BaalVikas
Menu
Tags Login Register

Categories

Concepts of Child Development View all (644) Growth vs Development: Concept & Difference61 Principles of Development148 Factors Affecting Development12 Heredity & Environment238 Stages of Development32 Methods of Child Study3 Mixed: Child Development & Pedagogy150
Domains of Development View all (969) Physical & Motor Development3 Cognitive Development429 Social Development21 Emotional Development109 Language Development23 Moral & Character Development384
Major Theorists of Development View all (1928) Jean Piaget519 Lev Vygotsky403 Lawrence Kohlberg19 Erik Erikson37 Jerome Bruner76 Albert Bandura134 Sigmund Freud278 Maslow, Rogers & Humanism406 Other Theorists (Gesell, Bronfenbrenner, Bowlby…)56
Learning View all (1410) Learning: Meaning, Nature & Types21 Classical Conditioning (Pavlov)90 Operant Conditioning (Skinner)262 Thorndike: Trial and Error191 Gestalt & Insight Learning284 Constructivism & Other Learning Theories44 Transfer of Learning, Curve & Plateau266 Memory & Forgetting123 Attention & Interest5 Motivation97 Learning Styles & Strategies27
Intelligence, Personality & Creativity View all (925) Intelligence: Concept & Theories212 Gardner: Multiple Intelligences301 Emotional Intelligence (EQ)11 Intelligence Tests (IQ)65 Personality: Theories & Types219 Personality Assessment & Tests24 Creativity92 Aptitude, Attitude & Interest1
Individual Differences & Inclusive Education View all (712) Individual Differences30 Inclusive Education250 Children with Special Needs (CWSN)63 Learning Disabilities (Dyslexia etc.)315 ADHD, Autism & Neurodevelopmental Conditions22 Gifted & Creative Children9 Disadvantaged Groups & Gender Equality23
Adjustment, Mental Health & Guidance View all (54) Adjustment & Defence Mechanisms35 Mental Health & Stress14 Problem Behaviour & Juvenile Delinquency1 Guidance & Counselling4
Child Rights & Protection View all (44) Child Rights (UNCRC)1 Right to Education (RTE Act 2009)33 Child Welfare Schemes (ICDS, Mid-day Meal…)10
Early Childhood Care & Education View all (48) ECCE: Concept & Importance1 Play-based & Activity-based Learning1 Montessori, Froebel & Pioneers of Child Education10 Foundational Literacy & Numeracy (FLN)3 Child Nutrition & Health33
Teaching-Learning Process View all (546) Teaching: Meaning, Nature & Principles3 Teaching Methods153 Teaching Maxims, Strategies & Techniques5 Lesson Planning & Unit Planning13 Teaching-Learning Material & ICT34 Classroom Management & Discipline5 Role of the Teacher & Professional Competence92 Child-centred & Active Learning231 Educational Psychology: Meaning & Methods10
Curriculum, Policies & Educational Philosophy View all (365) National Curriculum Framework (NCF)242 National Education Policy 202021 Education Commissions, Committees & Policies27 Educational Institutions (NCERT, NCTE, SCERT, DIET)10 Educational Philosophy & Thinkers65
Assessment & Evaluation View all (355) Measurement, Evaluation & Testing: Concepts200 Continuous & Comprehensive Evaluation (CCE)49 Test Construction, Reliability & Validity5 Diagnostic & Remedial Teaching39 Educational Objectives & Bloom's Taxonomy20 Question Paper Design & Types of Questions2 Educational Statistics (Mean, Median, Mode)40
Language Pedagogy View all (45) Language Acquisition & Language Learning21 Language Skills (LSRW)13 Multilingualism & Mother Tongue3 Teaching of Hindi5 Teaching of English (English Pedagogy)3
Subject Pedagogy View all (57) Teaching of Mathematics4 Teaching of Environmental Studies (EVS)47 Teaching of Science2 Teaching of Social Science4
Teaching of Environmental Studies (EVS)
Asked 3 months ago · Viewed 1,819 times
हिन्दी English

In the context of 'Environmental Studies' (EVS), 'Indian Forest Policy', and 'Ecological Balance', according to the biennial report of the Forest Survey of India (FSI), what percentage of Uttar Pradesh's geographical area is covered by forest and tree cover, and how does this status differ from the desired percentage target set by the National Forest Policy (1988)? Furthermore, regarding the ecological, social, and educational implications of social forestry and biodiversity conservation through the 'Joint Forest Management' (JFM) system in the Vindhya and Bundelkhand regions, which of the following statements is most appropriate and true?

Detailed Explanation

According to the Forest Survey of India (FSI) report, the total forest and tree cover in Uttar Pradesh is approximately 9.23% of the state's geographical area. According to the National Forest Policy, 1988, at least 33% of the total geographical area of the country should be covered by forests (60% for hilly regions and 20-25% for plains).

Key Aspects of EVS and Forest Policy:

  • Forest Target: The national goal aims for 33% green cover to maintain ecological stability.
  • Current Status: UP's current cover (~9.23%) falls significantly short of the national target.
  • Role of JFM: Joint Forest Management and social forestry play a strategic role in achieving these targets and maintaining ecological balance in rural areas, making it a central topic in EVS pedagogy.
Share:
Next question → Under Environmental Studies (EVS), regarding 'Environmental Pollution and… ← Previous question From which class is EVS taught as a separate subject?

Related Questions

→ Why is a 'Field Trip' considered an effective teaching-learning methodology in Environmental Studies (EVS), and which of the following statements regarding it is most aligned with the core spirit of the 'National Curriculum Framework' (NCF 2005)? → Which of the following statements is most appropriate and reflects a scientific approach regarding the use of 'Field Trips' in the teaching-learning process of Environmental Studies (EVS) at the primary level? → Parents and community resources can help primary children understand E.V.S. better by- → For teaching EVS, you are organizing a field trip for "Plant Study". According to you, which of the following is NOT an objective of this field trip? → Consider the following statements regarding the use of 'Field Trip' in the teaching-learning of Environmental Studies (EVS) at the primary level: 1. Field trips provide direct experience to children, enabling them to connect textbook knowledge with real-world situations and easily understand abstract concepts. 2. Field trips are included in the EVS curriculum solely as a means of entertainment and fostering group harmony, with no direct connection to subject matter concepts or cognitive development. 3. For a successful field trip, it is essential that clear learning objectives are set with children prior to the trip, and meaningful classroom discussion and analysis of the collected data or experiences take place after the trip. 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?
Log in to add to quiz, bookmark, or report issues.