Cocurricular Activities in EVS MCQ Quiz - Objective Question with Answer for Cocurricular Activities in EVS - Download Free PDF

In an Environmental Studies (EVS) classroom, a debate is a structured activity where students are divided into groups and assigned different viewpoints on a specific topic related to environmental issues.

• The primary aim of a debate in an EVS classroom is to foster critical thinking, enhance communication skills, and develop an understanding of various perspectives on environmental concerns.

Key PointsThe most appropriate reason for conducting debate:

• (A) Debate gives children an opportunity to think about and understand different aspects of a topic - This is a valid reason for organizing a debate. Debates encourage critical thinking, allowing children to examine various perspectives and understand both sides of an argument.
• (B) Children are encouraged to express their views in the classroom -This is another valid reason. A debate provides students with the platform to express their personal views in a structured manner, which enhances their confidence in communication.
• (C) Children get an opportunity to share their experiences in the classroom - While this may also be a potential reason, it is less relevant to the debate setting. The focus of the debate is on reasoning and presenting arguments, not primarily on sharing personal experiences.

Hint

• (D) Children assess the knowledge of their peers through debate -This is not the primary objective of a debate. The goal of the debate is to present arguments and counterarguments, not to assess peers' knowledge. While students may gain insights from each other, this is not the central purpose of the activity.

Thus, the correct answer is (A), (B), and (C).

In this scenario, Mohan, a class V teacher of Environmental Studies, has asked the students to conduct an activity where they compare the availability of water during their parents' and grandparents' time with the current situation.

• This activity requires students to engage with historical data, make comparisons, and reflect on changes in the environment over time.

Key Points

• A project involves students conducting research, collecting data, and presenting their findings.
• In this case, students can interview their parents and grandparents, collect information about the historical water availability, and then compare it with the current situation.
• This method is highly effective for such an inquiry-based activity, as it involves hands-on research, data collection, and presenting findings.
• The project would also allow students to explore different perspectives and reflect on environmental changes over time.

Hint

• Interview: While interviewing could be a part of the project (e.g., interviewing parents and grandparents), it is not the most comprehensive strategy.
• Role Play: Role play would involve students taking on different roles, which does not directly align with the task of comparing the past and present water availability. 
• Discussion: Discussion could be part of the project or a follow-up activity where students share their findings, but it alone would not be sufficient to achieve the depth of research required by the activity.

Therefore, the correct answer is Project.

Project work refers to a structured and collaborative endeavor undertaken to achieve specific objectives within a defined timeframe. 

Key Points

• The steps of stating the problem and objectives of the project work and initiating the project team (including setting up rapport, assigning roles, and defining tasks) are part of the pre-activity stage.
• This stage involves planning and organizing the project before actual activities begin. It lays the foundation for the project's successful execution.
• Key activities include defining the problem, setting objectives, and forming the project team. 
• The purpose here is to ensure clarity on what the project aims to achieve and who will be responsible for various tasks.

Hint

• Activity stage: This is the phase where the actual work or implementation of the project takes place. 
• Post activity stage: In this stage, the focus shifts to reviewing and evaluating the project's outcomes.
• Aftermath stage: This refers to the follow-up period after the project has been completed. 

Hence, the correct answer is Pre activity stage.

Environmental Studies (EVS) is an interdisciplinary field focused on studying the environment and the interactions between humans and the natural world.

• The EVS curriculum is a structured framework designed to help students develop an understanding of the environment and their relationship with it.

Key Points

• Statement I is true because the integration of technology in the EVS curriculum can enhance student engagement and improve learning outcomes by providing interactive and multimedia resources that appeal to diverse learning styles.
• Statement II is false as Piaget’s theories primarily focus on individual cognitive development through stages and do not emphasize social interaction and cultural context in the way that Vygotsky's theories do.

Therefore, the correct answer is that Statement I is true and Statement II is false.

Assessment in Environmental Studies (EVS) is the process of evaluating students' understanding, skills, and attitudes related to environmental concepts and issues. Key Points Rita's task of recording how seeds germinate into saplings from day 1 to day 10 involves several key skills:

• (b) Predict how germinating seeds would look like: Students need to anticipate and imagine how the seeds will change over time.
• (c) Observe and record: Students must closely observe the changes in the seeds and accurately document their observations day by day.
• (d) Infer from the given activity: Based on their observations, students will draw conclusions about the germination process and understand the stages of growth.

Hint

• (a) Draw and represent is not explicitly required by the task; the focus is more on observing, recording, and making predictions and inferences.

Hence, the correct answer is (b), (c) and (d).

Anecdotal records are short and significant descriptions of the performance and behavior of children in unexpected events, which would not be documented otherwise and are quite useful to observe day-to-day basis. They are brief written notes based on observations of children—how and where children spend time, their social relationships, their use of language, modes of interaction, and information about health and nutrition habits. 

Uses of anecdotal records-  

• Anecdotal records are of special value in indicating social and emotional situations.
• They help in identifying a child's areas of interest and relationships, etc.
• They give a realistic picture of students’ personality, that is, identifying their strength and weakness.
• Anecdotal records are very useful in fields where formal measurements are very difficult.
• A healthy teacher-pupil relationship is established when teachers are asked by the school organization to write down anecdotal reports.

It should be noted that anecdotal records are not meant for making statements of judgement. Also, only identifying the problematic situation is not the only use of anecdotal records.

When the activity at some stage in a lesson calls for discussion or active collaboration among a group of students, a number of such groups are formed and each given a relevant task to work on. This is called group work or group activity. 

Key Points

While designing a group activity in the EVS class, a teacher should:

• be conscious of the interests of all learners

• choose topic equally appealing to children of all religious and  cultural background

• not discriminate between boys and girls

• concerned about individual differences of learners

Note: Expensive material is not necessary for designing a group activity, in fact, a teacher should try to organise group activities by using the available materials.

Hence, we conclude that the above-given statements are correct in the context of group activity in EVS.

Assessment tools are the techniques for determining a student's academic capabilities, fluency, and skills in a particular subject area, as well as their progress towards academic proficiency in that subject area.

Key Points

• The checklist is used to evaluate the record opinions or judgments and indicates the degree or amount.
• It consists of a list of items prepared by the teacher to study the relevant problems.
• It is organized to give quick feedback and gather data or information.
• The students just have to answer them in yes/no or tick mark the items to show the absence or presence of that specific item.

Hence, we conclude that the checklist assessment tool will be used by the teacher to give children quick feedback.

Additional Information

• Rating scale: It is used to measure the attitude of students in any situation, idea, or object. It is always prepared in odd number points like 3 point rating scale or 5-point rating scale to get a middle measuring point.
• Observation- It means seeing or noticing for a purpose.
• Peer assessment- In this process students provide feedback to each other on their work.

Air pollution refers to the pollution of the troposphere, within which most of the pollutants have a fairly limited life span before they get washed out by rain, removed by reaction, or deposited on the ground.

Key PointsAir pollution is a major environmental issue faced by persons today. So, it is important to teach the chapter on Air pollution in an effective way so that students can understand the effect of air pollution.

• Here, teacher will show students a documentary film on Air pollution. In this way, students would be able to understand the effect of air pollution.
• It will be learning by observing so students will learn much better. This would be an interesting way to learn the concepts of air pollution.
• A documentary film is a non-fictional film that deals with real events and people. It is an audio-visual aid as it maximizes learning with the help of the auditory and visual systems.
• It activates the sense of both hearing and vision to enrich the learner's knowledge. LCD Projector, TV, computer, video, film projector, virtual classroom, etc are the other examples of audio-visual aids.

​Thus, it is concluded that Showing students a documentary film on Air pollution would be best suited to teach the chapter on air pollution.

Hint

• After completing the chapter getting answered all the questions of the relevant exercise: Students only would be able to memorize the concepts by this method.
• Asking students to collect Air samples before and after Diwali to study air quality besides preparing a table of the conclusions: It would be a little tough activity for students.
• Asking students to read chapters from the book in a loud voice and explaining the meaning of difficult words: It won't be effective to learn about air pollution.

The syllabus of EVS has been developed within a child-centred perspective of themes that provide a common interface of issues in social studies, sciences and environmental education. The syllabus for Classes III-V is woven around six common themes given below; the predominant theme on Family and Friends encompasses four sub-themes:

• Family and Friends:
  • Relationships
  • Work and Play
  • Animals
  • Plants
• Food
• Shelter
• Water
• Travel
• Things We Make and Do

The syllabus web moves outward over the three years; it gradually extends the child’s understanding of her world, beginning from the immediate ‘self ’ to include her family, the neighbourhood, the locality and also the country. Thus by the time the child reaches Class V, she is able to see her ‘self ’ in the larger context – as part of a community, the country and also, more tacitly, as located in this world. Note that:

• ‘Plants’ and ‘Animals’ have consciously been included under the theme of ‘Family and Friends’ to highlight how humans share a close relationship with them and to also provide a holistic and integrated scientific and social perspective of studying them.
•  The theme ‘Family and Friends’, especially through its two sub-themes Relationships and Work and Play, allows children to look at their own body as part of their ‘self’ in a more contextual and connected manner.

Hence, we conclude that Activities and experiences related to the Family theme will encourage Self-awareness among children.

The inclusion of purposeful creative activities makes learning meaningful and fruitful. Creative expressions in learning EVS ensure the active involvement of the child and develop the ability to assimilate the concept efficiently by building creative thinking skills.

Key Points Ideas for creative expression in learning EVS:

• Model making.
• Songs and poetry.
• Taking photographs.
• Drama, play, and skits.
• Making collages, posters, banners etc.

Hence, we conclude that writing text from the textbook is not an idea for creative expression in EVS.

Assessment is a process of collecting relevant information on student learning. It is one of the crucial components of the teaching-learning process. Assessment does more than just measuring learning.

Formative Assessment:

• It is a type of assessment that refers to monitor the child's progress throughout the learning and teaching process.
• Oral testing, anecdotal records, portfolios, class test, etc are the tools of formative assessment.
• It provides feedback to the teachers regarding the effectiveness of their teaching.

Formative Assessment in EVS at Primary Stage includes:

• enhancement of students' learning

• identification of deficiencies in teaching

• improvement of academic achievements

• identification of learning gaps of students

• encouragement of students' motivation level

• removal of learning gaps with appropriate strategies

Note: It is not necessary to report in every quarter of report card.

Hence, it becomes clear that formative assessment is not necessary to report in every quarter of report card.

Concept Map:

• Students learn different concepts in a topic, but many times it is found that they treat the concepts they have learnt as disjointed and isolated facts and they are unable to interlink the relationships between these concepts.
• No concept in a subject is isolated; a particular concept of a subject is interlinked with different branches of another subject (for example, it usually happens in math's and social science) in different ways and different manners.
• There are different ways/ types of concept maps can be formed on a particular concept.
• Therefore, the number of connections and depth of understanding can be assessed by the number of linking lines and used by the student’s concept map.
• Hence, a concept map provides a concrete record of the connections perceived by the students, and thus it indicates how the student’s knowledge is organised and interconnected.
• More specifically, concept mapping can furnish valuable insight into the depth of students’ understanding because it reflects the accuracy and strength of their connections.
• Even Venn Diagram of some concepts can play a role of concept mapping.

It should be noted that a child can be assessed on the basis of how he is concerned for justice and equality, and cooperating others.

Hence, Concept mapping is not a broad indicator of EVS assessment.

Assessment is the process of gathering, interpreting, recording, and using information about a learners' response is to an educational task. It helps in diagnosing the gaps in realizing the objectives of EVS and taking necessary measures to provide feedback to students about their progress and also motivating and guiding them in future learning.

Key PointsAssessment tools are the techniques used for determining a student's academic talent and aptitude in a subject. They assist students in identifying methods for strengthening their academic fluency and improving their learning experience. For example- rating scale, checklist, anecdotal records, etc.

• Anecdotal records- It is a brief narrative recorded after observing the behavior of students.
  • It is a record of major events in the student's life that provide light on the student's behavior, talents, and capabilities.
  • It helps in keeping a record of qualitative data about the student. When data is collected over time it can be used to track progress and changes in the student's behavior and performance.
  • It also helps in planning for activities and strategies to use in the classroom.

Hence, we conclude that anecdotal records can collect qualitative data for the assessment of students.

Whereas pencil paper tests, rating scales, worksheets, do not provide the full information about the student's behavior and capabilities.

Formative assessment is a type of assessment that refers to monitor the child's progress throughout the learning and teaching process. Various tools are used by the teacher to assess a student's progress. Portfolio, rating scale and anecdotal records, etc are the tools for formative assessment of learning in EVS.

Key Points

Let's understand in brief:

Portfolio	It contains samples of the learner's work like project reports, assignments, etc to evaluate academic achievement and learning progress over time.
Rating scale	It refers to a performance appraisal method that rates students on a bipolar scale that usually has several points ranging from "poor" to "excellent".
Anecdotal records	It is an observation that is written in a form of a story to provide information regarding a student's character development over the period.

Hint

 The annual achievement test is not a tool for formative assessment of learning in EVS as it is designed to measure skill and knowledge obtained at a grade level to determine the level of instructions for which a student is prepared.

Hence, we conclude that the Annual Achievement Test is not a tool for Formative Assessment of learning in EVS.