water-forest-pollution-evs MCQ — 10 Practice Questions with Answers

Explanation

For Meena, water learning becomes meaningful when she connects drinking, washing, storage, tanker supply and saving. The chemical formula is not the first primary EVS step. NCERT’s child-facing chapter begins from daily uses and observation.

Explanation

The reason supports the assertion. Asha and Imran learn water and trees through taps, vessels, shade and local words before abstract terms. The NEP-NCF frame gives legitimacy to this child-centred, familiar-life approach.

Explanation

Imran is not being asked to recite a definition. He observes a familiar event, talks about where water goes, and can suggest reuse or saving. That matches the activity, discovery and application spirit of RTE §29.

Explanation

Tara should see that pollution control starts before waste is created. A cloth bag reduces plastic use, while one-side paper gets another use. This is a simple Class 3 bridge from daily habit to conservation.

Explanation

Asha’s statement is too broad. The teacher should protect drinking and cooking safety while showing careful reuse for plants or flushing. This avoids both unsafe use and wasteful throwing, so the answer captures conservation accurately.