Practice questions
Q1A child says, "A street light is public property, so it is nobody's duty to protect it." Which response best corrects the misconception?
A Yes, public property has no owner and no care rule.
B No, only the person who first uses a public thing must protect it.
C Yes, a street light becomes private property at night.
D No, public property is shared for common use, so all users should help protect it.
Explanation A street light is public property because it serves common use, but that does not mean it is ownerless in practice. The EVS idea is shared use with shared care, not private ownership or no responsibility.
Q2Which set contains only public places named in this primary EVS topic?
A School, hospital, post office, bus stand, railway station
B School, hospital, cinema hall, shopping mall, factory
C Road, street light, bus, train, public building
D Kitchen, bedroom, family cupboard, private car, home garden
Explanation School, hospital, post office, bus stand and railway station are the relevant public places in this topic. Roads and street lights are public property, while household places and private items do not fit this category.
Q3For Classes 1 to 5, which sequence best follows the idea of concrete local experience before abstraction while teaching public places?
A First define institution, then ask children to copy names of offices.
B First teach parliament and lawmaking, then ask children to memorise public buildings.
C First show local pictures or visit nearby places, then sort place, service, rule and care.
D First list all national institutions, then ask only written questions.
Explanation NEP 2020 and NCF-FS 2022 support learning from children's concrete local experience before moving to wider ideas. Starting with pictures, visits and sorting helps children connect public places with service, rule and care; copying lists or beginning with distant institutions is weaker.
Q4Which statement is incorrect about public property such as a public bus?
A Many people use public property, so users should not damage it
B Keeping a public bus clean is a shared care habit
C Passengers should avoid littering in a public bus
D A public bus may be damaged because it is not one person's property
Explanation Public property is shared, so it must be protected rather than treated as nobody's responsibility. The other statements give valid care habits such as avoiding damage, keeping the bus clean and not littering.
Q5Assertion: A teacher may use a 12-card public-place kit. Reason: NCERT specifically prescribes exactly 12 such cards for this topic. Choose the best answer.
A Both assertion and reason are true, and reason explains assertion.
B Both assertion and reason are false.
C Assertion is false, but reason is true.
D Assertion is true, but reason is false.
Explanation The teacher can design 12 cards, as in the canonical activity, but must not claim NCERT prescribed that exact count. This distinction is important for REET because pedagogy can be creative while citation must remain honest.
More questions
6Which statement best links this EVS topic with NEP 2020 and NCF-FS 2022?
AThe topic should be taught only through adult government terms.
BYoung children should first observe shared places near them.
CThe 5+3+3+4 structure removes local EVS examples.
DOnly Class 8 children can discuss public places.
7Which pair best shows a public institution through its service and record-keeping role?
ABus stand - keeps each child's attendance record
BHospital - treats patients and keeps health records
CRoad - sends letters and parcels
DStreet light - decides village public work
8A child says, 'A street light belongs to nobody, so it does not matter if someone breaks it.' What should the teacher correct?
AThe child should memorise only the word street light.
BStreet lights are private property of one child.
CPublic property is shared, so all users should help protect it.
DOnly the electricity office may talk about street lights.
9Which pair is directly inside the RBSE public places and institutions line?
APost office and bus stand
BZoo and museum
CBank and cinema hall
DFarm and factory
10Why is a school a strong example of a public institution?
AIt is only a building where children sit.
BIt is linked with organised learning and a child right under RTE Section 3.
CIt is public only when no teacher is present.
DIt is the same as a bus stand.
11Under RTE 2009 Section 3, which statement correctly explains why a school is a child-right institution?
AIt gives every adult a right to free coaching for government jobs.
BIt makes railway travel free for all school-going children.
CIt gives children aged six to fourteen the right to schooling.
DIt makes only private schools responsible for public health records.
12Which statement best explains public property in primary EVS?
AIt belongs to nobody, so each person may use it as they like.
BIt is a shared thing maintained for common use, such as a road or street light.
CIt is only the personal property of the worker who looks after it.
DIt means only buildings used by government officers.
13A teacher wants children to understand a bus stand by seeing, sorting and discussing. Which item is the best teaching-learning material?
AA long written definition copied from the board
BPicture cards of places and services for group matching
CA rule that only the teacher will speak
DA list of difficult institution names to memorise
14Match the child with the best learning point: Asha waits in line; Imran posts a letter; Meena protects a street light; Karan closes a public tap.
AAsha-service, Imran-water, Meena-travel, Karan-law making
BAsha-rule, Imran-service, Meena-public property, Karan-resource care
CAsha-parliament, Imran-hospital, Meena-private property, Karan-post office
DAsha-wastage, Imran-damage, Meena-crowding, Karan-ticket booking
15In an inclusive EVS lesson on railway station and bus stand, which plan keeps every child active?
AAsk only children who have travelled by train to speak, and let others listen silently.
BGive the map work only to the fastest readers and give copying work to others.
CUse picture cards, local mapping, role play and discussion with roles for all children.
DSkip discussion and ask children to memorise names of distant railway offices.
