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MCQ

evs-pedagogy-and-integration-l1 MCQ - Practice Questions with Answers

Solve 28 evs-pedagogy-and-integration-l1 questions for RAS/RPSC preparation.

Practice questions

Q1According to NEP 2020 and NCF-SE 2023, which school-structure pattern is used, and what age range is covered by the foundational stage?

A 10+2 structure; ages 6 to 14
B 4+4+4 structure; ages 3 to 6
C 5+3+2+2 structure; ages 5 to 8
D 5+3+3+4 structure; ages 3 to 8
Explanation

NEP 2020 and NCF-SE 2023 use the 5+3+3+4 structure, with the foundational stage covering ages 3 to 8. The other options either keep an old pattern, invent a pattern, or give an incomplete age range.

Q2Assertion: EVS at primary level should connect natural, social and cultural surroundings. Reason: NCF 2005 strengthened the integrated approach for EVS in primary years.

A Both are true, and the reason explains the assertion
B Both are true, but the reason does not explain the assertion
C Assertion is true, but reason is false
D Assertion is false, but reason is true
Explanation

NCERT says NCF 2005 continued and strengthened the integrated approach for EVS during primary years. Therefore the assertion and reason match: EVS connects nature, society and culture, as seen when Tara's leaf example and Joseph's public-place example stay in one lesson.

Q3Which option best follows RTE Section 29 in an EVS lesson?

A Ask children to copy the textbook paragraph silently
B Let children observe, discuss in familiar language, draw evidence and receive feedback
C Use only monthly written tests to decide learning
D Ban home-language words during plant observation
Explanation

RTE Section 29 asks the academic authority to consider activity, discovery, child-centred learning, mother tongue as far as practicable, freedom from fear and CCE. The option lets Tara and Asha show understanding through observation, language, drawing and feedback.

Q4Match the learning theorist with the idea most useful for concrete activity in primary environmental studies.

A Piaget - scaffolding by peers; Bruner - fear-free expression; Vygotsky - continuous evaluation
B Piaget - active construction with concrete operations; Bruner - representation; Vygotsky - scaffolding
C Piaget - textbook recitation; Bruner - punishment; Vygotsky - individual drill only
D Piaget - home-language respect; Bruner - school inspection; Vygotsky - annual written test
Explanation

Piaget helps explain why young children need concrete operations and active construction; Bruner highlights representation, and Vygotsky highlights temporary support from others. The other options confuse these anchors with discipline, inspection, annual testing or broad classroom provisions.

Q5A Class 3 teacher wants children to learn about water use through concrete experience. Which classroom action is most suitable?

A Give the definition of water conservation and ask children to repeat it ten times.
B Show only a long lecture video about rivers and dams.
C Ask children to observe water points at school, tally uses, discuss wastage and draw one care action.
D Ask children to copy the names of five rivers from the board.
Explanation

A suitable activity starts from a familiar place and asks children to observe, count, discuss and represent what they notice. Repetition, passive video viewing and copying river names keep the lesson away from concrete classroom experience.

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More questions

6Which statement is incorrect about CCE in primary EVS?

AIt can include notes on how a child observes, classifies, explains and cooperates during activities.
BIt should focus only on one final written test because continuous classroom evidence is unreliable.
CIt can record whether a child applies an idea to daily life, such as saving water at a public tap.
DIt may use oral responses, drawings, group work and teacher observations along with written tasks.

7A wheelchair user cannot use the narrow path for a school nature walk. What should the teacher do?

AKeep the child in class and later give the same worksheet
BUse an accessible route or assign equal observation roles with reachable material
CCancel the child's turn because EVS needs walking
DAsk another child to observe and report for the wheelchair user

8Statements: 1. NIPUN Bharat was announced in July 2021. 2. It targets foundational skills by the end of Grade 3 by 2026-27. 3. EVS should therefore become only reading drills. Choose the correct set.

AOnly 2 and 3
BOnly 1 and 3
COnly 1 and 2
DAll 1, 2 and 3

9Which option is NOT a problem of teaching environmental studies as active, inclusive and experience-based learning?

AUsing only rote questions and judging children by a final written test
BIgnoring children's home languages during discussion
CUsing local objects, pictures and safe observation to include many learners
DGiving stereotyped examples that exclude varied families, disabilities or women's work

10A teacher starts a water lesson from Meena's home-water story, Joseph's tap drawing and Asha's vessel count. Which principle is shown?

AIntegrated EVS begins from the child's lived surroundings
BEVS should be taught only after all definitions are memorised
CCCE means giving a surprise written test after the story
DEVS examples must be taken only from textbook pictures

11Match the learning theorist with the Environmental Studies pedagogy idea most closely associated with the theorist. 1. Piaget 2. Bruner 3. Vygotsky I. Temporary support by teacher or peer II. Concrete activity and active construction III. Moving from action to image to symbol

A1-I, 2-II, 3-III
B1-II, 2-I, 3-III
C1-III, 2-II, 3-I
D1-II, 2-III, 3-I

12Which pair correctly matches EVS activity and process skill?

ACopying a paragraph - field observation
BMonthly test - discussion
CSorting seeds - classification
DTeacher lecture - child exploration

13Which option best describes EVS pedagogy for REET Level 1?

AIntegrated EVS with activities, practical work, discussion, CCE, teaching aids and teaching problems
BOnly a list of plants, animals and crops from Rajasthan
COnly lecture method followed by copying definitions
DOnly high-school laboratory experiments with written records

14Match the theorist with the EVS classroom idea: 1 Piaget, 2 Bruner, 3 Vygotsky. a scaffolding, b concrete action, c enactive-iconic-symbolic representation.

A1-a, 2-b, 3-c
B1-b, 2-c, 3-a
C1-c, 2-a, 3-b
D1-b, 2-a, 3-c

15A teacher wants to scaffold a Class 4 EVS task on sources of water. Which sequence is most appropriate?

ADictate names of water sources, give a written test, then ask children to draw one source.
BShow a labelled chart, ask children to copy it, and correct spelling errors.
CFirst define ground water, then assign a paragraph from a reference book.
DAsk children to name water sources they know, sort picture cards with hints, discuss differences, and then make a small table.

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