Quiz-3: EVS and Pedagogy MCQ Questions with Answer

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EVS and Pedagogy MCQ Questions with Answer
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Directions (Q. 1–30): Answer the following questions by selecting the most appropriate option.

Q1. How do keeping pets and playing with them help in the development of a child?

(a) Social facilitation

(b) Social upbringing

(c) Strengthening

(d) Challenging

Answer: (a)

Explanation: Animals like human beings are an important part of the environment. Children naturally take great interest in animals around them as they have many observable features such as eyes, nose, legs, fur, tail, colourful wings and beaks. Moreover, they move and produce sounds in different patterns. So, if there is a child who is less socially outgoing, he/she will usually not intermingle with other kids or adults very easily. However, the child freely interacts with others in the presence of the pets/resident animals, which he/she is fond of or considers a friend and uses as a medium. So, pets can help in the social facilitation of a child. They can help children in developing positive personality traits like sharing responsibilities, taking care of others, heightened self-esteem, etc. Pets can also help in increasing a child’s innate interest in both living and non-living things surrounding him/her.

Q2. Study the following set of characters found in birds:

I. Streamlined body
II. Hollow bones
III. Feathers and wings
IV. Perching feet and moving neck

Which of the following adaptive features help birds in flying?

(a) I, II and III

(b) I, II and IV

(c) III and IV

(d) II and III

Answer: (a)

Explanation: Birds are able to fly because of their boat-shaped body (streamlined body) hollow bones, wings and feathers. Feathers help them keep warm also. Perching feet help them anchor themselves on the branches of trees, while a moving neck helps them see in different directions even with the fixed eyes.

Q3. There is a species ‘X’ of plants that grows in a huge number but is found only in the ‘Y’ part of India in the whole world. Which type of species is it?

(a) Endangered

(b) Vulnerable

(c) Endemic

(d) Exotic

Answer: (c)

Explanation: The species that belongs exclusively to a particular part of the world is called endemic species. For example, Holgrem’s buckwheat is endemic to the Great Basin National Park.

Q4. There is an ecosystem consisting of grasses, goats, deer, rabbits, lions, soil bacteria and fungi, and the surrounding physical environment. Which of the following biotic components of this ecosystem is the secondary consumer?

(a) Fungi

(b) Goat

(c) Deer

(d) Lion

Answer: (d)

Explanation: Carnivores (animals that eat the flesh of other animals) are also called secondary consumers. In the food chain of the given ecosystem, lions are positioned as secondary consumers (the third trophic level of the food chain). Herbivores (plant-eating animals such as goats, deer, rabbits, etc.) are called primary consumers (the second trophic level of the food chain). Producers (plants) constitute the first trophic level of the food chain.

Q5. An example of in-situ conservation is

(a) Gene bank

(b) Seed bank

(c) Botanical garden

(d) Biosphere reserve

Answer: (d)

Explanation: In-situ conservation of biodiversity is performed under natural conditions without their modification. Examples of in-situ conservation include national parks, sanctuaries and biosphere reserves. Ex-situ conservation, on the other hand, is done in a modified environment such as botanical gardens, seed banks, gene banks, and zoos.

Q6. Reena feels that, in recent times, her physical activities have increased and so her body’s nutritional demands have also changed accordingly. Which of the following groups of food items should she add more to her diet for satisfying her present body needs?

(a) Citrus fruits, banana, fish

(b) Citrus fruits, peas, nuts

(c) Cereals, banana, butter

(d) Beans, pulses, fish

Answer: (c)

Explanation: People who indulge in hard physical work routinely need to take food items rich in energy (carbohydrates and fats) such as cereals including millets; sweet potato, and potato; honey; jaggery; fruits like banana, mango; dairy products like milk, ghee, butter, cheese; eggs; meat; vegetable oil; and nuts; etc. Legumes (beans, pulses, peas) are low in fat and high in protein. Citrus fruits are rich sources of vitamin C.

Q7. Which of the following elements is common to both carbohydrates and proteins?

(a) Phosphorus

(b) Nitrogen

(c) Sulphur

(d) Carbon

Answer: (d)

Explanation: Carbon is the common element between carbohydrates and proteins. Carbohydrates are energy­ giving compounds that contain carbon, hydrogen and oxygen. Proteins are bodybuilding, complex organic compounds consisting of carbon, hydrogen, oxygen and nitrogen. Some proteins also show the presence of sulphur, phosphorus and iron.

Q8. Water bodies receiving a high amount of sewage show

(a) High BOD

(b) Low BOD

(c) High DO

(d) No effect on BOD and DO

Answer: (a)

Explanation: Sewage contains degradable material in the form of organic matter. When sewage enters water bodies, the number of decomposers (bacteria and fungi) to degrade the components of sewage also increases. This results in high biochemical oxygen demand for decomposition by decomposers. This causes a decrease in the dissolved oxygen in water bodies and has negative effects on aquatic animals.

Q9. Study the following statements about a niche:

I. Two species have different niches in their habitat.
II. Niche is just the address of a species in a habitat.
III. Two species can co-exist in a similar niche without competition.
IV. Niche defines the functional characteristics of a species in a habitat.

Which of the following statements correctly describe the ecological niche?

(a) I and IV

(b) I and II

(c) II and III

(d) III and IV

Answer: (a)

Explanation: A niche defines the functional characteristics of a species in a habitat. Two species have different niches in their habitat. No two species can co-exist in a similar niche without competition. Habitat is just the address of a species, whereas a niche defines the functions performed by a species in an area occupied by it.

Q10. Which of the following types of houses belong to temporary settlement?

(a) Camps

(b) Stilt houses

(c) Houses made of concrete

(d) Houses with walls made of stones, mud and lime

Answer: (a)

Explanation: Camps are a form of temporary settlement. Houses with wooden floors or roofs and walls made of stones, mud and lime are found in cooler areas such as Leh and Ladakh as a form of permanent settlement. Stilt houses, using bamboo, are built-in rainy areas as a form of permanent settlement. A house made of concrete is called a pucca house and is built as a form of permanent settlement.

Q11. A man is fond of travelling and exploring new places.  Which of the following places could he be travelling to when moving towards east from Aurangabad?

(a) Sikandra Fort

(b) Chilka Lake

(c) Yercaud

(d) Munnar

Answer: (b)

Explanation: Aurangabad is a city in Maharashtra. Among the given choices, Chilka Lake (Odisha) is where the man could be moving to in the east direction from Aurangabad. Sikandra Fort is situated in Agra (Uttar Pradesh) which lies in the north of Aurangabad (Maharashtra). Yercaud is a famous hill station in Tamil Nadu and is also called ‘poor man’s Ooty’. Munnar is one of the famous hill stations of Kerala. Tamil Nadu and Kerala both lie in the south of Aurangabad.

Q12. Houseboats found in Kerala are different from those found in Srinagar. They are usually

(a) slow-moving

(b) fast-moving

(c) Stationary

(d) Fixed

Answer: (a)

Explanation: The floating houses found in Kerala mostly include slow-moving, huge houseboats used for leisure trips. They are also called kettuvallams. On the other hand, the houseboats found in Dal Lake, Srinagar, are mostly stationary and moored at the edges of the lake. Tourists usually love to sojourn in them.

Q13. Which of the following is not a product of petroleum?

(a) Kerosene

(b) Paraffin

(c) Coal tar

(d) LPG

Answer: (c)

Explanation: Petroleum (crude oil) can provide many products through fractional distillation, such as diesel, petrol, wax, LPG (Liquefied Petroleum Gas) paraffin, etc. Coal tar is a thick black or brown liquid product obtained through the destructive distillation of coal at a high temperature. It is used as a chemical in the treatment of skin diseases such as eczema and sometimes in road construction.

Q14. Which is the fastest train in India?

(a) Bhopal Shatabdi Express (New Delhi–Habibganj)

(b) Rajdhani (New Delhi–Guwahati)

(c) Yuva (H. Nizamuddin–Bandra)

(d) Shatabdi (Bangalore–Chennai)

Answer: (a)

Explanation: Bhopal Shatabdi Express is the fastest train in India, which runs between New Delhi and Habibganj (Bhopal). Its top speed is 155 Km/h, making it the fastest train in India.

Q15. Air pollution greatly affects our

(a) Skin

(b) Eyes

(c) Lungs

(d) All of the above

Answer: (d)

Explanation: Air pollution refers to an undesirable change in the quality of air due to biological, physical and chemical pollutants. It affects our organs such as skin, eyes and respiratory tract. Air pollution is caused due to many factors such as smoke containing poisonous gases released from factories, automobiles, burning combustible things, and the cement industry.

Q16. Which publication of NCF recommended that environmental studies be taught as an integrated course for the entire primary stage?

(a) NCF 1988

(b) NCF 2000

(c) NCF 2005

(d) NCF 2010

Answer: (b)

Explanation: The NCF (National Curriculum Framework) 2000, recommended that environmental studies be taught as an integrated course (as single EVS) not in distinct parts as science and social studies, for the entire primary stage (classes I to V). Before this, classes I to II were already following the concept of integrated courses for EVS, according to the NCF’s policy document 1975.

Q17. To teach a sub-theme ‘Plants’ under the theme ‘Family and Friends,’ which of the following methods is the most appropriate for Class-III students?

(a) Bringing pictures of plants with labelled leaves, flowers and fruits in the classroom.

(b) First interacting with children and then going for a nature walk.

(c) Pointing out the pictures of plants given in the book.

(d) Going straight for a nature walk without any classroom discussion.

Answer: (b)

Explanation: It is necessary for a teacher to first interact with children and measure their prior experience on the concept to be taught, and then select the appropriate teaching­ learning method/approaches to build further on that concept. Thus, in this case, the best way for making students learn about plants is to first find out the level of their previous knowledge about plants through a plain-spoken classroom session and then strengthen this knowledge with a first-hand experience by letting the students observe different plants and their parts in their natural surroundings, which they should record and analyse.

Q18. Who has defined environment studies as ‘the study of the things and principles that keep equilibrium among various ecosystems’?

(a) John Turk

(b) Bernard J. Nebel

(c) Savinder Singh

(d) McNaughton

Answer: (b)

Explanation: Bernard J. Nebel defined environment science studies as the study of the things and principles that keep equilibrium among various ecosystems. He is a biologist, who has also written the book The Way of the World Works on environmental issues.

Q19. Read the following statements related to environmental education.

I. A basic understanding of the environment and its interrelationship with humans
II. Awareness of environmental problems and skills to solve them
III. Informing about the names of organisations working for the environment
IV. Sensibility towards the environment

Which of these statements represent the true objectives of environmental education?

(a) I, II and IV

(b) I, II and III

(c) III and IV

(d) II and IV

Answer: (a)

Explanation: Telling children about the organisations working for the environment is not the primary objective of environmental education. There are many objectives of environmental education such as providing the basic understanding of the environment and its interrelationship with humans; developing sensibility towards the environment; and making learners aware of the environmental problems and developing skills to solve them.

Q20. Below is a dialogue exchange between a teacher and students of Class III while teaching a topic on Plants:

Teacher: What will happen if there are no plants in the whole world?

Student-I: Ma’am, we will not get fruits such as mangoes, apples and bananas, and vegetables also such as potatoes, brinjals and cauliflower.

Student-II: We will also not get oxygen to breathe in.

Student-III: Ma’am, there will be no bees.

Teacher: Why do you think so?

Student-III: My father is engaged in bee farming, and he told me that bees suck flower nectar and make their home called beehive on trees. Then, he also took me to his bee farm these beehives.

This interaction shows that students are good in

(a) Understanding, applying and evaluating

(b) Recalling, understanding and applying

(c) Applying, evaluating and creating

(d) Recalling, creating and applying

Answer: (b)

Explanation: There are various cognitive processes such as remembering (recalling and recognising) understanding, applying, analysing, evaluating and creating. The given interaction shows that students can recall their observations, very well understand whatever they remember and can also apply (use relate) this knowledge in answering questions. However, here, they are not evaluating or creating anything.

Q21. What is the meaning of scaffolding in the teaching­ learning process?

(a) Supporting a child in understanding all the concepts

(b) Modifying the behaviour of a child to make him/her study independently

(c) Modifying the knowledge a child gained through learning in the classroom

(d) Supporting a child in understanding the concepts which he/she is unable to understand independently

Answer: (d)

Explanation: Scaffolding means supporting a child while teaching-learning is going on, making the child understand the concepts which he/she is unable to grasp independently. Support can come from a teacher, peers, friends, etc.

Q22. Read the following statements related to the assessment process:

I. Involves continuous monitoring in a non-threatening and supportive environment
II. Not meant for reporting
III. More emphasis on giving marks and grades
IV. Regular descriptive feedback for learning gaps removal and improvement

Which of the following statements are in agreement with the assessment done during the teaching­ learning process at the primary stage?

(a) I, II and IV

(b) I, II and III

(c) III and IV

(d) II and IV

Answer: (a)

Explanation: Assessment done during the teaching-learning process is also called assessment for learning and is akin to formative assessment. It is done for the identification of learning gaps of students and fixing them, not really forgiving marks or grades to them. It is not meant for reporting purposes either. It is a continuous monitoring process simultaneous to the teaching-learning process in a non-threatening and supportive environment. It involves giving regular descriptive feedback by a teacher to a child for improvement in the child’s performance. It also helps in identifying deficiencies in the teaching method.

Q23. Which of the following types of questions/activities should be avoided or used less to serve the purpose of summative assessment?

(a) Information-based

(b) Understanding-based

(c) Application-based

(d) Analytical

Answer: (a)

Explanation: Knowledge/Information-based questions/activities should be avoided or used less to serve the purpose of summative assessment, otherwise children would focus only on memorising the information, which they would forget later. Summative assessment must involve more understanding-, application and analysis-based questions/active-ties.

Q24. Which students act as a learning resource for teachers?

(a) Students who find difficulty in learning concepts

(b) Students who can learn the concepts but cannot assess peers’ work

(c) Students who can learn the concepts but cannot assess their own work

(d) Students who can learn and assess their own work as well as the work of their peers

Answer: (d)

Explanation: Students who can learn and assess their own work and also that of their peers can act as a learning resource for their teachers. It means these students can help their fellow students with learning when the teacher is engaged with some other students in the class.

Q25. Teaching students the topic ‘Natural Resource Conservation’ helps them learn about the conservation of which of the following natural resources?

(a) Air and water

(b) Forests and wildlife

(c) Animals living in their homes

(d) Plants growing in their gardens

Answer: (a)

Explanation: Natural resources are the resources that are available naturally to us for use. Natural resources are of two types: Renewable resources: These are resources that can be used again and again and are present in an unlimited amount, such as air, solar energy, water and soil. Wildlife (forests with wild animals) is also a renewable resource. However, with the passage of time, man has caused great damage to these vital resources, and their conservation at a mass scale is needed. Non-renewable resources: These are resources that cannot be used again and again and are present in a limited amount. Examples are petrol, coal, etc. We need to conserve these resources also on an emergency basis.

Q26. The term ‘continuous’ in the Continuous and Comprehensive Evaluation (CCE) is represented by which form of assessment at the primary stage?

(a) Assessment for learning

(b) Assessment as learning

(c) Assessment in learning

(d) Assessment of learning

Answer: (a)

Explanation: Assessment done during the teaching-learning process is a continuous monitoring/ assessing process. It is also called assessment for learning and is akin to formative assessment. It is done for the identification of the learning gaps of students and fixing them in a supportive environment.

Q27. Selection of a method of teaching-learning for EVS does not depend on which of the following factors?

(a) Concept

(b) The school’s philosophy

(c) Availability of resources

(d) Prior learning experience

Answer: (b)

Explanation: Selection of a teaching-learning method depends on various factors such as concept, the prior learning experience of children and availability of resources. It does not depend on the school’s philosophy. It is necessary for a teacher to first interact with and identify the prior experience of students on the concept he/she is going to teach and then select the aptest method/approach to build further on that concept with the available resources.

Q28. Which of the following methods of teaching-learning for EVS helps assess children’s level of learning also?

(a) Screening

(b) Interaction

(c) Lecture-based

(d) Demonstration-based

Answer: (b)

Explanation: Interaction of a teacher with his/her students through observation, listening to them, discussing with them, asking questions, and reviewing their work is the method of teaching-learning for EVS that can help assess the students’ level of learning. The rest of the given methods (screening, lecture-based and demonstration­ based) are mere ways of delivering information to the students but not getting back their responses, which is possible in the interaction method.

Q29. Using the group learning method while teaching EVS helps promote

(a) Social interaction

(b) Groupism

(c) Covering up the weakness of students/ performance of slow students

(d) Proving individual ideas correct and applicable in every possible way

Answer: (a)

Explanation: The group learning method helps inculcate the qualities of sharing, cooperating, learning from each other’s experiences, interacting, discussing, problem-solving, decision making and respecting others’ views in children. It also helps a teacher find out the strengths and weaknesses of children.

Q30. Study the following sets of characteristics:

I. Provides scope for the creative expression of the child’s individuality
II. is able to arouse interest in content, and desire for further study and exploration in students
III. Shifts emphasis from verbalism and memorisation to learning
IV. Develops skills in students for an assisted study

Which of the following are the characteristics of a good teaching method?

(a) I, II and IV

(b) I, II and III

(c) III and IV

(d) II and IV

Answer: (b)

Explanation: A good learning method should be able to develop skills for self-study in students. It must produce positive changes in terms of knowledge, understanding, habits, attitude, skills and behaviour of students.

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