Concept Of Environmental Studies MCQ
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01 Which one of the following can be objective of teaching EVS at primary stage i.e at class I or II
- Providing basic knowledge of different numerals and letters
- Giving knowledge about scientific theories and invention
- Giving detailed knowledge about nature of the society
- Knowledge about interaction between different aspect of science and social studies
Option 1 – Providing basic knowledge of different numerals and letters
02 Among the following which is not a learning outcome of EVS at primary level?
- Calculating impact of population explosion on resource consumption
- Using water judiciously
- Appreciating the use of technology in every day life
- To conserve and protect the national resource
Option 1 – Calculating impact of population explosion on resource consumption
03 A good EVS curriculum should not
- set cognitive level of learners
- aware the learners about values of environment
- enquip the learners with abilities to generate new knowledge based on previous one
- enquip the learners with knowledge and skills to help in earning their livelihood
Option 4 – enquip the learners with knowledge and skills to help in earning their livelihood
04 Which one of the following statements is not an objective of teaching EVS at the primary level?
- To load learners with terms and definitions for assessment
- To internalise the values of concern for life and environment
- Arouse curiosity about the natural and social environment
- Engage in exploratory and hands-on activities that lead to the development of cognitive and psychomotor skills
Option 1 – To load learners with terms and definitions for assessment
05 Which one of the following represents one of the objectives of teaching EVS at primary school?
- To inform the learners about the books they should lead to expand their knowledge
- To connect the experiences of the learners in schools with the outside world
- To make learners aware of technical terms and definitions
- To assess technical terms related to EVS
Option 2 – To connect the experiences of the learners in schools with the outside world
06 Which one of the following is not an objective of including riddles and puzzles in the EVS textbook?
- To confuse the mind of the students and let them enjoy the confusion
- To develop curiosity and ability to think creatively
- To develop critical thinking ability in students
- To develop reasoning ability in students
Option 1 – To confuse the mind of the students and let them enjoy the confusion
07 The use of poems and story telling to explain concepts in an EVS class helps to
- take care of the language and cultural diversity among learners
- channelise the energies of the students in the right direction
- make the lesson enjoyable and interesting
- promote the ability to imagine and explore the nature of the world at the local and global level
Option 4 – promote the ability to imagine and explore the nature of the world at the local and global level
08 A public school has about two to three children with special needs in every class. Some children are physically or mentally challenged. These children study with other children while sitting in the same class. The public school mentioned above follows which of the following?
- Peer education
- Compensatory learning
- CCE
- Inclusive education
Option 4 – Inclusive education
09 The section on ‘Do this and find out’ included in different topics in EVS text books aim at
- keeping the students engaged at home
- providing direct hands on experiences
- improving performance in examination
- learning definitions of scientific terms
Option 2 – providing direct hands on experiences
10 Which one of the following is not an objective of study of EVS in relation to Social Sciences?
- It should enable children to learn correct definition of key terms
- It should enable children to question the existing ideas and practices
- It should enable children to grow up as responsible member of society
- It should enable children to respect differences of cultural practices
Option 1 – It should enable children to learn correct definition of key terms
11 National Curriculum Framework, 2005 strongly recommends that teaching of EVS at primary stage should primarily aim at
- acquiring skills to carry out experiments independently
- developing understanding of basic concepts of the subject
- memorising basic principles of the subject
- linking classroom learning to life outside the school
Option 4 – linking classroom learning to life outside the school
12 Which one of the following is not consistent with the requirements of EVS curriculum at primary stage? ( Concept of environmental studies MCQ )
- It should suit cognitive level of the learners
- It should equip the learners with knowledge and skills to enter the world to work
- It should inculcate in learners a concern for environment
- It should engage learners in acquiring methods and processes leading to generation of new knowledge
Option 2 – It should equip the learners with knowledge and skills to enter the world to work
13 Higher priority and space has been given in NCERT textbooks on EVS to
- include large number of practice questions
- explain basic concepts of the subject
- provide opportunities to learners for contemplation and wondering
- provide exact definitions of technical terms
Option 3 – provide opportunities to learners for contemplation and wondering
14 Which one of the following is not an objective of including poems and stories in EVS textbooks?
- To promote imaginative and creative ability in the learners
- To develop interest in the subject
- To have a change in routine and monotonous content
- To provide fun and enjoyment for learners
Option 3 – To have a change in routine and monotonous content
15 Class V NCERT EVS textbooks include a section ‘What we have learnt’ in the end of every chapter. It is suggested that answer to questions included in this section should not be assessed in terms of right or wrong this shift has been done because
- it reduces subjectivity in assessment
- children cannot write correct answers at this stage
- it enhances convenience to teachers in assessment
- it helps the teacher to know how children are learning
Option 4 – it helps the teacher to know how children are learning
16 Good EVS curriculum should be ‘true to the child, true to life and true to the subject.’ Which of the following characteristics of the curriculum does not meet the above requirements?
- It emphasises more on terms and definitions
- It promotes the value of freedom from fear and prejudice
- It requires the learner to view the subject as a social enterprise
- It emphasises more on processes of teaching and learning
Option 1 – It emphasises more on terms and definitions
17 Good EVS curriculum at primary stage should
- include more practice questions in end exercises
- provide opportunities to explore surroundings
- focus more on detailed explanation of concepts
- emphasise more on exact definition of terms
Option 2 – provide opportunities to explore surroundings
18 Poems and stories have been included in EVS textbooks for primary stage in order to
- develop literary skills in students
- provide fun and enjoyment in learning to the subject
- enhance understanding to fundamental concepts
- have a change in routine and monotony of presentation of content
Option 2 – provide fun and enjoyment in learning to the subject
19 One of the major objectives of teaching of EVS at primary stage is to
- develop in-depth understanding to basic concepts of the subject
- prepare students for studies at the next stage
- help the learners link classroom learning to life outside the school
- acquire skills to carry out hands-on activities independently
Option 3 – help the learners link classroom learning to life outside the school
20 The abbreviation EVS stands for
- Environmental Skills
- Environmental Science
- Environmental sources
- Environmental Studies
Option 4 – Environmental Studies
21 Which one of the following is not an objective teaching of EVS at primary stage
- Learning in the classroom must be linked to the life outside the school
- Teachers must ensure perfect discipline in the classroom
- Children must be encouraged to ask questions
- Children must be encouraged to explore their immediate environment
Option 2 – Teachers must ensure perfect discipline in the classroom
22 Which one of the following should be the most important aspect of EVS teaching at the primary level? ( Concept of environmental studies MCQ )
- Conducting activities and developing skills
- Achieving success in assessment
- Understanding the basic concepts of science
- Connecting learners to the natural and socio-cultural environment
Option 4 – Connecting learners to the natural and socio-cultural environment
23 Stories and poems can be effectively used in teaching EVS at the primary level. The main purpose of using them in EVS is to
- cater to diversity in classroom
- providing contextual learning environment
- make lessons enjoyable
- promote linguistic skills
Option 2 – providing contextual learning environment
24 NCF 2005 has not recommended any prescribed curriculum and textbooks for EVS for classes I and II. The most appropriate reason for this
- to reduce the load of curriculum
- EVS is only for class III onwards
- Learners in class I and II cannot read and write
- to provide contextual learning environment
Option 4 – to provide contextual learning environment
25 The nature of environment studies does not advocate that
- children make fewer mistakes
- children get space to learn by doing
- children ask a lot of questions
- children get a lot of space to explore
Option 1 – children make fewer mistakes
26 Which one of the following characteristics an EVS textbook at primary level should not have?
- It caters to diverse backgrounds of the students
- It includes true stories and incidents
- It focuses on definitions and explanations of abstract concepts
- It presents natural and socio-cultural environment in an integrated manner
Option 3 – It focuses on definitions and explanations of abstract concepts
27 Which one of the following the National Curriculum Framework (NCF, 2005) does not propose in the context of EVS teaching?
- Linkages with children’s experience and context
- Hands on activities
- Familiarity with technical terms
- Thematic approach
Option 3 – Familiarity with technical terms
- To memorise basic scientific concept and principles
- To provide opportunities to explore the environment
- To develop skills like observation measurement, prediction and classification
- To develop sensitivity towards the physical and social environment
Option 1 – To memorise basic scientific concept and principles
29 In the context of EVS pedagogy, all of the following are desirable practices, except
- building capacity for critical thinking and problem-solving
- nurturing the identify of the child
- acknowledging the superiority of textbook knowledge over actual observation
- promoting plurality of text and contexts
Option 3 – acknowledging the superiority of textbook knowledge over actual observation
30 As per the NCF, 2005, which one among the following is the theme of EVS? ( Concept of environmental studies MCQ )
Option 1 – Food
31 Which one among the following is the strongest argument in favour of adopting a theme-based approach in EVS?
- It helps in giving a structure to lesson plans and makes teaching more effective
- It helps in making teaching more interesting and activity based
- It helps in covering a wide range of concepts issues and skills
- It helps in softening subject boundaries and accessing knowledge holistically
Option 4 – It helps in softening subject boundaries and accessing knowledge holistically
32 The language used in a EVS textbook ( Concept of environmental studies MCQ )
- should be formalised with emphasis on definitions
- should be technical and formal
- should be related to everyday language of the child
- should be terse and difficult for children to comprehend
Option 3 – should be related to everyday language of the child
33 In the EVS syllabus, structured around six themes, ‘plants and animals’ have consciously been included in the theme: ‘Family and Friends’. All of the following could be cited as reasons for this inclusion, except one. Which one is that?
- To enable students to understand plants and animals from a science perspective
- To help students to locate plants and animals in a social and cultural context
- To highlight how humans share a close relationship with each other
- The highlight how lives and livelihoods of some communities are closely connected with specific animals or plants
Option 2 – To help students to locate plants and animals in a social and cultural context
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