Concept of EVS MCQ Quiz - Objective Question with Answer for Concept of EVS - Download Free PDF

Environmental Studies (EVS) is a multidisciplinary field that focuses on understanding the environment, its components, and the interactions between humans and nature.

Key Points

•  The Environmental Studies curriculum may lead to holistic learning of children if it is integrated, inclusive, and thematic.
• Integrated learning ensures that environmental concepts are connected to various subjects, providing a well-rounded understanding of the environment.
• Inclusive approaches ensure that every child, regardless of their background or abilities, has the opportunity to learn about environmental issues.
• Thematic teaching focuses on key themes related to the environment, allowing children to explore topics in-depth and make connections between different ideas.
• All of these approaches together help children gain a comprehensive understanding of environmental issues, promoting critical thinking, empathy, and problem-solving skills.

Hence, the correct answer is all of the above.

In a child-centered EVS classroom, the focus is on active engagement, student participation, and learning through hands-on experiences. 

Key Points

• Children will be seen participating in interactive discussions and group activities – This aligns with the principles of a child-centered classroom. Active engagement through discussions and group activities encourages critical thinking, collaboration, and learning from peers.
• Children will be encouraged to share their personal experiences and ideas – This is a common practice in a child-centered classroom. Sharing personal experiences helps students connect with the content and allows for deeper engagement with the subject matter.
• The classroom environment will be designed to be flexible, supporting various hands-on activities – Flexibility in the classroom environment supports the idea of active learning, where students can participate in hands-on activities that promote experiential learning and inquiry-based exploration.

Hint

• The teacher will conduct long lectures where students are expected to listen passively – This is least likely in a child-centered EVS classroom. In this approach, the teacher’s role is more of a facilitator than a lecturer. Passive listening is not encouraged because it doesn’t actively involve students in the learning process.

Hence, the correct answer is 'the teacher will conduct long lectures where students are expected to listen passively'.

The EVS syllabus of class III to V is connected and integrated within broad themes and sub-themes to make content more lively for students so that they can make the best of their educational experiences.

Key Points

• Assertion: "The theme-based EVS curriculum encourages the integration of activities like observation, experimentation, discussion, and field visits."
• This is true. Theme-based EVS teaching promotes experiential learning by integrating real-world, hands-on activities that make learning meaningful and connected to the learners' environment.
• Reason: "Such activities promote rote memorization and reduce learner engagement with the environment."
• This is false. These activities enhance engagement and understanding by encouraging critical thinking, exploration, and application of knowledge—exactly the opposite of rote memorization.

Hence, the Assertion is true, but the Reason is false.

एक इकाई योजना अनुदेशात्मक गतिविधियों और आकलन की एक व्यापक और विस्तृत रूपरेखा है जिसे एक शिक्षक एक निश्चित अवधि में किसी विशेष विषय या उपविषय को पढ़ाने के लिए डिज़ाइन करती है, जो आमतौर पर कई हफ्तों तक चलती है।

Key Points 

• एक इकाई योजना एक विस्तृत योजना है जो एक विशिष्ट विषय वस्तु या विषय पर केंद्रित होती है, जो एक समग्र रूप से संबद्ध है।
• इसे किसी विशेष विषय या अवधारणा को गहनता से सम्मिलित करने के लिए डिज़ाइन किया गया है, जो अक्सर कई पाठों या निर्देशात्मक अवधियों को सम्मिलित करता है।
• एक इकाई योजना इसमें शामिल पाठों की संख्या में भिन्न हो सकती है, और यह 10 से अधिक पाठों की योजना तक सीमित नहीं है। कुछ इकाई योजनाओं में केवल कुछ पाठ शामिल हो सकते हैं, जबकि अन्य विषय की गहनता और जटिलता के आधार पर कई हफ्तों या महीनों तक भी बढ़ सकते हैं।
• हालाँकि एक इकाई योजना में पूरी इकाई के लिए सीखने की गतिविधियों का अवलोकन शामिल होता है, लेकिन इकाई के भीतर प्रत्येक व्यक्तिगत पाठ योजना के लिए विस्तृत गतिविधियाँ प्रदान करना आवश्यक नहीं है।
• यह एक अल्पकालिक योजना है जो किसी विषय क्षेत्र के भीतर किसी विशेष विषय या अवधारणा पर ध्यान केंद्रित करती है, जिसका लक्ष्य कम समय सीमा में विशिष्ट शिक्षण परिणाम प्राप्त करना है।

इस प्रकार, यह निष्कर्ष निकाला गया है कि किसी ऐसी विषय-वस्तु के लिए योजना बनाना जो कि समग्र रूप से संबद्ध हो, इकाई योजना के लिए प्रयोज्य है। 

In a child-centered Environmental Studies (EVS) classroom, the focus is on active learning where children engage in a variety of activities that foster curiosity, critical thinking, and hands-on experiences.Key PointsActivities likely to occur in a child centered EVS classroom:

• The seating arrangement will be seen to change according to the activity of the children- This is a common feature in child-centered classrooms. Seating arrangements are flexible and can be modified based on the activity (e.g., group discussions, experiments, project work), promoting collaboration and interaction among students.
• Children will also be seen sharing their experiences while discussing in the class- Sharing experiences is a key component of a child-centered classroom. It allows students to connect personal knowledge to the topic being studied, encourages peer learning, and enhances critical thinking.
• Children will be seen actively working in a variety of activities- This is a fundamental characteristic of a child-centered EVS classroom. Students engage in a variety of hands-on activities, such as field trips, experiments, and group work, which helps them understand environmental concepts more effectively.

Hint

• In a child-centered classroom, students are encouraged to be active participants in the learning process. While the teacher may facilitate learning, the goal is to minimize passive listening and focus on engagement. Therefore, this option is the least likely to occur in a child-centered classroom, as it emphasizes passive learning instead of active involvement.

Hence, the correct answer is 'Children will be seen in the classroom, listening to the teacher'.

Explanation:

There are many kinds of families and one cannot classify a family as being of only one kind:

• Families are of different types.
• Some are joint family, extended family, nuclear or single-parent family.
• A family unit consisting of a mother, father and their two children is called a nuclear family.

This is an ideal family size:

• There is no particular definition of an ideal family.
• An ideal family can mean different to different people.

This is what all Indian families are like:

• In India, the most common type of family arrangement seen is a joint family.
• However, family culture in India is changing and various other types of families are also becoming common.

The statement should specify that the children are biological:

• A family must not necessarily consist of only a biological child.
• Many families are now adopting children.
• Adopted children are also an equal part of a family.

Thus, the above statement is incorrect because there are many kinds of families and one cannot classify a family as being of only one kind.

Additional Information

Types of families are:

Joint Family:  

• ​A family which lives together with all family members up to the second generation like grandparents, parents, uncle, aunts and their children is called a joint family.
• Such a type of family arrangement is especially common in India.

Extended Family:

• An extended family is used in a broader sense than a joint family.
• The extended family is a family that consists of parents, children, uncle, aunt, grandparents, their relatives etc.

Nuclear Family:

• A nuclear family consist of a couple and their children(1 or more).
• It is also known as elementary family or conjugal family or small families.

Single Parent Family:

• Single-parent families are families with children under age 18 headed by a parent who is widowed or divorced and not remarried, or by a parent who has never married.
• In such type of families, children live with only one parent.

The EVS syllabus of class III to V is connected and integrated within broad themes and sub-themes to make content more lively for students so that they can make the best of their educational experiences.

Key Points

"Animals" is a subtheme under the broad theme "Family and Friends" suggested in the EVS syllabus while remaining are the broad themes of the EVS syllabus for class III to V.

Hence, we can conclude that Animals is a subtheme under the theme suggested in the EVS syllabus.

NCF(National Curriculum Framework) 2005 is one of the four NCF published in India by NCERT. It seeks to provide a framework for the betterment of educational purposes and experiences.

Key Points Providing a contextual learning environment is the most appropriate reason for the above-mentioned recommendations of NCF. 

• In early childhood, children look at their environment in a holistic manner.
• Therefore, in classes I and II the concepts of environmental science are integrated into language and mathematics
• Also, the teaching of language and mathematics are woven around the child's immediate environment to ensure contextual learning.

Hence, to provide a contextual learning environment, NCF 2005 has not recommended any prescribed curriculum and textbooks for EVS for classes I and II.

National Curriculum Framework, 2005: It is a document that seeks to provide a framework within which teachers and schools can choose and plan experiences that they think children should have. It addresses four issues such as educational purpose, educational experience, organization of experience, and assessing the learner.

Key Points

• The syllabus of EVS based on the NCF 2005 is designed to provide an integrated perspective that draws upon insights from sciences, social sciences, and environmental education. It is important to be acquainted with the organization of the syllabus in order to better understand and use the textbooks.
• Environmental Studies at the primary stage is perceived as an approach to learning of the environment in its totality without being burdened by any disciplinary consideration.​

Important Points
The thematic approach in the syllabus:- A child’s understanding of ‘environment’ begins with us (and our inner-self) and grows in an ever-expanding series of concentric circles to include family, neighborhood, school, community.

• The thematic structuring of the content is visualized to help the child locate himself/ herself in a larger context – as part of a community, the country, etc.
• This thematic organization also brings in a concept of the mutual dependence of ‘self’ with ‘others’ and natural environment, providing the child with a holistic perspective of the environment and the Planet Earth which we share with all other living organisms that are plants, animals and micro-organisms, interdependent and interrelatedness of all living things and life support systems.
• A significant feature of the syllabus is that it is ‘integrated’ in nature. It proposes themes that allow for a connected and inter-related understanding of different aspects of the different environments – natural and socio-cultural to develop.
• The  EVS syllabus for classes (III-V) as per NCF 2005 is woven around six common themes:-These themes provide an opportunity for introducing aspects of science, social science, and environmental education.
  • Family and Friends: Its sub-themes are:
    • Relationships
    • Work and Plan
    • Animals
    • Plants
  • Food
  • Shelter
  • Water
  • Travel
  • Things we make and do
• The content of the themes is derived from the child’s own experiences rather than a prescriptive body of knowledge or subject.
• These are presented based on the way a child encounters these in daily life. Starting with these personal experiences the child easily “connects” and builds links with theoretical knowledge.

Thus, it is concluded that Family & Friends, Food, Water, and Travel correctly represent four of the six themes suggested in the EVS syllabus as prescribed by NCF 2005.

Giving information is an easy task for a teacher in an EVS classroom because it depends on the teacher only. There is no need for compulsory involvement of learners. The teacher may just give the information he has regarding this topic. This is easy but also the least effective method of teaching. Key Points

• Engaging students is not that easy because it involves the planning of a lot of activities. Presenting the content in a very innovative way also requires a lot of teaching-learning materials.
• Addressing students' ideas and Providing opportunities to students for learning is also difficult compared to providing information because this requires a lot of time and patience due to which the syllabus completion may get delayed for some time.

Hence giving information to students is easy for a teacher in an EVS classroom but is also the least effective method compared to the other three.

Assessment is a process of collecting relevant information on student learning. It is one of the important components of the teaching-learning process. Assessment does more than just measure learning.

Key Points

• Assessment of learning is generally summative in nature occurring at the end of a class, course, semester, or academic year, and intended to measure learning outcomes and report these outcomes to students, parents, and administrators. 
• Assessment of learning or performance in EVS, thus, refers to the collection of all possible data and evidence with respect to learning of EVS concepts.  
• These data may be numerical or quantitative like marks or scores and qualitative data like interest in learning of the concepts, interaction capability on the concepts learnt, involvement in subject-related activities, and several other characteristics of the student which are the possible outcomes of learning of the concepts. ​

Hence, we conclude that the objective of the assessment of EVS learning is that teacher gathers information about the student's achievement.

India is a multilingual, multicultural, and multireligious country and the effect of this diversity could also be seen in the classroom. So, addressing the multicultural dimensions of diverse classrooms is a desirable practice for an EVS teacher.

Key Points A teacher should always address the multicultural dimensions of diverse classrooms by:

• using contents and examples from different cultures.

• providing equal educational opportunities to every learner.

• including learners irrespective of their caste, culture, and creed.

• helping learners to develop a positive attitude towards different cultures.

• modifying his/her teaching methodology to fulfill the multicultural needs of learners.

Hence, we conclude that addressing multicultural dimensions of diverse classrooms is a desirable practice for an EVS teacher.

The NCF (National Curriculum Framework) 2005 is one of the four NCF published in India by NCERT. It seeks to provide a framework for the betterment of educational purposes and experiences.

Important Points

According to NCF-2005 objectives of teaching EVS at the primary level:

• To develop an awareness about environmental issues.
• To nurture the curiosity and creativity of the child particularly in relation to the natural environment.

• To help children to explore and connect to their surroundings.

• To make children able to solve environmental issues in an inclusive manner.
• To engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.
• To train children to locate and comprehend relationships between the natural, social and cultural environment.

• To enhance children's learning capabilities by providing a concrete learning experience.

• To develop their own insight into the functioning of several things in their environment.

Hence, we conclude that 'developing precise quantitative skills among children through an understanding of environmental issues is not the objective of teaching EVS at primary level as per NCF-2005.

Environmental studies (EVS) refers to the systematic study of the natural and manmade world. In recent years, it has risen to prominence as a significant discipline, reflecting concern about the effects of human activity on the natural environment.

Key Points

• Characteristics of EVS
  • It is contextual- the environment serves as the context for EVS. Children are taught about this through EVS. Because the environment varies by location, the examples, events, and techniques utilized to educate environmental awareness will also vary. Weather at a hill station or a seaside town, a dated event in human history, and the associated facts and explanations will remain the same.
  • It is child-centered- It helps children derive meaning and joy from learning by enabling them to explore comprehend, enjoy and value their environment through connections with their local world. As a result, it is child-centered and emphasizes "experiential learning" rather than instruction.
  • Practical approach- EVS is concerned with the application of teaching-learning concepts in the real world. As a result, students will be able to apply what they've learned in the classroom to real-life situations. The majority of EVS projects are based on a practical approach.
  • It is an integrated subject area- According to NCF (2005), environmental studies for primary (classes III to IV) is a subject that integrates concepts and theories from science, social studies, and the environment.

Hence, we conclude that the characteristic which is not related to EVS is that it is a single subject area because it integrates contents from physical, biological, chemical, social, cultural, and other dimensions of study.

Lesson plan- It is defined as a teacher's step-by-step plan to facilitate a lesson. It usually comprises the objective (what students should learn), how the objectives will be attained (the method of delivery and procedures), and the technique to assess if the goal was accomplished (usually through homework assignments or testing).

 Key Points

•  Elements of a Lesson plan- 
  • General and specific objectives- Objectives are an important component of the lesson plan since it specifies the goal that students should achieve by the end of the lesson. 
  • Major concepts- It includes a description of the topic and how it links to the national curriculum. It should list any sources of information or references, such as textbooks or other materials.
  • Process skills- These include the process skills developed by the student at the end of the lesson like observation, communication, classification, prediction, etc.
  • Evaluation- Teachers use evaluation to determine how effectively students comprehend what they have learned in a given lesson.
  • Assignment- It includes the questions, exercises, and set of practice given by the teacher.

Hence, we conclude that the important elements for a teacher to consider in an EVS lesson plan are A, C, and D.