CTET Environmental Studies MCQs with Answers Set 11

Answer: (b) Immediate self

Explanation:
1. EVS follows the expanding-horizon idea.
2. It begins with the child herself/himself and then moves to family, neighbourhood and beyond.

Teacher's Note:
1. The order is self, family, neighbourhood, community, country, world.
2. The child's own experience is the starting point.

Answer: (c) A, B and C

Explanation:
1. A, B and C are stated aims of EVS in NCF 2005 and the NCERT syllabus.
2. D, organising rallies and demonstrations, is not an expected aim for primary children.

Teacher's Note:
1. EVS aims at awareness, curiosity and sensitivity, not activism.
2. Eliminate the statement that sounds out of place for young learners.

Answer: (c) A, B and C

Explanation:
1. A, B and C describe the NCERT arrangement: EVS as a separate subject from III-V, and embedded in language and mathematics in I-II, organised in themes.
2. D contradicts itself: a holistic approach does not compartmentalise topics into science and social science.

Teacher's Note:
1. Integration, not compartmentalisation, is the core idea of EVS.
2. Spot the self-contradicting statement.

Answer: (a) Multidisciplinary perspective

Explanation:
1. Environmental issues involve science, society, economy and culture together.
2. So learners need a multidisciplinary perspective to understand them.

Teacher's Note:
1. EVS is integrated and does not belong to a single discipline.
2. Option (d) is an aim or value, not a perspective.

Answer: (c) C and D

Explanation:
1. CCE is about tracking learning over time and giving feedback to improve it.
2. So C and D describe its nature, while merely giving marks or grades does not.

Teacher's Note:
1. CCE is for learning, not just a number or grade.
2. Feedback to the learner is the central feature.

Answer: (b) Attitude

Explanation:
1. Conservation depends on caring and responsible behaviour.
2. An attitude of concern drives action, while knowledge alone may not change behaviour.

Teacher's Note:
1. EVS stresses values and attitudes along with knowledge and skills.
2. Knowing about a problem does not by itself lead to protecting the environment.

Answer: (c) Try to explain in local language of children and discuss their experiences.

Explanation:
1. Young children understand best in their home language and through their own experiences.
2. So explaining in the local language and discussing experiences is the most suitable step.

Teacher's Note:
1. Use the mother tongue and connect new words to the child's life.
2. Lectures and dictionary work are not child-centred at this level.

Answer: (d) B and D

Explanation:
1. EVS focuses on how children learn, through observing, exploring and questioning.
2. It also stresses applying learning to daily life, and not on content or facts alone.

Teacher's Note:
1. Process and application over content and facts is a recurring EVS idea.
2. Avoid options that stress memorisation.

Answer: (d) Observation skill

Explanation:
1. Children watch the puppet show closely to see the life and work of farmers.
2. This builds the process skill of observation, according to the key.

Teacher's Note:
1. Process skills include observing, classifying, inferring and communicating.
2. Watching a demonstration or show involves careful observation.

Answer: (d) Vulture

Explanation:
1. A bird that eats dead animals is a scavenger.
2. Vultures soar high in the sky and keep surroundings clean.

Teacher's Note:
1. Vultures are nature's cleaners, and their numbers have fallen in India.
2. Crows also scavenge, but the soaring high in the sky points to the vulture.

Answer: (a) A, B and C

Explanation:
1. A, B and C are correct: workers form most of the hive and a hive has a single egg-laying queen.
2. D is wrong: workers (females) build the hive and look after the young, while males (drones) only mate with the queen.

Teacher's Note:
1. Know the three castes: queen, workers, drones.
2. Check the statement about the roles of drones, which is a common trap.

Answer: (c) Endemic species

Explanation:
1. A species found only in one particular region is called endemic.
2. Exotic or invasive species are introduced from outside, and a keystone species has a large effect on its ecosystem.

Teacher's Note:
1. Endemic means native to and restricted to a particular area.
2. Learn the definitions of these four ecological terms.

Answer: (c) Cobra, Common krait, Russell's viper, Saw scaled viper

Explanation:
1. The 'big four' venomous snakes of India are the cobra, common krait, Russell's viper and saw-scaled viper.
2. Rat snake, python and sand boa are non-venomous, so the other options contain wrong snakes.

Teacher's Note:
1. Remember the 'big four' of India.
2. Pythons and boas kill prey by constriction and are not poisonous.

Answer: (b) B, C and E

Explanation:
1. Khejri (Khejadi) is a desert tree of Rajasthan that grows with little water, gives shade and has edible pods (sangri) and medicinal bark.
2. A is wrong because it grows in dry plains, and D describes a different tree, so B, C and E are correct.

Teacher's Note:
1. Khejri is the state tree of Rajasthan.
2. Link a plant's features with its habitat.

Answer: (d) South-West

Explanation:
1. Taking the station as origin: 100 m west, 50 m north, 500 m east, 70 m north gives the hotel at 400 m east and 120 m north.
2. So the station is 400 m west and 120 m south of the hotel, which is south-west.

Teacher's Note:
1. Add east-west and north-south movements separately.
2. Then reverse the direction to find the position of the start with respect to the end.

Answer: (d) decreases and the amount of moisture in air (humidity) is high.

Explanation:
1. Evaporation is fast with moving air and dry air, as these carry away vapour.
2. It is slowest when the wind is calm and the air is already humid, so cooling is slow.

Teacher's Note:
1. This is why clothes dry slowly on humid, still days.
2. Cooling by evaporation is the principle behind sweating and the matka.

Answer: (c) Delhi, Lakshadweep

Explanation:
1. Delhi (NCT of Delhi) and Lakshadweep are Union Territories.
2. Goa, Mizoram and Nagaland are states, and each other option includes at least one state.

Teacher's Note:
1. Know the list of the Union Territories after 2019.
2. Check each pair for a state to eliminate it quickly.

Answer: (a) South-East and South

Explanation:
1. Bhubaneswar lies to the south and east of Delhi, so it is south-east.
2. Bengaluru is almost directly south of Delhi.

Teacher's Note:
1. Locate the cities on a map relative to Delhi.
2. Odisha is on the eastern coast, Karnataka in the south.

Answer: (a) A and B

Explanation:
1. Counting people and noting their work involves careful looking, which is observation.
2. Studying the kinds of work and what they show involves analysis.

Teacher's Note:
1. Look at the verbs in the teacher's question: see, count, identify.
2. Comparison needs two things being compared, which is absent here.

Answer: (d) Invite village community to a school play showing drawbacks of child marriage.

Explanation:
1. Lasting change in a practice that is common in a community comes through awareness.
2. A school play for the community shows the drawbacks of child marriage in a friendly, non-confrontational way.

Teacher's Note:
1. Teachers act as agents of social change through awareness.
2. Enforcement helps in one case, but sensitisation changes the practice.

Answer: (a) A and B

Explanation:
1. The student has difficulty in understanding and processing, not in seeing or hearing.
2. Peer learning and breaking tasks into smaller parts (task analysis) help; braille and audio lessons are for sensory disabilities.

Teacher's Note:
1. Match the support with the actual difficulty.
2. Inclusive classrooms use peer support and chunking.

Answer: (c) Developing higher order thinking skills.

Explanation:
1. EVS aims beyond recall of facts and procedures.
2. Developing higher order thinking skills such as questioning, analysis and problem solving is the most important aim.

Teacher's Note:
1. NCF 2005 stresses thinking and understanding over memorising.
2. The key follows the source.

Answer: (a) Observation and reporting

Explanation:
1. The learning indicators for EVS at the primary stage include observing, discussing, reporting and similar skills.
2. Synthesising and researching are higher-level skills, so observation and reporting is the best answer.

Teacher's Note:
1. NCERT learning indicators are simple skills fit for the primary level.
2. Look for the option suited to young children.

Answer: (b) Classical conditioning

Explanation:
1. The bell is a neutral stimulus paired with food again and again.
2. Now the bell alone causes salivation, as in Pavlov's classical conditioning.

Teacher's Note:
1. Classical conditioning pairs stimuli; operant conditioning uses consequences like rewards.
2. Salivation is an involuntary response.

Answer: (d) Taking students to a field visit and listening calls by birds.

Explanation:
1. EVS is best learnt through first-hand experience of the environment.
2. Listening to real birds in a field visit gives direct experience, better than imitation or recordings.

Teacher's Note:
1. Prefer direct experience over indirect aids.
2. Recordings are the next best choice when a visit is not possible.

Answer: (a) It is planning for a subject matter which is a cohesive whole.

Explanation:
1. A unit plan covers one unit, a coherent block of content with a common theme.
2. It is bigger than a lesson plan but smaller than a yearly plan.

Teacher's Note:
1. Order of planning: yearly plan, unit plan, lesson plan.
2. The number of lessons in a unit is not fixed.

Answer: (a) Children's environment

Explanation:
1. At the primary level, children learn about the environment from their own surroundings.
2. So the children's own environment is the integral component of environmental education.

Teacher's Note:
1. EVS begins with what the child sees and experiences.
2. The textbook is a resource, not the core.

Answer: (a) A, B and C

Explanation:
1. A, B and C are objectives given in NCF 2005 for EVS.
2. D, linear exposure, is not an objective; NCF 2005 prefers a spiral, integrated approach.

Teacher's Note:
1. The spiral approach revisits themes at increasing depth.
2. Pick out the statement which does not fit NCF 2005.

Answer: (d) He is an agent who lends money and gives the details of the loan taken by each family.

Explanation:
1. In sugarcane-cutting areas of Maharashtra, the Mukadam is the contractor-agent who brings migrant labour families.
2. He gives them advance loans and keeps the accounts of the loan taken by each family.

Teacher's Note:
1. This comes from the NCERT EVS chapter on migrant sugarcane workers.
2. The key idea is that families are tied to the agent through loans.

Answer: (a) Role play

Explanation:
1. Relationships are social and emotional, so children understand them best by acting out situations.
2. Role play lets children experience and express roles and feelings, unlike lectures, experiments or demonstrations.

Teacher's Note:
1. Choose the method that matches the nature of the theme.
2. Role play, drama and discussion suit social themes.