Significance of EVS Questions and Answers

Answer: B

The statement that is not a Class III learning outcome is 'Voices opinion on issues observed/experienced and relates to social practices such as discrimination in ownership of resources'.

The NCERT learning outcomes for EVS rise in complexity from class to class. Relating one's observations to larger social practices, such as discrimination in access to or ownership of resources, appears among the outcomes for Class V, when children are expected to connect their experiences to wider issues in society.

Voicing opinions on good and bad touch, observing rules in local indoor and outdoor games, and identifying directions in the classroom are simpler outcomes set for Class III.

Answer: C

The significance lies in (A), (C) and (D), so the answer is (A), (C) and (D).

Primary EVS is child focused (A): it starts from the child's own experiences and questions. It helps children experience and explore their environment directly (C). And it aims to develop positive attitudes, problem-solving skills and values such as concern for the environment and for others (D).

Statement (B) describes the transmission approach that EVS rejects. The environment is not a body of facts to be 'taught'; children learn through engaging with it. So every option containing (B) is wrong.

Answer: D

Mapping skills develop understanding of relative position of places.

Maps represent space using direction, distance, scale and symbols. Reading and drawing maps, from a map of the classroom or the route to school up to a map of India, helps children understand where places are in relation to one another.

Drawing landscapes is an art skill: a picture shows how a place looks, not where things are. Predicting and calculating are general process skills of mathematics and science. Recording is an observation skill. None of these is what mapping specifically develops.