Teaching material / Aids MCQ Quiz - Objective Question with Answer for Teaching material / Aids - Download Free PDF

EVS textbooks often include topics like water scarcity, pollution, and deforestation to raise awareness among students about critical environmental issues. This helps develop a sense of responsibility and encourages proactive attitudes toward conservation.

Key Points

•  The assertion is true because these environmental problems are commonly discussed in EVS curricula.
• However, the reason that these topics make students fearful and anxious is not entirely accurate. While such topics can cause concern, textbooks and teachers generally aim to balance awareness with solutions and hope, empowering students rather than causing undue fear.

Hence, the correct answer is Assertion is true but Reason is false.

In Environmental Studies, using local and contextual examples helps students relate the content to their immediate surroundings and experiences. This approach enhances relevance and makes learning more engaging and meaningful.

Key Points

• The assertion that local examples make learning meaningful is true because such examples resonate with learners’ daily lives and realities.
• The reason that local examples promote better connection, observation, and involvement is also true, as students can directly observe and interact with the concepts being taught.
• Moreover, the reason correctly explains why the use of local examples enhances learning, fosters active participation and deeper understanding.

Hence, the correct answer is both A and R are correct, and R is the correct explanation of A.

ICT (Information and Communication Technology) refers to the use of digital technologies such as computers, the internet, multimedia tools, and smart devices to enhance learning and communication.

Key Points Smartboards and digital maps are excellent ICT tools that support EVS teaching by making learning interactive, visual, and engaging.

• Smartboards allow teachers to present multimedia content, animations, and videos related to environmental concepts.
• Digital maps help students understand geographical and environmental changes, such as deforestation, climate change, and pollution trends.

Thus, it is concluded that Smart boards and digital maps is an example of an ICT tool that supports EVS teaching.

श्रव्य-दृश्य सहायक उपकरण उन सन्दर्भों को संदर्भित करते है जो श्रवण और दृश्य प्रणाली की सहायता से अधिगम को अधिकतम करते है। ये सहायक उपकरण शिक्षण-अधिगम प्रक्रिया को शिक्षार्थियों के लिए आसान और रोचक बनाते हैं। उन्हें शिक्षण-सहायक उपकरण के रूप में भी जाना जाता है।

• श्रव्य-दृश्य सहायक उपकरण शिक्षार्थी को अधिगम में एक मूर्त अनुभव प्रदान करते हैं जो अधिगम को तुलनात्मक रूप से स्थायी बनाता है। वे छात्रों को संवेदी अनुभव प्रदान करते हैं जो बौद्धिक गतिविधि के लिए आधार बनाते हैं।

Key Points 

नाटकीय रूपांतर / नाटक:

• इसका अर्थ अभिनय या भूमिका द्वारा मूल वास्तविकता या वास्तविक अनुभव को फिर से बनाना है। 
• छात्र एक नाटकीयता में भाग ले सकते हैं या केवल इसे देख सकते हैं। दोनों मूल्यवान हैं लेकिन भागीदारी बहुत अधिक सार्थक और प्रासंगिक है।
• एक बेहतर अधिगम के अनुभव प्रदान करने के लिए उन्हें मूर्त और दिलचस्प बनाने के लिए नाटकीय कृत्यों के लिए सार और निर्बाध विषयों को लिया जाता है।
• यह कक्षा शिक्षण में भी संभव है जहां वेशभूषा की आवश्यकता नहीं होती है, लेकिन विभिन्न छात्र अपने भागों को याद कर सकते हैं और कक्षा में कार्य कर सकते हैं।
• नाटकीय रूपांतर श्रव्य-दृश्य सहायक उपकरण का एक उदाहरण है यह :
  • शिक्षार्थी की बौद्धिक क्षमताओं को बढ़ाने के लिए पाठ को प्रभावी ढंग से प्रस्तुत करता है।
  • शिक्षार्थी के ज्ञान को समृद्ध करने के लिए श्रवण और दृष्टि दोनों की भावना को सक्रिय करता है।
  • ऐसी जटिल अवधारणाओं का परिचय देता है जिन्हें अन्य शिक्षण सहायक उपकरणों द्वारा प्रस्तुत नहीं किया जा सकता है।

इसलिए, यह निष्कर्ष निकाला जा सकता है कि शिक्षण में श्रव्य-दृश्य सहायक उपकरणों के उदाहरणों में से नाटकीय रूपांतर एक है।

Hint 

Additional Information 

श्रव्य-दृश्य सहायक उपकरणों को मुख्य रूप से दो प्रकारों में वर्गीकृत किया जा सकता है :

Audio-visual aids refer to the aids which maximize learning with the help of the auditory and visual system. These aids make the teaching-learning process easy and interesting for learners. They are also known as teaching-aids.

• The audio-visual aids provide the learner a concrete experience in learning which makes learning comparatively permanent. They provide sensory experiences to students which form the foundation for intellectual activity.

Key Points

Dramatization/Drama:

• It means recreating the original reality or real experience by acting or role-playing. 
• The students can participate in a dramatization or could watch it only. Both are valuable but participation is much more meaningful and relevant.
• The abstract and uninteresting topics are taken for dramatized acts to make them concrete and interesting to provide a better learning experience.
• It is also possible in classroom teaching where costumes are not required but different students can remember their parts and act out in the classroom.
• Dramatisation is an example of audio-visual aid as it:
  • presents the lesson effectively for heightening learner's intellectual abilities.
  • activates the sense of both hearing and vision to enrich learner's knowledge.
  • introduces such complex concepts that can't be introduced by other teaching aids. 

Hence, it could be concluded that dramatization is one of the examples of audio-visual aids in teaching.

Hint

Additional Information

Audio-visual aids can be classified mainly into two types:

Teaching Aids are devices by which the teacher helps the students to clarify, establish, and correlate accurate concepts, inspections, and appreciation through the utilization of more than one sensory channel. It means all the materials used to facilitate the understanding of written or spoken words. 

 Key PointsThey are of the following types:

• Audio: Radio, tape recorder, etc
• Visual: Chart, model, Diagram, etc
• AudioVisual: A video clip, computer, TV, etc.
• Non-projected teaching aids are those aids that are used without any projection. The following are its characteristics:
  • They translate abstract ideas into a more realistic format.
  • They allow instruction to move from verbal representation to a more concrete level.
  • Charts, diagrams, posters, and flashcards are a few examples of it.

Hence, we conclude that the chart is a non-projected teaching aid.

Hint

Epidiascope: A projector used to display the reflection of both opaque and transparent objects on the screen by shining bulbs on the objects.

Note: Film strip, Epidiascope, and slide are projected teaching aids.

Poster is a symbolic representation of a single idea. As a single idea is depicted posters are usually bold, eye-catching to attract learners for giving a message. Posters have both visual and textual components.

• Posters acts as the resource to deal with the topic of ‘conservation of fuels’.
• Posters convey information quickly and the drawings or relevant slogans catch the eye of almost all the students.
• Many posters can be read and understood in a short period as compared to other sources of information mentioned.

Whereas Reference books, Newspapers, and Textbooks may be too detailed for Class V students and not every student might read up in that much depth about the topic.

Hence, we conclude that Posters acts as the best resource to deal with the topic of ‘conservation of fuels’.

Building as Learning Aid, popularly known as BALA, is about developing the school's building as a learning aid. BALA allows children to learn all the time in the school environment and make learning fun and child-centric.

Key Points

• It emphasizes introducing a new dimension to the educational experiences beyond the textbook, making learning more constant and enlivening
• BALA is an innovative concept towards qualitative enhancement in elementary education through intervention in school building infrastructure.
• Since buildings are the most expensive physical assets of a school, efforts should be made to derive maximum educational value from them.
• Thus, BALA is about exploring the uniqueness of three-dimensional space as a child-friendly learning resource for all children. 

Hence, we conclude that BALA stands for Building as Learning Aid

Teaching strategies refer to methods used to help students learn the desired course contents and be able to develop achievable goals in the future.

 Key Points

Teaching strategies for most effective for maximum involvement of students in teaching the concept of the food chain -

• Visualization is a great method to summarize or process information that has been taught in class, like making charts or playing cards.
  • When students consume information through visual means, it helps them retain what they have learned for a longer time.
  • This strategy also helps slow learners in class to visualize the ongoing lesson in a clear, simple, and systematic way.
• Student-led classrooms have become a creative way for teachers and students to interact and carry out discussions in the class.
• Encouraging students to switch roles and become teachers for the day not only helps them in gaining confidence but also brings in a new perspective to the class.  
• Incorporating technology is a great way to actively engage students. Using tablets and laptops in the classroom, teachers can introduce interactive online games like Prodigy for students to learn faster and interact more. 
• Encouraging students to ask thought-provoking questions is an effective teaching strategy that not only inspires your students to think practically but also to become independent learners.
• Sometimes differentiation is important in motivating your students and helping them gain confidence. Teachers can differentiate in their teaching by allocating tasks based on students’ abilities to ensure no one gets left behind. 

Hence, through visualization like making play cards of organisms to arrange them to depict different food chains will be most effective for maximum involvement of students in teaching the concept of the food chain.

EVS is a subject that is concerned with the development of learner's awareness about environmental issues.

• In EVS teaching-learning, linking classroom learning to life outside school implies the idea of 'going beyond the textbook'.
• It enables a teacher to connect children's conceptual understanding with their own experiences and to create authenticity in learning to make them feel familiar with the topic.

Key Points

Children learn EVS best when they are exposed to real-world settings to construct knowledge by going beyond the textbooks. It enables learners to:

• explore and connect to their surroundings.

• develop an awareness about environmental issues.

• be sensitized towards environmental issues and concerns.

• connect their conceptual understanding with their own experiences.

• develop their insight into the functioning of several things in their environment.

Hence, it could be concluded that in EVS teaching-learning, linking classroom learning to life outside school and enriching it implies going beyond the textbooks. 

For several reasons, textbooks continue to be the main source of teaching and learning in schools. Because it acts as an aid to the teacher from which a teacher explains facts and figures. It is not wrong to say that teachers spend most of the class time simplifying it and familiarising students with it. 

In the above situation, the paragraph can be used for identifying the source which is mentioned at the end of the story, to help learners to appreciate technology 1000 years back, and to help learners to appreciate the role of evidence in history.

The textbook can be used as one of the best source of learning if properly used because of its following characteristics:

• Following the recommendations of the NCF 2005, the textbooks have now been developed very systematically indicating teachers’ activities and learners’ activities in and out of the classroom.
• The concepts related to a topic are organized in a comprehensive way in the textbook which gives sufficient idea for organizing a lesson.
• The concepts are presented with a variety of activities like song, story, pictures, puzzles and discussions which create interest among the students to learn more.
• To strengthen the concepts taught, a number of practice activities are given for the students to do. These practice activities will provide you with ideas to generate several such activities and more innovative practices for your students.
• The new textbooks have been developed not merely to give factual information but also with the scope for student interaction.
• The activities and exercises given in the textbook can also be used to assess the extent of learning each student has acquired at the end of the topic/lesson.

Hence, we conclude that  a,c and d are true in the context of the paragraph in the textbook.

EVS class helps children to develop desirable attitudes, values, and behaviour pattern necessary for an environment-friendly lifestyle.

An EVS textbook is a tool to be used in the teaching-learning of EVS to facilitate effective learning. It supports children to construct knowledge through active participation.

• Poems and stories are effective tools of the teaching-learning process.
• They are also used as a method of teaching to broaden learner's reading choices.

Key Points

Objectives of Including Poems and Stories in EVS Textbooks:

• To promote imaginative and creative ability in the learners.

• To make learners aware of ethics, norms and values of society.

• To develop interest and providing fun and enjoyment to learners.
• To provide fun and enjoyment for learners.

• To increase learner's vocabulary, listening, and critical thinking skills.

• To develop learner's fullest potential, both educationally and morally.

Hence, it becomes clear that change in routine and monotonous content is not an objective of including poems and stories in EVS textbooks.

Technology Resources: Today a number of technologies are available to support the teacher in the process of teaching-learning. Oxford Advanced Learner’s Dictionary defines ‘Technology' as “Scientific knowledge used in practical ways in Industry”. The younger generation is good at using technology. Technological gadgets attract children. In the teaching-learning of EVS technology can be used in a creative and meaningful manner.

Key Points

Listed below are some examples:

• Mobile Phones: It can be used to record natural sounds like animal and bird calls. A stopwatch facility can be used for capturing time-bound natural events, like sun-rise and sun-set, etc. GPS (Global Positioning System) be used to enhance map-making and map-reading skills.
• Computer: Multi-media facility can be used for video presentations on environment-related topics. Internet facility is an easily accessible resource for information generation, research as well as exchange and communication with other schools, communities or groups. Animations can help children to understand abstract environmental phenomena, like ‘inside our earth’; ‘movements and processes inside plant body’, ‘Life undersea’, etc. Programmes like Microsoft Office can be used for recording and retrieval of data, making graphs, etc.
• Camera: To record natural activities of birds, insects, animals and use it during your sessions with children. The camera is of course most used during field visits, treks and tours, etc. The camera can be very useful for recording students’ activities and use it with them during a feedback session/ assessment process.

Hence, we conclude that the mobile phone is a technology resource for teaching-learning of EVS.

 Key Points

• Guidance Services: Community members can give guidance services to learners. Older members of the community and experts in different areas can help learners with their valuable guidance.
• Lecture of Guests: In the schools, experts from different areas can be invited for delivering lectures and presentations. These guests may be experts in any area as social workers, mathematicians, doctors, scientists, social scientists, sportspeople, etc.
• Community Participation: In this approach, learners would learn, at least in part, by actively participating in their community. For example, learners may undertake a research project on any local problem with NGO.
• Instructional Connections: In this form of community-based teaching and learning, a teacher makes a clear and purposeful relationship between the content which has been taught in the classroom and local issues and contexts. For example, the workings of a democratic political system may be described in terms of a local political process.​​

​Hence, Mohan's father and his experience of making "Kulhads" can be used as a community resource to teach students to prepare Kulhads for drinking tea under the theme, "Things we make and do".Additional Information

Learning objectives are the statements that summarise significant and vital learning that students have accomplished and can demonstrate at the end of a lesson.

Key PointA dam is a big wall constructed across a river or a valley to control the flow or raise the level of water held within a catchment area.

• Learning objective of the topic dams built on the river-
  • To let children know how dams store water for irrigation, help in making electricity, and recreation.
  • To allow children to know about the displacement of a significant number of people due to the construction of dams.
  • To let children know that the human settlements no longer have the choice of using property that was previously available for a variety of uses due to the flood in adjacent dry areas.
  • The impact on the local agricultural activities is due to the construction of dams.

Hence, we conclude that the learning objective for the topic of dams built on rivers is that students will list down the negative impacts that human settlements face men dams are built.

HintTelling students about the construction and how dams are built is not the learning objective of the topic as it will not help the children to create and explore new ideas.