Themes in EVS as per NCF

The National Curriculum Committee had recommended in the 1975 policy document “The Curriculum for the Ten-year School: A Framework”, that a single subject ‘Environmental Studies’ be taught at the primary stage. It had proposed that in the first two years (Class I-II) Environmental Studies will look at both the natural and the social environment, while in Classes III-V there would be separate portions for social studies and general science termed as EVS Part I and Part II.

EVS is an approach to the learning of environment in totality without being burdened by any disciplinary considerations.

The focus is on

  • Surroundings rather than content
  • Situation rather than subject
  • Experience rather than knowledge

The National Curriculum Framework 2005 indicates some of the objectives of teaching science and Social Sciences at the primary stage as follows:

• to train children to locate and comprehend relationships between the natural, social and cultural environment;
• to develop an understanding based on observation and illustration, drawn from lived experiences and physical, biological, social and cultural aspects of life, rather than abstractions;
• to create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family and moving on to wider spaces;
• to nurture the curiosity and creativity of the child particularly in relation to the natural environment (including artifacts and people);
• to develop an awareness about environmental issues;
• to engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.;
• to emphasise design and fabrication, estimation and measurement as a prelude to the development of technological and quantitative skills at later stages;
• to be able to critically address gender concerns and issues of marginalisation and oppression with values of equality and justice, and respect for human dignity and rights.

Themes in EVS

The syllabus for Classes III-V is woven around six common themes given below; the predominant theme on ‘Family and Friends’ encompasses four sub-themes:

1. Family and Friends:
1.1 Relationships;
1.2 Work and Play;
1.3 Animals;
1.4 Plants
2. Food;
3. Shelter;
4. Water;
5. Travel;
6. Things We Make and Do

Few samples questions from CTET and State TET ( UPTET, HTET etc) on this topic.

Previous Year Questions:

Question #1 As per the NCF. 2005, which one among the following is the theme of EVS?

[Environmental Studies] [CTET-2016-02]
  • Food correct answer
  • Solar system
  • Weather
  • Energy
Question #2 Which one among the following is the strongest argument in favour of adopting a theme-based approach in EVS?

[Environmental Studies] [CTET-2016-02]
  • It helps in giving a structure to lesson plans and makes teaching
    more effective. correct answer
  • 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
Question #3 Stories are an important aspect of teaching learning EVS in primary classes. Which one of the following is least appropriate reason for including storytelling as pedagogy in EVS classroom?

[Environmental Studies] [CTET-2016-02]
  • Stories include experiences of the people
  • Stories cut across carious subject areas.
  • Stories help in class management correct answer
  • Stories provide contexts to relate EVS concepts
Question #4 Which one of the following the National Curriculum Framework (NCF, 2005) does not propose in the context of EVS teaching

[Environmental Studies] [CTET-2015-09]
  • Linkages with children’s experience and context
  • Hands on activities
  • Familiarity with technical terms correct answer
  • Thematic approach
Question #5 Which of the following objectives is not related to EVS teaching in primary classes?

[Environmental Studies] [CTET-2015-09]
  • To memorize basic scientific concept and principles correct answer
  • To provide opportunities to explore the environment
  • To develop skills like observation, measurement, prediction and
  • To develop sensitivity towards the physical and social environment
Question #6 Which of the following represents one of the objectives of teaching EVS at Primary School?

[Environmental Studies] [CTET-2011-06]
  • To inform the learners about the books they should read to expand their knowledge
  • To connect the experiences of the learners in school with the outside world correct answer
  • To make learners aware of technical terms and definitions
  • To assess technical terms related to EVS
Question #7 Simple experiments and demonstrations can be performed in the EVS class

[Environmental Studies] [CTET-2011-06]
  • to discuss ideas, record and analyse observations on the basis of questions raised by students correct answer
  • to control the students to ensure discipline in the class
  • to enable children to learn on their own and sharpen their observation skills
  • to follow what is being done in the senior classes
Question #8 The use of poems and story telling to explain concepts in an EVS class helps to

[Environmental Studies] [CTET-2011-06]
  • take care of the language and cultural diversity among learners
  • channelize 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 correct answer
Question #9 The abbreviation EVS stands for

[Environmental Studies] [CTET-2014-09]
  • Environmental Skills
  • Environmental Science
  • Environmental Sources
  • Environmental Studies correct answer
Question #10 Which one of the following is not an objective of teaching of EVS at primary stage?

[Environmental Studies] [CTET-2014-09]
  • Learning in the classroom must be linked to the life outside the school
  • Teachers must ensure perfect discipline in the classroom correct answer
  • Children must be encouraged to ask questions
  • Children must be encouraged to explore their immediate environment