Karnataka D.El.Ed 1st year Question Paper 2022 Environmental Studies

D.El.Ed
Question
Paper

Code No. :

PÜ®ÝìoPÜ ±èÅyÜ ÎûÜ| ±ÜÄàûÝ ÊÜáívÜÚ, ÊÜáÇæÉàÍÜÌÃÜí, ¸æíWÜÙÜãÃÜá, 560 003
KARNATAKA SECONDARY EDUCATION EXAMINATION BOARD, MALLESHWARAM,
BENGALURU, 560 003

CÈÉí¨Ü PÜñܤÄÔ
±ÜÅ¥ÜÊÜá ÊÜÐÜì¨Ü w.GÇ….Cw. ÊÜááS ±ÜÄàûæ, gáÇæç, 2022
First Year D.El.Ed. Main Examination, July, 2022
Facilitating Learning ( LPS )
ENVIRONMENTAL STUDIES
Subject / ËÐÜ¿á PÜÈPæ¿á®Üá° A®ÜáPÜãÈÓÜáÊÜâ¨Üá Q.±ÝÅ.ÍÝ.
±ÜÄÓÜÃÜ A«Ü¿á®Ü
Date of Exam. / ±ÜÄàûæ¿á ©®ÝíPÜ 08. 07. 2022
Maximum Marks / WÜÄÐÜu AíPÜWÜÙÜá 60
Duration of Exam. / ±ÜÄàûæ AÊܘ 3 hours / 3 WÜípæWÜÙÜá
Time / ÓÜÊÜá¿á 10.00 A.M. to 1.00 P.M.
A»Ü¦ìWÜÚWæ ÓÝÊÜޮܠÓÜãaÜ®æWÜÙÜá / General Instructions to the Candidates :

TEAR HERE TO OPEN THE QUESTION PAPER
1. A»Ü¦ìWÜÙÜá ñܮܰ ®æãàí¨Ü~ ÓÜíTæ¿á®Üá° ±ÜÅÊæàÍÜ ±ÜñÜŨÜÈÉ ÊÜáá©ÅÔÃÜáÊÜíñæÁáà EñܤÃÜ&±ÜâÔ¤Pæ¿áÈÉ
¯àwÃÜáÊÜ ¯WÜ©ñÜ ÓܧÙܨÜÈÉ ÓܳÐÜrÊÝX ŸÃæÀáÄ.

±ÜÅÍ氱ܣÅPæ¿á®Üá° ñæÃæ¿áÆá CÈÉ PÜñܤÄÔ
Candidates should write their Register Number on the Answer Booklet as printed in their
admission ticket.
2. A»Ü¦ìWÜÙÜá ÖæaÜácÊÜÄ EñܤÃÜ ÖÝÙæWÜÙÜ®Üá° ±Üvæ¨ÜÈÉ, EñܤÃÜ ÖÝÙæWÜÙÜ ÊÜááS±Üâo¨Ü Êæáà騆 ¯WÜ©ñÜ ÓܧÙܨÜÈÉ
ÊÜááS EñܤÃÜ&±ÜâÔ¤Pæ¿á PÜÅÊÜá ÓÜíTæ¿á®Üá° ŸÃæ¿áñÜPÜR¨Üáª.
Candidates should write their Main Answer Booklet Number on the additional answer
sheets in the space provided.
3. D ±ÜÅÍ氱ܣÅPæ¿áá BíWÜÉ ÊÜáñÜᤠPܮܰvÜ ÊÜÞ«ÜÂÊÜáWÜÙÜÈÉ ÊÜáá©ÅñÜÊÝX¨æ. Jí¨Üá ÊæàÙæ »ÝÐÝíñÜ ÃÜWæãívÜ
±ÜÅÍ氱ܣÅPæ¿áÈÉ ÊÜÂñÝÂÓÜ / ÓÜí¨æàÖÜ˨ܪÈÉ BíWÜÉ ÊÜÞ«ÜÂÊÜá¨ÜÈÉÃÜáÊÜ ±ÜÅÍæ°WÜÙÜá Aí£ÊÜáÊæí¨Üá ±ÜÄWÜ~ÓÜñÜPÜR¨Üáª.
This Question Paper is printed in English and Kannada mediums. In case of any discrepancies /
doubts in the translated language, question in English medium is considered as valid and final.
4. D ±ÜÅÍ氱ܣÅPæ¿á®Üá° ×ÊÜáá¾S hÝPæp… ÊÜáãÆPÜ ÊæãÖÜÃÜá ÔàÇ… ÊÜÞvÜÇÝX¨æ. ±ÜÄàûæ ±ÝÅÃÜí»ÜÊÝWÜáÊÜ ÓÜÊÜá¿áPæR
¯ÊÜá¾ ±ÜÅÍ氱ܣÅPæ¿á ŸÆŸ© ±ÝÍÜÌìÊÜ®Üá° PÜñܤÄÔ, ±ÜÅÍ氱ܣÅPæ¿áÈÉ GÇÝÉ ±ÜâoWÜÙÜá CÊæÁáà Gí¨Ü á ±ÜÄàüÔPæãÚÛ.
This Question Paper has been sealed by reverse jacket. You have to cut on the right side to
open the Question Paper at the time of commencement of the examination. Check whether all
the pages of the Question Paper are intact.
5. A»Ü¦ìWÜÙÜá ¯WÜ©±Üwst ÓܧÙÜÊÜ®Üá° ÖæãÃÜñÜá±ÜwÔ C¯°ñÜÃæà ¿ÞÊÜâ¨æà ±ÜâoWÜÙÜÈÉ ®æãàí¨Ü~ ÓÜíTæÂ, WÜáÃÜáñÜá
ÖÝWÜã bÖæ° C¯°ñÜÃæ ¿ÞÊÜâ¨æà ÊÜÞ×£WÜÙÜ®Üá° ŸÃæ¿á¸ÝÃܨÜá. Jí¨Üá ÊæàÙæ, D ŸWæ¿á ¿ÞÊÜâ¨æà ÊÜÞ×£WÜÙÜ®Üá°
EñܤÃÜ&±ÜâÔ¤Pæ¿áÈÉ ŸÃæ¨Ü ±ÜûܨÜÈÉ AíñÜÖÜ EñܤÃÜ&±ÜâÔ¤Pæ¿á®Üá° ÊÜåèÆÂÊÜޱܮÜPæR ±ÜÄWÜ~ÓÜÇÝWÜáÊÜâ©ÆÉ.
Candidates should not write Register Number, mark, sign or any other information in the
Answer Booklet except in the specified place. In case, it is found any information in the sheets
of the answer scripts such answer scripts will not be considered for evaluation.
6. ±ÜÄàûÝ ÓÜÊÜá¿á¨ÜÈÉ A»Ü¦ì¿áá ±ÜÄàûÝ AÊÜÂÊÜÖÝÃܨÜÈÉ ñæãvÜXÔPæãíwÃÜáÊÜâ¨Üá PÜívÜáŸí¨ÜÈÉ ÖÝWÜã
±ÜÄàûÝ ÓÜãaÜ®æWÜÙÜ®Üá° EÆÉí™Ô¨ÜªÈÉ AíñÜÖÜ A»Ü¦ì¿á ËÃÜá¨Üœ ±ÜÄàûÝ ¯¿áÊÜÞ®ÜáÓÝÃÜ ÎÓÜᤠPÜÅÊÜáPæR
WÜáıÜwÓÜÇÝWÜáÊÜâ¨Üá ÊÜáñÜᤠAíñÜÖÜ A»Ü¦ì¿á EñܤÃÜ&±ÜâÔ¤Pæ¿á®Üá° ÊÜåèÆÂÊÜޱܮÜPæR ±ÜÄWÜ~ÓÜÇÝWÜáÊÜâ©ÆÉ.
Tear here

Candidate found to be indulging in malpractice during examination and violating examination
instructions, action will be taken against such candidate as per the examination rules and his
/ her Answer Booklet will not be considered for evaluation.
7. EñܤÃÜ ŸÃæ¿áÆá PܱÜâ³ /¯àÈ ÍÝÀá¿á ¸ÝÇ… ±ÝÀáíp… ±æ®… ÊÜÞñÜÅ E±ÜÁãàXÓÜñÜPÜR¨Üáª.
Use black / blue ball point pen only to write the answers.

D.El.Ed. – I 8020 [ Turn over

318-EK 2

PܮܰvÜ ÊÜÞ«ÜÂÊÜá

»ÝWÜ I

PæÙÜX®Ü ±ÜÅÍæ°WÜÚWæ ®ÝÆáR BÁáRWÜÙÜ®Üá° ¯àvÜÇÝX¨æ. AÊÜâWÜÙÜÈÉ ÓÜãPܤÊÝ¨Ü Jí¨Üá BÁáR¿á®Üá°
BÄÔ ŸÃæÀáÄ. ±ÜÅ£ ±ÜÅÍæ°Wæ Jí¨Üá AíPÜ ¯àvÜÇÝX¨æ. ±ÜÅ£ ±ÜÅÍæ°¿áã PÜvÝx¿á 1 × 10 = 10

1. ±ÜÄÓÜÃÜ AÓÜÊÜáñæãàÆ®Ü¨Ü PÝÃÜ|WÜÙÜá

I. PÝw®Ü ®ÝÍÜ

II. ¯àÄ®Ü ÊÜáãÆWÜÙÜ ¨ÜáŸìÙÜPæ

III. WÜ~WÝÄPæ

IV. ±Üâ®ÜÃ…aÜQÅàPÜÃÜ| ÊÜáñÜᤠ±Üâ®ÜÃ…ŸÙÜPæ

CÊÜâWÜÙÜÈÉ

(A) I, II ÊÜáñÜᤠIV (B) I, II ÊÜáñÜᤠIII

(C) II, III ÊÜáñÜᤠIV (D) I, III ÊÜáñÜᤠIV

2. ÎûÜPÜÃÜá ÓÜí¿ááPܤ ÊÜáñÜᤠËáÍÜÅ| GíŸ ±ÜÄPÜƳ®æWÜÚWæ ÊÝÂTæÂWÜÙÜ®Üá° Êæã¨ÜÆá ÖæàÚ ®ÜíñÜÃÜ
E¨ÝÖÜÃÜOæWÜÙÜ®Üá° ¯àvÜáÊÜÃÜá. C¨Üá D PæÙÜX®Ü ±Ü¨Üœ£¿á®Üá° ÓÜãbÓÜáñܤ¨æ

(A) ¯WÜÊÜá®Ü ±Ü¨Üœ£ (B) ±ÝÅÁãàXPÜ ±Ü¨Üœ£

(C) A®ÜáWÜÊÜá®Ü ±Ü¨Üœ£ (D) E±Ü®ÝÂÓÜPÜ ±Ü¨Üœ£

3. ±ÜÅaÜf®Ü°ÍÜQ¤ ±ÜÄPÜƳ®æ¿á®Üá° ÓÜí¨Ü¼àìPÜÃÜ|WæãÚÓÜáÊÝWÜ D ÓܧÙÜ ÎûÜPÜÄWæ EñܤÊÜá A®ÜáPÜãÆ
J¨ÜXÓÜáñܤ¨æ

(A) AOæPÜoárWÜÙÜá (B) ÓÜíÓÜRÃÜOÝ ZoPÜWÜÙÜá

(C) ÃÜÓæ¤ ÓÜáÃÜûÜñÝ ±ÝŘPÝÃÜ (D) ÊÜÞȮܠ¯¿áíñÜÅ| ÊÜáívÜÚ

D.El.Ed. – I 8020

3 318-EK

4. ±ÜÄÓÜÃÜ A«Ü¿á®ÜÊÜ®Üá° A®ÜáPÜãÈÓÜáÊÜÈÉ D PæÙÜX®Ü PÜƳ®æ¿áá ÓÜêg®ÝñܾPÜ A¼ÊÜÂQ¤PÜÃÜ|ÊÜÆÉ

(A) ®ÝoPÜWÜÙÜá

(B) bñÜÅWÜÙÜ®Üá° ÓæÃæ×w¿ááÊÜâ¨Üá

(C) ¼£¤±ÜñÜÅ ñÜ¿ÞÄPæ

(D) ±ÜsܱÜâÓܤPÜ¨Ü ÊÜÞ×£¿á®Üá° ®ÜPÜÆá ÊÜÞvÜáÊÜâ¨Üá

5. ÊÜÂQ¤ ÊÜáñÜᤠÓÝÊÜÞiPÜ WÜáí±ÜâWÜÚWæ ÓÝÊÜÞiPÜ ÊÜåèÆÂWÜÙÜ®Üá° ¸æÙæÓÜÆá ®æÃÜÊÜâ ¯àvÜáÊÜâ¨ÜÄí¨Ü
¸æÙæÓÜŸÖÜá¨Ý¨Ü AíÍÜ

(A) ±ÜÄÓÜÃÜ PÝÙÜi (B) ±ÜÄÓÜÃÜ þÝ®Ü

(C) ±ÜÄÓÜÃÜ ÊÜá®æãà»ÝÊÜ (D) ±ÜÄÓÜÃÜ PèÍÜÆÂWÜÙÜá

6. ±ÜÄÓÜÃÜ A«Ü¿á®Ü ÎûÜPÜÃæãÊÜìÃÜá »Üã±ÜÅPÝÃÜWÜÙÜá ÊÜáñÜᤠ¯àÄ®Ü ÆûÜ|WÜÙÜ®Üá° ñÜÃÜWÜ£¿áÈÉ
aÜbìÓÜáÊÜÃÜá. C¨ÜÃÜ ±ÜÅÊÜááS E¨æªàÍÜ, Êæáà騆 ËÐÜ¿á®Üá° D PæÙÜX®Ü Óܯ°ÊæàÍܨÜÈÉ
ËÍæÉàÑÓÜáÊÜâ¨Üá

(A) ÓÝíÓÜ¢£PÜ (B) »è£PÜ

(C) ÓÝÊÜÞiPÜ (D) ®æç£PÜ

7. ÎûÜPÜÃÜá ±ÜÄÓÜÃÜ A«Ü¿á®ÜÊÜ®Üá° A®ÜáPÜãÈÓÜáÊÜÈÉ ËË«Ü ±Ü¿Þì¿á aÜoáÊÜqPæWÜÙÜ®Üá°
ÓæàÄÓܸæàPÜá. HPæí¨ÜÃæ,

(A) GÇÝÉ PÜÈPݦìWÜÙÜ Óܯ°ÊæàÍÜ Jí¨æà BXÃÜáñܤ¨æ

(B) ÎûÜPÜÃÜá ±ÜÅ£Áãí¨Üá ñÜÃÜWÜ£ ÃÜaÜ®æ¿á®Üá° £Ú¿á¸æàPÝXÆÉ

(C) PÜÈPݦì¿á ÍæçÈ¿áá ¼®Ü°ÊÝXÃÜáñܤ¨æ

(D) ÎûÜPÜÃÜá aÜoáÊÜqPæWÜÙÜ ÊÜáãÆPÜ ÊÜåèÆÂWÜÙÜ®Üá° ¸æÙæÓܸæàPÝXÆÉ

D.El.Ed. – I 8020 [ Turn over

318-EK 4

8. AÚË®Üíb®ÜÈÉÃÜáÊÜ ±ÝÅ~WÜÙÜá ±ÜÄPÜƳ®æ¿á®Üá° ËÊÜÄÓÜÆá ŸÙÜÓÜŸÖÜá¨Ý¨Ü AñÜáÂñܤÊÜá
ÓÜí±Ü®Üã¾Æ

(A) ÊÜÞ¨ÜÄWÜÙÜá (B) ±ÝñÝż®Ü¿á

(C) bñÜűÜoWÜÙÜá (D) ±ÜÄÓÜÃÜ PÝ¿áìPÜñÜìPÜÃÜá

9. ±ÜÄÓÜÃÜ PÜÈPæ¿á®Üá° A®ÜáPÜãÈÓÜáÊÝWÜ ûæàñÜÅ»æàq¿á ÊÜááS E¨æªàÍÜÊæà®æí¨ÜÃæ,

(A) bñÜÅWÜÙÜ®Üá° ÓæÃæ×w¿ááÊÜâ¨Üá

(B) ®æçg ±ÜÄÓÜÃܨæãí©Wæ ±ÜÃÜÓܳÃÜ ±ÜÅ£QÅÀáÓÜáÊÜ AÊÜPÝÍÜÊÜ®Üá° J¨ÜXÓÜáÊÜâ¨Üá

(C) Óæ°à×ñÜÃæãí©Wæ BoÊÝvÜáÊÜâ¨Üá

(D) ÊÜÃÜ© ÊÜÞvÜáÊÜâ¨Üá

10. ñÜÃÜWÜ£¿áÈÉ Jí¨Üá ÊÝÓܤËPÜ ÊÝñÝÊÜÃÜ|¨Ü ŸWæY ËaÝÃÜOæ¿áá D AíÍÜÊÜ®Üá°
JÙÜWæãíwÃÜáñܤ¨æ

(A) A®ÜáPÜãÆPæR ñÜPÜRíñæ ®æãàvÜáÊÜâ¨Üá

(B) GÇÝÉ Cí©Å¿áWÜÙÜ®Üá° E±ÜÁãàXÓÜáÊÜ AÊÜPÝÍÜ ¯àvÜáñܤ¨æ

(C) ±ÜÅÁãàWÜWÜÙÜ ®ÜíñÜÃÜ aÜaæìWÜÙÜá

(D) ËàûÜOæWæ ÓÜíŸí˜Ô¨Ü ÓÜÌ&A®Üá»ÜÊÜ¨Ü PæÆÓÜWÜÙÜá

»ÝWÜ II

D PæÙÜX®ÜÊÜâWÜÙÜÈÉ ¿ÞÊÜâ¨Ý¨ÜÃÜã I¨Üá ±ÜÅÍæ°WÜÚWæ ÓÜíü±Ü¤ÊÝX EñܤÄÔ. ±ÜÅ£Áãí¨Üá EñܤÃÜÊÜâ
A«Üì ±ÜâoPæR ËáàÃÜ©ÃÜÈ 2 × 5 = 10

11. ±ÜÄÓÜÃÜ A«Ü¿á®Ü PÜÈPæ¿á ®ÝÆáR ±ÜÅÊÜááS PÜÈPÝ ¶ÜÈñÜWÜÙÜ®Üá° ±Üqr ÊÜÞw.

12. ÊÜáWÜá訆 ¸æÙÜÊÜ~Wæ¿áÈÉ ËÓܤÄñÜ PÜáoáíŸ¨Ü ±ÝñÜÅÊæà®Üá

13. BÊÝÓÜ¨Ü AÊÜÍÜÂPÜñæ iàÊÜÃÝÎWÜÚWæ HQ¨æ

D.El.Ed. – I 8020

5 318-EK

14. ±ÜÄÓÜÃÜ A«Ü¿á®ÜÊÜâ ÊÜáPÜRÙÜ PÜÈPæ¿áÈÉ ÓÜíñÜÓÜ ñÜÃÜÆá ÖæàWæ ÓÜÖÝ¿á ÊÜÞvÜáñܤ¨æ

15. ià®… ²¿Þhæ¿áÊÜÃÜ ÊÜáWÜá訆 ¸æÙÜÊÜ~Wæ¿á ÊÜáãñÜì QÅ¿Þ ÖÜíñÜÊÜ®Üá° £ÚÔ.

16. ÓÝÄWæ GíŸ ËÐÜ¿áPæR GÃÜvÜá ÓÝÊÜá¥ÜÂìWÜÙÜ®Üá° ŸÃæÀáÄ.

17. ˨ݦìWÜÚWæ ËÖÝÃÜPæR ÖæãàWÜáÊÜ ÊÜáá®Ü° ÓÜãaÜ®æWÜÙÜ®Üá° HPæ ¯àvܸæàPÜá

18. ±ÜÄÓÜÃÜ A«Ü¿á®ÜÊÜ®Üá° A®ÜáPÜãÈÓÜáÊÜÈÉ ÊÜáá©ÅñÜ ÊÜÓÜá¤WÜÙÜá ÖæàWæ ÊÜááS ±ÝñÜÅÊÜ×ÓÜáñܤÊæ

»ÝWÜ III
D PæÙÜX®Ü ±ÜÅ£ ±ÜÅÍæ°WÜã (a) A¥ÜÊÝ (b) BÁáRWÜÙÜ®Üá° ¯àvÜÇÝX¨æ. AÊÜâWÜÙÜÈÉ Jí¨ÜPæR EñܤÄÔ.
±ÜÅ£Áãí¨Üá EñܤÃÜÊÜâ Jí¨Üá ±Üâo ËáàÃܨÜíñæ EñܤÄÔ 5 × 8 = 40

19. a) GÙæ¿á ˨ݦì¿á I¨Üá WÜá|ÆûÜ|WÜÙÜ®Üá° ±ÜqrÊÜÞw, ÓÜãPܤÊÝ¨Ü Jí¨Ü®Üá° ËÊÜÄÔ.
A¥ÜÊÝ

b) iàÊܮݫÝÃÜ¨Ü ±ÜÃÜÓܳÃÜ AÊÜÆퟮæ¿á ÊÜáÖÜñÜÌÊÜ®Üá° ËÊÜÄÔ.

20. a) ÃÝÑóà¿á ±ÜsÜÂPÜÅÊÜá aèPÜoár ( NCF ) 2005 ÃÜ ±ÜÅPÝÃÜ, ±ÜÄÓÜÃÜ A«Ü¿á®Ü¨Ü
¿ÞÊÜâ¨Ý¨ÜÃÜã I¨Üá E¨æªàÍÜWÜÙÜ®Üá° £ÚÔ.
A¥ÜÊÝ

b) ÍÝÇÝ ÊÜáor¨ÜÈÉ ±ÜÄÓÜÃÜ A«Ü¿á®Ü ÓæàÄÓÜáÊÜâ¨Üá PÜáÄñÜíñæ ÃÝÑóà¿á ÎûÜ| ¯à£
1986 ÃÝÑóà¿á ±ÜsÜÂPÜÅÊÜá aèPÜoár ( NCF ) 2005 ÃÜ ±ÝñÜÅÊÜ®Üá° ÓÜíü±Ü¤ÊÝX
ËÊÜÄÔ.

21. a) ±ÜÄÓÜÃÜ A«Ü¿á®Ü Jí¨Üá ÓÜËá¾ÍÜÅ A«Ü¿á®Ü ûæàñÜÅ ËÍæÉàÑÔ.
A¥ÜÊÝ

b) ±ÜÄÓÜÃÜ A«Ü¿á®Ü ËÐÜ¿áÊÜ®Üá° A®ÜáPÜãÈÓÜáÊÜâ¨Üá AWÝ«ÜÊÝ¨Ü ÓÜÊÝÇæà ÓÜÄ.
ËÍæÉàÑÔ.

D.El.Ed. – I 8020 [ Turn over

318-EK 6

22. a) A®Üá»ÜÊÝñܾPÜ PÜÈPæ¿á®Üá° ÓÜíZqÓÜáÊÜÈÉ I¨Üá ÇÝ»ÜWÜÙÜ®Üá° ±ÜqrÊÜÞw, Jí¨Ü®Üá°
ËÊÜÄÔ.
A¥ÜÊÝ

b) ÊÜåèÆÂWÜÙÜá Gí¨ÜÃæà®Üá ¯àÊÜâ ±ÜÄÓÜÃÜ A«Ü¿á®Ü ¸æãà«Ü®æ¿á ÊÜáãÆPÜ
Óèí¨ÜÁãàì±ÝÓÜPÜ ÊÜåèÆÂWÜÙÜ®Üá° ÖæàWæ ¸æÙæÓÜáËÄ

23. a) ±ÜÄÓÜÃÜ A«Ü¿á®Ü¨Ü Jí¨Üá ZoPÝíÍÜPæR 5E ÊÜÞ¨ÜÄ¿á ËÓܤÃÜOÝ ÖÜíñÜPæR GÃÜvÜá
aÜoáÊÜqPæWÜÙÜ®Üá° ËÊÜÄÔ.
A¥ÜÊÝ

b) ¯ÊÜá¾ ÓÜáñܤÊÜááñÜ¤È®Ü ±ÜÄÓÜÃܨÜÈÉ ®ÜvæÓÜŸÖÜá¨Ý¨Ü GÃÜvÜá aÜoáÊÜqPæWÜÙÜ®Üá° ËÊÜÄÔ.

24. a) ËÐÜ¿áWÜÙÜ ËÐÜ¿Þ«ÝÄñÜ ÓÜíÁãàg®æ¿áá ÊÜåèÆÂÊÜÞ±Ü®Ü ñÜíñÜÅWÜÙÜ®Üá°
ËÓܤÄÓÜáñܤ¨æ. ÓÜãPܤ E¨ÝÖÜÃÜOæÁãí©Wæ D ÖæàÚPæ¿á®Üá° ±ÜÄàüÔ.
A¥ÜÊÝ

b) ®ÜÊÜá¾ ÓÜáñܤÈÃÜáÊÜ ÓÜÓÜÂWÜÙÜÈÉ ÊæçË«ÜÂñæ ¿á ŸWæY ¸æãà˜ÓÜáÊÝWÜ, hÝWÜ ¯WÜ©ñÜ ÖÝWÜã
ÓÜí¨Ü»æãàìbñÜÊÝ¨Ü PÜÈPæ¿á A®ÜáPÜãÆWÜÙÜ®Üá° ±ÜÄàüÔ.

25. a) ±ÜÄÓÜÃÜ A«Ü¿á®ÜPæR ±ÜÅPÜê£Ááà Jí¨Üá ÊÜáÖÝ®… ÓÜí±Ü®Üã¾Æ. ËÍæÉàÑÔ.
A¥ÜÊÝ

b) ¯àÊÜâ ±ÜÄÓÜÃÜ A«Ü¿á®ÜÊÜ®Üá° A®ÜáPÜãÈÓÜáÊÝWÜ ¨ÜêP… ÍÜÅÊÜ| ÓÜí±Ü® Üã¾ÆWÜÙÜ®Üá° ÖæàWæ
ŸÙÜÓÜáËÄ

26. a) ±èÑrPÜ BÖÝÃÜ GíŸ ±ÜÄPÜƳ®æ¿á®Üá° A®ÜáPÜãÈÓÜáÊÝWÜ ¯àÊÜâ ñÜÃÜWÜ£¿áÈÉ PæçWæãÙÜáÛÊÜ
I¨Üá PÝ¿áìñÜíñÜÅWÜÙÜ®Üá° £ÚÔ.
A¥ÜÊÝ

b) ¯ÊÜá¾ ÍÝÇæ¿áÈÉ, ±ÜÄÓÜÃÜ ÊÜÞÈ®Ü嬆 ŸWæY AÄÊÜâ ÊÜáãwÓÜÆá ¿ÞÊÜâ¨Ý¨ÜÃÜã I¨Üá
PÝ¿áìñÜíñÜÅWÜÙÜ®Üá° Ë®ÝÂÓÜWæãÚÔ.

D.El.Ed. – I 8020

7 318-EK

( English Medium )

PART – I

Four choices have been given for each of the following questions.
Choose the most appropriate answer and write in the answer-book.
Each question has one mark. All the questions are compulsory.
1  10 = 10

1. Reasons for ecological imbalance are

I. deforestation

II. misuse of water sources

III. mining

IV. recycling and reusing.

Of these

(A) I, II and IV (B) I, II and III

(C) II, III and IV (D) I, III and IV.

2. Teacher defines the concepts ‘Compound and Mixture’ first, then gives
examples. This reflects which of the following methods ?

(A) Deductive method (B) Experimental method

(C) Inductive method (D) Lecture method.

3. While contextualizing ‘Potential energy’ concept the teacher has a better
advantage in the place of

(A) Dams (B) Recycling units

(C) Road safety authority (D) Pollution Control Board.

D.El.Ed. – I 8020 [ Turn over

318-EK 8

4. Which of the following ideas is not a creative expression in facilitating
environmental science ?

(A) Dramas

(B) Taking photographs

(C) Poster making

(D) Copying information from textbook.

5. Helping individuals and social groups to acquire social values contributes
to the development of

(A) Environmental awareness (B) Environmental knowledge

(C) Environmental attitude (D) Environmental skills.

6. An EVS teacher discusses about the landforms and properties of water in
the classroom. The purpose of this is related to analyse the above topic in
the following context :

(A) Cultural (B) Physical

(C) Social (D) Ethical.

7. Teacher needs to include a variety of alternative activities in facilitating
environmental science because

(A) all learners’ context is same

(B) teacher need not know the composition of every class

(C) learners’ styles are different

(D) teacher need not build the values around the activities.

D.El.Ed. – I 8020

9 318-EK

8. The most appropriate resource to explain the concept ‘extinction of
animals’ is

(A) Models (B) Role play

(C) Charts (D) Environmental activists.

9. The important objective of field visit, while facilitating the environmental
science is

(A) Capturing photos

(B) Providing opportunity to interact with real environment

(C) Playing with friends

(D) Reporting.

10. Inquiry about a virtual environment in the classroom consists of

(A) Viewing according to convenience

(B) Allowing to use all senses

(C) Experimentation followed by discussion

(D) Hand-on activities related to observation.

PART – II
Answer any five of the following questions, each answer not exceeding
half a page. 2  5 = 10

11. List out any four major learning outcomes of studying environmental
studies.

12. What is the role of extended family in childhood development ?

13. What is the necessity of habitat for living beings ?

D.El.Ed. – I 8020 [ Turn over

318-EK 10

14. How does environmental studies help the children to get the ‘joy of
learning’ ?

15. State Jean Piaget’s child development in concrete operational stage.

16. Write two competencies for the topic ‘Transportation’.

17. Why instructions need to be provided for students before going for an
outing ?

18. How do printed materials play important role in facilitating environmental
studies ?

PART – III
There is an alternative question for each of the following. Answer
either ‘a’ or ‘b’ of them, each answer not exceeding one page.
5  8 = 40

19. (a) List out five characteristics of young learners and explain any
suitable one.

OR

(b) Explain the significance of interdependence in the sustenance of life.

20. (a) State any five objectives of EVS according to NCF 2005.

OR

(b) Explain briefly the role of ‘The National Policy of Education’ (1986)
and ‘National Curriculum Framework’ (2005) on inclusion of EVS at
the school level.

21. (a) ‘‘Environmental Studies is a composite study area.’’ Analyse.

OR

(b) ‘‘Facilitating environmental studies subject is an enormous
challenge.’’ Analyse.

D.El.Ed. – I 8020

11 318-EK

22. (a) List out five benefits of making learning, activity and experience
based. Explain any one.

OR

(b) What are values ? How do you develop aesthetic abilities by teaching
environmental studies ?

23. (a) Explain two activities for Elaborate stage in 5E model for a topic in
EVS.

OR

(b) Explain two activities that can possibly be carried out in the
environment of your area.

24. (a) ‘‘Thematic organization of the content expands assessment
strategies.’’ Examine the statement with suitable examples.

OR

(b) Examine the advantage of using local context while teaching about
‘Diversity in plants around us’.

25. (a) ‘‘The nature itself is the greatest resource for environmental studies.’’
Analyse.

OR

(b) How do you make use of Audio-visual resources while transacting
EVS ?

26. (a) While facilitating the concept of ‘Nutritious food’, mention five
strategies that you could adopt in your classroom.

OR

(b) Design any five suitable programmes to create an awareness about
environment pollution in your school.

D.El.Ed. – I 8020 [ Turn over

318-EK 12

D.El.Ed. – I 8020

ÊÜÞ¨ÜÄ EñܤÃÜWÜÙÜá
MODEL ANSWERS
ÓÜíPæàñÜ ÓÜíTæ : 318-EK
Code No. : 318-EK
w.GÇ….Cw. ±ÜÅ¥ÜÊÜá ÊÜÐÜì
D.El.Ed. FIRST YEAR
PÜÈPæ¿á®Üá° A®ÜáPÜãÈÓÜáÊÜâ¨Üá Q.±ÝÅ.ÍÝ. — ±ÜÄÓÜÃÜ A«Ü¿á®Ü
FACILITATING LEARNING ( LPS ) — ENVIRONMENTAL STUDIES
PܮܰvÜ ÊÜáñÜᤠCíXÉÐ… ÊÜÞ«ÜÂÊÜá
Kannada & English Medium
©®ÝíPÜ : 08. 07. 2022 ] [ WÜÄÐÜu AíPÜWÜÙÜá : 60
Date : 08. 07. 2022 ] [ Max. Marks : 60
PܮܰvÜ ÊÜÞ«ÜÂÊÜá

»ÝWÜ I

ŸÖÜá&BÁáR¿á EñܤÃÜWÜÙÜá ±ÜÅ£Áãí¨Üá ÓÜÄ EñܤÃÜPæR Jí¨æãí¨Üá AíPܨÜíñæ
1 × 10 = 10
1. (B) I, II ÊÜáñÜᤠIII

2. (A) ­WÜÊÜá¬Ü ¯Ü¨Üœ£
3. (A) AOæPÜoárWÜÙÜá
4. (D) ±ÜsܱÜâÓܤPÜ¨Ü ÊÜÞ×£¿á®Üá° ®ÜPÜÆá ÊÜÞvÜáÊÜâ¨Üá
5. (C) ±ÜÄÓÜÃÜ ÊÜá®æãà»ÝÊÜ
6. (B) »è£PÜ
7. (C) PÜÈPݦì¿á ÍæçÈ¿áá ¼®Ü°ÊÝXÃÜáñܤ¨æ
8. (D) ±ÜÄÓÜÃÜ PÝ¿áìPÜñÜìPÜÃÜá
9. (B) ®æçg ±ÜÄÓÜÃܨæãí©Wæ ±ÜÃÜÓܳÃÜ ±ÜÅ£QÅÀáÓÜáÊÜ AÊÜPÝÍÜÊÜ®Üá° J¨ÜXÓÜáÊÜâ¨Üá
10. (A) A®ÜáPÜãÆPæR ñÜPÜRíñæ ®æãàvÜáÊÜâ¨Üá

D.El.Ed. – I [ Turn over

318-EK 2

»ÝWÜ II

D PæÙÜX®ÜÊÜâWÜÙÜÈÉ ¿ÞÊÜâ¨Ý¨ÜÃÜã I¨Üá ±ÜÅÍæ°WÜÚWæ ÓÜíü±Ü¤ÊÝX EñܤÄÔ. ±ÜÅ£Áãí¨Üá EñܤÃÜÊÜâ
A«Üì ±ÜâoPæR ËáàÃÜ©ÃÜÈ 2 × 5 = 10

11. PÜÈPÝ ¶ÜÈñÜWÜÙÜá
 ±ÜÄÓÜÃÜ¨Ü ÓÜÊÜáWÜÅÊÝ¨Ü þÝ®ÜÊÜ®Üá° ¸æÙæÓÜáÊÜâ¨Üá.
 ŸvÜñÜ¬Ü ÖÝWÜã AÓÜÊÜÞ¬ÜñæWÜÙÜíñÜÖÜ ÓÝÊÜÞiPÜ ËÊݨÝíÍÜWÜÙÜ ÓÜãûÜ$¾ñæ¿á¬Üá®
WÜáÃÜá£ÓÜáÊÜâ¨Üá.
 ÍÜŸª»ÜívÝÃÜÊܬÜá® ÖæbcÓÜáÊÜâ¨Üá.
 ÓÝÌ»ÝËPÜ, ÓÝÊÜÞiPÜ ÊÜáñÜᤠÓÝíÓÜ¢£PÜ ¯ÜÄÓÜÃÜWÜÙÜ ¬ÜvÜáÊæ ÓÜíŸí«ÜWÜÙܬÜá®
WÜáÃÜá£ÓÜáÊÜâ¨Üá.
 ÊæçË«ÜÂñæ, ÓÜÊÜÞ®Üñæ, ®Ý¿á, Z®Üñæ ÊÜáñÜᤠÓÜÌíñÜÁãàaÜ®æ CíñÜÖÜ ÊÜÞ®ÜËà¿á
ÊÜåèÆÂWÜÙÜ®Üá° ¸æÙæÓÜáÊÜâ¨Üá.
¿ÞÊÜâ¨Ý¨ÜÃÜã 2 AíÍÜWÜÙÜá ½×4=2
12. ÊÜáWÜá訆 ¸æÙÜÊÜ~Wæ¿áÈÉ ËÓܤÄñÜ PÜáoáíŸ¨Ü ±ÝñÜÅ
 ËË«Ü ÊÜåèÆÂWÜÙÜ®Üá°, PèÍÜÆÂWÜÙÜ®Üá° A¼ÊÜê©œ¯ÜwÓÜáñܤ¨æ.
 gÊݸݪĿá ÖÜíbPæ.
 ¨æãvÜxÊÜÄWæ WèÃÜÊÜ ÓÜãbÓÜáÊÜâ¨Üá ÊÜáñÜᤠbPÜRÊÜÃÜ®Üá° PÝÙÜi ÊÜÞvÜáÊÜâ¨Üá.
 ÃÜûÜOæ ¯àvÜáñܤ¨æ. ½×4=2
13. iàÊÜÃÝÎWÜÚWæ BÊÝÓÜ¨Ü AÊÜÍÜÂPÜñæ
 BÊÝÓÜÊÜâ ±ÝÅ~ÊÜWÜì HÚWæ¿ÞWÜÆá ÓÜÖÝ¿áPÜ.
 BÖÝÃÜ ¨æãÃÜQÔPæãvÜáñܤ¨æ.
 ÍÜñÜáÅWÜÙܮ氨ÜáÄÓÜÆá ÓÜáÚÊÜâ ¯àvÜáñܤ¨æ.
 ÓÝÊÜÞiPÜ JvÜ®ÝwWÜÙÜ®Üá° »æàq ÊÜÞvÜÆá.
 ÓÜíñÝ®æãàñܳ£¤Wæ
¿ÞÊÜâ¨Ý¨ÜÃÜã 2 AíÍÜWÜÙÜá ½×4=2

D.El.Ed. – I

3 318-EK

14. ÊÜáPÜRÙÜ PÜÈPæ¿áÈÉ ÓÜíñÜÓÜ ñÜÃÜÆá
 ±ÜÄÓÜÃÜ A«Ü¿á®ÜÊÜâ ÊÜáPÜRÚWæ, A®æÌàÑÓÜÆá, A¥ÜìÊÜÞwPæãÙÜÛÆá, ÍÝÉ™ÓÜÆá ¯ÜÃÜÓܱÃÜ
±ÜÅ£QÅÀáÓÜÆá ÖÝWÜã ±ÜÄÓÜÃÜ¨Ü ÊÜåèÈÂàPÜÄÓÜÆá, ÓÜÊÜá¥ÜìWæãÚÔ, A¥æçìÓÜÆá ñÜÊÜá¾
ÓÜáñÜ¤È¬Ü ¯ÜÄÓÜÃÜ ÓÝÌ»ÝËPÜ gWÜñÜᤠÖÝWÜã ÓÜÊÜáá¨Ý¿á¨æãí©Wæ ÓÜíŸí«Ü PÜȱÓÜáÊÜâ¨ÜÃÜ
ÊÜáãÆPÜ PÜÈPæ¿áÈÉ ÓÜíñÜÓÜ ñÜÃÜÆá ÓÜÖÝ¿á ÊÜÞvÜáñܤ¨æ.
 ñÜÊÜá¾ ¯ÜÄÓÜÃܨæãí©Wæ BíñÜÄPÜ ÓÜíŸí«Ü ÊÜáñÜᤠhæãàwÓÜáËPæ¿á¬Üá®
A¥æçìÔPæãÙÜáÛÊÜâ¨ÜÄí¨Ü PÜÈPæ¿áÈÉ ÓÜíñÜÓÜ ñÜÃÜáñܤ¨æ. 1×2=2

15. ià®… ²¿Þhæ¿áÊÜÃÜ ÊÜáWÜá訆 ¸æÙÜÊÜ~Wæ¿á ÊÜáãñÜì QÅ¿Þ ÖÜíñÜWÜÙÜá
 ÊÜáWÜáÊÜâ Jí¨Üá ÊÜÓÜá¤ÊܬÜá® PÜáÍÜÆñæÀáí¨Ü ŸÙÜÓÜŸÆɨÝX¨ÜªÃæ, B ÊÜÓÜá¤Ë®Ü ÊæáàÇæ,
ñÝQìPÜ ÁãàaÜ®Ý ±ÜÅQÅÁá ¸æÙæÓÜáÊÜ ÓÝÊÜá¥ÜÂì Öæãí©ÃÜáñݤÃæ.
 ÓÜíÃÜüÓÜáÊÜ ÓÝÊÜá¥ÜÂì ¸æÙæÔPæãÙÜáÛñݤÃæ.
 ÊÜÓÜá¤WÜÙÜá ÓÜ¨Ý A¨æà Ä࣠CÃÜáÊÜâ©ÆÉ GíŸá¨Ü¬Üá® PÜÈ¿ááñݤÃæ. 1×2=2

16.  ˨ݦì¿áá ÓÝÄWæ ±ÜÄPÜƳ®æ¿á®Üá° ËÊÜÄÓÜáÊÜÃÜá.
 ˨ݦì¿áá ÓÝÄWæ¿á Ë«ÜWÜÙÜ®Üá° ÊÜÂñÝÂÔàPÜÄÓÜáÊÜÃÜá.
ÓÜãPܤ GÃÜvÜá ÓÝÊÜá¥ÜÂìWÜÙÜá 1+1=2

17. ˨ݦìWÜÚWæ ËÖÝÃÜPæR ÖæãàWÜáÊÜ ÊÜáá®Ü° ÓÜãaÜ®æWÜÙÜá
 ÎÓÜᤠÊÜáñÜᤠÓÜÊÜá¿á¨Ü ­ÊÜìÖÜOæ¿á¬Üá® A¼ÊÜê©œ¯ÜwÓÜáñܤ¨æ.
 £àûÜ ËàûÜOæ¿á PèÍÜÆÂÊܬÜá® A¼ÊÜê©œ¯ÜwÓÜáñܤ¨æ.
 ÓÜãPܤÊÝ¨Ü ñÜ¿ÞÄPæ.
ÓÜãPܤ GÃÜvÜá AíÍÜWÜÙÜá 1+1=2

18. ±ÜÄÓÜÃÜ A«Ü¿á®ÜÊÜ®Üá° A®ÜáPÜãÈÓÜáÊÜÈÉ ÊÜáá©ÅñÜ ÊÜÓÜá¤WÜÙÜ ±ÝñÜÅ
 ±ÜsܱÜâÓܤPÜWÜÙÜá ÊÜáñÜᤠBPÝÃÜWÜÅí¥ÜWÜÙÜá þÝ®Ýgì®æ ÊÜÞvÜÆá ÓÜÖÝ¿á ÊÜÞvÜáñܤ¨æ.
 AíPÜ|WÜÙÜá, ÊÝñÝìÓÜíbPÜWÜÙÜá ÊÜáñÜᤠ¯¿áñÜPÝÈPæWÜÚí¨Ü ±ÜÅÓÜá¤ñÜ ËaÝÃÜWÜÙÜ®Üá°
£Ú¿áŸÖÜá¨Üá.
 CÊÜâ ®ÜÊÜáWæ ¿ÞÊÝWÜ, GÈÉ ¸æàPݨÜÃÜã E±ÜÁãàXÓÜÆá ÓÜÖÝ¿á ÊÜÞvÜáñܤ¨æ.
 CÊÜâ ˨ݦìWÜÙÜÈÉ A¥æçìÔPæãÙÜáÛÊÜ ÊÜáñÜᤠA®ÜÌÀáÓÜáÊÜ ÓÝÊÜá¥ÜÂìWÜÙÜ®Üá°
ÓÜÊÜáê¨ÜœWæãÚÓÜáñܤ¨æ. 1×2=2

D.El.Ed. – I [ Turn over

318-EK 4

»ÝWÜ III
D PæÙÜX®Ü ±ÜÅ£ ±ÜÅÍæ°WÜã (a) A¥ÜÊÝ (b) BÁáRWÜÙÜ®Üá° ¯àvÜÇÝX¨æ. AÊÜâWÜÙÜÈÉ Jí¨ÜPæR EñܤÄÔ.
±ÜÅ£Áãí¨Üá EñܤÃÜÊÜâ Jí¨Üá ±Üâo ËáàÃܨÜíñæ EñܤÄÔ 5 × 8 = 40

19. a) GÙæ¿á ˨ݦìWÜÙÜ WÜá|ÆûÜ|WÜÙÜá

 ÊÜáPÜRÙÜá D ÖÜíñܨÜÈÉ ñÜáí¸Ý aÜoáÊÜqPæÀáí©ÃÜáñݤÃæ.

 AÊÜÃÜá ŸÖÜÙÜ PÜáñÜãÖÜÈWÜÙÝX¨Üáª, ®ÜÊÜá¾ ±ÜÄÓÜÃܨÜÈÉ ËÐÜ¿áWÜÙÜ®Üá°
A®æÌàÑÓÜáÊÜâ¨ÜÃÜÈÉ BÓÜQ¤ EÙÜÛÊÜÃÝXÃÜáñݤÃæ.

 AÊÜÃÜ BÓÜQ¤¿á AÊܘ¿áá ŸÖÜÙÜ PÜwÊæá.

 ÊÜáPÜRÙÜá Bo¨Ü ÊÜáãÆPÜ PÜÈ¿ááÊÜâ¨Ü®Üá° B®Üí©ÓÜáñݤÃæ.

 AÊÜÃÜá ŸÖÜá PÜƱ¬Ý iàËWÜÙݨܪÄí¨Ü A£ÃæàPÜ¨Ü PÜƱ¬æWÜÙܬÜá® CÐÜr¯ÜvÜáñݤÃæ.

 AÊÜÃÜá ×Ä¿á ˨ݦìWÜÚXíñÜ PÜwÊæá ÓÜíPæãàaÜ ±ÜÅÊÜ꣤¿áÊÜÃÝXÃÜáñݤÃæ.

 AÊÜÃÜá ñÜÊÜá¾ ÓÜáñÜ¤È¬Ü GÇÝÉ ÊÜÓÜá¤WÜÙÜ ŸWæY ÓÜÊÜáWÜÅ ¨ÜêÑrPæãà¬Ü Öæãí©ÃÜáñݤÃæ.

¿ÞÊÜâ¨Ý¨ÜÃÜã I¨Üá AíÍÜWÜÙÜá ÊÜáñÜᤠJí¨ÜPæR ËÊÜÃÜOæ 2½ + 2½ = 5

b) iàÊܮݫÝÃÜ¨Ü ±ÜÃÜÓܳÃÜ AÊÜÆퟮæ¿á ÊÜáÖÜñÜÌ

 ¬ÜÊÜá¾ ¯ÜÄÓÜÃܨÜÈÉ ¬Ý¬Ý Ë«Ü¨Ü AíÍÜWÜÙÜ ¯ÜÃÜÓܱÃÝÊÜÆퟬæ A£ AÊÜÍÜÂPÜ.

 ¯ÜÄÓÜÃܨÜÈÉ¬Ü GÇÝÉ AíÍÜWÜÙÜá, GÇÝÉ ZoPÜWÜÙÜá CñÜÃÜ AíÍÜWÜÙæãí©Wæ ÓÜíŸí«Ü
Öæãí©Êæ.

 GÇÝÉ ÓÜiàËWÜÙÜá »è£PÜ AíÍÜWÜÙÜ ÊæáàÇæ AÊÜÆí¹ñÜÊÝX¨æ.

 A¨æà Ä࣠»è£PÜ AíÍÜWÜÙÜá, ÓÜiàËWÜÙÜ aÜoáÊÜqPæ¿á ÊæáàÇæ AÊÜÆí¹ñÜ.

 GÇÝÉ ÓÜiàËWÜÚWÜã BÊÜáÉg®ÜPÜ AñÜÂÊÜÍÜÂ. C¨Ü®Üá° ÊÝñÝÊÜÃÜ|©í¨Ü ÖÝWÜã
­àÄ­í¨Ü ¯Üvæ¿áŸÖÜá¨Üá.

D.El.Ed. – I

5 318-EK

 CíWÝÆ¨Ü væçBPæÕ„v… E¯Ü Eñܱ¬Ü®. C¨Üá ÓÜÓÜÂWÜÚWæ BÖÝÃÜ ñÜ¿ÞÄÓÜÆá
PÜaÝcÊÜÓÜá¤.
 ÓÜÓÜÂWÜÙÜá ÊÜá~¡¯í¨Ü ±èÑuPÝíÍÜ ×àÃÜáñܤ¨æ.
 ¸ÝÂQràÄ¿Þ, ÎÈàí¨ÜÅ Ë»Üg®Ý QÅÁáÀáí¨Ü C¨Üá ±Üâ®Ü@ »ÜãËáWæ ÓæàÃÜáñܤ¨æ.
1×5=5

20. a) ÃÝÑóà¿á ±ÜsÜÂPÜÅÊÜá aèPÜoár ( NCF ) 2005 ÃÜ ±ÜÅPÝÃÜ, E¨æªàÍÜWÜÙÜá

 ÓÝÌ»ÝËPÜ, ÓÝÊÜÞiPÜ ÊÜáñÜᤠÓÝíÓÜ¢£PÜ ¯ÜÄÓÜÃÜWÜÙÜ ¬ÜvÜáË¬Ü ÓÜíŸí«ÜÊܬÜá®
WÜáÃÜá£ÓÜÆá ñÜÃܸæà£.

 AÊÜáãñÜì ËÐÜ¿á¨Ü Ÿ¨ÜÆá, ¬æçg A®Üá»ÜÊÜ ÊÜáñÜᤠËàûÜOæ, ¨ÜêÐÝríñÜWÜÙÜ
B«ÝÄñÜ £ÙÜáÊÜÚPæ.

 ÊÜáWÜá訆 PÜáñÜãÖÜÆ ÊÜáñÜᤠÓÜêg®ÜÎàÆñæ ±æäàÑÓÜáÊÜâ¨Üá.

 ¯ÜÄÓÜÃÜ ËÐÜ¿á¨Ü ŸWæY AÄÊÜâ ÊÜáãwÓÜáÊÜâ¨Üá.

 ÊÜáãÆ»ÜãñÜ þÝ¬Ü ÓÜíŸí˜à ÊÜá¬Ü@aÝÆPÜ PèÍÜÆÂWÜÙÜ WÜÚÓÜÆá, ¯ÜÄÍæãà«Ü¬ ÝñܾPÜ
ÊÜáñÜᤠ±ÜÃÜPæÆÓÜ aÜoáÊÜqPæWÜÙÜÈÉ ñæãvÜXÓÜáÊÜâ¨Üá.

¿ÞÊÜâ¨Ý¨ÜÃÜã I¨Üá AíÍÜWÜÙÜá 1×5=5

b) ÃÝÑóà¿á ÎûÜ| ¯à£ 1986

 C¨Üá ÍÝÇÝ ±ÜsÜÂPÜÅÊÜá¨ÜÈÉ ±ÜÄÓÜÃÜ ÎûÜ|PæR Jí¨Üá ¯ÎcñÜÊÝ¨Ü ±ÜÅaæãà¨Ü®æ ¯àw¨æ.

 ±ÜÄÓÜÃÜ ÓÜíÃÜûÜOæ Jí¨Üá ÊÜåèÆÂÊÝX¨æ. A¨Üá CñÜÃÜ ÊÜåèÆÂWÜÙæãí©Wæ ÎûÜ|¨Ü
GÇÝÉ ÖÜíñÜWÜÙÜÈÉ Jí¨Üá AË»Ýg AíWÜÊÝWܸæàPÜá Gí¨Üá ÖæàÚ¨æ.

 ±ÜÄÓÜÃÜ ±ÜÅþæ, ÓÜÊÜÞg¨ÜÈÉ ÊÜáWÜá˯í¨Ü ×w¨Üá GÇÝÉ ÊÜ¿áÔÕ®ÜÊÜÃæWÜã ÖÝWÜã
GÇÝÉ ÊÜWÜì¨ÜÊÜÄWÜã ÖÜÃÜvܸæàPæí¨Üá ÖæàÚ¨æ.

D.El.Ed. – I [ Turn over

318-EK 6

 D ËÐÜ¿áÊÜâ Cwà ÍæçûÜ~PÜ ±ÜÅQÅÁá¿áÈÉ ÓÜÊÜáWÜÅÊÝX CÃܸæàPÜá.
 C¨Üá, ÃÝÑóà¿á ±ÜsÜÂPÜÅÊÜáÊÜ®Üá° ÁãàiÔ, ÓÝÌ»ÝËPÜ ÊÜáñÜᤠÓÝÊÜÞiPÜ
¯ÜÄÓÜÃÜWÜÚWæ ¬æàÃÜ ÓÜíŸí«Ü˨æ Gí¨Üá ÖæàÚñÜá.
 PÝ¿Þì®Üá»ÜÊÜ ±ÜsÜÂPÜÅÊÜáÊÜ®Üá° ( SUPW ) ±Üâ®ÜZìqÓÜÇÝÀáñÜá.
ÃÝÑóà¿á ±ÜsÜÂPÜÅÊÜá aèPÜoár ( NCF ) 2005

 ÍÝí£WÝX ÎûÜ|, BÊÝÓÜ ÊÜáñÜᤠÎûÜ|ÊÜ®Üá° NCF, ±ÜsÜÂPÜÅÊÜá¨ÜÈÉ
ÓæàÄÓÜÇÝÀáñÜá.
 BÊÝÓÜ ÊÜáñÜᤠPÜÈPæ ¿áá ÍÝÇÝ ÖÜíñܨÜÈÉ ±ÜÄÓÜÃÜ ÎûÜ|ÊÜ®Üá° ÓæàÄÓÜáÊÜ
AWÜñÜÂñæ¿á¬Üá® PÜívÜáPæãívÜá ÓÜáÔ§ÃÜ A¼ÊÜê©œ¿áñܤ ÓÝWÜÆá A¬ÜáÊÜâ
ÊÜÞwPæãvÜáñܤ¨æ. 2½ + 2½ = 5

21. a) ±ÜÄÓÜÃÜ A«Ü¿á®Ü Jí¨Üá ÓÜËá¾ÍÜÅ A«Ü¿á®Ü ûæàñÜÅ ËÍæÉàÐÜOæ
 ±ÜsܱÜâÓܤPÜ ËÐÜ¿áWÜÙÜ®Üá° ËþÝ®Ü ÊÜáñÜᤠÓÜÊÜÞg ËþÝ®Ü Gí¨Üá ËíWÜwÔÆÉ.
 ËþÝ®Ü ÖÝWÜã CñÜÃÜ »ÝÐæ¿á ÊÜáñÜᤠÓÜÊÜÞg ËþÝ®Ü¨Ü ËÐÜ¿áWÜÙÜ®Üá°
JÙÜWæãíw¨æ.
 ÓÜí¿ááPܤ A¥ÜÊÝ ÓÜíÁãàiñÜ ËÐÜ¿áWÜÙÜ ÓÜáñܤ ÖæOæ¿áÇÝX¨æ.
 ËÐÜ¿áWÜÙÜ®Üá° ÊÜáPÜRÙÜ ±ÜÄÓÜÃÜ¨Ü A®Üá»ÜÊÜWÜÙÜ ÓÜáñܤ ¯ËáìÓÜÇÝX¨æ.
 ÊÜÓÜᤠ/ ËÐÜ¿áWÜÙܬÜá® ¯ÜÄÓÜÃܨæãí©Wæ BíñÜÄPÜ ÓÜíŸí«Ü hæãàwÓÜáËPæ¿á¬Üá®
A¥æçìÔPæãÙÜÛÆá ÓÜÖÝ¿á ÊÜÞvÜáñܤ¨æ.
 ±ÜÅ£Áãí¨Üá ËÐÜ¿áPÜãR ±ÜÄPÜƳ®æ ÊÜáñÜᤠ±ÜÄ~£WÜÙÜ ÓÜí»ÜÊܯà¿á ÓÜí±ÜPÜìWÜÙÜ
Jí¨Üá ŸÇæ, ÊÜáPÜRÙÜÈÉ ¸æÙæÓÜáñܤ¨æ. ñÜÊÜá¾ ±ÜÄÓÜÃܨÜÈÉ AíñÜÖÜ ÓÜí±ÜPÜì ÊÜáñÜá¤
ÓÜíŸí«ÜWÜÙܬÜá® Óݧ°ÓÜáÊÜâ¨ÜÃÜ ÊÜáãÆPÜ ÊÜáPÜRÙÜá E®Ü°ñÜ ÊÜáor¨Ü ÎûÜ|WÜÙÜÈÉ
¯ÜÄÓÜÃÜ ûæàñÜŨÜÈÉ¬Ü AÊÜáãñÜì ¯ÜÄPÜƱ¬æ ÊÜáñÜᤠÓÜíŸí«ÜWÜÙܬÜá® WÜÅ×ÓÜáÊÜ
ÓÝÊÜá¥ÜÂì ¸æÙæÓÜáñܤ¨æ.
¿ÞÊÜâ¨Ý¨ÜÃÜã I¨Üá AíÍÜWÜÙÜá 1×5=5

D.El.Ed. – I

7 318-EK

b) ±ÜÄÓÜÃÜ A«Ü¿á®Ü ËÐÜ¿áÊÜ®Üá° A®ÜáPÜãÈÓÜáÊÜâ¨Üá AWÝ«ÜÊÝ¨Ü ÓÜÊÝÇæà ÓÜÄ.
ËÍæÉàÐÜOæ

 ˨ݦìWÜÙÜá, EñܤÊÜá ÍæÅà~¿á®Üá° ±Üvæ¿ááÊÜíñÜÖÜ ËÍÝÌÓÝÖÜì ±ÜâÓܤPÜWÜÚí¨Ü
ÓÜÄ¿Þ¨Ü EñܤÃÜ £Ú¨Üá, ¿Þí£ÅPÜÊÝ¨Ü ÊÜÂÊÜÓæ§Àáí¨Ü ¨ÜãÃÜ ÊÜÞw. Ÿ¨ÜÈWæ
AÊÜÄWæ ñÝÊæà ÓÜÌñÜ@ ËàüÓÜÆá, ÇæPÝRaÝÃÜ ÊÜÞvÜÆá, ñÝÊæà ÓÜÌñÜ@ þÝ®Ýgì®æ
ÊÜÞvÜáÊÜíñæ ±æäÅàñÝÕ×ÓÜáÊÜâ¨Üá Jí¨Üá AWÝ«ÜÊÝ¨Ü ÓÜÊÝÆá.

 ¯ÜÄÓÜÃÜ A«Ü¿á¬ÜPÝRX ñÜÃÜWÜ£Àáí¨Ü ÖæãÃÜŸí¨Üá PæçPæãÙæ ÊÜÞwPæãÙÜáÛÊÜâ¨ÜÃÜ ŸWæY
PÜwÊæá ÓÜÖÝ®Üá»Ü㣠CÃÜáÊÜ ÊÜáñÜᤠ¨æç×PÜ ÍÜÅÊÜáPæR AñÜÂƳ WèÃÜÊÜ PæãvÜáÊÜ
ÊÜÂÊÜÓ槿á®Üá° ±ÜÄWÜ~ÓܸæàPÝWÜáñܤ¨æ.

 EñܤÊÜá ÍæÅà~ ±Üvæ¿áÆá, ±ÝÅÊÜÞ~PÜÊÝX, ñÝÊæà ÓÜÌñÜ@ PæÆÓÜ ÊÜÞvܨæà
Ԩܜ¯Üwst Áãàg¬ÝPÝ¿áìWÜÙܬÜá® ñÜí¨æã°±ÓÜáÊÜ, ñܯÜâ± PæÆÓÜ ÊÜÞvÜáÊÜ
˨ݦìWÜÙÜ®Üá° ®ÝÊÜâ WÜÊÜá¯ÓܸæàPÜá.

 ±ÜÄÓÜÃÜ ÎûÜ|¨Ü þÝ®Ü ÊÜáñÜᤠhÝWÜê£ Eíoá ÊÜÞvÜáÊÜ ÓÜÊÝÆáWÜÙܮ氨ÜáÄÓÜáÊÜ
PèÍÜÆÂWÜÙÜ®Üá° ¸æÙæÓÜáÊÜâ¨Üá Jí¨Üá ÓÜÊÝÇæà ÓÜÄ. 5

22. a) A®Üá»ÜÊÝñܾPÜ PÜÈPæ¿á®Üá° ÓÜíZqÓÜáÊÜÈÉ®Ü ÇÝ»ÜWÜÙÜá

 ¸æàÓÜÃÜ PÜwÊæá ÊÜÞvÜáñܤ¨æ.

 EÃÜáÖæãvæ¿ááÊÜâ¨ÜÃÜ, A®ÝÊÜÍÜÂPÜ JñܤvÜWÜÙÜ®Üá° PÜwÊæá ÊÜÞvÜáñܤ¨æ.

 PÜÈñÜ ±ÜÄPÜƳ®æWÜÙÜ®Üá° þݱÜPÜËoárPæãÙÜÛÆá ÓÜÖÝ¿á ÊÜÞvÜáñܤ¨æ.

 BñܾWèÃÜÊÜ ÊÜáñÜᤠBñܾËÍÝÌÓÜ ÖæbcÓÜáñܤ¨æ.

 ÓÜÊÜÞ®ÜÓÜRí¨ÜÃæãívÜ®æ ±ÜÃÜÓܳÃÜ ±ÜÅ£QÅÁá ÊÜáñÜᤠÖÜíbPæãÙÜáÛÊÜâ¨Ü®Üá° ÖæbcÓÜÆá
±æäÅàñÝÕÖÜ ¯àvÜáñܤ¨æ.

D.El.Ed. – I [ Turn over

318-EK 8

 PÜÈPÝ A®Üá»ÜÊÜWÜÙæãí©X®Ü ñÜ겤¿á®Üá° ÖæbcÓÜáñܤ¨æ.

 PÜÈPæ¿áá A¥Üì±Üä|ì ÊÜáñÜᤠÓÜÊÝȮܨݪWÜáñܤ¨æ.

 ñÜÊÜᾨæà PÜÈPæWæ ÊÜáPÜRÙÜ gÊݸݪĿá®Üá° Eñæ¤àiÓÜáñܤ¨æ.

 «Ü®ÝñܾPÜ ¨ÜêÑrPæãà®Ü ¸æÙæÓÜáñܤ¨æ.

 £ÙÜáËPæÁãí©X®Ü E®Ü°ñÜ ÓÝ«Ü®æ¿á®Üá° ±æäÅàñÝÕ×ÓÜáñܤ¨æ.

ÓÜãPܤ I¨Üá AíÍÜWÜÙÜá, Jí¨Üá ËÊÜÃÜOæ 2½ + 2½ = 5

b) ÊÜåèÆÂWÜÙæí¨ÜÃæ JŸºÃÜ WÜÅ×Pæ, PÜÈPæ, ¨ÜêÑr ÖÝWÜã A¼¯ÝÅ¿áWÜÙÜá ÊÜáñÜá¤
ÓÝÊÜÞ®ÜÂÊÝX ÊÜñÜì®æWÜÙÜ ©PÜáRWÜÙÜ ÊæáàÇæ ÓÝPÜÐÜár AÊÜÆí¹ñÜÊÝXÃÜáÊÜ ËÍÝÆÊݨÜ
»ÝÊÜ¬Ý ÓÜíŸí˜à ÆûÜ|WÜÙÝXÊæ.

Óèí¨ÜÁãàì±ÝÓÜ®ÝñܾPÜ ÊÜåèÆÂWÜÙÜá / ÓÝÊÜá¥ÜÂìWÜÙÜá

 ˨ݦìWÜÙÜ®Üá° ±ÜÅPÜꣿá ñÜí±Ý¨Ü WÝÚ, ÖÜÔÃÜá XvÜWÜÙÜá, ¸æor&±ÜÊÜìñÜWÜÙÜá
ÊÜááíñݨÜÊÜâWÜÚWæ JvÜáxÊÜâ¨Üá.

 ÓÜã¿ÞìÓܤ, ÓÜã¿ÞìÊÜÞ®Ü ÊÜáñÜᤠPÝÊÜá®Ü¹ÆáÉ, ÊÜáÙæ, gƱÝñÜWÜÙÜ®Üá°
ÊÜááíñݨÜÊÜâWÜÙÜ®Üá° ÊæáaÜácÊÜíñæ ®æãàwPæãÙÜáÛÊÜâ¨Üá.

 ÊæãàvÜWÜÙÜ®Üá° ÊÜáñÜᤠBPÝÍÜÊÜ®Üá° ËàüÓÜáÊÜâ¨Üá.

 ¯àÃÜá ÊÜáñÜᤠÊÜá~¡®æãí©Wæ BvÜÆá ¹vÜáÊÜâ¨Üá.

 ±ÜüWÜÙÜ bȲȿá®Üᰠ˨ݦìWÜÚWæ PæàÚÔPæãÙÜÛÆá ÖæàÙÜáÊÜâ¨Üá.

ÓÜãPܤ ®ÝÆáR AíÍÜWÜÙÜá 1+4=5

D.El.Ed. – I

9 318-EK

23. a) ÓÜãPܤ GÃÜvÜá aÜoáÊÜqPæWÜÙÜá ËÊÜÃÜOæÁãí©Wæ ËÓܤÃÜOÝ ÖÜíñÜPæR. 2½ + 2½ = 5

b) ¯ÊÜá¾ ÓÜáñܤÊÜááñÜ¤È®Ü ±ÜÄÓÜÃܨÜÈÉ ®ÜvæÓÜŸÖÜá¨Ý¨Ü GÃÜvÜá aÜoáÊÜqPæWÜÙÜá

 ±ÜÄÓÜÃܨÜÈÉ ®ÜwWæ

 WÜãvÜáPÜoár£¤ÃÜáÊÜ ±Üü¿á ËàûÜOæ

 ÓÜÓÜÂÃÝÎWÜÙÜ E¨Ý®ÜÊÜ®ÜPæR »æàq

 ÊÜÓÜá¤ÓÜíWÜÅÖÝÆ¿á, PÝTÝì®æWÜÚWæ ±ÜÅÊÝÓÜ

 I£ÖÝÔPÜ ÓݾÃÜPÜWÜÚWæ »æàq

 ÃÝÑóà¿á E¨Ý®ÜÊÜ®ÜWÜÚWæ »æàq CñÝ©.

GÃÜvÜá ÓÜãPܤ aÜoáÊÜqPæWÜÙÜ ËÊÜÃÜOæÁãí©Wæ 2½ + 2½ = 5

24. a)  ËÐÜ¿á ÊÜÓÜá¤Ë®Ü Êݲ¤ ËÍÝÆÊÝWÜáÊÜíñæ ÊÜÞvÜáñܤ¨æ.

 ¨æãÃæ¿ááÊÜ ÓÝ«Ü®ÜWÜÙÜá ÊÜáñÜᤠñÜíñÜÅWÜÙÜá ÖæaÜácñܤÊæ.

 ÊÜåèÇÝÂíPÜ®Ü ñÜíñÜÅWÜÙÜ®Üá° ËÓܤÄÓÜÆá þÝ®ÜÊÜ®Üá° Cw¿ÞX ¯àvÜáñܤ¨æ.

 ËË«Ü Óܯ°ÊæàÍÜWÜÙÜá ¨æãÃæ¿ááÊÜâ¨ÜÄí¨Ü ÓÜêg®ÝñܾPÜ, A®æÌàÐÜOÝñܾPÜ,
ÊÜåèÇÝÂíPܬÜÊܬÜá® ¯ÜſᣮÓÜŸÖÜá¨Üá. 1×5=5

b) A®ÜáPÜãÆWÜÙÜá

 ÓܧÚà¿á ÓÜÓÜÂWÜÙÜ ŸWæY ÎûÜPÜÃÜá ÊÜáñÜᤠ˨ݦìWÜÙÜá ¯ÜÄaÜ¿áËÃÜáñܤ¨æ.

 GíñÜÖÜ Óܯ°ÊæàÍܨÜÈÉ ¿ÞÊÜ ÓÜÓÜ aæ®Ý°X ¸æÙæ¿ááñܤ¨æ GíŸá¨ÜÃÜ EñܤÊÜá
A¥æçìÓÜáËPæ¿ÞWÜáñܤ¨æ.

D.El.Ed. – I [ Turn over

318-EK 10

 ÓÜáÆ»ÜÊÝX ËàüÓÜŸÖÜá¨Üá A¥ÜÊÝ ¬ÜÊÜáã¬æWÜÙܬÜá® ÊÜÓÜá¤WÜÙܬÜá® XvÜ©í¨Ü
ÓÜíWÜÅ×ÓÜŸÖÜá¨Üá.

 ÖÜã ¹vÜáÊÜ PÝÆ, B¦ìPÜ E±ÜÁãàWÜ, ÓܧÚà¿á ÖæÓÜÃÜá CñÝ© PÜáÄñÜá SbñÜñæ
CÃÜáñܤ¨æ.

 E¨ÝÖÜÃÜOæWÜÙÜá, ÓÜíWÜ£WÜÙÜá, ˨ÜÂÊÜÞ®ÜWÜÙÜá, ÊÜÓÜá¤WÜÙÜá aæ®Ý°X / ÓÜáÆ»ÜÊÝX
A¥ÜìÊÝWÜᣤ¨æ.

¿ÞÊÜâ¨Ý¨ÜÃÜã I¨Üá AíÍÜWÜÙÜá 1×5=5

25. a) ±ÜÄÓÜÃÜ A«Ü¿á®ÜPæR ±ÜÅPÜê£Ááà Jí¨Üá ÊÜáÖÝ®… ÓÜí±Ü®Üã¾Æ. ËÍæÉàÐÜOæ

 ±ÜÅPÜꣿáá þÝ®Ü¨Ü ¸ÝXÆá.

 Jí¨Üá ÊÜáÙæPÝvÜá ÓÜí±Ü®Üã¾ÆWÜÙÜá, ÊÜÂÊÜÓæ§WÜÙÜá ÊÜáñÜᤠ±ÜÃÜÓܱÃÜ ÊÜñÜì¬æWÜÙÜ ŸWæY
ÊÜÞ×£ J¨ÜXÓÜáñܤ¨æ.

 ±ÜÅPÜê£ Î¹ÃÜÊÜâ ËàûÜOæ, Íæãà«Ü®æ ÊæáàÈÌaÝÃÜOæ ÊÜÞvÜáÊÜ, ®Üûæ ÃÜbÓÜáÊÜ,
¨ÜñݤíÍÜWÜÙÜ®Üá° ÓÜíWÜÅ×ÓÜáÊÜ, ËÍæÉàÑÓÜáÊÜ, ËÊÜáÍÝìñܾPÜ bíñÜ®æ ÊÜáñÜᤠÓÜÊÜáÓÝÂ
¯ÜÄÖÝÃÜ PèÍÜÆWÜÙܬÜá® ¸æÙæÓÜÆá AÊÜPÝÍÜ ÊÜÞwPæãvÜŸÖÜá¨Üá.

 Jí¨Üá PæãÙÜ, ®Ü©, ÓÜÊÜáá¨ÜÅ, PÜÈÉ®Ü ±ÜŨæàÍÜWÜÙÜá, ÓÝÌ»ÝËPÜ ÖÜáÆáÉWÝÊÜÆáWÜÙÜá
AÃÜ~ÂàPÜêñÜ ±ÜŨæàÍÜWÜÙÜ »æàqÀáí¨Ü ÎÅàÊÜáíñÜ A®Üá»ÜÊÜWÜÙÜá ¨æãÃæ¿ááñܤÊæ.

 ±ÜÅPÜꣿáá, ®ÜÊÜá¾ GÇÝÉ Cí©Å¿áWÜÙÜ®Üá° hÝWÜêñÜWæãÚÔ, þÝ®Ü¨Ü WÜÅ×Pæ¿á®Üá°
ÓÜáÆ»Ü ÊÜÞwPæãvÜáñܤ¨æ.

 ÓÜÄ¿ÞX Áãàist ±ÜÅPÜꣿá A®Üá»ÜÊÜWÜÙÜá ñÜÃÜWÜ£ A®Üá»ÜÊÜWÜÙÜ®Üá°
EñܤÊÜáWæãÚÓÜÆá ÊÜáñÜᤠ±ÜäÃÜPÜÊÝWÜÆá ÓÜÖÝ¿á ÊÜÞvÜáñܤ¨æ. 1×5=5

b) ¨ÜêP… ÍÜÅÊÜ| ÓÜí±Ü®Üã¾ÆWÜÙÜ ŸÙÜPæ

 ¨ÜêP… ÍÜÅÊÜ| ÊÜÓÜá¤WÜÙÜá ñÜÃÜWÜ£¿áÈÉ G£¤¨Ü PæÆÊÜâ ËÐÜ¿áWÜÙÜ®Üá° ÓܳÐÜr±ÜwÓÜÆá
ÓÜÖÝ¿á ÊÜÞvÜáñܤ¨æ.

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 Cí¨Üá Æ»ÜÂËÃÜáÊÜ ÊæçË«ÜÂñæ¿á ÃæàwÁãà aݬæÇ…WÜÙÜ ÊÜáãÆPÜ ÊÜáPÜRÙÜá
¯ÜÄÓÜÃÜ¨Ü ËÊݨÜWÜÙÜ ŸWæY PÜÈ¿ááñݤÃæ.

E¨Ý. : ±ÜÄÓÜÃÜ ñÜýÄí¨Ü »ÝÐÜ|.

 ËË«Ü ¨ÜãÃܨÜÍÜì¬Ü aݬæÇ…WÜÚí¨Ü ÍæçûÜ~PÜ ÊÜáñÜᤠBÓÜQ¤¨Ý¿áPÜ
PÝ¿áìPÜÅÊÜáWÜÙÜ®Üá° A®æÌàÑÓܸæàPÜá.

E¨Ý. : wÓÜRÊÜÄ, A­ÊÜáÇ… ¯Ýɬæp… ÊÜáñÜᤠ¬ÝÂÐܬÜÇ… iÁãWÜŵ aݬæÇ…WÜÙÜá.

 aÜÆ®ÜbñÜÅWÜÙÜá ÊÜáPÜRÚWæ ±ÜÄÓÜÃÜ¨Ü ±ÜÅQÅÁáWÜÙÜ®Üá° ËÍæÉàÑÓÜÆá ÓÜÖÝ¿á
ÊÜÞvÜáñܤ¨æ.

 ±ÝÃܨÜÎì ±ÜqrPæWÜÙÜã ÓÜÖÜ EñܤÊÜá ÓÜí±Ü®Üã¾Æ. C¨ÜÃÜ ±ÜŨÜÍÜì®ÜÊÜ®Üá°
±Üâ®ÜÃÝÊÜ£ìÔ ®æãàvÜŸÖÜá¨Üá ÊÜáñÜᤠWÜáí¯Üâ ËàûÜOæWæ ÓÜÖÝ¿áPÜÊÝX¨æ.
1×5=5
26. a) ±èÑrPÜ BÖÝÃÜ ±ÜÄPÜƳ®æ¿á PÝ¿áìñÜíñÜÅWÜÙÜá

 ˨ݦìWÜÚWæ ËË«Ü Äࣿá ÓÜÊÜáñæãàÆ®Ü¨Ü BÖÝÃÜ ±Ü¨Ý¥ÜìWÜÙÜ®Üá° ñÜÃÜÆá
ÖæàÚ ÊÜáñÜᤠAÊÜÃÜ A¯ÔPæ¿á®Üá° ÖÜíbPæãÙÜáÛÊÜâ¨Üá.

 ¯èÑrPÜ BÖÝÃÜ¨Ü ŸWæY bñÜÅ ÓÜí±Üâo ñÜ¿ÞÄPæ.

 ±èÑrPÜ BÖÝÃÜ ñÜýÃÜ hæãñæ ÓÜÊÜáñæãàÆ®Ü¨Ü BÖÝÃÜ ŸWæY Jí¨Üá aÜaæì.

 BÖÝÃÜ ÊÜáãÆWÜÙÜ ŸWæY Jí¨Üá bñÜůÜo ñÜ¿ÞÄPæ.

 gíP… ¶Üâv… ŸWæY Jí¨Üá ËwÁãà ¯ÜŨÜÍÜì¬Ü.

 ÊÜÞ¨ÜÄ ñÜ¿ÞÄÓÜáËPæ & «ÜÊÜÓÜ «Ý®ÜÂWÜÙÜá.

 ¯èÑrPÜ BÖÝÃÜ¨Ü E¯ÜÁãàWÜ¨Ü ŸWæY ÃæàwÁãà ±ÝsÜWÜÙÜá. 1×5=5

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b) ±ÜÄÓÜÃÜ ÊÜÞÈ®Ü嬆 AÄÊÜâ ÊÜáãwÓÜÆá PÝ¿áìñÜíñÜÅWÜÙÜá

 ±ÜÄÓÜÃÜÊÜ®Üá° EÚÔ ËÐÜ¿áPæR ÓÜíŸí˜Ô¨Üíñæ ÊÜáPÜRÙÜ ÊÜáãÆPÜ ¹à©¬ÝoPÜÊܬÜá®
ÓÜíZqÓÜáÊÜâ¨Üá.

 ¯ÜÄÓÜÃÜ ñÜýÃÜ hæãñæ ¯ÜÄÓÜÃÜ ÊÜÞȬÜ嬆 ŸWæY aÜaæì.

 ±ÜÅPÜꣿá®Üá° ÊÜ~ìÓÜáÊÜ Óܳ«æìWÜÙÜá.

 ¯ÜÄÓÜÃÜ ËÊݨÜWÜÙÜ ŸWæY ÃÜÓܱÜÅÍæ° PÝ¿áìPÜÅÊÜá¨Ü ÓÜíZo®æ.

 »ÜãËá WÜÅÖÜPæR ÓÜíŸí˜Ô¨Üíñæ ¹£¤¯ÜñÜÅ ñÜ¿ÞÄPæ.

 ±ÜÄÓÜÃÜ ÊÜåèÆÂWÜÙÜ®Üá° A¥æçìÓÜÆá ÃÜÓæ¤.

 ÊÜÞȬÜÂÊܬÜá® ñÜvæWÜoárÊÜ PÜÅÊÜáWÜÙÜ ŸWæY ¯ÜÅŸí«Ü Óܱ«æì.

¿ÞÊÜâ¨Ý¨ÜÃÜã I¨Üá 1×5=5

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( English Version )

PART – I

Four choices have been given for each of the following
questions. Choose the most appropriate answer and write in
the answer-book. All the questions are compulsory.
1 × 10 = 10
1. (B) I, II and III 1
2. (A) Deductive method 1
3. (A) Dams 1
4. (D) Copying information from textbook 1
5. (C) Environmental attitude 1
6. (B) Physical 1
7. (C) learners’ styles are different 1
8. (D) Environmental activists 1
9. (B) Providing opportunity to interact with real environment 1
10. (A) Viewing according to convenience 1

PART – II
Answer any five of the following questions, each answer not
exceeding half a page. 2 × 5 = 10
11. • Developing a holistic understanding of the environment
• To acquire sensitivity to social issues like poverty and in-
equality
• To expand the vocabulary
• To identify and comprehend the relationship between natural,
social and cultural environment
• To acquire human values like respect for diversity, equality,
justice, dignity and independent thinking.
(Any four ) ×4=2
12. • It develops various values, skills
• Sharing of responsibility
• To respect elders and care youngsters
• It gives strong protection. ×4=2

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13. • Habitat helps any species to find conditions that permit it to
thrive
• Helps to find food
• Encounter enemies
• To meet social companions
• For reproduction.
(Any four ) ×4=2
14. • Environmental studies, by enabling children to explore,
understand, appreciate, interact and value their environment,
helps them to derive meaning and joy of learning
• Establishing connections and relationships in their immediate
environment 1×2=2
15. • The child has the ability to develop logical thought processes
about an object, if they are able to manipulate it
• Develops the ability to ‘conserve’
• Learn that objects are not always the way that they appear to
be 1×2=2
16. • Pupils explain the concept ‘transportation’
• Pupils differentiate the types of transportation.
(Suitable two competencies) 1+1=2
17. • It develops discipline, time management
• It develops keen observation skill
• To make suitable preparation.
(Suitable two) 1+1=2
18. Role of printed materials in facilitating EVS
• To get knowledge from textbooks and reference books
• To know current affairs from articles, journals, newsletters
• It helps us to use as and when required
• It enriches student’s understanding and application abilities.
1×2=2

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PART – III
There is an alternative question for each of the following.
Answer either ‘a’ or ‘b’ of them, each answer not exceeding
one page. 5 × 8 = 40

19. (a) Characteristics of young learners
• Children at this age are highly active
• They are very curious and interested in exploring things in
our environment
• Their attention span is very short
• Children enjoy learning through playing
• They are highly imaginative and enjoy fantasy
• They are less shy compared to older learners
• They have a holistic approach about everything around them.
(Any five points and explain one) 2 + 2 = 5
OR
(b) One of the most fundamental aspects of our environment is the
interdependence that is observed between the various
components. Each component of the environment is mutually
dependent on all others.
For e.g., all living organisms need oxygen to live. It is obtained
from the atmosphere by organisms living on land and from water
by aquatic organisms. During this process CO2 is released as a
byproduct. Plants use this CO2 as a raw material for food
production. Plants also absorb various nutrients from the soil, in
addition to water. Decomposition activity by bacteria and fungi
returns these nutrients to soil. 5

20. (a) • To train children to locate relationship between the natural,
social and cultural environment
• To develop understanding based on observation and
illustrations
• To create cognitive capacity and resourcefulness
• To nurture the curiosity and creativity
• To develop awareness about environmental issues
• To engage the child in exploratory and hands on activities.
(Any five points) 1×5=5
OR

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(b) The National Policy on Education (1986)
• It gave a definite thrust to environment education
• It stated that ‘Protection of the environment is a value which
along with certain other values must form an integral part of
curriculum at all the stages of education’
• It created a consciousness of the environment at all ages and
all sections of society, beginning with the child
• Environmental consciousness should inform teaching in
schools and colleges, this aspect will be integrated in the
entire educational process
• It visualized a national curricular framework which contains a
common core including several elements having direct bearing
on the natural & social environment of the pupils
• It reorganised curriculum of work experience (SUPW).
The National Curriculum Framework (2005)
• NCF has incorporated many curricular thrusts such as
education for peace, habitat and learning etc.
• It gave importance for socialization of a child, so environment
education subject was added
• Habitat and learning emphasizes the need for environmental
education at the school level for moving towards sustainable
development. 2 + 2 = 5
21. (a) • The contents in the textbooks are not classified as Science
and Social Science
• The units cover Science as well as other linguistic and Social
Science subjects
• The contents are woven around composite or integrated
themes
• The content is built around the experiences of children in
their environment
• The themes and activities are meant to help children to
develop an interrelated and connected understanding of the
subject in their environment rather than developing a
fragmented view of it

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• A web of possible connections of concepts and skills are
developed in children which helps children to develop abilities
to comprehend more abstract concepts and relationships in
environmental at higher levels of education. 1×5=5
OR
(b) • To get away from a system in which students mechanically
reproduce from authorative texts to get good grades, and
instead to encourage them to observe, to figure out, to
generate knowledge on their own is an enormous challenge
• We must also reckon with a society that has scant respect for
manual work, and therefore little sympathy with the idea of
getting out of the classroom and dirtying one’s hands in the
course of studying the environment
• We must contend with malpractices like students resorting to
buying ready-made projects to get good grades instead of
putting in honest work on their own
• We must develop knowledge and awareness about the
environment and associated challenges, is also an enormous
challenge. 1×5=5
22. (a) Benefits of making learning activity and experience based
• Reduces boredom
• Reduces unnecessary pressures of memorization
• Helps retention of the concepts learnt
• Builds self-esteem and confidence
• Promotes greater peer interaction and sharing
• Enhances satisfaction with the learning experiences
• Learning becomes meaningful and challenging
• Encourages children’s responsibility for their own learning
• Develops positive outlook
• Promotes higher achievement with understanding.
(Any five and explain one point ) 2 + 2 = 5
OR

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(b) • Values are broad effecting attributes having enough bearing
on the directions of one’s perception, learning, views and
opinions and behaviour in general.
Developing aesthetic abilities / values :
• Students need to be introduced to the beauty of nature like
green plants, fresh air, hills and mountains etc.
• Take the students to observe sunrise, sunset, rainbow,
rainfall, waterfalls etc. and ask them to appreciate it
• Observing the clouds and sky
• Allowing students to play with water, sand etc.
• Allowing students to hear the birds’ sound.
( Any four suitable measures ) 1+4=5
23. (a) Explanation of two suitable activities for Elaborate stage.
2 + 2 = 5
OR
(b) Activities that can be possibly carried out in the environment
are :
• Nature walk
• Watching a nesting bird
• Visit to a botanical garden
• Trip to a museum, industry etc.
• Visit to a historical monument
• Visit to a national park etc.
(Explanation of any 2 activities ) 2 + 2 = 5

24. (a) • It provides wider scope of the content
• Availability of tools and techniques can be enhanced
• Helps to acquire knowledge as a whole so expands assessment
strategy
• Creative, explorative assessment can be tried out since it
provides various situations
• Integration of information from various sources provides
better platform for assessment. 1×5=5
OR

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(b) Advantages
• Teacher and students will be familiar with local plants
• Gives better understanding which plant grows well in what
kind of situations / conditions
• Easy to observe or collect specimens and materials from the
plants
• Will be sure of flowering time, economic usage, common name
etc.
• Examples, events, phenomenon, objects can be easily
understood.
(Any five suitable points) 1×5=5

25. (a) • Nature is the gateway of knowledge
• A rain forest can provide information about resources,
systems and interactions
• A nature camp can provide the space for the development of
several skills including observation, investigation, monitoring
and mapping, collecting data and analyzing it, critical
thinking and problem solving
• A visit to pond, river, sea, barren or rocky patches, natural
grasslands, forested areas gives rich experiences
• Nature provides an opportunity to use overall senses from
which perception of knowledge is easy. Ex : Fresh air, birds’
sound etc.
• Properly planned out of class experiences (nature) can help
the children to enrich and complement what is taught in the
classroom. 1×5=5

OR
(b) • Audio-visual materials help to illustrate some of the points
raised in classroom discussion or help to put the findings of a
visit in perspective
• Radio lessons through variety of channels available today help
children to learn the environment abissues. Ex : Talks of
environmental activities
• The wide variety of television channels introduce educative
and interesting programmes. e.g. Discovery channel, Animal
Planet, National Geography channels etc.

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• Documentary films or movies describe a phenomenon
occurred in nature which helps children to analyze the
situation
• Slide shows are even better learning resource as viewing can
be done as a group, immediate discussion is possible and
there is possibility of stopping the program at any point to
have a discussion. 1×5=5
26. (a) • Asking the students to bring variety of balanced food items
and sharing their point of view
• Preparation of albums on nutrients
• Discussion with food expert (nutritionist) on ‘dietary food’
• Preparation of chart related to sources of food
• A video demonstration to show disadvantages of junk food
• Model making — cereals, pulses
• Arrangement of radio lessons about advantages of nutritious
food.
( Any five ) 1×5=5
OR
(b) • Organizing street plays by children about the topic ‘Save
Environment’ to create awareness among people
• Panel discussion with environmentists to known the causes
for pollution
• Painting competitions to describe the nature
• Organizing quiz competitions regarding the environmental
issues
• Poster making with respect to our planet earth
• Road shows with slogans to realize the environmental values
• Essay competitions about measures to overcome
environmental pollution.
( Any five ) 1×5=5

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