Neha wants to teach her students the topic ‘Growing Crops’. Which of the following activities is not relevant with regard to the topic?

Answer: (d)

Students are not supposed to do a survey in the food market if they are studying about growing crops.

After teaching a topic on ‘migration of birds’, primary students were taken to Okhla Bird Sanctuary by their EVS teacher. This helped in

Answer: (a)

Through field trips, students will understand better and learn more about the topic that has been taught to them in the classroom. They will also be able to properly correlate classroom learning with real-life experiences and situations.

Mr. Gupta is an EVS teacher who wants to apply the following assessment methods in his class. Which combination do you think will be more objective in nature?

Answer: (b)

Verbal tests and hands-on activity assessments will enable Mr. Gupta to get a more objective view and enable him to analyse his students’ practical ability in terms of their learning.

How can an EVS teacher assess the knowledge of class III students about various animals about whom they have learnt in the class?

Answer: (d)

Science exhibitions are a platform for students to express their learning of science through self-made charts, paper forms or models. Such activities stimulate natural curiosity and inventiveness in students and channelise their creativity and innovation.

While teaching the topic on ‘Water is Life’ to Class IV students, Rampal, an EVS teacher, plans to perform the following activities. One of these activities is not relevant for teaching the topic effectively. Which is it?

Answer: (b)

Asking difficult questions related to the topic will not help the students in any way. Rather, they would get confused and not learn anything.

An EVS teacher wants to select a project that would help in teaching his/her students. Which of the following points should the teacher keep in mind while selecting the project?

Answer: (d)

A project is basically a collaborative exercise that is carefully planned to attain a particular target. It provides students a chance to learn in a different format other than routine classroom lectures/ assignments/ activities.

What is the main motive of a teacher using the aid of discussion for teaching a particular topic in an EVS class?

Answer: (d)

Discussions stimulate critical thinking. While discussing, a teacher develops a rapport with his students by showing that he admires their efforts, and at the same time, giving them a challenge to think deeply and express their ideas clearly. Discussion provides an opportunity to gain knowledge from others and understand ideas and concepts from different perspectives.

An EVS teacher organises a field trip for his/her students as a research project. How will it benefit the teacher?

Answer: (b)

Children are very curious, observant and active by nature. However, in school they are passive, motivated by marks. By organising a field trip for the students, the teacher will get an opportunity to know his/her students better, which in turn would help him/her to teach them in a more effective manner.

Which of the following represents the benefit of having a discussion on any topic in a class?

Answer: (a)

Discussion helps children to look at any issue from different angles. It also encourages children to give their opinions in the class.

A teacher in a class asked the students to make groups of 5 students each and asked each group to bring the following things:

Lemon, steel plate, plastic cap of a bottle and a bottle, aluminium foil (in three shapes – Open and spread out, pressed tightly into a ball and cup-like shape), a piece of ice, iron nails and a medium-sized container full of water.

Next day, she instructed each group to put things one by one into the container full of water and observe the results.

What should be the primary motive of a teacher behind this activity?

Answer: (d)

Hands-on experience is one of the objectives of teaching EVS. It results in an increase in the process of scientific thinking in students. It involves prior imagination followed by experimentation and logical deduction.