Practice questions
Q1Which pair correctly matches Rajasthan protected areas with their classifications?
A Keoladeo - tiger reserve only; Mukundara Hills - world heritage site
B Keoladeo - national park and UNESCO World Heritage Site; Ranthambore - national park
C Ranthambore - crop field; Keoladeo - handloom centre
D Every forest in Rajasthan is a national park and sanctuary.
Explanation Keoladeo and Ranthambore are national parks. Keoladeo was declared a national park in 1982 and listed as a UNESCO World Heritage Site in 1985.
Q2During a biodiversity observation walk, Joseph cannot reach the garden path. Which action best keeps the activity inclusive?
A Mark him absent from the outdoor task and assess only written homework
B Ask classmates to bring observations to an accessible shaded table where he can record and discuss them
C Cancel the biodiversity activity for the whole class
D Let him copy the plant names later from the board
Explanation An accessible observation point keeps Joseph part of the same biodiversity task through recording, listening and discussion. Excluding him, cancelling the task or replacing observation with copying weakens the activity.
Q3Match the term with the best primary-level meaning. 1. Habitat 2. Conservation 3. Biodiversity 4. Threatened species
A 1-animal food, 2-catching insects, 3-only big animals, 4-common crop
B 1-place to live, 2-care for future, 3-variety of life, 4-near extinction
C 1-national park, 2-writing slogans, 3-one species, 4-school garden
D 1-water cycle, 2-soil colour, 3-state animal, 4-rainy crop
Explanation The correct match keeps the vocabulary child-friendly. Habitat is where a living being lives; conservation is care for future survival; biodiversity is variety of life; threatened species means a species close to extinction or likely to become extinct.
Q4Match the term with its suitable primary EVS meaning.
1. Habitat
2. Conservation
3. Threatened species
A. Careful protection and wise use so living beings continue for the future
B. A natural place where a living being gets what it needs
C. A species likely to become extinct in the near future
A 1-A, 2-B, 3-C
B 1-C, 2-A, 3-B
C 1-B, 2-A, 3-C
D 1-B, 2-C, 3-A
Explanation A habitat is where a living being gets food, water, shelter and other needs; conservation is careful protection and use; a threatened species is at risk of extinction. The other matches confuse place, protection and risk.
Q5Which of the following is a protected area type in the context of wildlife and habitat protection?
A National park
B Weekly market
C School timetable
D Kitchen garden
Explanation A protected area is a place such as a national park, sanctuary or tiger reserve where wildlife and habitat receive legal protection. Markets, timetables and kitchen gardens may be familiar to children, but they do not have that protection status.
More questions
6Asha says, "A plant is not living because it does not walk." Which teacher response best supports learning about living beings?
ATell her to memorise that all plants are living and move to the next lesson
BExplain genus and species names of the plant
CAsk her to ignore plants that do not walk and observe only animals
DLet her water one seed, keep another dry, and compare changes over a few days
7Match the EVS term with the best primary-level meaning. 1. Biodiversity 2. Conservation 3. Protected area
A1 - Careful protection for future; 2 - Legal wildlife place; 3 - Variety of living forms
B1 - Variety of animal names only; 2 - Keeping all places untouched; 3 - Any garden
C1 - Variety of living forms; 2 - Careful protection and wise use; 3 - Legally protected wildlife and habitat place
D1 - Only crop seasons; 2 - Naming plants; 3 - A classroom chart
8Which option names the main MCQ trap in biodiversity questions?
AIncluding plants, animals, habitats and crops together.
BUsing local names first and adding school names later.
CTreating biodiversity as only a list of big wild animals.
DLetting children observe before asking for definitions.
9Which statement best describes biodiversity for primary-stage Environmental Studies?
AOnly the names of wild animals found in forests
BThe variety of living forms in a place, including plants, animals and micro-organisms
CThe scientific classification of organisms into genus and species
DThe number of protected areas in one state
10Assertion: Children should observe plants and animals near the school before copying definitions. Reason: Primary EVS builds concepts from local experience and observation.
ABoth assertion and reason are true, and the reason explains the assertion.
BBoth assertion and reason are true, but the reason does not explain the assertion.
CThe assertion is true, but the reason is false.
DThe assertion is false, but the reason is true.
11Meena says her family never disturbs a bird nest in the courtyard. How should the teacher use this example?
AIgnore it because family examples are not useful in EVS.
BAsk children to bring nests to class for close study.
CSay that only national parks count as conservation.
DUse it as a local conservation example and ask children why nests need quiet and safety.
12Which option is incorrect about biodiversity and conservation in primary EVS?
ABiodiversity includes plants, animals, micro-organisms and habitats.
BKeoladeo, Ranthambore and Mukundara Hills may be used as verified Rajasthan national park examples.
CConservation means careful protection and wise use so living beings and habitats continue.
DBiodiversity should be taught as only a list of animal names.
13Which one is outside the safe Level 1 EVS boundary for Living Beings, Biodiversity and Conservation?
AState flower, state tree, state bird and state animal of Rajasthan
BLatin names and full taxonomic hierarchy of local species
CNational parks, sanctuaries, tiger reserves and world heritage examples
DConservation of plant and animal species
14Assertion: Biodiversity in primary EVS should include plants, animals, micro-organisms, habitats and local examples. Reason: Biodiversity means only the number of animal names children can recall.
AThe assertion is true, but the reason is false
BBoth the assertion and the reason are true, and the reason explains the assertion
CBoth the assertion and the reason are true, but the reason does not explain the assertion
DThe assertion is false, but the reason is true
15During a habitat observation activity, Joseph cannot reach the garden path. Which teacher response is best?
AExcuse Joseph from the activity and ask him to copy notes later
BKeep the class moving and tell Joseph to imagine the plants from memory
CAsk only the fastest children to collect observations and grade their lists
DSet an accessible observation point and have peers bring safe samples or descriptions to the table
