Practice Test: EVS - 1 - CTET & State TET MCQ

The statement ‘B’ is not limited to certain advantages. It has many dimensions and aspects. i.e., Open-ended divergent method while the statement ‘A’ is limited. So, it is close-ended convergent type question.

Here, the activity is used as an Anecdotal record. Anecdotal observation directly observes occurrences that are clearly and concisely written in a non judgmental manner in the past tense. A journalist approach is used when writing anecdotal records. This is a factual account of a single incident answering the who, what, where, when and how of the incident.

The correct answer is option is B.

Questioning is a broad indicator of EVS assessment that includes Expressing curiosity, asking questions and framing simple questions. Questioning play an important role as it provide possibilities for children to express their thoughts and ideas. It arouses curiosity among the learners.

An effective teaching-learning will happen in the class when a teacher helps or facilitates to link the knowledge a student has with the new concept to be taught. The objective behind this is to promote “Correlation and transfer of knowledge”.

Narrative approaches can involve the use of drama, animation, Organizing images for a narrative or other spoken and written methods. Using narrative can be useful for a number of reasons, for example narrative approaches can:

• Be useful for pupils who do not engage with formal extended writing tasks (especially visual ones, storyboarding, etc.)
• Be used in drama activities to encourage use of subject specific Language in 'real life' drama contexts
• Be useful for encouraging pupils to engage with each other in group work tasks through Group talk |group talk and group reasoning.

The correct answer is option B.

Debate is a formal argument on any topic. It is helpful in knowing the multiple perspective of any issue or topic. By organizing the debate on the ‘use of diesel vehicles transportation should be prohibited’ Muskan is giving the chance to her learners to know the multiple perspective on the issue.

Hands-on activity is the most appropriate way of assessing experimentation indicator rather than picture reading, creative writing and demonstration. Hands-on is more than just an activity. In fact it is more than just a process, it is a way of teaching and learning with meaningful representations. The conditions that are necessary for an experience to be hands-on must:

1. Focus the students attention on both the present activity and connect that information to information from the students past experiences in their own lives. Without this, the information will not be connected and a fragile memory will be created at best.
2. Encourage mental reflection on the full power of what the representations mean conceptually. The thinking isn't situated in their hands it must be in their minds. They must construct a mental representation that accurately represents the ideas.
3. Relate to a clearly defined conceptual goal (concept) that can be defined operationally with a range of possible student outcome levels.
4. Use reasoning processes that can be included in critical thinking, mathematical thinking, and scientific thinking. Processes used to physically manipulate, categorize, identify, organize, imagine, and reason to conceptualize and communication understanding.
5. A communication process that convinces each person of another person's understanding when they desire to know.

Giving personal details and individuals feedback to a child is desirable practice, is least appropriate about assessment procedures.

Providing students with time to learn also includes providing enough time for them to process information. EVS itself provide maximum opportunity to a child for acquiring skills of recall and memorization. This objective is least appropriate in environmental studies.

Creative thinking helps students to develop their own new ideas and thoughts, i.e., brainstorming (merging of ideas which have not been merged before). Choices, comparisons, entertaining new ideas, and formulating personal responses to open-ended questions are all-important ingredients in creative thinking.

The correct answer is option is D.

At primary level EVS is teaches as integrated subject which includes sciences (Physical, Chemical and Biological), Social Studies (History, Geography, Civics, e.t.c) and environmental Education (Protection and Conservation). It reduces curriculum load and help children to learn meaningfully.

Name a bird and describe its beak and explain how the shape of its beak is related to its food habit. This will give the child an opportunity to argue and analyse on ‘birds and their beaks’. In this question students will give different bird’s name and their peak. They will argur over this and analyse when the child will search for this answer, he/she will be able to identify the type of beak birds have and how their beak help them to eat their food.

The correct answer is option B.

organizing field trip to a nearby place is the best idea to involve maximum number of senses to enhance learning.

using smart classroom for relevant a-v material is a good idea but it will not include any physical activity. It just includes listening and visualization.

Encouraging group discussion will not be feasible for primary level learners.

Hence, organizing field trip to a nearby place is the best idea to include maximum sense of learners.

Thinking is not driven by answers but by questions. A teacher should always ask question to encourage the students for thinking, teacher should allowed to students to discuss the problem as there are some benefits of Discussion

1. It helps students explore a diversity of perspectives.
2. It increases students’ awareness of and tolerance for ambiguity or complexity.
3. It helps students recognize and investigate their assumptions.
4. It encourages attentive, respectful listening.
5. It develops new appreciation for continuing differences.
6. It increases intellectual agility.
7. It helps students become connected to a topic.
8. It shows respect for student voices and experiences.
9. It helps students learn the processes and habits of democratic discourse.
10. It affirms students as co-creators of knowledge.
11. It develops the capacity for the clear communication of ideas and meaning.
12. It develops habits of collaborative learning.
13. It increases breadth and makes students more empathic.
14. It helps students develop skills of synthesis and integration.
15. It leads to transformation.

Air is not included in the list of themes. The syllabus for EVS (classes III-V) in the NCERT textbooks is woven around six common themes – Family and friends, Food, Shelter, Water, Travel and Things we make and do. Thereby making it thematic in approach and rather than the topic based approach. Here each theme begins by helping children explore their immediate ‘self’ to include his/her family (environment), neighbourhood, the locality and also the country.