MCQ

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

Solve 29 water-forest-pollution-evs questions for RAS/RPSC preparation.

Practice questions

Q1A teacher asks Imran to observe where handwashing water goes after lunch. Which principle is being used?

A Activity and discovery-based EVS

B Only textbook memorisation

C Punishment for wasting water

D A written test of definitions

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.

Q2Which example shows reuse in a primary EVS lesson on water, waste and conservation?

A Throwing a glass jar into mixed waste after one use

B Using water left after washing vegetables to water a plant

C Burning dry leaves behind the classroom

D Leaving a tap open so the floor stays wet

Explanation

Reuse means using something again instead of discarding it quickly. Water left from washing vegetables can be used for a plant, while burning waste, leaving taps open and throwing useful items away all work against conservation.

Q3Which pair gives a visible and local example of pollution suitable for Class 3 EVS?

A Clean water in a covered bottle and shade under a neem tree

B Cloud formation and the path of planets

C Smoke from burning waste and a drain blocked by litter

D Deep-sea current changes and factory emission charts

Explanation

Class 3 pollution examples should be visible, local and safe to discuss, such as smoke, dirty water, litter and blocked drains. Clean water, shade, planets and technical charts do not teach the same child-level meaning of pollution.

Q4Which statement best explains conservation for a primary EVS lesson on water and forests?

A Using a resource carefully and protecting it so it remains available later

B Never using any resource, even when it is needed for daily life

C Using a resource quickly before other people can use it

D Keeping resources only in books and not connecting them with home or school life

Explanation

Conservation is careful use and protection of a resource so it remains available. Options about never using, rushing to consume, or keeping the idea only in books miss the practical EVS idea of responsible use.

Q5A teacher gives four picture cards for waste sorting. Which card should be placed under wet waste?

A A plastic wrapper from a snack packet

B Fruit peels left after lunch

C A metal bottle cap

D A torn notebook page

Explanation

Wet waste means material such as fruit peels or food remains that can rot and become compost. Plastic, metal and paper need separate handling because they do not behave like food waste.

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6Match the classroom situation with the most suitable EVS idea. 1. Water left after washing vegetables is poured near a plant. 2. The drinking-water pot is kept covered. 3. Children close a leaking tap. 4. Fruit peels are kept separately for compost.

A1-clean drinking water, 2-reuse, 3-wet waste, 4-water saving

B1-reuse, 2-clean drinking water, 3-water saving, 4-wet waste

C1-water saving, 2-wet waste, 3-reuse, 4-clean drinking water

D1-wet waste, 2-water saving, 3-clean drinking water, 4-reuse

7Assertion: In primary EVS, a teacher should prefer visible pollution examples such as smoke, dirty water and litter. Reason: Young children first build EVS understanding through observation of familiar surroundings.

ABoth the assertion and reason are true, and the reason explains the assertion.

BBoth the 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.

8Which assessment task best fits water-forest-pollution EVS?

AAsk children to copy pollution definition five times

BGive only a silent final test of ten hard terms

CRank families by how clean their lane is

DAsk children to sort waste pictures and explain one safe action

9Which statement is incorrect about conservation in primary EVS?

AConservation includes using water carefully so it remains available.

BConservation can include reusing safe leftover water for plants.

CConservation means never using any natural resource.

DConservation can be practised by closing a leaking tap.

10Match the action with the best idea: 1. Use a cloth bag. 2. Use one-side paper for rough work.

A1-Reuse, 2-Burn

B1-Reduce, 2-Reuse

C1-Pollute, 2-Throw

D1-Collect more plastic, 2-Buy new paper

11Joseph uses a wheelchair and cannot go near the muddy drain during a pollution walk. What should the teacher do?

ACancel Joseph’s participation for safety

BGive him the checklist and let him record observations from an accessible spot

CAsk another child to answer for him

DShift him to a separate written test

12A primary EVS teacher is introducing forests. Which starting point is most suitable before talking about distant reserve forests?

AObserving nearby trees, shade, soil, birds, insects and shared habitats around the school

BMemorizing legal categories of forests without any local observation

CDrawing only timber products and ignoring animals, soil and shade

DBeginning with industrial forest policy and emission standards

13Which statement is incorrect for assessment in a Class 1-5 EVS lesson on water, forest and pollution?

AChildren may be asked to sort pictures of wet waste, dry waste and reusable items.

BA short action record, such as closing a leaking tap, can be part of assessment.

COnly a final written test of long lists should be used.

DA child may explain that smoke from burning waste makes air unsafe.

14For Level-1 EVS, which sequence correctly shows the simple water cycle?

ARain, collection, vapour, clouds, rain again

BClouds, plastic litter, soil, smoke, rain

CCollection, compost, reuse, recycling, clouds

DRain, burning waste, smoke, clouds, drinking water

15Which statement best shows how forest learning should begin in Classes 1 to 5?

ABegin with distant forest laws and technical names of all tree species.

BBegin with nearby trees, shade, soil, birds, insects and shared habitats.

CBegin by making children memorise only the names of national parks.

DBegin by saying that a forest matters only when it has large wild animals.

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