CTET Environmental Studies MCQs with Answers Set 13

Answer: (c) 2.7%

Explanation:
1. About 97.3 percent of the Earth's water is salty ocean water.
2. Only about 2.7 percent is freshwater.

Teacher's Note:
1. Most freshwater is locked in glaciers and ice caps, with very little easily usable.
2. Remember 97.3% salt and 2.7% fresh.

Answer: (b) A, B and D

Explanation:
1. Assessment as learning involves learners in assessing their own and peers' work.
2. This gives self-reflection, peer assessment and constructive feedback; summative assessment is a different type.

Teacher's Note:
1. Assessment as learning builds learners' own monitoring.
2. Summative belongs to assessment of learning.

Answer: (d) neighbourhood and the community at large.

Explanation:
1. The EVS curriculum widens as children grow.
2. By class V, learners deal with the neighbourhood and the community at large.

Teacher's Note:
1. Expanding horizons: self, family, school, neighbourhood, community.
2. Higher grades have wider contexts.

Answer: (a) it draws insights from the sciences, social sciences, and environmental education.

Explanation:
1. EVS combines content from Science, Social Science and environmental concerns into one subject.
2. The other options describe participants or methods, not the integration of subject areas.

Teacher's Note:
1. NCF 2005 treats EVS as an integrated area of study at the primary stage.
2. Do not confuse integration of content with integration of methods or people.

Answer: (c) Environment

Explanation:
1. EVS learning is rooted in the child's surroundings.
2. So the environment itself should be the main medium of learning, with teacher as facilitator.

Teacher's Note:
1. NCF 2005 stresses learning from and through the environment.
2. Teachers and parents support learning; they are not the main medium.

Answer: (a) appreciate the importance of the environment in a holistic manner not only for human survival but all life forms on Earth.

Explanation:
1. The broadest rationale is a holistic appreciation of the environment for all life, not only humans.
2. Options (b), (c) and (d) are narrower or are methods rather than a rationale.

Teacher's Note:
1. Choose the most comprehensive option when all seem partly right.
2. Exploratory activities are a means, not the rationale.

Answer: (c) correlate classroom learning to real-life situations.

Explanation:
1. A field visit after a lesson links what was taught to actual surroundings.
2. This helps children relate classroom learning to real life.

Teacher's Note:
1. Field visits are meant to connect learning with the real world.
2. Recognising plants or having fun are only side outcomes.

Answer: (d) B and D

Explanation:
1. Jayanti compares what she sees in real life with the lines on the map and questions the mismatch.
2. This shows higher order thinking (B) and reflection on an observation with logic (D).

Teacher's Note:
1. Match each statement to the behaviour in the passage.
2. Asking a reasoned question about a contradiction is more than simple curiosity.

Answer: (a) Cognitive

Explanation:
1. The children are forming ideas and comparing the shape of the Moon with familiar objects.
2. Thinking, imagining and explaining belong to the cognitive domain.

Teacher's Note:
1. Cognitive means thinking and understanding; affective means feelings; psychomotor means physical skills.
2. Look at what the children are doing, not the topic.

Answer: (a) Conditioned response

Explanation:
1. Salivation at the mere sight of sweets is learnt through past experience, not a natural reflex.
2. Such a learnt reaction to a stimulus is a conditioned response.

Teacher's Note:
1. In Pavlov's experiment, salivation to the bell was the conditioned response.
2. The reaction is the response; the sweets are the stimulus.

Answer: (b) B and C

Explanation:
1. The game helps children learn plant characteristics through play (B) and builds joy and group feeling (C).
2. Identifying the best child (A) and competition (D) go against the child-friendly, non-competitive spirit of EVS.

Teacher's Note:
1. EVS discourages ranking and competition among young learners.
2. Games are chosen for learning and cooperation.

Answer: (c) Only B

Explanation:
1. No textbook is prescribed for classes I and II, so that teaching can use the local context (B is true).
2. EVS is taught in classes III to V, and in I and II it is not taught as separate Science and Social Science, so A, C and D are false.

Teacher's Note:
1. NCF 2005 places EVS from class III to V as a separate subject, with Science and Social Science from class VI.
2. Check the class range in each statement.

Answer: (c) Class V

Explanation:
1. In the NCERT EVS sequence, formal map work such as a two-dimensional plan of the classroom is introduced in class V.
2. Earlier classes only deal with direction and surroundings informally.

Teacher's Note:
1. This is a recall item from the NCERT EVS textbooks; I could not verify the class independently, so the source key is kept.
2. Remember that map skills build gradually from direction to plans to maps.

Answer: (c) Take cover under a desk or table

Explanation:
1. During shaking the safe action is Drop, Cover and Hold under a sturdy desk or table.
2. Rushing out or going near windows risks injury from falling objects and glass.

Teacher's Note:
1. Evacuate only after the shaking stops.
2. Stay away from windows, glass and heavy hanging objects.

Answer: (c) Kalamkari

Explanation:
1. Kalamkari is hand-painted or block-printed cloth using natural dyes.
2. Madhubani is paper or wall painting, Warli is wall art and Phulkari is embroidery.

Teacher's Note:
1. Kalamkari comes from Andhra Pradesh and Telangana.
2. Match each art form with its medium.

Answer: (c) Potato, Rose, Sugarcane

Explanation:
1. Potato is grown from tubers, rose from stem cuttings and sugarcane from stem pieces.
2. Cabbage, rice, wheat and oats are grown from seeds.

Teacher's Note:
1. Vegetative propagation uses roots, stems or leaves, not seeds.
2. One seed-grown plant in a group makes the group wrong.

Answer: (b) Roti, Dal, Rajma, Aaloo Paratha

Explanation:
1. Neeraj Chopra belongs to Haryana.
2. The staple food of Haryana is wheat roti with dal, rajma and paratha.

Teacher's Note:
1. Option (a) suits Tamil Nadu and (d) suits Kerala.
2. Link each state with its staple grain.

Answer: (a) D is daughter-in-law of A

Explanation:
1. A is a parent of B, so B is A's child (a son, as B is a father).
2. D is B's wife, so D is A's daughter-in-law.

Teacher's Note:
1. Draw a small family tree.
2. Wife of one's son is the daughter-in-law.

Answer: (c) Owl, Eagle, Kite

Explanation:
1. Owl, eagle and kite are all flesh-eating birds of prey.
2. The other sets mix grain, fruit, insect and flesh eaters.

Teacher's Note:
1. Group birds as seed eaters, fruit eaters, insect eaters and birds of prey.
2. Check that all three birds share the diet.

Answer: (a) Bihu, Baisakhi, Makar Sakranti, Lohri

Explanation:
1. Bihu (Assam), Baisakhi (Punjab), Makar Sankranti and Lohri all mark harvest time.
2. The other sets include religious or other festivals.

Teacher's Note:
1. Harvest festivals fall around January and April in India.
2. Every festival in the set must be a harvest festival.

Answer: (d) Mahabaleshwar, Munnar, Ooty

Explanation:
1. Mahabaleshwar (Maharashtra), Munnar (Kerala) and Ooty (Tamil Nadu) are hill stations on the Western Ghats.
2. The other sets contain cities or coastal towns.

Teacher's Note:
1. Hill stations are mountain resorts, not big cities.
2. Locate each place on the map.

Answer: (d) Goat

Explanation:
1. Cow, buffalo, sheep and goat are all hoofed, cud-chewing herbivores.
2. Dog and cat are carnivores.

Teacher's Note:
1. Relatives share body features and food habits.
2. Ruminants chew cud.

Answer: (c) They live isolated in their habitat.

Explanation:
1. Siberian cranes migrate in flocks, so living in isolation is not their feature.
2. The other three statements are as given in the textbook.

Teacher's Note:
1. Migratory birds travel in groups.
2. Read for the word 'not'.

Answer: (a) Observation

Explanation:
1. A rating scale records the teacher's judgement of a trait on a scale, based on observation.
2. Checklists record yes/no presence of a behaviour.

Teacher's Note:
1. Rating scale and checklist are both observation tools.
2. The scale gives degrees, the checklist gives presence.

Answer: (b) Annual achievement test

Explanation:
1. Formative assessment is continuous, during learning.
2. An annual achievement test is summative.

Teacher's Note:
1. Formative: portfolio, anecdotal record, rating scale.
2. Summative: end-of-term or annual tests.

Answer: (c) Correlate classroom learning to real life.

Explanation:
1. The visit follows a classroom lesson on flora and fauna.
2. It lets children relate what they learnt to the real world.

Teacher's Note:
1. Field visits link theory to real life.
2. Respect and protection are long-term outcomes.

Answer: (c) Autocratic

Explanation:
1. EVS uses integrated, process and conceptual approaches.
2. Autocratic is a style of control, not an EVS approach, and goes against child-centred learning.

Teacher's Note:
1. EVS is child-centred and democratic.
2. Read the word 'not'.

Answer: (c) Integrated method

Explanation:
1. The integrated method uses varied hands-on activities, which engages physical skills the most.
2. Lecture involves little physical activity.

Teacher's Note:
1. Psychomotor means physical and manipulative skills.
2. The source key is retained; the item is open to debate against poster making.

Answer: (c) Local resources

Explanation:
1. EVS is learnt from the child's surroundings, so local resources are essential.
2. Charts and projectors are helpful but optional.

Teacher's Note:
1. NCF 2005 stresses local context.
2. Pick the item without which EVS cannot be taught well.

Answer: (c) Tendency for learning by doing

Explanation:
1. EVS is activity based and encourages learning by doing.
2. Cramming and memory work are discouraged.

Teacher's Note:
1. Learning by doing is a core principle of EVS.
2. Avoid rote options.