CTET Paper I (Primary: Class 1-5)

Observation Discussion Field Trips as Teaching Methods in EVS question bank (Environmental Studies (EVS))

Practice 46 free CTET Paper I (Primary: Class 1-5) Environmental Studies (EVS) - Observation Discussion Field Trips as Teaching Methods in EVS questions with answers and step-by-step solutions.

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Q1.

A Class 5 EVS teacher takes students to a nearby botanical garden for an observation-based learning activity. To make this field trip pedagogically effective according to constructivist principles, the teacher should:

Topic: Observation Discussion Field Trips as Teaching Methods in EVS | Source: AI Generated (CTET Paper I (Primary: Class 1-5))

(A)
Hand out a rigid worksheet with blanks to fill and instruct students to walk in single file without talking to anyone.
(B)
Provide open-ended guiding prompts (e.g., 'Find two leaves with different textures and discuss why they might feel different') and encourage small-group peer discussions and sketching.
(C)
Lecture the students continuously through a microphone while they stand in front of locked glass greenhouses.
(D)
Keep the trip strictly recreational with no connection to the ongoing classroom theme on plants.
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Q2.

During a classroom discussion on the topic 'Animals and Their Homes', a student claims that spiders are insects because they have legs and live in corners. From an EVS pedagogical perspective, what is the best immediate response by the teacher?

Topic: Observation Discussion Field Trips as Teaching Methods in EVS | Source: AI Generated (CTET Paper I (Primary: Class 1-5))

(A)
Tell the student they are completely wrong and give them a zero for participation.
(B)
Facilitate a guided observation activity where students compare the body segments and number of legs of a housefly (insect) and a garden spider (arachnid).
(C)
Ignore the student's comment and move on to the next chapter in the textbook.
(D)
Punish the student for not reading the textbook definitions carefully.
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