their attention, spark their curiosity, and make the learning experience more engaging and enjoyable. They provide a concrete representation of the concepts, making them easier to grasp and remember.

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

Hands-on activities and experiential learning can significantly enhance students' understanding and retention of the subject matter.

Key Points

• By asking students to sprout moong seeds themselves, they will actively engage in the process of germination and observe the various stages firsthand.
• This hands-on experience allows them to make direct connections between the theoretical concepts discussed in class and the practical application of those concepts.
• Through this activity, students can closely observe and document the changes that occur during the germination process, such as the emergence of the root and shoot, the development of leaves, and the overall growth of the seedling.
• By actively participating in the germination process, students develop a deeper understanding of the concepts, gain practical skills, and foster a sense of curiosity and exploration.

Thus, it is concluded that the most effective way for a teacher to teach the topic 'germination of seed' would be asking students to sprout moong seeds and record the observation.

The National Curriculum Framework (NCF), 2005 emphasizes that learning of EVS (Environmental Studies) should take place through interactions with the environment around us, nature, things, and people, both through actions and through language.

• This means that the learning of EVS should not be limited to textbooks or classroom discussions alone.

Key Points

• The NCF encourages teachers to create opportunities for students to actively engage with their surroundings, explore the natural and social environment, and make meaningful connections between their learning and real-life experiences.
• This can be achieved through various activities such as field trips, nature walks, community visits, hands-on experiments, group discussions, storytelling, and role-playing.
• The NCF emphasizes the importance of a holistic and integrated approach to EVS education, where teachers and students actively participate in activities related to the environment, explore diverse perspectives, and encourage critical thinking and problem-solving.

Therefore, option 1 is the correct answer.

Key Points

• The National Curriculum Framework emphasizes the importance of engaging young minds in first-hand observation of nature and understanding the patterns and processes in the natural and social worlds.
• This can be achieved by encouraging students to interact with and explore their environment, including the natural environment, community settings, and social contexts.
• By actively engaging with their environment, students can develop a deeper understanding of the world around them and gain valuable insights into various aspects of life, society, and the natural world.

Thus, it is concluded that Environment should become a medium for engaging young minds in first-hand observation of nature and understanding the pattern and processes in the natural and social worlds.

Given that the chapter is titled "Mangoes around the year", it seems that the goal might be to learn about the various uses of mangoes, how they can be preserved or processed, and the cultural or seasonal significance of mangoes.

Key Points

• Visit to a food processing unit: This activity allows students to witness the actual processing of mangoes and learn about the different stages and techniques involved. Interacting with an expert enhances their understanding and provides a real-life context for the concepts discussed in the chapter.
• Organizing a "mango eatables fest" would allow students to actively engage with the subject matter, apply their learning in a practical way, and understand the variety of dishes that can be made from mangoes.

Considering these aspects,  A and B seem to be the most appropriate approach to teach this chapter, as it combines both active learning and real-world experiences.

Hint

• Inviting an expert from a food processing unit would provide students with a chance to learn from someone with deep knowledge in the field. This could be a valuable learning experience, but it is more passive than the other options.
• Organising an exhibition could be a good way to demonstrate the variety of mango products, but it may not provide as much active engagement for students as the other options.

Providing students the opportunity to work in small groups is generally considered more effective in promoting independent thinking, collaboration, and critical thinking skills.

Key Points

• Small group work promotes collaboration and can enhance learning through peer interaction and discussion.
• It allows them to discuss and share ideas, collaborate on projects or experiments, and develop interpersonal skills.
• Small group work facilitates peer learning, problem-solving, and the development of teamwork skills.

Thus, it is concluded that for EVS teaching, a teacher should provide students opportunity to work in small groups.

The choice of the key concepts/issues addressed in the theme 'Water' can vary based on the specific learning goals and context of the class.

Key Points

• Local sources of water: This concept focuses on identifying and understanding the various local sources of water, such as rivers, ponds, wells, or taps. Students learn about the importance of these sources and their role in meeting the water needs of the community.
• Uses of water: This concept explores the different uses of water in daily life, including drinking, cooking, washing, and irrigation. Students learn about the significance of water for human survival and the importance of conserving it.
• Gender roles: This issue addresses the roles and responsibilities associated with water-related tasks within a community. It highlights how gender roles may influence who fetches water, how it is used, and how gender equality can be promoted in water-related activities.
• Distance estimates: This concept involves estimating and understanding the distance between different water sources and the community. Students learn to appreciate the effort required to access water and how distance affects water availability and usage.
• Social discrimination: This concept addresses the issue of social discrimination related to water access and usage. It emphasizes the importance of equal access to water resources and challenges any discriminatory practices or biases in water-related activities.
• Clean water for drinking: This concept focuses on the importance of clean and safe drinking water. Students learn about the need for water purification and understand the significance of hygiene and sanitation in relation to water consumption.

Thus, it is concluded that Option 2 is the correct answer.

Assessment refers to the process of gathering information and evaluating the knowledge, skills, abilities, or understanding of individuals or groups.

Key Points The nature of assessment can be described by the following processes:

• Interactive: Assessment can be an interactive process in which teachers and students engage in dialogue about the student's understanding and knowledge. Feedback from assessments can guide future teaching and learning.
• Constructive: This term is typically used in learning theories, such as constructivism, where learners actively construct their own understanding and knowledge of the world through experiences and reflection. It's less commonly used directly in relation to assessment but can be part of a more holistic, formative assessment process where feedback and reflection are integral parts.
• Summative: This describes one type of assessment. Summative assessments are typically formal tests that occur at the end of a unit, term, or academic year. They are used to evaluate students' overall understanding and mastery of a subject or skill.

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

Heredity refers to the passing of genetic information from parents to offspring. It is the process by which traits, characteristics, and genetic material are transmitted from one generation to the next.

Key Points

• Analysis of Examples: This could be one of the most effective methods for teaching heredity.
• By examining real-life examples of heredity (such as inherited traits in families or certain animal species), students can better understand the concept.
• This can also include looking at diagrams, pictures, or videos.
• Students can compare and contrast the traits, identify patterns, and draw conclusions about how heredity works.
• This activity encourages analytical thinking and helps students develop observational skills.

Thus, it is concluded that given the abstract nature of the concept of heredity, the most effective method for a class-V level would likely be Analysis of Examples.

Environmental Studies (EVS) is an interdisciplinary subject that draws from the fields of natural sciences and social sciences. It is designed to foster a child's awareness and understanding of their immediate environment and its broader context.

Key Points An EVS curriculum at the primary level generally includes the following features:

• Inclusive: An effective EVS curriculum encourages participation from all students, regardless of their individual capabilities or background. It should present material in a manner that is accessible and engaging for all learners, ensuring that everyone has an opportunity to engage with and understand the material.
• Contextual: The EVS curriculum is context-based, linking the content of the curriculum to the everyday experiences of children. The content becomes more meaningful when children can relate it to their own lives.
• Experiential: The EVS curriculum is experiential in nature. Children learn best by doing and reflecting on their actions. Thus, the EVS curriculum should be designed to offer hands-on experiences that allow children to explore their environment, experiment, and learn from their experiences.

Therefore, the correct answer is 4) A, B, and C.