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living-beings-biodiversity-conservation-evs MCQ — 10 अभ्यास प्रश्न उत्तर सहित

10 living-beings-biodiversity-conservation-evs बहुविकल्पीय प्रश्नों का अभ्यास करें, विस्तृत उत्तर और व्याख्या सहित। RAS/RPSC परीक्षा की तैयारी के लिए आदर्श।

10 प्रश्न environmental-studies-reet

Practice Questions

Q1. Assertion: Children should observe plants and animals near the school before copying definitions. Reason: Primary EVS builds concepts from local experience and observation.

A Both assertion and reason are true, and the reason explains the assertion. Correct
B Both assertion and reason are true, but the reason does not explain the assertion.
C The assertion is true, but the reason is false.
D The assertion is false, but the reason is true.

Explanation

The assertion and reason fit together. NCERT Chapter 5 asks children to look at soil, plants, birds and insects, and the study note keeps that sequence: experience first, language next, definition later. This prevents rote learning.

Q2. Which option names the main MCQ trap in biodiversity questions?

A Including plants, animals, habitats and crops together.
B Using local names first and adding school names later.
C Treating biodiversity as only a list of big wild animals. Correct
D Letting children observe before asking for definitions.

Explanation

A common REET trap is animal-only biodiversity. The verified biodiversity definition includes many life forms, and the RBSE Living Beings line includes plants, animals, crops, protected areas and conservation. A good answer stays broad but child-friendly.

Q3. Which pair is correctly verified for Rajasthan protected-area examples in this note?

A Keoladeo - tiger reserve only; Mukundara Hills - world heritage site
B Keoladeo - national park and UNESCO World Heritage Site; Ranthambore - national park Correct
C Ranthambore - crop field; Keoladeo - handloom centre
D Every forest in Rajasthan is a national park and sanctuary.

Explanation

Use verified examples, not memory lists. The note cites Rajasthan Forest Department for national park examples including Keoladeo and Ranthambore, and Rajasthan Tourism for Keoladeo being declared a national park in 1982 and listed by UNESCO in 1985.

Q4. Joseph uses a wheelchair and cannot move safely on the narrow garden path. What should the EVS teacher do during the plant-animal observation activity?

A Ask Joseph to stay in class and copy names of animals from the board.
B Set a shaded accessible point and have peers bring leaves, seeds, pictures and observations to compare with him. Correct
C Cancel the whole activity because one child cannot use the path.
D Let others go and tell Joseph the answers later.

Explanation

This is the explicit inclusive-pedagogy item. Joseph should not be removed from the EVS experience. A shaded accessible point, peer-collected materials and shared comparison keep the same learning goal while adapting the route and materials.

Q5. Match 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 Correct
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.

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Q6. Which statement best matches the RBSE syllabus boundary for this topic?

A It covers plant and animal organisation, diversity, state symbols, protected areas, species conservation and Kharif-Rabi crops.
B The topic is only about tiger reserves and excludes crops.
C It requires detailed genus and species names for every Rajasthan animal.
D It is limited to pollution, renewable energy and the water cycle.
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Q7. Which classroom action best shows conservation for Class 2 children?

A Catch butterflies in jars so every child can see them closely.
B Write a long essay on wildlife laws before any observation.
C Observe a nest from a distance, draw it and discuss why it should not be disturbed.
D Ask children to pluck leaves from every plant for a display chart.
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Q8. Statements: 1. The current NCERT Class 3 book is Our Wondrous World for The World Around Us. 2. Its Chapter 5 asks children to observe plants and animals living together. 3. Therefore, Class 3 EVS should begin with copied definitions only. Which is correct?

A Only 1 and 3 are correct.
B Only 2 and 3 are correct.
C All 1, 2 and 3 are correct.
D Only 1 and 2 are correct.
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Q9. Meena says her family never disturbs a bird nest in the courtyard. How should the teacher use this example?

A Ignore it because family examples are not useful in EVS.
B Ask children to bring nests to class for close study.
C Say that only national parks count as conservation.
D Use it as a local conservation example and ask children why nests need quiet and safety.
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Q10. Asha says plants are non-living because they do not walk. What should the teacher do first?

A Let Asha observe two seeds, one watered and one kept dry, and discuss sprouting.
B Tell Asha to copy the definition of living beings five times.
C Say that anything green is always living and close the discussion.
D Remove plant examples and teach only animals because animals move clearly.

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Frequently Asked Questions

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