CTET Paper 1 EVS Previous Year Questions: 50 Must-Know SAQs
CTET Paper 1 EVS Previous Year Questions – Mastering the Environmental Studies (EVS) section is crucial for clearing CTET Paper 1. The EVS syllabus (30 marks) is divided into Content (15 marks) based on NCERT Classes 3-5 and Pedagogical Issues (15 marks). To help you achieve a 30/30 score, we have curated 50 essential Short Answer Questions (SAQs) with detailed 5-10 line explanations.
This guide focuses on high-frequency themes such as Family and Friends, Food, Shelter, Water, Travel, and Things We Make and Do. By studying these previous year question trends, Let’s dive into the core concepts of EVS for CTET 2026.
CTET Paper 1 EVS Previous Year Questions – EVS Content & NCERT Concepts (Part 1)
1. Why do desert oak trees have incredibly deep roots?
Answer: Desert Oak (found in Australia) has roots that go nearly 30 times the height of the tree deep into the ground. These roots grow downwards until they reach the water table. The tree stores this water in its trunk, which local people can access using a thin pipe during extreme water scarcity. This is a classic example of plant adaptation to arid environments.
2. What is the significance of the “Khejadi Tree” in Rajasthan?
Answer: The Khejadi tree is the life-support of the Thar Desert. It can grow with very little water, its bark is used for making medicines, and people cook and eat its fruits (beans). Crucially, its wood is resistant to insects, making it ideal for furniture. Historically, the Bishnoi community of Rajasthan famously sacrificed their lives to protect these trees, highlighting early environmental conservation.
3. Explain the unique hunting mechanism of the Nepenthes (Pitcher Plant).
Answer: The Pitcher Plant is found in Australia, Indonesia, and Meghalaya (India). It has a pitcher-like shape with a leaf lid. It emits a pleasant smell that attracts insects. When an insect lands on the mouth of the pitcher, it gets trapped and digested. This plant grows in nitrogen-deficient soil, and it traps insects specifically to fulfill its nitrogen requirements.
4. Why do weavers in Pochampalli and Kalamkari use specific patterns?
Answer: Pochampalli and Kalamkari are traditional craft forms named after the villages in Telangana and Andhra Pradesh where they originated. These patterns are characterized by vibrant colors and geometrical designs. In CTET, this topic emphasizes “Local Occupations” and “Traditional Arts,” showing how geography and culture influence the things we make and do.
5. How do ants, bees, and termites function as “Social Insects”?
Answer: Social insects live in organized colonies with a strict division of labor. For example, in a beehive, there is one Queen bee that lays eggs, while worker bees search for nectar and protect the hive. Ants also follow a similar trail using pheromones (scent) to communicate. This theme explores the “Family and Friends” and “Animals” sections of the EVS primary curriculum.
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6. What is the “Braille Script” and who uses it?
Answer: Braille is a tactile writing system used by people who are visually impaired. It was developed by Louis Braille. The script consists of raised dots on thick paper, which can be read by feeling them with fingers. Modern Braille is based on a 6-dot system and can now be written using computers, making education more inclusive for differently-abled students.
7. Explain the “Cheraw Dance” of Mizoram.
Answer: Cheraw is a traditional bamboo dance performed in Mizoram, usually to celebrate a successful harvest. Pairs of people sit opposite each other on the ground, holding long bamboo poles which they beat against the floor in a rhythmic beat. This topic is frequently asked in the “Travel and Culture” section of CTET to test knowledge of India’s diverse regional traditions.
8. Why are “Bio-indicators” like Lichens important for the environment?
Answer: Lichens are symbiotic organisms consisting of algae and fungi. They are highly sensitive to air pollution, particularly Sulfur Dioxide ($SO_2$). If an area is heavily polluted, lichens will not grow there. Therefore, scientists use the presence or absence of lichens as a natural tool to monitor air quality, making them vital bio-indicators for environmental health.
9. What is the role of “Baudis” (Stepwells) in traditional water conservation?
Answer: Baudis are multi-storied stepwells common in arid regions like Rajasthan and Gujarat. They were designed not just to store rainwater but also to act as community gathering spots. Unlike deep wells, people could reach the water by climbing down the stairs. They represent ancient Indian wisdom in rainwater harvesting and sustainable water management.
10. Describe the “Pashmina Shawl” and its origin.
Answer: A Pashmina shawl is as warm as six sweaters but very thin. It is made from the fine under-hair of Changthangi goats, which live at altitudes of 5000 meters in Ladakh where temperatures drop to $-40^{\circ}C$. Because the hair is so fine, it cannot be woven on machines and must be hand-woven by the Changpa tribe. One shawl takes about 250 hours to make.
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EVS Concepts: Food, Shelter, and Travel (Part 2)
11. Why do people in Assam build houses on bamboo pillars (stilts)?
Answer: Assam receives very heavy rainfall, leading to frequent floods. To protect themselves from water entering their homes, houses are built 10 to 12 feet above the ground on strong bamboo pillars. These “Stilt Houses” have slanting roofs to allow rainwater to slide off easily, ensuring the safety and durability of the structure in a tropical wet climate.
12. What is the “Tapioca” (Cassava) and where is it commonly eaten?
Answer: Tapioca is a tuber crop that grows under the ground, primarily in Kerala. Local people boil it and eat it with curries made using coconut. In the CTET syllabus, this highlights the “Regional Food” theme, showing how geography dictates the staple diet of a community based on soil and climatic availability.
13. Explain the process of “Vermicomposting.”
Answer: Vermicomposting is a method of preparing enriched compost using earthworms (specifically Red Wigglers). The worms consume organic waste like vegetable peels and dried leaves, turning them into high-quality manure called “vermicompost.” Earthworms are known as a “Farmer’s Best Friend” because they soften the soil by tunneling and increase its fertility through their waste.
14. Why is “Boiling” a preferred method for purifying water in rural areas?
Answer: Boiling is the simplest and most effective physical method to kill water-borne pathogens like bacteria, viruses, and parasites. When water reaches its boiling point (100°C), most microorganisms are destroyed, making the water safe for consumption. This concept is vital in the EVS “Water” theme to teach basic hygiene and disease prevention (like Cholera and Typhoid).
15. What are “Migratory Birds” and why do they visit India?
Answer: Migratory birds like the Siberian Crane or Flamingo travel thousands of kilometers from cold northern regions (like Siberia) to warmer tropical countries like India during winter. They migrate to find food, avoid harsh weather, and breed in safer environments. Chilika Lake in Odisha and Bharatpur Bird Sanctuary are famous sites for observing these seasonal visitors.
16. Describe the unique features of the “Sloth.”
Answer: The Sloth is an animal found in Central and South America. It looks like a bear but is much slower. It spends about 17 hours a day sleeping while hanging upside down on a tree branch. A sloth lives for about 40 years and moves to only about eight trees in its entire lifetime. It eats the leaves of the same tree on which it lives, making it a highly specialized arboreal mammal.
17. How do “Snakes” help farmers despite being venomous?
Answer: In the ecological food chain, snakes play a crucial role as “natural pest controllers.” They eat rats and mice in the fields, which would otherwise destroy the farmers’ crops. While some snakes are dangerous, the CTET EVS curriculum emphasizes their importance in maintaining the balance of nature and debunking myths about them through the “Animals” theme.
18. What is the “Jhoom Farming” (Shifting Cultivation) practiced in Mizoram?
Answer: Jhoom farming involves cutting and burning the vegetation on a patch of land to create ash, which acts as a natural fertilizer. After a few years of cultivation, the land is left fallow to regain its fertility while the farmers move to a new patch. This traditional method is deeply connected to the culture of Northeast India but is often debated regarding its environmental impact on forest cover.
19. Why do we use “Salt and Oil” as preservatives in pickles?
Answer: Salt and oil act as natural preservatives by creating an environment where bacteria and fungi cannot survive. Salt draws out moisture from the food (osmosis), and oil creates a barrier against air and moisture. This prevents the growth of microbes, allowing seasonal fruits like mango or lemon to be stored and eaten throughout the year.
20. Explain the concept of “Bio-magnification” in the food chain.
Answer: Bio-magnification refers to the increasing concentration of toxic substances (like pesticides or mercury) in the tissues of organisms at higher levels in the food chain. For example, if small fish consume water contaminated with DDT, the concentration of DDT increases when larger fish eat them, eventually reaching dangerous levels in top predators like eagles or humans.
21. What is the “Chirp” sound of a Cricket used for?
Answer: Male crickets produce a chirping sound by rubbing their wings together (a process called stridulation). This sound is primarily used to attract females for mating or to warn other males to stay away from their territory. Interestingly, the rate of chirping is influenced by the surrounding temperature, which is why crickets are sometimes called “nature’s thermometer.”
22. Why are “Houseboats” famous in Srinagar and Kerala?
Answer: Houseboats (locally called ‘Donga’ in Dal Lake, Srinagar, or ‘Kettuvallam’ in Kerala) are traditional floating homes. In Srinagar, they often feature beautiful wood carvings called ‘Khatamband.’ In Kerala, they were originally used to transport rice and spices through backwaters. They represent a unique form of “Shelter” that adapts to a water-based geography.
23. What is the role of “Chlorine” in water treatment?
Answer: Chlorination is a chemical process where chlorine is added to water to kill germs and pathogens. It is a common stage in urban water treatment plants to ensure that tap water is free from diseases like Dysentery. However, the amount must be carefully regulated to avoid making the water harmful to human health.
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24. Describe the “Chipko Movement.”
Answer: The Chipko movement was a non-violent forest conservation movement started in the 1970s in Uttarakhand (then part of Uttar Pradesh). Village women, led by activists like Sunderlal Bahuguna and Gaura Devi, hugged trees to prevent contractors from cutting them down. It is a landmark event in environmental pedagogy, teaching the power of community action in protecting natural resources.
25. How do “Honey Bees” communicate the location of flowers?
Answer: When a forager bee finds a good source of nectar, it returns to the hive and performs a specific “Waggle Dance.” The direction and duration of the dance tell other bees exactly where the flowers are in relation to the sun. This sophisticated communication system ensures the survival and efficiency of the entire bee colony.
26. What are the benefits of “Crop Rotation”?
Answer: Crop rotation is the practice of growing different types of crops in the same area in sequential seasons. For example, planting legumes (which add nitrogen to the soil) after a cereal crop (which depletes it). This prevents soil exhaustion, reduces the need for chemical fertilizers, and breaks the life cycles of pests and diseases.
27. Why do animals like “Polar Bears” have a thick layer of fat?
Answer: Polar bears live in extreme Arctic cold. They have a thick layer of fat called “blubber” under their skin, which acts as an insulator to keep their body heat in. Additionally, their white fur provides camouflage in the snow, and their large paws help them walk on thin ice and swim efficiently in freezing water.
28. Explain the “Rainwater Harvesting” system in houses.
Answer: Rainwater harvesting involves collecting rain from roofs and directing it through pipes into a storage tank or an underground pit. This water can be filtered and used for gardening or to recharge groundwater levels. In many dry regions of India, this is a mandatory practice to ensure water security during the summer months.
29. What is “Anaemia” and how can it be prevented?
Answer: Anaemia is a condition caused by a deficiency of Hemoglobin or Iron in the blood, leading to weakness and fatigue. In the EVS syllabus, students are taught to prevent it by eating iron-rich foods like Jaggery (Gur), Amla, and green leafy vegetables (like spinach). This connects the “Food” theme with “Human Health.”
30. Why is the “Tiger” considered an endangered species?
Answer: Tigers are at the top of the food chain, but their numbers have declined drastically due to habitat loss (deforestation) and illegal poaching for their skin and bones. Programs like “Project Tiger” in India aim to protect these majestic animals in designated tiger reserves (like Jim Corbett or Kaziranga), ensuring the biodiversity of the forest ecosystem.
EVS Pedagogy: Teaching Methods & Objectives (Part 3)
31. What is the primary objective of EVS at the Primary Level according to NCF 2005?
Answer: According to NCF 2005, the main goal of EVS is to nurture the curiosity and creativity of the child, particularly in relation to the natural environment. It aims to develop an awareness about environmental issues and to connect the child’s school life with their outside world. This “integrated” approach helps children see the world as a whole rather than fragmented subjects.
32. Why is “Storytelling” an effective tool in an EVS classroom?
Answer: Storytelling is a powerful pedagogical tool because it contextualizes abstract concepts and makes them relatable. Stories provide a narrative framework that helps children remember facts about animals, plants, or social issues. It also fosters empathy and helps in developing language skills while keeping the learners engaged through imagination.
📚 CDT Notes & Free Online Tests
Enhance your exam preparation with our comprehensive Child Development Theory notes and real-time CBT mock tests:
- ➜
CDT Notes for TET (Complete Guide) - ➜
Piaget’s Theory CBT Mock Test - ➜
Kohlberg Moral Development Test (Hindi) - ➜
Erikson Psycho-Social Development MCQ
33. What is the difference between “Assessment FOR Learning” and “Assessment OF Learning”?
Answer: Assessment FOR Learning is formative; it happens during the teaching-process to identify gaps and improve student understanding. Assessment OF Learning is summative; it happens at the end of a unit or term to grade the student’s achievement. In EVS, continuous formative assessment is preferred to track a child’s evolving environmental sensitivity.
34. Explain the “Observation Method” in EVS.
Answer: The observation method involves students directly looking at and recording data from their surroundings, such as observing the growth of a plant or the behavior of birds. It develops scientific temper and critical thinking. Instead of reading about nature in books, children gather first-hand information, which leads to more permanent learning.
35. Why does EVS use “Themes” instead of “Topics”?
Answer: Themes like ‘Family,’ ‘Food,’ and ‘Water’ allow for a multidisciplinary approach. A single theme can cover aspects of Science, Social Studies, and Environmental Education. This helps children develop a holistic understanding of their environment and see the interconnectedness between different elements of life, rather than studying them as isolated chapters.
36. What is the role of a “Field Trip” in EVS education?
Answer: Field trips provide “Direct Experience” (Hand-on experience). By visiting a post office, a farm, or a historical monument, students bridge the gap between classroom theory and real-world application. It breaks the monotony of the classroom and encourages children to ask “why” and “how” based on what they see and touch.
37. Define “Environment Sensitivity.”
Answer: Environmental sensitivity is the ability to perceive and value the environment and its components. In a classroom, this is taught by encouraging children to save water, reduce plastic use, and respect all living beings. The goal is to move beyond “knowing” about the environment to “caring” for it, creating responsible future citizens.
38. How does “Peer Learning” benefit a diverse EVS classroom?
Answer: Peer learning allows students to learn from each other’s experiences and cultural backgrounds. In a diverse classroom, children from different regions might share different stories about food or festivals. This promotes social inclusion, cooperation, and a broader perspective on the “Family and Friends” theme of the curriculum.
39. What are “Portfolio Assessments” in EVS?
Answer: A portfolio is a purposeful collection of a student’s work over time, including drawings, project reports, and self-reflections. Unlike a single test, a portfolio shows the **growth and progress** of a child. It is a comprehensive tool that allows teachers to assess the creative and analytical development of the student throughout the academic year.
40. Why should EVS textbooks avoid “Technical Definitions”?
Answer: At the primary level, children understand concepts better through concrete examples rather than abstract definitions. Technical jargon can create a fear of the subject and lead to rote memorization. EVS textbooks are designed to use simple, child-friendly language that encourages exploration and discussion rather than just memorizing “What is Photosynthesis.”
41. What is the “Discovery Method” in EVS?
Answer: The discovery method encourages students to find solutions to problems on their own. For example, instead of telling them that salt dissolves in water, the teacher asks them to mix different things in water and observe the result. This “Learning by Doing” approach makes the student an active participant in the learning process.
42. Explain the “Heuristic Approach” to teaching.
Answer: Similar to discovery, the heuristic approach places the student in the position of a discoverer. The teacher acts only as a facilitator or guide. It promotes independent thinking, self-reliance, and a scientific attitude. It is particularly useful for EVS projects where students investigate local environmental problems.
📚 CDT Notes & Free Online Tests
Enhance your exam preparation with our comprehensive Child Development Theory notes and real-time CBT mock tests:
- ➜
CDT Notes for TET (Complete Guide) - ➜
Piaget’s Theory CBT Mock Test - ➜
Kohlberg Moral Development Test (Hindi) - ➜
Erikson Psycho-Social Development MCQ
43. What is “Spiral Curriculum” in EVS?
Answer: A spiral curriculum means that the same basic themes are revisited in every grade (Class 3, 4, and 5) but with increasing depth and complexity. For instance, in Class 3, a child might learn about ‘Plants’ in their garden, while by Class 5, they explore ‘Forests’ and ‘Conservation.’ This ensures gradual and reinforced learning.
44. How can “Concept Maps” help in EVS revision?
Answer: Concept maps are visual diagrams that show relationships between different ideas. For the theme ‘Water,’ a map could link ‘Sources,’ ‘Uses,’ ‘Pollution,’ and ‘Conservation.’ This helps students organize their thoughts and see the “big picture,” which is excellent for summarizing long chapters before an exam.
45. Why is “Gender Parity” a topic in EVS?
Answer: EVS is not just about nature; it’s about the “Social Environment.” Discussing gender roles (e.g., who cooks at home, who goes to work) helps children challenge stereotypes early on. It promotes the idea of equality and respect within the “Family and Friends” theme, making it a critical part of social-pedagogical development.
46. What is the role of “Community as a Resource”?
Answer: The community includes elders, farmers, potters, or doctors who can share real-life knowledge with students. Inviting a local farmer to talk about seeds or an elder to talk about how the local river has changed over 50 years provides “authentic learning” that no textbook can match.
47. Explain “Problem-Solving” as an EVS strategy.
Answer: Problem-solving involves giving students a real scenario—like “Our school ground has too much litter, what can we do?”—and letting them brainstorm and implement solutions. This develops civic responsibility and practical application of environmental knowledge.
48. Why is “ICT” (Information and Communication Technology) used in EVS?
Answer: ICT tools like videos, animations, and virtual tours help show things that aren’t locally available (like a Polar Bear or a Volcano). It makes learning multi-sensory and can simplify complex cycles like the Water Cycle or Food Web through visual movement.
49. What is “Diagnostic Teaching”?
Answer: Diagnostic teaching involves first identifying exactly where a student is struggling (e.g., they don’t understand the difference between a map and a picture) and then providing specific remedial instruction to fix that misunderstanding. It ensures no child is left behind due to a fundamental confusion.
50. Define “Active Citizenship” in Environmental Education.
Answer: Active citizenship means that a student doesn’t just learn facts about the environment but takes action to protect it. This includes participating in tree plantation drives, reducing waste, and spreading awareness. The ultimate success of EVS is measured by the positive changes in a student’s lifestyle and attitude toward nature.
Roadmap to 30/30 in CTET EVS
Clearing the CTET Paper 1 EVS section requires a balance between NCERT factual knowledge and pedagogical understanding. By reviewing these 50 SAQs, we recommend practicing these concepts through our interactive mock tests.
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