CTET EVS Environment Studies Questions

Q1. Match the items of column I and II I (Name of bird) II (Description about nest) A Sunbird I Does not make its own nest. Crow makes nest for the bird in which it lays eggs. B Koil II Nest made of grass in the space between the stones along the roadside. On the top are placed soft twigs, roots, wool, hair and cotton wool. C Indian Robin III Nest of two leaves on a fresh that are stitched together using sharp beak of the bird D Tailor Bird IV Nest hanging from the branch of a small tree. It has hair, grass, thin turnings, dry leaves, cloth pieces etc.
(a) A-(IV) B-(II) C-(I) D-(III)
(b) A-(I) B-(IV) C-(II) D-(III)
(c) A-(I) B-(II) C-(IV) D-(III)
(d) A-(IV) B-(I) C-(II) D-(III)
Ans: (d)

Q2. A group of three eatables each member of which is rich in iron is
(a) Spinach, Jaggery, amla
(b) Spinach, amla, tomato
(c) Jaggery, cabbage, amla
(d) Spinach, Onion, tomato
Ans: (a)

Q3. Tittle of the lesson of the class V book written by the President of our country is
(a) Every Drop Counts
(b) A Treat for Mosquitoes
(c) Blow Hot Blow Cold
(d) On the move Again
Ans: (c)

Q4. A car covers a distance of 1512 kilometres in 28 hours. The average speed of the car is
(a) 15 km/h (b) 15m/s
(c) 30m/s (d) 54m/s
Ans: (b)

Q5. In one of the state of our country it is observed that most of the houses in rural areas are made on the strong bamboo pillars. The wooden floors are made almost 3 to 3.5m high. The walls of the houses are also made of wood. Because of heavy rains the roofs of the houses are generally made slopping. This state could be
(a) Bihar (b) Assam
(c) Gujarat (d) Uttrakhand
Ans: (b)

Q6. Select from the following a group of three states having their coasts on the Bay of Bengal
(a) Andhra Pradesh, West Bengal, Kerala
(b) Andhra Pradesh, Tamil Nadu, Odisha
(c) Andhra Pradesh, Odisha, Gujarat
(d) Andhra Pradesh, Assam, Tamil Nadu
Ans: (b)

Q7. In Jharkhand the village council (Panchayat) allots land for farming by draw of lots. The special unit used for the allotment of land is “Tin”. The meaning of this unit is
(a) A land from which a farmer can procure one tin of seeds
(b) A land on which a farmer grows one tin of seeds
(c) A land with a dimension (length × breath) of 50m × 50m
(d) A land which is equivalent to about one hectare (100m× 100 m)
Ans: (b)

Q8. Consider the following statements regarding the practices following by the farmers of the Jharkhand under “Jhoom farming”:
(A) After cutting one crop the land is left as it is for same years
(B) The weeds (bamboo etc.) are pulled out and burnt in the field.
(C) The ash of the weeds acts as manure.
(D) When the land is ready for farming it is ploughed deeply before growing the seeds. The correct statements are;
(a) A,B and D (b) A, C And D
(c) A and C only (d) B, C and D
Ans: (c)

Q9. In our country the tribal people have been using bronze to make many things (pots, statues etc.) since thousand of years. Even now we use bronze in our houses. Select from the following the most appropriate statement about bronze.
(a) Bronze is an element like iron, silver etc.
(b) Bronze is a mixture of aluminium, copper and zinc
(c) Bronze is an alloy of copper and zinc
(d) Bronze is an alloy of copper and tin
Ans: (d)

Q10. Study a portion of the time table for the route of a train 6335 Nagarcent Express SI. NO Station Name Arrival Time Departure time Distance (Kilometre) 1 Gandhidham – 06:15 0 2 …. …. …. …. 3 …. …. …. …. 4 Surat 16:15 16:20 530 On the basis of the above table the average speed of the train between the two station i.e. Gandhi dham and Surat is.
(a) 34km/h (b) 36km/h
(c) 53/km/h (d) 54km/h
Ans: (c)

13. Kannauj is a city famous for perfume (itr). This city is a district of one of the states of India called
(a) Uttar Pradesh (b) Uttarakhand
(c) Gujarat (d) Maharashtra
Ans: (a)

Q12. Study the rates of petrol and diesel in New Delhi, given in the following table Oil Rates of one litre in 2020 Rates of one litre in 2021 Diesel Rs 81 Rs 90.72 Petrol Rs 92 Rs 102.12 In one year the increase in the rates of diesel and petrol respectively is
(a) 10% and 9 %
(b) 12% and 10 %
(c) 12% and 11 %
(d) 13% and 11 %
Ans: (c)

Q13. A set of three Indian festivals celebrated on the full-moon day is
(a) Diwali, Holi, Mahashivratri
(b) Diwali, Holi, Rakshabandhan
(c) Holi, Rakshabandhan, Guru Nanak Birthday
(d) Holi, Guru Nanak Birthday, Makar Sankranti
Ans: (c)

Q14. EVS textbooks at primary level are designed carefully so that students do not form misconceptions during teaching-learning. Which features of the textbooks do you think is/are the most appropriate towards this?
(a) There is detailing of concept to clarify and to avoid formation of misconceptions.
(b) Definitions of important concepts are given in the textbooks.
(c) Concepts which cannot be perceived by young students as given at the introductory level.
(d) All of the above
Ans: (c)

Q15. Community resource is considered an important teaching-learning resource for EVS at the primary level, because
(a) It is inexpensive
(b) It has experienced person
(c) It provides experiential learning
(d) It is easily available
Ans: (c)

Q16. Students of 5th class in an EVS classroom estimate the number of Chana seeds required to fill a small box. Which process skill can be developed through this activity?
(a) Classification
(b) Communication
(c) Experimentation
(d) Prediction
Ans: (d)

Q17. Plants and Animals are part of the Theme ‘Family and friends’. The reason for such placement is:-
(A) To enable students to consider plants & animals as part of their families
(B) To develop sensitivity in students towards plants & animals
(C) To break stereotypes that plants & animals cannot be part of our family
(a) A&B (b) B&C
(c) A&C (d) A, B & C
Ans: (a)

Q18. One of the major objective of the teaching of EVS at the primary level is to enable students to
(a) Acquire skills to carry out activities independently to save the environment
(b) Acquire environmental concepts for studies at upper primary level
(c) Help students to link classroom learning to life outside the school.
(d) Help students develop understanding beyond subjects
Ans: (c)

Q19. There is no prescribed textbooks for EVS for classes I & II. Which of the following is the most appropriate reason for this?
(a) EVS textbooks make the school bag heavier for children.
(b) Students of class I & II do not understand EVS easily.
(c) EVS is integrated with language and mathematics.
(d) Students of class I & II cannot be burdened with an additional subject like EVS.
Ans: (c)

Q20. Which of the following is/are the most appropriate strategy/strategies to sensitize students towards conservation of plants & trees?
(A) Visiting a godown having wooden logs
(B) Writing posters to save forest from cutting
(C) Role-playing on conservation of forests
(D) Adopting a tree and taking care of it
(a) A, C & D (b) B, C and D
(c) C and D (d) D only
Ans: (a)

Q21. Which is the correct approach by an EVS teacher for evaluating students’ knowledge in EVS?
(a) Standardised tests suitable to maintain national standards.
(b) Teacher made tools suitable for her method of teaching.
(c) Common test developed by examination departments.
(d) Teacher made tools suitable to her-students, her method of teaching and local contexts.
Ans: (d)

Q22. Which of the option below should ideally follow all activities done by students to consolidate their learning?
(a) Activities conducted at home
(b) Explanation of the activity by teacher
(c) Discussion in the classroom
(d) Maintaining record in EVS copies
Ans: (c)

Q23. Which of the following will be used by EVS teacher to assess the authentic learning of their students?
(a) Quarterly tests
(b) Assignment notebooks
(c) Portfolio
(d) Classroom behaviour
Ans: (c)

Q24. Which of the following is the most appropriate strategy or resource while teaching the theme “Things we make and do”?
(a) Visit to a historical monuments to identify various building materials and designs
(b) Discussion of various types of head gear worn by people of different regions
(c) Instruction about different type of pots from reference books
(d) Sharing of figures of different types of farm implements
Ans: (a)

Q25. Students of class 3 learn about their family members, and then move on to family tree in class 4 and to the idea of family interaction in class 5. The curriculum approach in this theme is:
(a) Abstract to concrete (b) Global to local
(c) Local to global (d) General to specific
Ans: (c)

Q26. Which of the following is an important element for a teacher to consider in an EVS lesson plan
(A) Instructional/specific objectives
(B) Student’s environmental consciousness
(C) Major concepts and Process Skill
(D) General Objectives Options:
(a) A only (b) C only
(c) A, B & C (d) A, C & D
Ans: (d)

Q27. Which of the following is the most appropriate strategy to teach EVS to the visul impaired students?
(A) Prepare audio lesson
(B) Use tactile materials or large prints.
(C) Explaining concepts with simple diagrams & concrete objects
(D) Make the EVS lesson as much concrete as possible Options:
(a) A only (b) B only
(c) C only (d) A, B & D
Ans: (d)

Q28. Salim wants to take students of primary classes on a field visit while teaching the theme ‘water’. Which of the following sites will he select?
(A) Water Harvesting Plants
(B) Johad
(C) Baoli
(D) Khejadi Options:
(a) A & C (b) A only
(c) A, & D (d) A, B & C
Ans: (d)

Q29. Radha’s teacher observed that Radha is finding difficulty in reading blackboard. Doctor suggests that Radha needs to increase the food rich in which of the following nutrients:
(a) Vitamin K (b) Vitamin A
(c) Vitamin C (d) Vitamin D
Ans: (b)

Q30. Wild life sanctuary that is famous for conservation and protection of “Hangul Deer”.
(a) Sariska (b) Dachingam
(c) Jim Corbett (d) Ranikhet
Ans: (b)

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