Approaches of Presenting Concepts Questions and Answers

Answer: D

The child-centred strategies are (a) and (d), discussion and survey.

In a discussion children share their experiences and ideas and learn from one another, and in a survey they go out to collect information themselves. Both make the child an active participant who constructs knowledge, which is what NCF 2005 asks of EVS teaching.

Lecture and demonstration are teacher-centred: the teacher talks or shows and the children mainly watch and listen, so options including (b) or (c) are wrong.

Answer: C

The most appropriate step is to hold workshops about 'Good Touch' and 'Bad Touch'.

Primary children need age-appropriate, practical awareness: recognising unsafe touch, saying no, getting away and telling a trusted adult. Good touch-bad touch sessions give them exactly this.

The POCSO Act, 2012 is a law that protects children, but teaching young children its provisions does not build personal safety skills. Telling them only to avoid strangers is misleading, since most abusers are known to the child, and self-defence workshops for girls only leave out boys, who also need protection.

Answer: A

Both the Assertion and the Reason are correct, and the Reason is the correct explanation of the Assertion.

NCERT's primary EVS textbooks, Looking Around, use stories, narratives and real-life accounts throughout. The stated aim is that children identify and empathise with the characters, which sensitises them to the differences in people's lives, such as disability, poverty, region and gender, that exist in society.

So the Reason states why the textbooks use narratives, explaining the Assertion.

Answer: B

The key gives (b), (c) and (d).

The Class V NCERT EVS chapter about Suryamani, a girl from a forest community in Jharkhand, shows how closely forest dwellers depend on and care for the forest, the many forest products they use, and how Suryamani's education changed her life and let her work for her community.

Popular perceptions and biases about tribal communities are not the chapter's main focus, which is why options containing (a) are not preferred.

Answer: C

The experiential strategies are (a), (c) and (d): discussion, field trips and art-integrated learning.

Experiential learning means children learn through their own direct experience and reflection. Field trips put them in the real environment, art-integrated learning lets them express and explore through drawing, craft and drama, and discussion lets them share and reflect on experiences.

A demonstration is carried out by the teacher while children watch, so it is the least experiential of the four, which is why options containing (b) are not preferred.

Answer: B

The strategy that promotes inquiry is asking students to narrate their or their neighbours' experiences of travelling.

When children gather and share real travel experiences from their own families and neighbours, they ask questions, compare, and find out for themselves about modes of travel, distances, costs and difficulties. That active finding out is inquiry.

Collecting pictures, making a presentation on vintage cars, and being shown pictures of places are mostly collection or display activities that do not require children to investigate a question.