Approaches of Presenting Concepts Questions and Answers

Answer: A

The answer is agricultural farm.

The pattern pairs an EVS theme with a place in the community that children can visit or study as a resource for that theme. For Travel, the place is the railway station; for Food, the corresponding place is an agricultural farm, where children can see how food is grown.

A farmer and a shopkeeper are people, not places, so they do not complete the analogy, and a forest is a resource for themes such as plants and animals rather than the community place for food.

Answer: D

The title is Family : Relationships, Gender Roles, Occupations, as socio-cultural entity in changing times.

A unit plan on a theme should cover the theme broadly and connect its many aspects. The NCERT EVS approach treats the family as a social and cultural institution: the relationships within it, the roles of men and women, the work people do, and how families change over time. The broad title captures all of these.

Migrating families, types of family, and relationships within a family are each one narrow aspect of the theme, suitable for a single lesson rather than a unit.

Answer: C

The correct option is B, C and D.

Stories and poems encourage children to create their own (B), introduce them to the diversity of languages and cultures through the settings and characters (C), and make lessons interactive, enjoyable and interesting (D). These are sound pedagogical reasons for using them in EVS.

Statement A is not a sound reason: stories are used to deepen learning, not to complete the syllabus, and the fact that children may have heard them before is no reason to use them for teaching EVS.

Answer: C

The key takes (A) as true and (R) as true but not the explanation of (A): option 3.

(A) is true: the EVS syllabus for the primary classes is organised around themes (for example Family and Friends, Food, Shelter, Water, Travel, and Things We Make and Do) and not around separate topics. (R) says that theme-based learning is easier for teachers and learners than topics. The key accepts this as a true statement, although I could not find a source that states ease as the reason; the reason the syllabus is organised in themes is that a theme lets the child connect what she sees and does in her surroundings across science and social studies.

Because ease of teaching is not why EVS has themes, (R) does not explain (A). That rules out option 2, and (A) being true rules out options 1 and 4. The accepted reading of (R) as true is the key's, and I could not confirm it independently.

Answer: D

The lesson belongs to the theme Shelter.

Lesson 13 of the Class V NCERT EVS textbook, 'A Shelter so High!', follows Gaurav Jani's journey to the Changthang region of Ladakh and describes how the Changpa herders live in tents made from yak hair and move with their herds of goats in that cold, high land. It is about how people build homes suited to their environment, so it falls under the Shelter theme.

The other themes, Family and Friends, Work and Play, and the interrelationships within them, are used for other lessons; this one is organised around the kind of home people make and why.

Answer: D

The most appropriate reasons are (B) and (C).

Stories hold a central place in EVS textbooks because they engage children's feelings as well as their minds. Narratives about people, animals and places help develop sensitivity to environmental and social issues (B). Children also identify with the characters and see their own lives in them, which draws them into the lesson and helps them understand it (C).

Statements (A) and (D) give no educational reason. The place of stories in the textbook does not depend on teachers liking to narrate them or on society liking stories; it rests on how children learn. Every option containing (A) or (D) is therefore wrong.

Answer: C

The answer is Both Assertion and Reason are correct and Reason is the correct explanation of Assertion.

NCERT's EVS textbooks are built around real situations from everyday life: the water shortage in a village, displacement by a dam, a child's illness, discrimination at a well. They include current, pressing issues rather than only textbook facts.

The reason gives the purpose of including them: such problems give children something real to discuss and debate, make them aware of and sensitive to the issues, and help them form a sound understanding of their world. Since it states why these incidents are included, it explains the assertion.

Answer: D

The most suitable strategy is helping children to adopt and nurture a plant.

Sensitivity grows from direct, sustained involvement. Caring for a living plant over weeks, watering it and watching it grow, builds a personal bond and a sense of responsibility for trees that discussion alone does not.

A debate, a group discussion or poster making can raise awareness and are useful, but they remain at the level of words and pictures, while nurturing a plant engages children's feelings and actions.

Answer: B

The mid-day meal is a good teaching-learning opportunity for EVS teaching-learning.

Meal time offers real material for EVS themes: food and nutrition, where food comes from, cooking, cleanliness and handwashing, sharing and eating together, and the people who cook and serve. Teachers can draw on it rather than treating it as separate from learning.

It is not irrelevant to learning or a waste of time, and it is meant for all children, not only those who come hungry, so the other options are wrong.

Answer: B

Children can be effectively engaged through A and B only: narratives and stories.

The EVS textbooks use narratives and stories, often about real children and places, to draw children into a topic, connect it with their own lives and prompt discussion and questions.

Explanation and demonstration of concepts by the teacher (C and D) keep the teacher at the centre and the children as listeners, so the key leaves them out of the most engaging approaches.