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

Formative assessment is an ongoing process used to understand and support a student’s learning during instruction. In EVS, the focus is on conceptual understanding, skills development, and attitudes, rather than rote memorization or mechanical tasks. Effective formative assessment should be child-friendly, activity-based, and provide insight into how students think, interact, and apply concepts in real-life situations.

Key Points

• Observing children during group discussions, class activities, or field visits and maintaining anecdotal records helps teachers track each child’s learning progress, participation, and behavior over time.
• This method captures not only what students know but also how they learn, interact, and reflect—making it highly suitable for primary-level EVS.

Hint

•  Asking students to write detailed tests at the end of a chapter is a summative approach, not formative.
• Giving marks based only on notebook completion assesses task completion, not actual learning.
• Factual recall questions may check memory but do not reveal deeper understanding or process skills.

Hence, the correct answer is observing group discussions and maintaining anecdotal records.

The local environment plays a central role in the teaching of Environmental Studies (EVS) at the primary level. The EVS curriculum is designed to connect learners with their immediate surroundings, such as their home, school, neighborhood, plants, animals, occupations, festivals, and natural resources. Learning through familiar settings makes the subject relevant, meaningful, and engaging.

Key Points

• By involving the local environment, children are able to develop awareness about what exists around them, such as local flora and fauna, water sources, waste disposal methods, or community helpers.
• It also allows them to relate abstract concepts to real-life situations—for example, understanding pollution by observing a nearby polluted drain, or learning about plants by visiting the school garden.
• This experiential learning helps children construct knowledge based on observation, interaction, and reflection.
• Saying that EVS is purely theoretical ignores its activity-based and experiential nature. EVS teaching is rooted in exploration and inquiry, not in textbook learning alone.

Hence, the correct answer is both 2 and 3.

Promoting gender equality is an essential goal of modern education, especially in subjects like Environmental Studies that emphasize values, social understanding, and active participation. In the classroom, students may express stereotypical views about gender roles, often influenced by societal norms. It is the teacher's responsibility to correct these misconceptions in a respectful, inclusive manner that promotes fairness, equity, and mutual respect.

Key Points

•  In this scenario, Aryan believes that only girls should do the drawing because he thinks they are more creative, while Meher rightly challenges this stereotype. This presents a valuable opportunity for the teacher to address gender bias and reinforce the idea that creativity and abilities are not determined by gender.
• By encouraging students to choose roles based on interest and ability rather than fixed gender expectations, the teacher helps children break away from limiting beliefs and grow into confident individuals who respect everyone's potential. Such an approach fosters a classroom environment rooted in equality and cooperation.

Hint

•  Saying that girls are naturally better at drawing reinforces stereotypes and limits both girls’ and boys’ potential. It may also discourage boys who enjoy drawing or girls who might prefer writing.
• Assigning writing to boys and drawing to girls continues the division based on gender, failing to consider individual interests or strengths.
• Telling students to do tasks based on gender imposes roles unfairly and contradicts the values of inclusivity and personal choice that schools aim to promote.

Hence, the correct answer is tell the class to decide who does what based on interest and ability, not gender.

Classification is a fundamental cognitive skill that helps learners organize information by grouping objects based on shared characteristics such as shape, use, material, function, or category. In primary education, activities involving classification enhance observation, logical reasoning, and concept formation. When students are encouraged to classify items, teachers should focus on understanding the reasoning behind their choices rather than judging them immediately. 

Key Points

•  In the given scenario, Shobha is using a hands-on method to teach classification. Raj groups a toothbrush and toothpaste together. Instead of telling him whether his grouping is right or wrong, it is appropriate for Shobha to ask Raj to explain his reasoning. This not only promotes critical thinking but also respects the child's perspective.
• Raj may have grouped them based on their functional similarity both are used for brushing teeth. Encouraging him to explain helps the teacher assess his understanding of classification criteria and guide him accordingly.
• It also provides an opportunity to introduce the idea that objects can be classified in multiple valid ways depending on the criteria used.

Hint

• Telling Raj that a toothbrush is made of plastic and must be grouped with plastic items focuses narrowly on the material aspect, which may not have been his classification criterion.
• Telling him that toothpaste is a hygiene product and should be grouped separately imposes an adult perspective without engaging with the child’s thinking.
• Simply telling him that his grouping is incorrect discourages exploration and may hinder the development of reasoning skills.

Hence, the correct answer is ask Raj to explain why he has placed the toothbrush and toothpaste in the same group.

One of the key goals of Environmental Studies at the primary level is to develop scientific skills such as observation, comparison, and classification. These skills help children understand patterns and relationships in the natural world.

Key Points

• When a teacher asks students to sort leaves based on shape, size, and texture, the purpose is not rote memorization or competition but to encourage close observation and develop the ability to classify based on observable features.
• This also promotes curiosity and a hands-on approach to learning about biodiversity.

Therefore, the most appropriate purpose of the activity is to encourage children to develop observation and classification skills.

EVS is a subject that is concerned with the development of learners' awareness about environmental issues. It nurtures children's curiosity about the natural environment.

• The teaching of EVS helps students to develop desirable attitudes, values, and behavior patterns necessary for an environment-friendly lifestyle.
• Excursions are activities organized by the school where the students are taken out of the regular classrooms to experience knowledge in the context of real life. For example, a trip to museums, historical monuments, exhibitions, etc.

Key Points

• Educational excursions are powerful, positive teaching tools that help enhance the social, personal, and emotional development of all learners.
• The basic objective of educational excursions in EVS is to provide first-hand experience to the students by engaging them with real situations.
• It is the appropriate tool to engage children effectively in EVS learning due to the active participation of students in the learning process.
• It introduces such concepts, ideas, and hands-on experiences that can't be provided in a classroom environment.
• It provides opportunities to bridge the gap between the theoretical and practical aspects of learning.

Hence, it becomes clear that the basic objective of educational excursion in EVS is to provide first-hand experience to the students;

Survey- A survey is a means for person to gather information or data. Surveys are a set of questions given to study participants who must respond to them on their own. It is utilized to build an understanding of a group, population, classes, religious beliefs, and other behaviours, etc. The objective of a survey in EVS teaching-learning is to provide a chance for interactions, sensitization to diverse people and data collection.

Key Points

•  Skills developed by conduction of survey-
  • ​Quantitative skills-  Quantitative skill is defined as any skill that involves the use of numbers. It is the ability to reason numerically. Quantitative skills are applied in disciplines such as statistics, economics and mathematics.
  • Problem solving skills -  The act of describing a problem, discovering the origin of the problem identifying, prioritizing and selecting potential solutions and implementing a solution is referred to as problem solving.
  • Communication skills- Active listening, observation and speaking are all important communication skills. To communicate the outcomes of your research, you will need solid communication abilities. 
  • Recording skills- The ability to record data involves documenting data and observations in a number of formats in order to save them for future use.

Hence we conclude that, the skills developed during the conduction of this survey are recording and  listening skills. 

Teaching methods- The ideas and procedures employed by teachers to enable students learning are referred to as teaching methods. These techniques are influenced by the subject matter to be taught as well as the learner's personality.

Key Points

• Poaching means catching and killing animals without permission on someone else's land. Poaching poses a huge threat to the survival of this rare animal. It is a very sensitive topic.
• Showing newspaper clippings is the best to teach about 'poaching' as it is helpful in spreading awareness regarding the poaching of animals.
• It helps them to understand and become sensitive about it.

​Thus, it is concluded that showing newspaper clipping methods would be an effective way to sensitize the students of 4th Grade regarding 'poaching' during a class.

Active learning

• Active learning involves self-study, discussion, problem solving, comprehension and cooperation within the group, development of skills and sensibility, a higher order of thinking and reflection like analysis, synthesis, evaluation, construction, etc.
• Active learning is probably more attractive for learners than more passive forms of learning. Learners are supposed to be more motivated and interested when they can make decisions about their learning.
• It allows early learners to pursue information at their own pace, respecting their ability without the pressure to perform.

Collaborative learning

• Collaborative learning is communities of practice as a process of social learning that occurs when people who have a common interest in a subject or area collaborate over an extended period, sharing ideas and strategies, and determine solutions. This proposition in particular demands collaborative projects and assignments in schools. 
• It helps in developing those complex abilities among learners which cannot be developed through individualistic, competitive methods. These include contributing ideas, collecting and synthesizing information, and summarizing.
• It has a positive effect on the academic achievement of students.
• It has a positive effect on the self-esteem of children.

Invitational environment 

• The invitational environment is designed to create a total school environment that intentionally summons people in schools to realize their relatively boundless potential. It addresses the global nature of schools, the entire gestalt.
• Its purpose is to make schooling a more exciting, satisfying, and enriching experience for everyone involved in the educative process.

Adaptive learning involves the delivery of custom learning experiences that address the unique needs of an individual through just-in-time feedback, pathways, and resources.

Hence, we conclude that in the modern approach of learning, students are given the freedom to leam at their own pace which is known as ​Active learning

Artisan- an artisan is someone who uses traditional skills to create distinctive functional and attractive products with their hands. Artisans are masters of their trade who manufacture items like clothing, toys, tools, furniture, etc.

 Key Points

• Objectives of inviting local artisans to schools-
  • Promoting art and craft in schools- Art and crafts allow young children to explore and express their feelings.
  • If the workshop on tie and dyeing of clothes is handled by the teacher then students learn bookish terminology or foreign terminology of concept but if the same workshop is conducted by a local artisan then students learn concepts in the local language.
  • Students can connect themselves with the language used in everyday life.
  • They connect with real-life situations with the help of the local language.
  • It also helps learners to develop creative problem-solving skills and it connects students with their own culture as well as with the wider world. 

Hence, we can conclude all the given options are correct except option 3.

Various modern techniques or tools are being used in the teaching-learning process by the teacher such as questionnaires, personality tests, achievement tests, check-list, aptitude tests, rating scale, home task, etc but the progress card is the official written card which shows the results of the evaluation, achievements, and the progress of student learning. 

The rating scale is a variant of the popular MCQs which is widely used to gather information after the observation that provides relative information about a specific topic. It is a closed-ended survey that is mainly based on observations. The rating scale is mainly used to:

• Gain relative information about a general or specific topic.
• Compare and analyze data.
• Measure an important product/service element. 

Let's understand the technique is used in Evaluation:

Hence, we conclude that the checklist technique is used in the rating scale.

Sustainable development: development that will allow all future generations to have a potential average quality of life that is at least as high as that which is being enjoyed by the current generation. Key Points

• Sustainable development is a development that meets the need of the present generation without compromising the ability of the future generation to meet their own needs.
• All citizens should be treated equally in terms of the distribution of resources.
• There should be no struggle for the future generations due to lack of resources, they should enjoy the peace and equal rights provided by their previous generations. 

Additional Information

The concept of sustainable development was emphasized by the United Nations Conference on Environment and Development (UNCED), which defined it as: ‘Development that meets the need
of the present generation without compromising the ability of the future generation to meet their own needs.

Actions leading to sustainable development 

• Promotion of natural resources, conservation, preserving the regenerative capacity of the ecological system
• Avoiding the imposition of environmental risks on future generations would lead to sustainable development.

Hence the objective of teaching to critically address the concern of equality, justice, peace, and respect for human dignity and rights shows the concern for sustainable development.

Gender issues have arisen due to the historical, cultural, and social domination of males over females. The gender-related issues must be understood in detail in the classrooms for minimizing the bias toward males in society.

Key Points Gender roles are based on norms or standards created by society. Masculine roles are usually associated with strength, duration, and dominance while feminine roles are associated with passivity, nurturing, and subordination.

• Gender roles in family- All of our interactions, especially in our families are shaped by gender roles. Gender roles have an impact on how partners handle household responsibilities, how family members communicate, and how parents engage with their children. The differences in how mothers and fathers raise their children can have an impact on a child's perception of gender roles.
  • Gender role socialization is a process by which parents and caregivers mold their children's knowledge of gender roles. Gender role socialization affects all the families in different ways depending on the family's general structure, socioeconomic status, culture, and the children's age range.
  • By discussing gender issues and roles in the classroom children will construct knowledge about gender bias and gender equality.
  • If they eat together or if the mother eats the last, the teacher can challenge gender roles on getting this type of answer.

Hence, we conclude that Gurpreet is trying to discuss the role of family members in cooking food and challenge gender roles in the family.

Cooperative learning is a set of teaching strategies used to help learners meet specific learning and interpersonal goals in structured groups.Key Points

• It helps the learners to achieve two types of goals, i.e. learning goals and interpersonal goals. This implies that cooperative learning is conducive to the improvement of students' learning achievement as well as for the development of interpersonal skills. 
• The members hold common aims or ideals, which to some extent bind them together. The achievement of aims is presumably one of the rewards. 
• Cooperative learning takes place in structured groups, that is, the groups which are formed in a planned and systematic manner. 
• The members influence and respond to each other in the process of communicating, whether they are face-to-face or otherwise deployed. The sense of "group" exists even when members are not collected in the same place. 

  Members also have healthy competition with each other where they actively participate in the process of learning and acquisition of knowledge.

Hence, C & D are the correct answers.

Hint On the other hand, the options A & B are also essential ones but they are less essential as compared to the other 2 options because they just provide a general view of cooperative learning.

Children can be effectively engaged in EVS learning through narratives and stories as these are the effective tools of the teaching-learning process that broadens children's reading choices. Narratives and stories are used as a method of teaching in EVS at the primary level to engage children effectively in EVS learning.

Key Points

• providing the contextual learning environment to children.
• promoting imaginative and creative ability in the children.
• developing interest and providing fun and enjoyment to children.
• increasing children's vocabulary, listening and critical thinking skills.
• making children able to construct meaning based on their own experiences.

So, it could be interpreted that narratives and stories are the tools that can engage children successfully in EVS learning.