Concept of EVS MCQ Quiz - Objective Question with Answer for Concept of EVS - Download Free PDF

In Environmental Studies (EVS), learning is most effective when it connects to the child’s immediate environment and prior knowledge. This approach aligns with the constructivist theory of learning, which emphasizes that children build new understanding based on what they already know and experience in their daily lives.

Key Points

• Beginning a lesson with learners' own experiences or observations helps anchor new concepts in familiar situations, making learning more natural, engaging, and meaningful.
• When a teacher starts an EVS lesson by referring to students’ surroundings like discussing a nearby park when teaching about plants or using a local festival to introduce community life it activates the students’ interest and helps them see the relevance of the topic.
• It also encourages children to express themselves, ask questions, and think critically. This method ensures that students are not just passive receivers of information but active participants in the learning process.​

Hint

•  Reducing the teacher’s effort or speeding up syllabus completion are not learner-focused goals.
• Memorization of facts may happen but is not the primary aim of EVS. The core purpose is to connect learning with life.

Hence, the correct answer is it makes the content more relatable and meaningful to learners.

Environmental Studies (EVS) is considered an interdisciplinary subject at the primary level because it brings together knowledge and skills from multiple domains—science, social studies, and environmental awareness. Instead of teaching these areas in isolation, EVS integrates them through themes like food, shelter, water, travel, plants, animals, family, and the environment, making learning holistic, meaningful, and child-friendly.

Key Points

• This approach helps young learners see the connections between different aspects of life.
• For example, while learning about water, children explore its sources (science), how communities use it (social studies), and the importance of conserving it (environmental awareness).
• The focus is on active learning and understanding, not on memorizing isolated facts or clearly separating subjects.

Options stating that EVS focuses only on physical geography, encourages rote learning, or separates science and social studies go against its integrated and experiential nature.

Hence, the correct answer is only A.

Environmental Studies (EVS) at the primary level follows a child-centered and activity-based approach. It encourages learning through real experiences, exploration, and observation of the child’s natural and social environment. This approach helps make learning meaningful and lasting, as young children understand concepts better when they are actively involved.

Key Points

•  The assertion states that EVS promotes learning through hands-on activities, which is true. Hands-on learning like observing plants grow, sorting materials, or visiting local places helps children engage their senses and build connections with what they learn.
• The reason explains that children learn better through direct observation and exploration, which is also true and supports the idea behind activity-based EVS teaching.

Since both the assertion and the reason are correct, and the reason explains why hands-on activities are used in EVS, the explanation directly supports the assertion.

Hence, the correct answer is Both A and R are true, and R is the correct explanation of A.

Environmental Studies (EVS) at the primary stage is designed to help children make sense of their world by integrating knowledge and experiences. It is not treated as a traditional subject but rather as a means to explore and understand the natural, social, and cultural environment around them. 

Key Points

•  EVS at this level involves integration of science and social science concepts—for example, understanding plants and animals (science) alongside community helpers and festivals (social science).
• It also aims to connect classroom learning with the real world, encouraging children to observe, question, and relate what they learn to their daily lives. This helps develop critical thinking, problem-solving, and active participation.
• The subject does not focus only on environmental pollution, which is just one topic among many.
• It also does not promote rote memorization, as it emphasizes understanding and inquiry-based learning over factual recall.

Hence, the correct answer is A and D.

Process skills are central to the teaching and learning of EVS. These include observation, inference, classification, estimation, prediction, and others. These skills help students actively construct knowledge by engaging with their surroundings and thinking critically. 

Key Points

• In the given scenario, Ravi notices that earthworms appear after watering the garden. This means he used his senses to observe a change in the environment — this is the process skill of observation. Then he makes a general statement, “Earthworms come out when the soil becomes wet.” This is not just what he saw, but a conclusion he drew from that observation, which reflects the process skill of inference.
• He is identifying a relationship between two events  watering and the appearance of earthworms.
• However, estimation, classification, and prediction are not involved here.
• He didn’t guess a number or quantity (estimation), didn’t sort things into groups (classification), or talk about what might happen in the future (prediction).

Hence, the correct answer is A and B.

Explanation:

There are many kinds of families and one cannot classify a family as being of only one kind:

• Families are of different types.
• Some are joint family, extended family, nuclear or single-parent family.
• A family unit consisting of a mother, father and their two children is called a nuclear family.

This is an ideal family size:

• There is no particular definition of an ideal family.
• An ideal family can mean different to different people.

This is what all Indian families are like:

• In India, the most common type of family arrangement seen is a joint family.
• However, family culture in India is changing and various other types of families are also becoming common.

The statement should specify that the children are biological:

• A family must not necessarily consist of only a biological child.
• Many families are now adopting children.
• Adopted children are also an equal part of a family.

Thus, the above statement is incorrect because there are many kinds of families and one cannot classify a family as being of only one kind.

Additional Information

Types of families are:

Joint Family:  

• ​A family which lives together with all family members up to the second generation like grandparents, parents, uncle, aunts and their children is called a joint family.
• Such a type of family arrangement is especially common in India.

Extended Family:

• An extended family is used in a broader sense than a joint family.
• The extended family is a family that consists of parents, children, uncle, aunt, grandparents, their relatives etc.

Nuclear Family:

• A nuclear family consist of a couple and their children(1 or more).
• It is also known as elementary family or conjugal family or small families.

Single Parent Family:

• Single-parent families are families with children under age 18 headed by a parent who is widowed or divorced and not remarried, or by a parent who has never married.
• In such type of families, children live with only one parent.

The EVS syllabus of class III to V is connected and integrated within broad themes and sub-themes to make content more lively for students so that they can make the best of their educational experiences.

Key Points

"Animals" is a subtheme under the broad theme "Family and Friends" suggested in the EVS syllabus while remaining are the broad themes of the EVS syllabus for class III to V.

Hence, we can conclude that Animals is a subtheme under the theme suggested in the EVS syllabus.

NCF(National Curriculum Framework) 2005 is one of the four NCF published in India by NCERT. It seeks to provide a framework for the betterment of educational purposes and experiences.

Key Points Providing a contextual learning environment is the most appropriate reason for the above-mentioned recommendations of NCF. 

• In early childhood, children look at their environment in a holistic manner.
• Therefore, in classes I and II the concepts of environmental science are integrated into language and mathematics
• Also, the teaching of language and mathematics are woven around the child's immediate environment to ensure contextual learning.

Hence, to provide a contextual learning environment, NCF 2005 has not recommended any prescribed curriculum and textbooks for EVS for classes I and II.

National Curriculum Framework, 2005: It is a document that seeks to provide a framework within which teachers and schools can choose and plan experiences that they think children should have. It addresses four issues such as educational purpose, educational experience, organization of experience, and assessing the learner.

Key Points

• The syllabus of EVS based on the NCF 2005 is designed to provide an integrated perspective that draws upon insights from sciences, social sciences, and environmental education. It is important to be acquainted with the organization of the syllabus in order to better understand and use the textbooks.
• Environmental Studies at the primary stage is perceived as an approach to learning of the environment in its totality without being burdened by any disciplinary consideration.​

Important Points
The thematic approach in the syllabus:- A child’s understanding of ‘environment’ begins with us (and our inner-self) and grows in an ever-expanding series of concentric circles to include family, neighborhood, school, community.

• The thematic structuring of the content is visualized to help the child locate himself/ herself in a larger context – as part of a community, the country, etc.
• This thematic organization also brings in a concept of the mutual dependence of ‘self’ with ‘others’ and natural environment, providing the child with a holistic perspective of the environment and the Planet Earth which we share with all other living organisms that are plants, animals and micro-organisms, interdependent and interrelatedness of all living things and life support systems.
• A significant feature of the syllabus is that it is ‘integrated’ in nature. It proposes themes that allow for a connected and inter-related understanding of different aspects of the different environments – natural and socio-cultural to develop.
• The  EVS syllabus for classes (III-V) as per NCF 2005 is woven around six common themes:-These themes provide an opportunity for introducing aspects of science, social science, and environmental education.
  • Family and Friends: Its sub-themes are:
    • Relationships
    • Work and Plan
    • Animals
    • Plants
  • Food
  • Shelter
  • Water
  • Travel
  • Things we make and do
• The content of the themes is derived from the child’s own experiences rather than a prescriptive body of knowledge or subject.
• These are presented based on the way a child encounters these in daily life. Starting with these personal experiences the child easily “connects” and builds links with theoretical knowledge.

Thus, it is concluded that Family & Friends, Food, Water, and Travel correctly represent four of the six themes suggested in the EVS syllabus as prescribed by NCF 2005.

Giving information is an easy task for a teacher in an EVS classroom because it depends on the teacher only. There is no need for compulsory involvement of learners. The teacher may just give the information he has regarding this topic. This is easy but also the least effective method of teaching. Key Points

• Engaging students is not that easy because it involves the planning of a lot of activities. Presenting the content in a very innovative way also requires a lot of teaching-learning materials.
• Addressing students' ideas and Providing opportunities to students for learning is also difficult compared to providing information because this requires a lot of time and patience due to which the syllabus completion may get delayed for some time.

Hence giving information to students is easy for a teacher in an EVS classroom but is also the least effective method compared to the other three.

Assessment is a process of collecting relevant information on student learning. It is one of the important components of the teaching-learning process. Assessment does more than just measure learning.

Key Points

• Assessment of learning is generally summative in nature occurring at the end of a class, course, semester, or academic year, and intended to measure learning outcomes and report these outcomes to students, parents, and administrators. 
• Assessment of learning or performance in EVS, thus, refers to the collection of all possible data and evidence with respect to learning of EVS concepts.  
• These data may be numerical or quantitative like marks or scores and qualitative data like interest in learning of the concepts, interaction capability on the concepts learnt, involvement in subject-related activities, and several other characteristics of the student which are the possible outcomes of learning of the concepts. ​

Hence, we conclude that the objective of the assessment of EVS learning is that teacher gathers information about the student's achievement.

India is a multilingual, multicultural, and multireligious country and the effect of this diversity could also be seen in the classroom. So, addressing the multicultural dimensions of diverse classrooms is a desirable practice for an EVS teacher.

Key Points A teacher should always address the multicultural dimensions of diverse classrooms by:

• using contents and examples from different cultures.

• providing equal educational opportunities to every learner.

• including learners irrespective of their caste, culture, and creed.

• helping learners to develop a positive attitude towards different cultures.

• modifying his/her teaching methodology to fulfill the multicultural needs of learners.

Hence, we conclude that addressing multicultural dimensions of diverse classrooms is a desirable practice for an EVS teacher.

The NCF (National Curriculum Framework) 2005 is one of the four NCF published in India by NCERT. It seeks to provide a framework for the betterment of educational purposes and experiences.

Important Points

According to NCF-2005 objectives of teaching EVS at the primary level:

• To develop an awareness about environmental issues.
• To nurture the curiosity and creativity of the child particularly in relation to the natural environment.

• To help children to explore and connect to their surroundings.

• To make children able to solve environmental issues in an inclusive manner.
• To engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.
• To train children to locate and comprehend relationships between the natural, social and cultural environment.

• To enhance children's learning capabilities by providing a concrete learning experience.

• To develop their own insight into the functioning of several things in their environment.

Hence, we conclude that 'developing precise quantitative skills among children through an understanding of environmental issues is not the objective of teaching EVS at primary level as per NCF-2005.

Environmental studies (EVS) refers to the systematic study of the natural and manmade world. In recent years, it has risen to prominence as a significant discipline, reflecting concern about the effects of human activity on the natural environment.

Key Points

• Characteristics of EVS
  • It is contextual- the environment serves as the context for EVS. Children are taught about this through EVS. Because the environment varies by location, the examples, events, and techniques utilized to educate environmental awareness will also vary. Weather at a hill station or a seaside town, a dated event in human history, and the associated facts and explanations will remain the same.
  • It is child-centered- It helps children derive meaning and joy from learning by enabling them to explore comprehend, enjoy and value their environment through connections with their local world. As a result, it is child-centered and emphasizes "experiential learning" rather than instruction.
  • Practical approach- EVS is concerned with the application of teaching-learning concepts in the real world. As a result, students will be able to apply what they've learned in the classroom to real-life situations. The majority of EVS projects are based on a practical approach.
  • It is an integrated subject area- According to NCF (2005), environmental studies for primary (classes III to IV) is a subject that integrates concepts and theories from science, social studies, and the environment.

Hence, we conclude that the characteristic which is not related to EVS is that it is a single subject area because it integrates contents from physical, biological, chemical, social, cultural, and other dimensions of study.

Lesson plan- It is defined as a teacher's step-by-step plan to facilitate a lesson. It usually comprises the objective (what students should learn), how the objectives will be attained (the method of delivery and procedures), and the technique to assess if the goal was accomplished (usually through homework assignments or testing).

 Key Points

•  Elements of a Lesson plan- 
  • General and specific objectives- Objectives are an important component of the lesson plan since it specifies the goal that students should achieve by the end of the lesson. 
  • Major concepts- It includes a description of the topic and how it links to the national curriculum. It should list any sources of information or references, such as textbooks or other materials.
  • Process skills- These include the process skills developed by the student at the end of the lesson like observation, communication, classification, prediction, etc.
  • Evaluation- Teachers use evaluation to determine how effectively students comprehend what they have learned in a given lesson.
  • Assignment- It includes the questions, exercises, and set of practice given by the teacher.

Hence, we conclude that the important elements for a teacher to consider in an EVS lesson plan are A, C, and D.