CTET Environmental Studies MCQs with Answers Set 06

Multiple Choice Questions (MCQs) for CTET : Environmental Studies

Access targeted multiple-choice questions for Environmental Studies designed to align with the latest CTET academic syllabus for CTET . These objective practice sets help students evaluate their conceptual understanding and improve exam readiness.

Practice Environmental Studies MCQs for CTET

View or download the dedicated Environmental Studies MCQ resource below. Practicing these 50 objective questions regularly builds familiarity with standard exam patterns and helps secure higher marks in final evaluations.

These 30 CTET Environmental Studies multiple choice questions cover environmental studies content and pedagogy. Each question has the correct answer with a step-by-step explanation and a short teacher's note, so you can practise for the Central Teacher Eligibility Test and check your understanding.

Multiple Choice Questions

Question 1: Identify all the correct/true facts about the tiger.
A. Tiger's whiskers help them to move in dark and find its prey.
B. Ears of tigers can move in different directions.
C. Tiger's roar can be heard up to 5 kilometres away.
D. Tiger marks their own area, which covers several kilometres, with urine.
(a) A, B and C
(b) A and B
(c) A, B and D
(d) A and C
Show Answer & Explanation

Answer: (c) A, B and D

Explanation:
1. Whiskers are sensitive and help in the dark; ears rotate; tigers mark territory with urine.
2. A tiger's roar is usually said to carry about 3 km, so C is not accepted.

Teacher's Note:
1. Check the extreme number in statements, as it is often the wrong detail.
2. Territory marking by scent is common in big cats.

Question 2: Golconda fort was built by
(a) Nizams of Hyderabad
(b) Mughals
(c) Qutubshahi Sultans
(d) Rulers of Delhi Sultanate
Show Answer & Explanation

Answer: (c) Qutubshahi Sultans

Explanation:
1. Golconda Fort near Hyderabad was developed and fortified by the Qutb Shahi dynasty.
2. The Nizams came later and the Mughals captured it in 1687.

Teacher's Note:
1. The Qutb Shahi rulers also built the Charminar.
2. Do not confuse the builders with later rulers.

Question 3: A boy boarded a train on 7th September, 2022 at Ahmedabad for Ernakulam. The train departed at 21:45 hours from Ahmedabad and reaches Ernakulam at 9:15 hours on 9th September, 2022. If the distance covered by the train during this time interval is 2055 kilometres, the average speed of the train is
(a) 61.0 km/h
(b) 59.8 km/h
(c) 57.8 km/h
(d) 56.2 km/h
Show Answer & Explanation

Answer: (c) 57.8 km/h

Explanation:
1. Time from 21:45 on 7th to 21:45 on 8th is 24 h; to 9:15 on 9th adds 11 h 30 min, so 35.5 h.
2. Average speed = 2055 ÷ 35.5 ≈ 57.9 km/h, nearest option 57.8 km/h.

Teacher's Note:
1. Average speed = total distance ÷ total time.
2. Count the time across dates carefully.

Question 4: Which of the following is the correct sleeping time of animals?
(a) Cat - 10 hours
(b) Python - 12 hours
(c) Cow - 4 hours
(d) Giraffe - 6 hours
Show Answer & Explanation

Answer: (c) Cow - 4 hours

Explanation:
1. A cow sleeps only about 4 hours a day.
2. Cats sleep 12-16 hours, pythons about 18 hours and giraffes only 2 hours or less.

Teacher's Note:
1. Grazing animals sleep little because they are prey and must stay alert.
2. Predators generally sleep longer.

Question 5: In EVS class III chapter "Our friend - Animals" story "The Queen's Garden", the gardener stopped birds from entering the garden and so the insects increased and the mangoes were less. Chennamma on reading the story said that her grandma feeds grains to birds in the temple, so in the story it has been given incorrectly that birds eat insects. Chennamma is displaying which of the following?
A. Linking classroom learning to outside the school.
B. Analysis, evaluation and drawing inferences about concerns related to environment
C. Appreciation of interrelationships of animals and their environment
D. Natural curiosity in relation to natural environment
(a) A and B
(b) A and C
(c) A and D
(d) B and C
Show Answer & Explanation

Answer: (c) A and D

Explanation:
1. She connects the story with what her grandmother does outside school (A).
2. She questions the story out of curiosity about birds and their food (D).

Teacher's Note:
1. Look for what the child actually does in the situation, not for big themes.
2. Linking school knowledge to life is a key NCF 2005 idea.

Question 6: A thematic approach has been used in EVS for class III to V instead of topic-based approach due to which of the following nature of EVS?
(a) Intradisciplinary
(b) Disciplinary
(c) Interdisciplinary
(d) Cross-disciplinary
Show Answer & Explanation

Answer: (c) Interdisciplinary

Explanation:
1. EVS draws from science, social science and environmental education together.
2. Themes cut across these areas, which shows its interdisciplinary (integrated) nature.

Teacher's Note:
1. Themes break subject boundaries, topics do not.
2. Interdisciplinary means combining more than one discipline.

Question 7: In the chapter "A Snake Charmer's Story" of class V, EVS, the snake charmers (saperas) made medicines from plants collected from forests. They also play a 'been' made from dried gourd (lauki). Snakes eat rats in the field otherwise rats would eat crops. All these facts indicate which of the following?
A. Interrelationship of plants, humans and animals
B. Interdependence of plants, humans and animals
C. Mutual dependence of plants, humans and animals
D. Integrated nature of EVS
(a) A, B and C
(b) A, C and D
(c) Only B and D
(d) Only A and D
Show Answer & Explanation

Answer: (a) A, B and C

Explanation:
1. Plants give medicine and the instrument, snakes control rats: humans, plants and animals depend on each other.
2. A, B and C all describe this relationship; D describes the subject, not these facts.

Teacher's Note:
1. Read what the facts show, not what the subject is like.
2. Interrelationship, interdependence and mutual dependence are close ideas here.

Question 8: In the chapter "From tasting to digesting" of EVS class V, it has been mentioned, "when Jhumpa tasted some of the things, she said 'Sssee, Sssee, Sssee'. What do you think she may have eaten?" The author is trying to relate this with which of the following?
(a) Experience of child
(b) Sensory exploration
(c) Imagination
(d) Various tastes of eatables
Show Answer & Explanation

Answer: (a) Experience of child

Explanation:
1. The question asks the child to recall a familiar experience of eating something hot or spicy.
2. So the author connects the text with the child's own experience.

Teacher's Note:
1. EVS starts from the child's own experiences.
2. Do not read too much into the sound itself.

Question 9: Activity approach in EVS refers to
A. memorizing abstract concepts
B. involving all the three domains of student learning
C. understanding concepts through sensorimotor experiences
D. using theme-based approach to teaching
(a) A and B
(b) B and C
(c) B and D
(d) C and D
Show Answer & Explanation

Answer: (b) B and C

Explanation:
1. Activities involve thinking (cognitive), feeling (affective) and doing (psychomotor).
2. Children understand concepts through hands-on, sensory and motor experiences, not memorisation.

Teacher's Note:
1. Activity approach is learning by doing.
2. Theme-based approach is about content organisation, not activity.

Question 10: Usha who washes utensils at Manjari's house did not come on Saturday. Grandfather said, "This is the third time in this month that she has taken leave without informing. We will have to deduct the amount paid to her for this leave." Manjari felt bad about this. She felt sorry for the girl, who was working to support her family and did not even go to school. Manjari requests her grandfather to not do so. Which of the following curricular expectations is exhibited by Manjari?
(a) An awareness about immediate surroundings
(b) Develop sensitivity for human resources in the immediate environment
(c) Raise an issue related to justice and respect for human dignity
(d) Developing skill of observation through interaction with immediate surroundings
Show Answer & Explanation

Answer: (c) Raise an issue related to justice and respect for human dignity

Explanation:
1. Manjari objects to unfair treatment of a child worker and asks for kindness.
2. This is raising an issue of justice and human dignity.

Teacher's Note:
1. Match the behaviour in the case to the expectation named.
2. Sensitivity alone is milder; she actually raises an issue of fairness.

Question 11: What factor presents the subject-specific sub-branch of an integrated perspective of environmental studies?
(a) For a connected and interrelated understanding
(b) For development of child's personality
(c) Moving beyond traditional boundaries of discipline
(d) Triggering thinking skills of child
Show Answer & Explanation

Answer: (a) For a connected and interrelated understanding

Explanation:
1. An integrated perspective gives connected and interrelated understanding of subject areas.
2. The other options describe general aims or breaking subject boundaries.

Teacher's Note:
1. Wording of the source question is unclear, so follow the key.
2. Integration means connecting ideas, not separating them.

Question 12: Importance of co-curricular activities in learning EVS at primary level can be established by
(a) organising athletic competitions
(b) promoting public speaking activities
(c) making entertaining films
(d) preparing the students for various professions
Show Answer & Explanation

Answer: (b) promoting public speaking activities

Explanation:
1. Public speaking activities build communication and let children share what they learn about the environment.
2. The other options are not directly connected to learning EVS.

Teacher's Note:
1. Co-curricular activities should support classroom learning.
2. Talks, debates and quizzes link directly to EVS themes.

Question 13: Anand's mother puts tulsi leaf in the prasad plate offered to God in her temple at his house. He shared this with his teacher in class. Teacher thinks about using this experience to develop a holistic (integrated scientific and social) perspective of studying plants. Which of the following learning experience will be effective to achieve this objective?
(a) Tell students about the medicinal properties of tulsi leaf and festivals with which tulsi plant is related, like 'tulsi vivah'
(b) Ask students to work in group projects exploring various plant leaves and search for its social and scientific significance
(c) Exhibit a video presentation showing leaves and its social and scientific significance
(d) Take the students for a field trip to a garden and discuss the uses of various leaves
Show Answer & Explanation

Answer: (b) Ask students to work in group projects exploring various plant leaves and search for its social and scientific significance

Explanation:
1. Group projects let children find both scientific and social aspects themselves.
2. The other options are teacher-told, passive, or cover only uses.

Teacher's Note:
1. Prefer child-centred, exploratory tasks over telling.
2. Holistic means both social and scientific significance.

Question 14: Trips or excursions can be used to teach the theme 'food' to primary children because
(a) it encourages them to observe different ways of growing food
(b) they can have a break from the monotonous routine and enjoy themselves
(c) they can understand the role of balanced diet
(d) they should note down questions and ask their parents after getting back home
Show Answer & Explanation

Answer: (a) it encourages them to observe different ways of growing food

Explanation:
1. On a trip to farms or markets children directly observe how food is grown.
2. Enjoyment is not the learning aim and balanced diet is not seen on a trip.

Teacher's Note:
1. Field trips give first-hand experience.
2. Choose the option tied to the academic purpose.

Question 15: Geetika asked her father, "Why do you call 'grandmother' 'mother' while the neighbouring aunty calls her 'aunty'. The Rickshwala calls her 'mausi' while the sabjiwala calls her 'Tai'. Is she not the same person?" Geetika's father, who is a teacher, thinks this a suitable question to introduce the subtheme "relationship". Which of the following objectives of teaching EVS at the primary stage is concerned with this?
(a) To comprehend relationship between social and cultural environment
(b) To develop an understanding drawn from lived experience and social aspect of life
(c) To make the child curious
(d) To nurture the curiosity of child in relation to natural environment including people
Show Answer & Explanation

Answer: (d) To nurture the curiosity of child in relation to natural environment including people

Explanation:
1. Geetika's curiosity about people and relationships is being nurtured.
2. The EVS objective is to nurture curiosity about the natural environment including people.

Teacher's Note:
1. The child is asking a question, so look for the curiosity objective.
2. Option c is too general.

Question 16: Reyhan was sneezing constantly. Amma prepared "kadha" for him using turmeric, honey, ajwain, lemon, ginger, black pepper and tulsi leaves. Next day he was feeling healthy and he went to school. He asked amma to teach him to prepare kadha. Which of the following objectives are involved in this activity?
A. Understanding
B. Creating
C. Applying
D. Remembering
(a) A, B and C
(b) B, C and D
(c) C, D and A
(d) D, A and B
Show Answer & Explanation

Answer: (a) A, B and C

Explanation:
1. He understands why kadha helped, wants to apply it and prepare something new himself.
2. So understanding, creating and applying are involved.

Teacher's Note:
1. Match each verb in the story to a level of Bloom's taxonomy.
2. Follow the key if two sets seem close.

Question 17: World Water Day is observed on which of the following day?
(a) June 5th
(b) March 22nd
(c) April 22nd
(d) June 22nd
Show Answer & Explanation

Answer: (b) March 22nd

Explanation:
1. World Water Day is on 22 March every year.
2. 5 June is World Environment Day and 22 April is Earth Day.

Teacher's Note:
1. Learn the environmental days in a table.
2. Mixing 22 March with 22 April is common.

Question 18: In the chapter 'Defence Officer: Wahida', Wahida, a doctor in the Indian Navy, belongs to
(a) Ladakh
(b) Hyderabad
(c) Jammu and Kashmir
(d) Himachal Pradesh
Show Answer & Explanation

Answer: (c) Jammu and Kashmir

Explanation:
1. In the NCERT lesson Wahida Prism comes from Jammu and Kashmir (Srinagar).
2. She is a naval doctor.

Teacher's Note:
1. Remember the home place of the lesson characters.
2. Do not confuse with Ladakh.

Question 19: A tourist narrates his observation about a country as under: Water is very precious in this country. There are no rains, no rivers, no lakes, no ponds. Even below the ground, there is no water. But there is a lot of oil under the sandy soil. So petrol is easily available here. In fact, the petrol is cheaper than water.
The name of this country is
(a) Afghanistan
(b) Abu Dhabi
(c) Ukraine
(d) Uzbekistan
Show Answer & Explanation

Answer: (b) Abu Dhabi

Explanation:
1. A desert land with plenty of oil and no fresh water matches Abu Dhabi.
2. The other places have rivers or farmland.

Teacher's Note:
1. Abu Dhabi is strictly an emirate of the UAE, but it is the only option that fits.
2. Use clue words such as desert and oil.

Question 20: Kharif crops are sown at the beginning of the rainy season and are also known as monsoon crops. Which of the following set is an example of kharif crops?
(a) Rice, Maize, Sorghum, Bajra
(b) Gram, Wheat, Pea, Mustard
(c) Wheat, Pea, Mustard, Cotton
(d) Gram, Rice, Cotton, Mustard
Show Answer & Explanation

Answer: (a) Rice, Maize, Sorghum, Bajra

Explanation:
1. Rice, maize, sorghum and bajra are all sown with the monsoon.
2. Gram, wheat, pea and mustard are Rabi crops.

Teacher's Note:
1. Check each crop in an option, since one Rabi crop spoils the set.
2. Cotton is Kharif but mustard is Rabi.

Question 21: For discussion on various types of leaves, Harpreet asks students of class III to bring leaves. What instructions should Harpreet give to students?
(a) Pluck leaves from plants
(b) Bring leaves fallen from plants
(c) Bring drawings of the leaves of a plant
(d) Bring a leaf cut-out made up of paper
Show Answer & Explanation

Answer: (b) Bring leaves fallen from plants

Explanation:
1. Fallen leaves give real specimens without harming plants.
2. Plucking harms plants, and drawings or paper cut-outs are not real leaves.

Teacher's Note:
1. Teach respect for plants while giving first-hand experience.
2. Real objects are better than models.

Question 22: Sajiya, in her EVS class V, burns a candle and places a glass over it, covering it. The candle burns out. She asks her students why did the candle go out. Sujata replied, the candle was suffocated due to the absence of air in a closed space, like we suffocate in a closed room. What should Sajiya do?
(a) Tell her that candle is not living and hence cannot suffocate.
(b) Ask other students about their response to this possibility.
(c) Ask students what do we need to live, and not suffocate.
(d) Light an electric bulb and put a glass over it to see what happens.
Show Answer & Explanation

Answer: (b) Ask other students about their response to this possibility.

Explanation:
1. Sujata's answer is an idea to be tested by the class, not simply rejected.
2. Asking others encourages discussion and the children reach the conclusion together.

Teacher's Note:
1. Treat children's ideas respectfully and let peers discuss.
2. Avoid telling the answer directly.

Question 23: Which of the following are the learning principles that explain how children learn?
A. Children are reluctant to learn and hence teacher needs to motivate them.
B. Children are naturally motivated to learn and capable of learning.
C. Children learn in school hence every children must be sent to school.
D. Children learn by making their own meaning and in a variety of ways.
(a) A and D only
(b) B and C only
(c) B and D only
(d) C and D only
Show Answer & Explanation

Answer: (c) B and D only

Explanation:
1. NCF 2005 states that children are naturally motivated to learn (B).
2. Children construct their own meaning in different ways (D).

Teacher's Note:
1. Constructivism: the child builds knowledge.
2. Statements A and C are not learning principles.

Question 24: Why is a subject like Environmental Studies (EVS) introduced at the primary stage instead of subjects like Science and Social Studies?
A. There is a need to create an awareness of environment among children.
B. Environment plays an important role in children's growth and learning.
C. Environment Studies is an integrated subject which draws insight from Science and Social Studies.
D. Environment Studies develops in children a holistic perspective of the environment where he/she lives in.
(a) A, B and C
(b) B, C and D
(c) A, C and D
(d) A, B and D
Show Answer & Explanation

Answer: (b) B, C and D

Explanation:
1. B, C and D give the reasons: environment matters for learning, EVS is integrated, and it gives a holistic view.
2. A is the aim of environmental education, not the reason for a merged subject.

Teacher's Note:
1. Remember EVS is integrated Science plus Social Science.
2. Eliminate awareness-only statements.

Question 25: EVS, at primary level as a subject in integrated means:
(a) Integrating areas of Science, Social Science and Environmental Education
(b) Teaching through activities and group tasks
(c) Integrating concepts of Science with language
(d) Linking social concepts with Maths
Show Answer & Explanation

Answer: (a) Integrating areas of Science, Social Science and Environmental Education

Explanation:
1. EVS is an integrated subject combining Science, Social Science and Environmental Education.
2. The other options describe methods or partial links.

Teacher's Note:
1. Integration refers to the content, not the method.
2. Memorise this definition for tests.

Question 26: Sharad asked students to bring empty packets of things available at home to teach "Things we make and do". Some children brought packets of cigarette and gutkha. What should Sharad do?
A. Discuss how cigarette and gutkha are made.
B. Tell students that smoking cigarette and eating gutkha is a bad habit.
C. Discuss health hazards of consuming cigarette and gutkha.
D. Tell students that they should not bring such things to school.
(a) A and B only
(b) A and C only
(c) A and D only
(d) B and D only
Show Answer & Explanation

Answer: (b) A and C only

Explanation:
1. The theme is things we make, so discussing how they are made (A) fits.
2. Discussing health hazards (C) helps children understand without preaching or scolding.

Teacher's Note:
1. Avoid moralising and scolding.
2. Use the situation as a learning opportunity.

Question 27: Using multimedia to teach a concept in EVS assists learning because
A. it is more convenient to teach the concept
B. it activates the learners' senses
C. it utilizes time efficiently
D. it needs a lot of preparation by the teacher
(a) A and B
(b) B only
(c) B and C
(d) C only
Show Answer & Explanation

Answer: (b) B only

Explanation:
1. Multimedia uses sight and sound, so it activates learners' senses.
2. Convenience, time saving and preparation are about the teacher, not about how learning is assisted.

Teacher's Note:
1. Choose the reason that relates to the learner.
2. D is a drawback, not a benefit.

Question 28: Why the content of EVS is organized in themes instead of topics?
A. To reduce the curriculum load on students.
B. To develop a connected and interrelated understanding.
C. To reduce the curriculum load on teachers.
D. To develop a holistic perspective of environment in students.
(a) A and B only
(b) B and C only
(c) B and D only
(d) A and C only
Show Answer & Explanation

Answer: (c) B and D only

Explanation:
1. Themes connect ideas, giving a connected and interrelated understanding (B).
2. They also give a holistic perspective of the environment (D).

Teacher's Note:
1. Themes are about understanding, not reducing load.
2. Prefer pedagogical reasons over convenience.

Question 29: Which of the following statements define Environmental Studies?
A. Multidisciplinary and Integrated subject
B. A pre-preparation of subjects in upper primary classes
C. An interaction between natural and social-culture environment of child
D. An account of facts about environment
(a) A and B only
(b) B and C only
(c) C and D only
(d) A and C only
Show Answer & Explanation

Answer: (d) A and C only

Explanation:
1. EVS is an integrated, multidisciplinary subject (A).
2. It deals with the child's interaction with natural and social-cultural surroundings (C).

Teacher's Note:
1. EVS is not just facts nor a preparation for later subjects.
2. Think of NCF 2005's idea of EVS.

Question 30: Which of the following statement describes why the subject EVS has been recommended for class III to V instead of Environment Education?
(a) Children can study the environment, they cannot be educated about it.
(b) Environment Education is concerned with acquainting students with ecosystem and environmental problems.
(c) It has been done to acquaint students with the holistic understanding of the environment around them.
(d) Environment Education is started in class XI and not in lower level classes.
Show Answer & Explanation

Answer: (c) It has been done to acquaint students with the holistic understanding of the environment around them.

Explanation:
1. At primary level the aim is a holistic understanding of the environment around the child.
2. Environment education deals with ecosystem and problems and is more suited to later stages.

Teacher's Note:
1. Option b is true of EE but does not give the reason.
2. Holistic understanding is the key phrase.

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CTET Environmental Studies Objective Test Questions

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