Concept of environmental studies MCQ CTET PDF 2025

Providing basic knowledge of different numerals and letters
Giving knowledge about scientific theories and invention
Giving detailed knowledge about nature of the society
Knowledge about interaction between different aspect of science and social studies

Option 1 – Providing basic knowledge of different numerals and letters

02 Among the following which is not a learning outcome of EVS at primary level?

Calculating impact of population explosion on resource consumption
Using water judiciously
Appreciating the use of technology in every day life
To conserve and protect the national resource

Option 1 – Calculating impact of population explosion on resource consumption

03 A good EVS curriculum should not

set cognitive level of learners
aware the learners about values of environment
enquip the learners with abilities to generate new knowledge based on previous one
enquip the learners with knowledge and skills to help in earning their livelihood

Option 4 – enquip the learners with knowledge and skills to help in earning their livelihood

04 Which one of the following statements is not an objective of teaching EVS at the primary level?

To load learners with terms and definitions for assessment
To internalise the values of concern for life and environment
Arouse curiosity about the natural and social environment
Engage in exploratory and hands-on activities that lead to the development of cognitive and psychomotor skills

Option 1 – To load learners with terms and definitions for assessment

05 Which one of the following represents one of the objectives of teaching EVS at primary school?

To inform the learners about the books they should lead to expand their knowledge
To connect the experiences of the learners in schools with the outside world
To make learners aware of technical terms and definitions
To assess technical terms related to EVS

Option 2 – To connect the experiences of the learners in schools with the outside world

06 Which one of the following is not an objective of including riddles and puzzles in the EVS textbook?

To confuse the mind of the students and let them enjoy the confusion
To develop curiosity and ability to think creatively
To develop critical thinking ability in students
To develop reasoning ability in students

Option 1 – To confuse the mind of the students and let them enjoy the confusion

07 The use of poems and story telling to explain concepts in an EVS class helps to

take care of the language and cultural diversity among learners
channelise the energies of the students in the right direction
make the lesson enjoyable and interesting
promote the ability to imagine and explore the nature of the world at the local and global level

Option 4 – promote the ability to imagine and explore the nature of the world at the local and global level

08 A public school has about two to three children with special needs in every class. Some children are physically or mentally challenged. These children study with other children while sitting in the same class. The public school mentioned above follows which of the following?

Peer education
Compensatory learning
CCE
Inclusive education

Option 4 – Inclusive education

09 The section on ‘Do this and find out’ included in different topics in EVS text books aim at

keeping the students engaged at home
providing direct hands on experiences
improving performance in examination
learning definitions of scientific terms

Option 2 – providing direct hands on experiences

10 Which one of the following is not an objective of study of EVS in relation to Social Sciences?

It should enable children to learn correct definition of key terms
It should enable children to question the existing ideas and practices
It should enable children to grow up as responsible member of society
It should enable children to respect differences of cultural practices

Option 1 – It should enable children to learn correct definition of key terms

11 National Curriculum Framework, 2005 strongly recommends that teaching of EVS at primary stage should primarily aim at

acquiring skills to carry out experiments independently
developing understanding of basic concepts of the subject
memorising basic principles of the subject
linking classroom learning to life outside the school

Option 4 – linking classroom learning to life outside the school

12 Which one of the following is not consistent with the requirements of EVS curriculum at primary stage? ( Concept of environmental studies MCQ )

It should suit cognitive level of the learners
It should equip the learners with knowledge and skills to enter the world to work
It should inculcate in learners a concern for environment
It should engage learners in acquiring methods and processes leading to generation of new knowledge

Option 2 – It should equip the learners with knowledge and skills to enter the world to work

13 Higher priority and space has been given in NCERT textbooks on EVS to

include large number of practice questions
explain basic concepts of the subject
provide opportunities to learners for contemplation and wondering
provide exact definitions of technical terms

Option 3 – provide opportunities to learners for contemplation and wondering

14 Which one of the following is not an objective of including poems and stories in EVS textbooks?

To promote imaginative and creative ability in the learners
To develop interest in the subject
To have a change in routine and monotonous content
To provide fun and enjoyment for learners

Option 3 – To have a change in routine and monotonous content

15 Class V NCERT EVS textbooks include a section ‘What we have learnt’ in the end of every chapter. It is suggested that answer to questions included in this section should not be assessed in terms of right or wrong this shift has been done because

it reduces subjectivity in assessment
children cannot write correct answers at this stage
it enhances convenience to teachers in assessment
it helps the teacher to know how children are learning

Option 4 – it helps the teacher to know how children are learning

16 Good EVS curriculum should be ‘true to the child, true to life and true to the subject.’ Which of the following characteristics of the curriculum does not meet the above requirements?

It emphasises more on terms and definitions
It promotes the value of freedom from fear and prejudice
It requires the learner to view the subject as a social enterprise
It emphasises more on processes of teaching and learning

Option 1 – It emphasises more on terms and definitions

17 Good EVS curriculum at primary stage should

include more practice questions in end exercises
provide opportunities to explore surroundings
focus more on detailed explanation of concepts
emphasise more on exact definition of terms

Option 2 – provide opportunities to explore surroundings

18 Poems and stories have been included in EVS textbooks for primary stage in order to

develop literary skills in students
provide fun and enjoyment in learning to the subject
enhance understanding to fundamental concepts
have a change in routine and monotony of presentation of content

Option 2 – provide fun and enjoyment in learning to the subject

19 One of the major objectives of teaching of EVS at primary stage is to

develop in-depth understanding to basic concepts of the subject
prepare students for studies at the next stage
help the learners link classroom learning to life outside the school
acquire skills to carry out hands-on activities independently

Option 3 – help the learners link classroom learning to life outside the school

20 The abbreviation EVS stands for

Environmental Skills
Environmental Science
Environmental sources
Environmental Studies

Option 4 – Environmental Studies

21 Which one of the following is not an objective teaching of EVS at primary stage

Learning in the classroom must be linked to the life outside the school
Teachers must ensure perfect discipline in the classroom
Children must be encouraged to ask questions
Children must be encouraged to explore their immediate environment

Option 2 – Teachers must ensure perfect discipline in the classroom

22 Which one of the following should be the most important aspect of EVS teaching at the primary level? ( Concept of environmental studies MCQ )

Conducting activities and developing skills
Achieving success in assessment
Understanding the basic concepts of science
Connecting learners to the natural and socio-cultural environment

Option 4 – Connecting learners to the natural and socio-cultural environment

23 Stories and poems can be effectively used in teaching EVS at the primary level. The main purpose of using them in EVS is to

cater to diversity in classroom
providing contextual learning environment
make lessons enjoyable
promote linguistic skills

Option 2 – providing contextual learning environment

24 NCF 2005 has not recommended any prescribed curriculum and textbooks for EVS for classes I and II. The most appropriate reason for this

to reduce the load of curriculum
EVS is only for class III onwards
Learners in class I and II cannot read and write
to provide contextual learning environment

Option 4 – to provide contextual learning environment

25 The nature of environment studies does not advocate that

children make fewer mistakes
children get space to learn by doing
children ask a lot of questions
children get a lot of space to explore

Option 1 – children make fewer mistakes

26 Which one of the following characteristics an EVS textbook at primary level should not have?

It caters to diverse backgrounds of the students
It includes true stories and incidents
It focuses on definitions and explanations of abstract concepts
It presents natural and socio-cultural environment in an integrated manner

Option 3 – It focuses on definitions and explanations of abstract concepts

27 Which one of the following the National Curriculum Framework (NCF, 2005) does not propose in the context of EVS teaching?

Linkages with children’s experience and context
Hands on activities
Familiarity with technical terms
Thematic approach

Option 3 – Familiarity with technical terms

28 Which of the following objectives is not related to EVS teaching in primary classes? ( Concept of environmental studies MCQ )

To memorise basic scientific concept and principles
To provide opportunities to explore the environment
To develop skills like observation measurement, prediction and classification
To develop sensitivity towards the physical and social environment

Option 1 – To memorise basic scientific concept and principles

29 In the context of EVS pedagogy, all of the following are desirable practices, except

building capacity for critical thinking and problem-solving
nurturing the identify of the child
acknowledging the superiority of textbook knowledge over actual observation
promoting plurality of text and contexts

Option 3 – acknowledging the superiority of textbook knowledge over actual observation

30 As per the NCF, 2005, which one among the following is the theme of EVS? ( Concept of environmental studies MCQ )

Food
Solar system
Weather
Energy

Option 1 – Food

31 Which one among the following is the strongest argument in favour of adopting a theme-based approach in EVS?

It helps in giving a structure to lesson plans and makes teaching more effective
It helps in making teaching more interesting and activity based
It helps in covering a wide range of concepts issues and skills
It helps in softening subject boundaries and accessing knowledge holistically

Option 4 – It helps in softening subject boundaries and accessing knowledge holistically

32 The language used in a EVS textbook ( Concept of environmental studies MCQ )

should be formalised with emphasis on definitions
should be technical and formal
should be related to everyday language of the child
should be terse and difficult for children to comprehend

Option 3 – should be related to everyday language of the child

33 In the EVS syllabus, structured around six themes, ‘plants and animals’ have consciously been included in the theme: ‘Family and Friends’. All of the following could be cited as reasons for this inclusion, except one. Which one is that?

To enable students to understand plants and animals from a science perspective
To help students to locate plants and animals in a social and cultural context
To highlight how humans share a close relationship with each other
The highlight how lives and livelihoods of some communities are closely connected with specific animals or plants

Option 2 – To help students to locate plants and animals in a social and cultural context

34 Which is most relevant to the mid-day meal time in school?

It wastes a lot of precious time of teaching-learning
It has nothing to do with teaching-learning
It is a good teaching-learning opportunity for EVS teaching-learning
It is for children who come empty stomach to school

Option 4 – It is for children who come empty stomach to school

35 What does ‘Learning without Burden’ in the context of Environmental Studies imply?

The EVS curriculum needs to be reduced to half
Less weight of schoolbag
Less number of chapters in EVS textbooks
Load of incomprehension needs to be reduced

Option 2 – Less weight of schoolbag

36 What purpose does group learning serve in an EVS classroom?

To manage students easily and reduce workload
Boys and girls can learn separately
To segregate high performers and low achieving students and to do remedial teaching
To inculcate values of cooperation and working together to enable each child participate actively and learn

Option 4 – To inculcate values of cooperation and working together to enable each child participate actively and learn

37 What is the full form of ‘BALA’?

Braille Aided Learning Assessment
Brain Aided Learning Assignment
Braille as Learning Aid
Building as Learning Aid

Option 4 – Building as Learning Aid

38 What do ‘alternative frameworks’ mean?

All ideas that are finely held by children
Textbook explanations of various physical phenomena
Ideas that differ from the formally accepted explanations of the concepts
Ideas presently held by scientists and social scientists

Option 3 – Ideas that differ from the formally accepted explanations of the concepts

39 Women are weaker than men. It is a

superstition
myth
scientific fact
stereotype

Option 4 – stereotype

40 What is the location of Jammu and Kashmir and Goa with respect to Bihar in India?

South-West and North-East
East and West
West and East
North-West and South-West

Option 4 – North-West and South-West

41 Under which of the following conditions will the process of evaporation be slowest?

Both surface area and temperature decrease
Both surface area and temperature increase
Surface area increases but temperature decreases
Surface area decreases but temperature increases

Option 1 – Both surface area and temperature decrease

42 The ability to understand relative position of places, distances and directions is

graphic skill
directional skill
mapping skill
positional skill

Option 3 – mapping skill

43 Which National Curriculum Framework (NCF) recommended Environmental Studies to be taught as an integrated curricular area at the primary level?

NCF-1975
NCF-2005
NCF-1988
NCF-2000

Option 4 – NCF-2000

44 Which region has the practice of shifting cultivation in India?

South-Eastern region
North-Eastern region
Southern region
North-Western region

Option 2 – North-Eastern region

45 Which one of the following statements is not true for hydropower generated from river dams?

Dams displace indigenous people from their river lifelines
Dams encourage sustainable growth
It does not pollute water or air
Hydropower facilities can have large environmental impacts

Option 2 – Dams encourage sustainable growth

46 Which of the following is/are greenhouse gas/gases?

Water vapour
Carbon dioxide
Methane
All of these

Option 4 – All of these

47 Why are cold deserts in India not affected by the monsoon?

Cold deserts are at a very high altitude
Cold deserts have hot summers and extremely cold winters
Cold deserts lie in the rain shadow of the Himalayas
Air is very thin in cold deserts

Option 1 & 3 – Cold deserts are at a very high altitude, Cold deserts lie in the rain shadow of the Himalayas

48 Which one of the following is responsible for turning Taj Mahal yellow?

Chlorine
Nitrogen dioxide
Sulphur dioxide
Sulphur

Option 3 – Sulphur dioxide

49 Who built the Golconda Fort?

Pallava Dynasty
Chola Dynasty
Chalukya Dynasty
Kakatiya Dynasty

Option 4 – Kakatiya Dynasty

50 What is the mass of an object with a density of 15 g/ml and a volume of 3 ml?

12 g
18 g
45 g
5 g

Option 3 – 45 g

51 Which one of the following is a scalar quantity? ( Environmental studies MCQ online CTET )

Weight
Mass
Gravity
Momentum

Option 2 – Mass

52 An object in which no light rays can pass through is called

convex
opaque
translucent
transparent

Option 2 – opaque

53 What will be the weight of an object in the surface of the Earth whose mass is 10 kg on the Moon’s surface?

10 N
60 kg
10 kg
60 N

Option 2 – 60 kg

54 The rate of dissolution of solute depends on

weight
pressure
temperature
surface area

Option 3 – temperature

55 Sushma wants her students to be sensitised for the ‘conservation of trees’. Which one of the following is the most suitable strategy to do so?

Helping children to adopt and nurture a plant
Conducting a debate in classroom
Group discussion
Poster making

Option 1 – Helping children to adopt and nurture a plant

56 Abhay asked his students to do a survey in groups on diseases that people in their neighbourhood suffered from. The survey is not mentioned in the textbook. Which option is not relevant for this teaching-learning strategy?

It helped the community understand the diseases that they suffered from
It provided opportunity to interact with community
It helped children connect learning with real life
It enabled children understand data handling and work together

Option 4 – It enabled children understand data handling and work together

57 To talk about emergency situations, Priya asked children’s experiences when they faced any emergencies. Children narrated their experiences with fire, electric shock, and road accidents. She asked questions, assessed their existing understanding, and discussed safety aspects using resources such as road safety advertisements from newspapers and also used LPG and electric bill to discuss safety guidelines on fire and electric shock, respectively. Which is the most appropriate approach that Priya employed?

Humanistic approach
Cognitive approach
Experimental learning approach
Enquiry approach

Option 4 – Enquiry approach

58 ‘Community’ is an important teaching and learning resource because

one can accept all knowledge available in the community uncritically
it is inexpensive and accessible
elderly people are wise and have time
it provides learning opportunity in real setting

Option 4 – it provides learning opportunity in real setting

59 In EVS teaching-learning, linking classroom learning to life outside school and enriching it implies

going beyond curriculum
going beyond the textbooks
linking textbooks to global environmental issues and concerns
whole school approach

Option 2 – going beyond the textbooks

60 To class III students, Rama taught that a father, mother, and their children constitute a nuclear family and if grandparents and other relatives stay along, then it is an extended family. What do you think of this?

The concept of family has to be taught like this
The definition of a family is incorrect
Rama is insensitive towards her students
The teaching-learning approach is not inclusive

Option 4 – The teaching-learning approach is not inclusive

61 Which of the following is/are activity/activities in EVS classroom? ( Environmental studies MCQ online CTET )

Use of blackboard
Picture reading
Field visit
All of the above

Option 4 – All of the above

62 Environmental Studies curriculum may lead to holistic learning of children if it is

thematic
integrated
inclusive
All of these