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Teaching of Environmental Studies (EVS)
Asked 3 months ago · Viewed 2,514 times
हिन्दी English

In the teaching-learning process of Environmental Studies (EVS) at the primary level, into how many major 'themes' is the syllabus divided, and which of the following options includes those main themes?

Detailed Explanation

NCERT EVS Curriculum Themes

To provide a child-centered and interdisciplinary approach, the NCERT Environmental Studies (EVS) syllabus at the primary level is divided into 6 major themes.

  • Family and Friends
  • Food
  • Water
  • Shelter
  • Travel
  • Things We Make and Do

Therefore, option (b) is correct as 'Shelter' and 'Travel' are part of these six core themes.

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Related Questions

→ With reference to the objectives and characteristics of 'Continuous and Comprehensive Evaluation' (CCE) at the primary level in the teaching-learning process of Environmental Studies (EVS), consider the following statements: 1. The main objective of CCE in EVS at the primary level is to assess only the cognitive development of students through written examinations so that their performance can be compared with students of other schools. 2. Under the continuous process of evaluation in EVS, the practical skills of students, their observation during field visits, and their participation in group projects should be continuously assessed. 3. Comprehensive evaluation includes only formal co-scholastic skills of students, while qualitative aspects such as their personal values, sensitive attitude towards the environment, and social participation are excluded from this process. Which of the above statement(s) is/are correct? → Consider the following statements regarding the pedagogical importance and implementation of 'Field Trips' in the teaching-learning of Environmental Studies (EVS) at the primary level: 1. Field trips provide students with the opportunity to connect only textbook knowledge with real-world experiences, which strengthens their understanding of abstract concepts and helps them develop sensitivity towards the environment. 2. The main objective of including field trips in the environmental studies curriculum is to give students a recreational trip and relieve boredom from long classroom lectures, as evaluating their learning outcomes is not mandatory. 3. For organizing an effective field trip, it is necessary to determine clear objectives before the trip, set observation guidelines for students, and organize a group discussion on the collected data and experiences after the trip. Which of the statement(s) given above is/are correct? → Consider the following statements regarding the development of 'Mapping Skills' in the teaching-learning of Environmental Studies (EVS) at the primary level: 1. The main objective of teaching map reading and marking in primary classes is to develop children's relative knowledge of directions, estimation of locations of places, and the logical ability to understand symbols, rather than making them professional cartographers. 2. The use of maps in the EVS curriculum should be restricted only to the geography subject of upper primary and secondary classes, because primary level children are completely incapable of understanding abstract signs and scale-based calculations. 3. Encouraging children at the primary level to draw a sketch of the route from their home to school is a highly effective teaching strategy to strengthen their spatial understanding and observation skills. Which of the above statement(s) is/are correct? → With reference to the pedagogical significance and effectiveness of a 'Field Trip' in teaching-learning of Environmental Studies (EVS), consider the following statements: 1. Field trips provide students with first-hand experiences, enabling them to easily understand textbook knowledge by connecting it with real-world ecological and social conditions. 2. This method is highly effective in developing observation, curiosity, social interaction, and a positive attitude towards environmental conservation in children. 3. For the successful organization of a field trip in EVS at the primary level, pre-planning and adherence to safety standards are not necessary because children learn better through independent exploration. Which of the above statement(s) is/are correct? → Which of the following is not a major objective of EVS teaching? → According to the National Curriculum Framework (NCF) 2005, what should be the main objective of teaching Environmental Studies at the primary level?
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