Practice questions
Q1Arrange the steps of turning school organic waste into compost in the correct order.
1. Collect school organic waste
2. Separate non-biodegradable material
3. Put biodegradable waste in a compost pit or bin
4. Use finished compost in the garden
A 1-3-2-4
B 2-1-3-4
C 1-2-4-3
D 1-2-3-4
Explanation The correct sequence is to collect the waste, separate the non-biodegradable part, place the biodegradable part in a compost pit or bin, and then use the finished compost in the garden. This shows a practical resource-conservation cycle.
Q2A teacher shows bricks made from clay and asks why a school building is called a human-made resource. Which idea should learners give?
A It was formed only by nature without human effort.
B It is useful only because it is old.
C People transformed natural materials with skill and labor to make it useful.
D It is a living thing that grows by itself.
Explanation Human-made resources are created when people use natural materials, skill, and tools to produce something useful. A and D are wrong because the building is neither natural nor living, and B ignores the role of human work.
Q3Which example is a human-made resource?
A Bridge
B River
C Sunlight
D Forest
Explanation A bridge is built by people, so it is a human-made resource.
Q4Which factor most directly strengthens human resource quality?
A Larger population only.
B More mineral deposits.
C More roads alone.
D Better nutrition, education, health, and skill.
Explanation Human resource quality improves when people are healthy, educated, well nourished, and skilled. Population size or physical infrastructure alone does not create a stronger human resource.
Q5Which statement best shows that one resource can meet more than one need?
A Only human-made things can have more than one use.
B A resource is useful only when it has one use.
C A resource becomes less important if people use it in more than one way.
D Water can be used for drinking, irrigation, and generating power.
Explanation A single resource can serve more than one purpose, and water is a clear example. In this topic, learners should see that resources are valuable because they can meet different needs.
More questions
6Which factor most directly helps turn people into a human resource?
AMore minerals in an area
BBetter roads alone
CDense forests nearby
DEducation, health, and skills
7Arrange the steps of simple resource planning in the correct order.
ASurvey and map resources -> identify resources -> make a plan -> estimate availability
BIdentify resources -> estimate availability -> survey and map resources -> make a plan
CIdentify resources -> survey and map resources -> make a plan -> estimate availability
DIdentify resources -> survey and map resources -> estimate availability -> make a plan
8Which statement about reserve resources is NOT correct?
AThey are known resources kept for future use.
BThey may be used later if needed.
CThey are identified resources.
DThey are resources that cannot be used even when technology is available.
9Assertion: A well-trained and healthy group can support development better than a larger but untrained group. Reason: Human resource quality depends on education, skill, and health, not only on the number of people. Which option is correct?
ABoth Assertion and Reason are true, and Reason explains the Assertion.
BBoth Assertion and Reason are true, but Reason does not explain the Assertion.
CThe Assertion is true, but the Reason is false.
DThe Assertion is false, but the Reason is true.
10A village plans a small enterprise. It wants to use local raw material, trained workers, and careful waste handling so land and water are not damaged. Which idea is being followed?
AMaximum extraction without limits
BDevelopment only by using more coal
CBalanced development that uses resources carefully for present and future needs
DDevelopment that ignores local people
11Which statement is incorrect about development in this upper-primary topic?
ADevelopment means using resources as fast as possible, even if waste increases
BDevelopment should consider responsible use of resources
CResource conservation is linked with future needs
DLocal examples can help learners understand resource use
12Which statement is NOT correct about balanced development?
AIt should meet present needs.
BIt should protect resources for the future.
CIt should reduce waste and damage where possible.
DIt should ignore local soil, water, and people if production becomes faster.
13Which statement best describes development at the school level?
AUsing all resources as fast as possible.
BOnly increasing production numbers.
CLeaving social needs unchanged.
DImproving life and services while using resources wisely.
14Assertion: Shelter belts can reduce soil loss in dry regions. Reason: Rows of trees speed up wind and expose the topsoil. Which option is correct?
ABoth the assertion and the reason are true, and the reason explains the assertion.
BBoth the assertion and the 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.
15Match the situation with the most suitable response.
Column A: 1. Dry area with limited water 2. Mineral-rich area 3. Community pond 4. School with paper waste
Column B: a. use water carefully and choose suitable crops b. plan extraction with land restoration c. protect and share it as a common resource d. reuse and recycle paper
ADry area with limited water - use water carefully and choose suitable crops; Mineral-rich area - plan extraction with land restoration; Community pond - protect and share it as a common resource; School with paper waste - reuse and recycle paper
BDry area with limited water - reuse and recycle paper; Mineral-rich area - protect and share it as a common resource; Community pond - plan extraction with land restoration; School with paper waste - choose suitable crops
CDry area with limited water - plan extraction with land restoration; Mineral-rich area - use water carefully and choose suitable crops; Community pond - reuse and recycle paper; School with paper waste - protect and share it as a common resource
DDry area with limited water - protect and share it as a common resource; Mineral-rich area - use water carefully and choose suitable crops; Community pond - reuse and recycle paper; School with paper waste - plan extraction with land restoration
