1.
Which classroom
task best aligns with Piaget’s view of concrete operational learning for Class
3 students?
B) Sorting real plant samples by observable features and justifying the rule
C) Listening to a lecture on photosynthesis
D) Copying a concept map from the textbook
Answer: B
2.
A teacher pairs
children to co-investigate leaf textures and record observations. Which theory
is most directly operationalised here?
B) Nativism through maturation
C) Vygotsky’s social constructivism and ZPD scaffolding
D) Information processing via rehearsal
Answer: C
3.
When learners
discuss why waste goes into bins at the mela, then refine rules together, which
learning process is primarily evident?
B) Constructivist knowledge building through social negotiation
C) Programmed instruction
D) Drill-and-practice generalisation
Answer: B
4.
A teacher
encourages children to comfort a classmate upset about a lost toy and to role-play “lost and
found” procedures. Which developmental focus is strongest?
B) Language development through syntax drills
C) Socio-emotional development and empathy, supporting inclusive
environments
D) Psychomotor development via fine-motor tasks
Answer: C
5.
During error
analysis, students mislabel bamboo as a tree. Which strategy is most
appropriate?
B) Use guided questioning with real examples to contrast woody trunks vs.
grasses; have students revise criteria
C) Provide the correct answer key only
D) Remove bamboo from future assessments
Answer: B
TWAU Pedagogy (10)
6.
Which activity
best reflects activity-based learning suitable for “Getting to Know Plants”?
B) Labeling parts on a live or locally collected plant and discussing
functions
C) Watching a film and writing a summary
D) Solving a worksheet of MCQs only
Answer: B
7.
For safety and
values during a field walk, which teacher prompt is most appropriate?
B) “Observe, sketch, and use only fallen materials; do not harm plants or
animals.”
C) “Break branches to see inside the stem.”
D) “Collect as many insects as possible.”
Answer: B
8.
Which
assessment method best captures observation skills in TWAU Unit 2?
B) Oral recitation of definitions
C) A structured observation log with dates, weather, and changes in
leaves/flowers
D) A spelling test of plant names
Answer: C
9.
A teacher
invites a nature-park educator to speak, then plans a school garden visit. This
aligns with which principle?
B) Experiential, localised learning with community resources
C) Mastery learning alone
D) Purely virtual instruction
Answer: B
10.
Children sort
pictures of climbers vs. creepers and then check against real schoolyard
examples. What cognitive move is emphasised?
B) Concept formation and verification through real-world exemplars
C) Imitation learning
D) Pure abstraction without examples
Answer: B
11.
During a “mock
mela” role-play with buyers, sellers, and a help booth, the key
cross-curricular skills are:
B) Communication, problem-solving, safety awareness, and community roles
C) Only drawing
D) Only memory
Answer: B
12.
Which practice
best supports inclusion in TWAU tasks?
B) Offering multiple modes: drawing, verbal sharing, tactile exploration,
and peer support
C) Only written worksheets
D) Competitive grading
Answer: B
13.
When learners
compare dry vs. post-rain soil near the same plant, what skill is primarily
built?
B) Controlled comparison and observation of variables
C) Test-taking strategy
D) Memorising soil types
Answer: B
14.
A teacher asks,
“Why might more birds be heard in the morning than noon?” This is best
classified as:
B) HOTS: hypothesis generation based on context
C) Vocabulary drill
D) Copying notes
Answer: B
15.
Which feedback
best advances learning after a misclassification of “herb vs. shrub”?
B) “Re-check stem texture and height on real plants; what rule change will
you make?”
C) “Ask a friend.”
D) “Ignore and proceed.”
Answer: B
NEP 2020 Related (5)
16.
NEP 2020’s
Preparatory Stage emphasises TWAU to promote which combination most strongly?
B) Experiential, integrated, multidisciplinary learning with foundational
skills
C) Single-subject silos
D) Lecture-driven delivery
Answer: B
17.
In line with
NEP 2020’s assessment reforms for Classes 3–5, which approach is best?
B) Surprise high-stakes unit tests
C) Ongoing, competency-based assessment via observation journals,
portfolios, and oral tasks
D) Marks for attendance only
Answer: C
18.
NEP 2020’s
stance on multilingualism at the Preparatory Stage implies that a TWAU teacher
should:
B) Encourage local/home language names alongside English to deepen
understanding
C) Use English-only labels
D) Penalise non-English answers
Answer: B
19.
FLN goals in
NEP 2020 suggest which TWAU practice?
B) Avoid literacy during TWAU
C) Numeracy worksheets only
D) Dictation-only drills
Answer: A
20.
NEP 2020
recommends what for inclusive education in early grades?
B) Universal design with varied pathways, peer learning, and supportive
assessment
C) Exclusion of children with disabilities from field tasks
D) Fixed whole-class pacing only
Answer: B
From PDFs Provided: 10 from each lesson (total 60)
Note: The
following are derived from the specified chapters, adapted into CTET-style
items without verbatim copying.
— From (Unit 1, Chapter 1: Family and Friends) —
21.
Which classroom
discussion best reflects the chapter’s emphasis on family roles and care?
B) Sharing how different members help at home and mapping roles on a chart
C) Only defining “nuclear family”
D) Silent reading only
Answer: B
22.
For values education,
which prompt aligns with caring for animals at home?
B) “Describe kind ways families include and care for animals like dogs and
parrots.”
C) “Animals don’t belong in communities.”
D) “Ignore strays.”
Answer: B
23.
Which activity
promotes intergenerational learning as depicted in the chapter?
B) Interview grandparents about games they played; students teach one to the
class
C) Timed worksheet
D) Copying poem only
Answer: B
24.
A child lists
“watering plants, braiding hair, cleaning, shopping” under family tasks. The
teacher’s best next step is:
B) Discuss shared responsibilities and respect for all kinds of work
C) Rank tasks by importance
D) Assign the same task to all
Answer: B
25.
To extend
“helping each other,” which home–school linkage is best?
B) Photo-journal of helping acts with reflections and class share-out
C) Weekly marks only
D) Solo test
Answer: B
26.
Which
assessment best captures relationships understanding (knowledge → application)?
B) Fill-in kinship map for Bela’s family; then create own family map
C) Oral spelling
D) Random quiz
Answer: B
27.
A value from
the chapter suitable for class rules:
B) Mutual care and cooperation
C) Silence at all times
D) Individual work only
Answer: B
28.
Which inclusive
prompt aligns with the text?
B) “Families can be big or small; share one special feature of the family.”
C) “Pets aren’t family.”
D) “All families are the same.”
Answer: B
29.
The “garden as
a social space” can best be used pedagogically to:
B) Host circle time, songs, and observation of plants for integrated
learning
C) Only PE drills
D) Reward time only
Answer: B
30.
A HOTS question
linked to the chapter is:
B) “How could a class care plan support elders, small children, or a sick
member at home?”
C) “Name one game.”
D) “Write a rhyme.”
Answer: B
— From (Unit 1, Chapter 2: Going to the Mela) —
31.
The map at the
entrance mainly supports which skill?
B) Spatial orientation and wayfinding
C) Colouring
D) Speed reading
Answer: B
32.
A safety
instruction explicitly modelled in the chapter is:
B) Keep hands and head inside the bus; use reserved seats appropriately
C) Run in aisles
D) Skip tickets
Answer: B
33.
The “Lost and
Found” booth chiefly teaches:
B) Civic systems and seeking help responsibly
C) Price haggling
D) Food hygiene only
Answer: B
34.
A formative
task after the visit is to:
B) Sketch route from home to mela; label help points and safety signs
C) Memorise stall names
D) Do nothing
Answer: B
35.
Washing hands
before eating at the mela models:
B) Hygiene and health habits in public spaces
C) Speed eating
D) Skipping queues
Answer: B
36.
Role-play “mock
mela” enhances understanding of:
B) Community roles (police, medical, sellers), rules, and cooperation
C) Only dance
D) No relevance
Answer: B
37.
The presence of
ambulance and fire engine illustrates:
B) Emergency preparedness and public safety
C) Entertainment
D) Selling rides
Answer: B
38.
Ticket purchase
dialogue can build which FLN link?
B) Counting, money handling, and polite requests
C) Only art
D) Only PE
Answer: B
39.
Appropriate
environmental action shown is:
B) Using bins for waste after eating
C) Burning waste
D) Hiding waste
Answer: B
40.
HOTS: If the
help booth is crowded, what is a good plan?
B) Wait in line, identify alternate help points on map, stay with group
C) Shout loudly
D) Go home alone
Answer: B
— From (Unit 1, Chapter 3: Celebrating Festivals) —
41.
The bus travel
vignette is used to reinforce:
B) Road safety and observation of surroundings
C) Silent reading
D) Only poetry
Answer: B
42.
Flower
diversity across regions can be leveraged to teach:
B) Biodiversity, seasons, and local cultural practices
C) Algebra
D) Dictation only
Answer: B
43.
The table on
festivals and food develops:
B) Cultural mapping and data organisation
C) Only drawing
D) Only debate
Answer: B
44.
Matching foods
to festivals builds:
B) Association and cultural knowledge with application
C) Speed writing
D) Copying
Answer: B
45.
The poem on
spring supports which integration best?
B) Language arts with environmental observation and joy in nature
C) Only grammar drills
D) Silent reading rules
Answer: B
46.
The safety prompt
“keep head, hands inside the bus” is best reinforced by:
B) Creating student-made road-safety signboards for school spaces
C) Only oral repetition
D) Punitive measures
Answer: B
47.
The Sarhul note
exemplifies:
B) Regional diversity and nature reverence
C) Single cuisine focus
D) Only dance
Answer: B
48.
A values-based
extension from this chapter is to:
B) Host a “festivals of seasons” gallery walk with inclusive representation
C) Only test facts
D) Rank festivals
Answer: B
49.
HOTS: How can
festivals promote environmental care?
B) Use natural decorations, manage waste, respect local flora
C) Fireworks only
D) No plan
Answer: B
50.
A fair
assessment after this chapter is:
B) Portfolio page with a road-safety sketch, a festival-food table, and a
reflection on nature joy
C) Surprise quiz only
D) Dictation
Answer: B
— From (Unit 2, Chapter 4: Getting to Know Plants) —
51.
A correct
distinction presented is:
B) Shrubs are medium plants with several woody stems near ground
C) Herbs are tall woody plants
D) Grasses are trees
Answer: B
52.
Identifying
grasses should focus on:
B) Thin flat leaves and often hollow stems; many cereals are grass seeds
C) Root smell only
D) Bark pattern
Answer: B
53.
A climber vs.
creeper classroom check involves:
B) Observing stem flexibility and whether it climbs on supports or spreads
along ground
C) Height alone
D) Colour only
Answer: B
54.
The “make
friends with a plant” activity strengthens which dimension?
B) Observation over time, care, and empathy
C) Timed recall
D) Silent copying
Answer: B
55.
An appropriate
formative tool for leaf study is:
B) Leaf rubbings with labels on texture, shape, and smell
C) Only drawing without labels
D) Oral recitation
Answer: B
56.
A true
statement derived from the chapter is:
B) Bamboo is a tall grass; sugar comes from sugarcane stems
C) Rafflesia is smallest
D) Roots are flowers
Answer: B
57.
A suitable HOTS
prompt after fragrance activity:
B) Why can cut fruit be recognised by smell from closer distances than whole
fruit?
C) Spell “pineapple”
D) Count seeds only
Answer: B
58.
Ethical field
guideline reinforced:
B) Use fallen leaves/flowers; avoid harming living plants
C) Uproot herbs
D) Peel bark
Answer: B
59.
The plant-parts
labeling is best assessed by:
B) Accuracy and explanation of function (root, stem, leaf, flower, fruit,
seed)
C) Copying neighbour
D) Grading neatness only
Answer: B
60.
Cross-curricular
integration example from this chapter:
B) Counting leaves/flowers (math), naming in local languages (language),
sketching (arts)
C) Only test practice
D) Only grammar
Answer: B
— From (Unit 2, Chapter 5: Plants and Animals Live
Together) —
61.
A core idea
emphasised is that animals:
B) Use plants for food, shelter, nesting, and resting
C) Live only in water
D) Avoid soil
Answer: B
62.
The soil exploration
tasks highlight that soil includes:
B) Weathered rock, organic matter, and many visible/invisible organisms
C) Only pebbles
D) Only clay
Answer: B
63.
Seasonal
observations encourage students to ask:
B) Where new plants/animals come from and why they appear after rain
C) Who wrote the book
D) Why exams occur
Answer: B
64.
A correct
example of plant–animal interaction provided is:
B) Tailorbirds stitch leaves to make nests
C) Leopards live in holes
D) Ants perch on clouds
Answer: B
65.
A bird-sound
activity develops:
B) Attentive listening, identification, and recording sound–species links
C) Jumping
D) Silent time
Answer: B
66.
Best method to
record soil differences pre/post rain:
B) Data table for colour, texture, smell, and life observed
C) Oral talk
D) One-word note
Answer: B
67.
Ethical
observation guideline is to:
B) Watch without harming; mark locations on a drawing with coloured dots
C) Capture birds
D) Remove eggs
Answer: B
68.
HOTS: Fewer
bird calls at noon might be due to:
B) Heat reducing activity; many birds vocalise more at dawn/dusk
C) They vanish
D) Rain always
Answer: B
69.
A correct FLN
alignment in this chapter is:
B) Counting and classifying observed species; writing short notes
C) Only drawing
D) Only PE
Answer: B
70.
Post-observation
reflection should include:
B) Why certain animals cluster near specific plants (food/shelter)
C) Lunch menu
D) TV shows
Answer: B
— From (Unit 2, Chapter 6: Living in Harmony) —
71.
The “mango
tree” story illustrates:
B) Mutualism: animals disperse seeds; plants provide food/shelter
C) Only wood value
D) Only decoration
Answer: B
72.
A compassionate
classroom action aligned with the chapter is:
B) Keep a water bowl and some grains for local birds
C) Remove all plants
D) Avoid observation
Answer: B
73.
The teacher
note emphasises:
B) Do not hurt animals; many react only if threatened
C) Removing insects
D) Cutting branches
Answer: B
74.
A child
frightened by ants during an activity could be supported by:
B) Observing from distance, guided discussion of behaviour, and choice of
role
C) Ignoring feelings
D) Ending activity
Answer: B
75.
A correct
dependency example from the chapter is:
B) Humans depend on plants/animals for food, shelter, clothing,
companionship
C) Animals need concrete
D) Plants need plastic
Answer: B
76.
A reflective
writing prompt aligned with the chapter:
B) Describe an animal observed: movement, sounds, social behaviour
C) Copy definitions
D) Draw lines only
Answer: B
77.
The Valparai
Grey Wagtail story models:
B) Citizen observation, seasonal migration awareness, joyful welcome
C) Captivity
D) Noise-making
Answer: B
78.
HOTS: How do
squirrels “accidentally” help forests?
B) By storing nuts/seeds and forgetting locations, aiding tree growth
C) By sleeping
D) By scaring birds
Answer: B
79.
Appropriate
empathy-building activity suggested:
B) Talk to a “plant friend” when sad/happy; reflect on feelings
C) Kick soil
D) Pluck flowers
Answer: B
80.
An integrated
assessment after this chapter could be:
B) Portfolio with animal write-up, care action (water bowl), and
seed-dispersal concept map
C) Dictation
D) Speed quiz
Answer: B
— From (Front matter, textbook rationale and NEP/NCF
alignment) —
81.
The TWAU
subject at Preparatory Stage is designed to be:
B) Integrated and interdisciplinary, experiential, and discovery-oriented
C) Test-centric
D) Lecture-heavy
Answer: B
82.
The book’s
approach to assessment advises:
B) Inbuilt activities (drawing, labelling, experiments, open-ended
questions) to track progress
C) Surprise exams
D) Memorisation lists only
Answer: B
83.
A central
design principle is progression from:
B) Known to unknown; local to global; simple to complex
C) Global to local only
D) Complex to simple only
Answer: B
84.
Cross-cutting
themes intentionally included are:
B) Inclusion, multilingualism, gender equality, cultural rootedness
C) Single-language dominance
D) Tracking students
Answer: B
85.
A recommended
classroom resource practice is to:
B) Use libraries and additional resources for extended exploration
C) Use only textbook
D) Forbid field visits
Answer: B
— Mixed
Higher-Order/Application (linked across lessons) —
86.
If a student
insists “all tall plants are trees,” the most effective correction is to:
B) Compare bamboo/sugarcane (tall grasses) vs. true trees; inspect stems and
nodes
C) Give a definition sheet
D) Move on
Answer: B
87.
Planning an
inclusive garden walk for a child using a wheelchair should prioritise:
B) Accessible paths, peer buddies, and observation stations within reach
C) Narrow trails
D) No participation
Answer: B
88.
To connect
festivals with environment learning authentically, a teacher might:
B) Document local flower use, discuss seasonality, and plan low-waste
displays
C) Use plastic confetti
D) Ignore seasons
Answer: B
89.
A student’s
observation log shows “no leaves, no flowers” for weeks. The best teacher
response is to:
B) Discuss season/weather; expand to different plant or extend timeframe
C) Replace the plant secretly
D) End the task
Answer: B
90.
A class hears
few birds near midday construction. A likely explanation is:
B) Heat and noise suppress activity; dawn/dusk often richer in calls
C) Rain inside
D) Migration at noon daily
Answer: B
— Error
Analysis & Assessment Design —
91.
Which rubric
criterion best fits the soil-comparison task?
B) Accuracy of observations, comparative language, and correct variable
control
C) Word count
D) Speed
Answer: B
92.
After
misidentifying a creeper as a climber, learners should:
B) Revisit support structures on-site and update classification with
evidence
C) Start a new topic
D) Copy notes
Answer: B
93.
For map-reading
at the mela, a HOTS extension is:
B) Design an alternative safe route to reach first-aid if one path is
blocked
C) Colour the map
D) Recite stall names
Answer: B
94.
A balanced
portfolio slice across Units 1–2 could include:
B) Family-role chart, route sketch, plant-part labeling, animal observation
write-up
C) Dictation pages
D) Single essay
Answer: B+3
95.
For formative
feedback on the “plant friend” table, the teacher should:
B) Comment on specificity of observations, dates/weather noted, and next
observation focus
C) Count pages
D) Check signatures
Answer: B
— Safety,
Inclusion, Values —
96.
A value aligned
with all chapters is:
B) Care and respect for elders, plants, animals, and community helpers
C) Isolation
D) Noise
Answer: B+2
97.
A practical
inclusion adaptation for road-safety sign creation is to:
B) Offer templates, stencils, or digital options; allow oral explanations
C) Penalise uneven lines
D) Disallow group work
Answer: B
98.
To integrate
multilingualism meaningfully in TWAU activities, students can:
B) Label plants with local names alongside English and share home-language
terms
C) Avoid local terms
D) Use codes only
Answer: B+1
99.
A safe conduct
reminder during visits is:
B) Walk carefully, stay with group, use help booths and maps as needed
C) Split up
D) Run near roads
Answer: B
100.
An appropriate
culminating task connecting all themes is to:
B) Create a “Harmony Fair” with maps, safety signs, plant–animal displays,
care pledges, and multilingual labels
C) Only a timed test
D) Only a poem
Answer: B+3
Child Development & Pedagogy (5)
1.
A Class 3
teacher asks pairs to observe and sort leaves by texture, then justify
groupings. This best aligns with:
B) Programmed instruction
C) Information processing via rehearsal
D) Concrete operational concept formation with social discussion
Answer: Dceev104.pdf
2.
During a
water-conservation discussion, the teacher scaffolds children’s ideas about
reusing greywater for plants and gradually withdraws prompts. This most
directly reflects:
B) Vygotsky’s ZPD and scaffolding
C) Nativism
D) Classical conditioning
Answer: B
3.
When learners
debate why keeping head and hands inside the bus is essential and co-create
safety rules, the process reflects:
B) Constructivist knowledge building through social negotiation
C) Observational conditioning
D) Cue-dependent memory
Answer: B
4.
A role-play on
“Lost and Found” at the mela helps children consider the feelings of a lost
child and appropriate help-seeking. The focus is on:
B) Socio-emotional development and inclusive practices
C) Psychomotor skills
D) Perceptual-motor integration
Answer: B
5.
Several
students misclassify bamboo as a tree. The best next step is to:
B) Use guided comparison of stem features; examine nodes; revise
classification criteria
C) Remove bamboo from future tasks
D) Penalise errors for accuracy
Answer: Bceev104.pdf
TWAU Pedagogy (10)
6.
For “Getting to
Know Plants,” the most appropriate activity-based task is:
B) Watching a long video only
C) Labeling parts on a real plant and discussing functions
D) Oral drill of terms
Answer: Cceev104.pdf
7.
Which is the
most ethical field guideline for schoolyard observations?
B) Break twigs to see inside
C) Use fallen materials for rangoli; avoid harming living plants
D) Uproot herbs to examine roots
Answer: Cceev104.pdf
8.
To capture
growth in observation skills over time, the best assessment is:
B) Spelling bee of species
C) Structured observation journal with date, weather, and changes noted
D) One-word answers
Answer: Cceev104.pdf
9.
Integrating
community resources into learning about materials is best shown by:
B) Visiting a potter or inviting them to school to demonstrate making pots
C) Printed notes only
D) Audio lecture
Answer: B
10.
A “mock mela”
with roles like police, medical aid, sellers and buyers primarily builds:
B) Only drawing
C) Communication, safety awareness, problem-solving, and civic roles
D) Competitive speed
Answer: C
11.
To foster
inclusion in TWAU activities, the teacher should:
B) Offer multiple modes: drawing, oral sharing, tactile exploration, peer
support
C) Use written worksheets only
D) Grade only handwriting
Answer: Bceev1ps.pdf
12.
A prompt “Why
are bird calls fewer at noon than morning?” targets:
B) Copying from text
C) HOTS: hypothesising based on context and variables
D) Spelling practice
Answer: Cceev105.pdf
13.
After soil
exploration pre- and post-rain, the core skill highlighted is:
B) Comparative observation of variables and recording differences
C) Speed writing
D) Colouring neatness
Answer: Bceev105.pdf
14.
For “Staying
Healthy and Happy,” an authentic cross-curricular assessment is:
B) A weekly health table linking routines to feelings, integrating numeracy
and reflection
C) Surprise quiz only
D) Oral repetition
Answer: B
15.
When children
mix up transparent vs. translucent, the most effective correction is:
B) Hands-on “see-through” sorting of materials and explaining visibility
differences
C) Show answer key
D) Peer marking only
Answer: B
NEP 2020 Related (5)
16.
NEP 2020 and
NCF-SE positioning of TWAU at Preparatory Stage emphasises:
B) Integrated, experiential, discovery-oriented, competency-linked learning
C) Test-heavy instruction
D) Lecture-dominated classrooms
Answer: Bceev1ps.pdf
17.
Assessments
advocated for Classes 3–5 in this approach are:
B) Surprise high-stakes tests
C) Ongoing, classroom-embedded observations, portfolios, and activity-based
tasks
D) Marks for neatness alone
Answer: Cceev1ps.pdf
18.
NEP’s
multilingualism implies that TWAU lessons should:
B) Encourage local/home-language names alongside English for deeper
understanding
C) Penalise non-English usage
D) Use codes instead of words
Answer: Bceev1ps.pdf
19.
FLN integration
in TWAU would include:
B) Reading labels, simple tables, counting/classifying observations within
activities
C) Numeracy worksheets only
D) Copying paragraphs
Answer: Bceev1ps.pdf
20.
Inclusive
education under NEP 2020 is best reflected by:
B) Universal design for learning, peer support, flexible assessment modes
C) Excluding field tasks
D) Fixed whole-class pacing
Answer: Bceev1ps.pdf
From PDFs Provided: 10 from EACH lesson
— Chapter 7:
Water – A Precious Gift (ceev107) —
21.
A suitable
pre-lesson activity during rains is to:
B) Observe rain intensity, droplet size, direction; record drawings and
notes
C) Only read a poem
D) Watch unrelated videos
Answer: B
22.
Children track
where rainwater goes on different surfaces to infer:
B) Soaking into soil, puddling, runoff to streams; some later dries in the
sun
C) All water disappears
D) Only puddles form
Answer: B
23.
Following pipes
to rooftop tanks helps children reason that:
B) Household taps are supplied via storage tanks filled from external
sources
C) Buckets create pressure
D) Wells are unnecessary
Answer: B
24.
An equitable
practice highlighted is to:
B) Thank those who bring or deliver water; recognise labour behind access
C) Hide storage
D) Waste water to show abundance
Answer: B
25.
An exhibition
task authentic to the chapter is:
B) Display drawings of water vessels across materials and discuss patterns
C) Quiz on capitals
D) Speed writing
Answer: B
26.
A key reuse
insight is that used water can be:
B) Reused for plants or flushing; reduce soap/chemicals
C) Poured on roads to dry
D) Stored indefinitely
Answer: B
27.
“Every Drop
Counts” advocates:
B) Offering clean drinking water to people and animals, especially in summer
C) Selling water to friends
D) Avoiding sharing
Answer: B
28.
The birdbath
activity emphasises:
B) Shallow basin with stones for perching; frequent cleaning and water
change
C) Soap in the water
D) Metal-only bowls
Answer: B
29.
A reflective
writing prompt includes:
B) Describe a nearby water body; whether used for drinking; how water
reaches homes
C) Memorise a date
D) Copy definitions
Answer: B
30.
A class
discussion to curb wastage asks children to:
B) List waste-causing activities and propose three solutions collaboratively
C) Hide taps
D) Remove storage
Answer: B
— Chapter 8:
Food We Eat (ceev108) —
31.
The story of
Shirin primarily illustrates:
B) Balanced diet plus practice improves health and performance
C) Only starch is needed
D) Vitamins are unnecessary
Answer: B
32.
A balanced
plate, per the chapter, should consistently include:
B) Variety across grains, pulses, fruits, vegetables; home-cooked preference
C) Fizzy drinks
D) Packaged foods only
Answer: B
33.
Seasonal eating
is motivated by:
B) Availability and body needs (e.g., hydrating drinks and fruits in hot
weather)
C) Uniform crops year-round
D) Colour of foods
Answer: B
34.
A simple health
literacy message is that:
B) Frequent water intake is vital; “water is life”
C) Water reduces energy
D) Avoid water after play
Answer: B
35.
Plant parts
commonly eaten include:
B) Leaves, roots, stems, seeds; plus animal-based items like milk and eggs
C) Bark only
D) Flowers only
Answer: B
36.
A class
activity aligning with FLN asks learners to:
B) Tick regular foods from images; discuss balanced diet choices
C) Avoid categorising
D) Copy long passages
Answer: B
37.
A reasoning
item: after heavy play in summer, a good choice is:
B) Water, buttermilk, tender coconut, or lime water for rehydration
C) No fluids
D) Hot tea only
Answer: B
38.
Cultural
knowledge is integrated via:
B) Discussing regional dishes and six tastes (e.g., chhappan bhog)
C) Avoiding diversity
D) Banning sweets
Answer: B
39.
A puzzle prompt
states two common kitchen ingredients are neither plant nor animal; one example
is:
B) Salt (mineral)
C) Milk
D) Sugar
Answer: B
40.
An anti-waste
disposition from the chapter is to:
B) Plan to reduce food waste; share and eat together (e.g., fruit chaat)
C) Throw leftovers
D) Hide food
Answer: B
— Chapter 9:
Staying Healthy and Happy (ceev109) —
41.
A core hygiene
routine includes:
B) Brushing teeth twice, showering, handwashing with soap
C) Avoiding handwashing
D) Skipping sleep
Answer: B
42.
An
intergenerational practice for dental care described is:
B) Using neem/babool twigs (datun) to clean teeth and massage gums
C) No cleaning
D) Sand rubbing
Answer: B
43.
A safe,
eco-friendly household cleaner in the chapter uses:
B) Citrus peels soaked in vinegar with optional spices
C) Petrol
D) Kerosene
Answer: B
44.
Exercise
pedagogy suggests:
B) Varied movements (e.g., hop, skip, jump) building cardio, strength,
flexibility
C) Stretching only
D) Only indoors chess
Answer: B
45.
A safety
education point teaches children to:
B) Avoid going with strangers; use trusted adults and safe play areas
C) Play on roofs without rails
D) Prefer construction sites
Answer: B
46.
The weekly
health table primarily aims to:
B) Help children see patterns connecting routines and feelings
C) Punish non-compliance
D) Compare peers
Answer: B
47.
Animals
maintaining cleanliness is exemplified by:
B) Monkeys grooming; birds preening feathers
C) Rolling in dirt only
D) Avoiding water
Answer: B
48.
A
numeracy-integrated task is to:
B) Partition a 24-hour circle to represent daily time use
C) Draw random lines
D) Memorise times tables only
Answer: B
49.
For outdoor
games, safety-first means:
B) Parks/school grounds are safe; construction sites/roads unsafe
C) All spaces equal
D) Choose rooftops
Answer: B
50.
A culturally
rooted health point links to:
B) Indian hygiene tradition underpinning modern brushing practice
C) No oral care
D) Only commercial pastes
Answer: B
— Chapter 10:
This World of Things (ceev110) —
51.
Children classify
materials by visibility through them to learn:
B) Transparent, translucent, opaque distinctions via hands-on sorting
C) Mass measurement
D) Magnetism
Answer: B
52.
A
property-based mismatch (Odd Pair) helps reason that:
B) Materials are chosen for properties like rigidity, flexibility,
durability
C) Material choice is random
D) Any material fits
Answer: B
53.
The
solid–liquid–gas activity clarifies that:
B) Air stays in cups
C) Solids hold shape; liquids flow and take container shape; gases diffuse
D) Liquids are rigid
Answer: C
54.
A correct
source–material link is:
B) Glass mainly from sand; metals from ores; wood from trees
C) Metals from plastic
D) Cloth from rocks only
Answer: B
55.
A sensory
inquiry about a spoon’s material uses:
B) Feel (smooth/cold), sound on tapping, sheen to infer material
C) Smell only
D) Weight guess only
Answer: B
56.
Natural vs.
artificial classification expects:
B) Tree, fruit, bird are natural; table, shoes are artificial
C) Rocks artificial
D) Water artificial
Answer: B
57.
Seeing through
window glass but not wood teaches:
B) Glass often transparent; wood opaque; some materials translucent
C) All glass opaque
D) All plastics opaque
Answer: B
58.
Colour filters
activity supports understanding that:
B) Coloured transparent media alter perceived colours of objects
C) Blue looks red through blue
D) White stays identical
Answer: B
59.
A
cross-curricular talk with elders probes:
B) Past vs. present materials used for common items and reasons for change
C) TV shows
D) Cartoon preferences
Answer: B
60.
Teacher
guidance flags early awareness that:
B) Petroleum-based materials create non-biodegradable waste (touched upon)
C) Rubber is always natural
D) Waste segregation is for adults only
Answer: B
— Chapter 11:
Making Things (ceev111) —
61.
Pot making
involves, in order:
B) Preparing clay (moistening/kneading), shaping on wheel, drying, kiln
firing
C) Painting first
D) Cooling then kneading
Answer: B
62.
A kiln is:
B) A very hot oven used to bake clay items like pots and bricks
C) Colouring tool
D) Clay sieve
Answer: B
63.
A values-linked
question asks:
B) In what ways do children help family members in craft or household tasks?
C) Only adults work
D) Ignore grandparents
Answer: B
64.
An authentic
making task is to:
B) Make clay by settling soil in water, remove impurities, sun-dry small
models
C) Buy clay models
D) Only read about clay
Answer: B
65.
Pattern study
connects to:
B) Observing repeating patterns on leaves/animals and applying to pottery
C) Avoiding nature
D) Only geometric tools
Answer: B
66.
Brick
production parallels pots by:
B) Mud shaped in moulds, then kiln-fired to harden
C) Metal casting
D) Freezing
Answer: B
67.
A
social–environmental insight on housing materials notes that:
B) Traditional mud/grass/wood houses keep interiors cool; cow dung smooths
floors
C) Bricks unused
D) Wood banned
Answer: B
68.
A stability
experiment compares two wall arrangements to learn:
B) Bonding patterns affect sturdiness of a wall
C) Heavier falls first
D) Colour affects strength
Answer: B
69.
Safety-first in
construction sites models:
B) Wearing helmets with straps, safety vests, sturdy footwear
C) Loose slippers
D) No PPE
Answer: B
70.
A reflective
extension asks learners to:
B) Interview a local craftsperson/toy maker and share process steps
C) Avoid local crafts
D) Skip presentations
Answer: B
— Chapter 12:
Taking Charge of Waste (ceev112) —
71.
A primary
expectation in the chapter is to:
B) Put trash in designated areas and sort correctly (wet/dry)
C) Burn all waste
D) Ignore dustbins
Answer: B
72.
A classroom
maker task for waste education is:
B) Make separate dustbins for dry and wet waste from reused materials
C) Throw away scraps
D) Use one bin for all
Answer: B
73.
Managing
non-biodegradable waste awareness links to:
B) Petroleum-based materials like plastic produce persistent waste;
reduce/reuse
C) All materials decay fast
D) Compost metals
Answer: B
74.
A practice
consistent with the unit’s goals is:
B) Use newspapers/old cloth for gift wrapping to reduce waste
C) Glitter foils
D) Single-use decorations
Answer: B
75.
A home–school
habit to maintain cleanliness includes:
B) Demonstrate segregation after meals; gloves and masks when needed
C) Sweep waste under desks
D) Hide trash
Answer: B
76.
A critical
thinking prompt asks children to:
B) Explain why segregation helps recycling/composting and health
C) Memorise bin spellings
D) Count bins only
Answer: B
77.
A
materials-origin discussion supports:
B) Relating items to source materials to anticipate end-of-life management
C) Only price talk
D) Ignoring origins
Answer: B
78.
A school
initiative aligned to chapter guidance is to:
B) Create a class duty roster for bin hygiene and error checks
C) Leave bins overfull
D) Mix liquids with paper
Answer: B
79.
A HOTS
scenario: a nearby bin smells and attracts flies. Best action is to:
B) Cover, segregate, clean area, escalate for timely collection
C) Move it indoors
D) Spray perfume
Answer: B
80.
A reflective
assessment suitable here is:
B) Portfolio evidence: bin-making, segregation log, and reuse idea
C) Speed quiz
D) Dictation
Answer: B
— Chapter 4:
Getting to Know Plants (ceev104) —
81.
Shrubs are
described as:
B) Medium plants with several woody stems near ground
C) Soft-stem climbers
D) Floating plants
Answer: Bceev104.pdf
82.
Grasses are:
B) Herbs with thin flat leaves; stems often hollow; grains are grass seeds
C) Creepers only
D) Rare plants
Answer: Bceev104.pdf
83.
Bamboo and
sugarcane are:
B) Tall grasses; bamboo is long-lived
C) Shrubs
D) Ferns
Answer: Bceev104.pdf
84.
Climbers vs.
creepers are differentiated by:
B) Climbers need support to grow upward; creepers spread on ground
C) Leaf smell only
D) Root colour
Answer: Bceev104.pdf
85.
A sensory
investigation with fruits shows that:
B) Cut fruit is easier to recognise by smell from farther distances
C) Smell doesn’t help
D) Only sight matters
Answer: Bceev104.pdf
86.
A correct fact
presented is:
B) Rafflesia (Mizoram) is very large; sugar from sugarcane stems
C) Seeds are leaves
D) Roots are flowers
Answer: Bceev104.pdf
87.
“Make friends
with a plant” mainly builds:
B) Longitudinal observation, care, empathy, and record-keeping
C) Multiple-choice speed
D) Silent copying
Answer: Bceev104.pdf
88.
An inclusive
language practice is to:
B) Use local names alongside English for plants
C) English only
D) Numbers only
Answer: Bceev104.pdf
89.
A reflective
prompt asks:
B) What would happen if there were no plants?
C) Who invented trees?
D) Why are roots red?
Answer: Bceev104.pdf
90.
Appropriate
assessment after labeling a tomato plant is to check:
B) Accuracy of labels and explanation of functions
C) Speed alone
D) Length of paragraph
Answer: Bceev104.pdf
— Chapter 5:
Plants and Animals Live Together (ceev105) —
91.
An observation
near plants would likely include:
B) Multiple organisms on, around, and beneath plants (e.g., insects, birds)
C) Only fish
D) Only mammals
Answer: Bceev105.pdf
92.
Soil is made
from:
B) Weathered rock, organic matter, and many organisms (seen/unseen)
C) Ashes
D) Plastic grains
Answer: Bceev105.pdf
93.
Post-rain
differences in the same soil patch may include:
B) Changes in feel/smell; appearance of earthworms/more sprouting
C) Exactly identical
D) No moisture change
Answer: Bceev105.pdf
94.
A correct
plant–animal interaction given is:
B) Tailorbirds stitch leaves; woodpeckers use trunks; sunbirds drink nectar
C) Leopards in leaf nests
D) Ants live on clouds
Answer: Bceev105.pdf
95.
A bird-sound
activity suggests:
B) Cup ears, locate direction, record species–sound associations
C) Shout to attract birds
D) Play loud music
Answer: Bceev105.pdf
96.
A plausible
explanation for fewer bird calls at noon is:
B) Heat/noise reduce activity; dawn/dusk richer in calls
C) It always rains at noon
D) Magic
Answer: Bceev105.pdf
97.
An FLN-aligned
task is to:
B) Count/classify observed species; write short descriptions
C) Memorise long poems
D) Dictation only
Answer: Bceev105.pdf
98.
A sequencing
task in metamorphosis orders:
B) Feeding caterpillar → stops eating → cocoon → emerges → butterfly flies
C) Butterfly first
D) Cocoon before feeding
Answer: B**ceev105.pdf
99.
Soil comparison
recording is best done via:
B) A table capturing colour, texture, smell, visible life pre/post rain
C) One-word note
D) Only drawing
Answer: Bceev105.pdf
100.
Mapping animal
locations on a “plant friend” drawing helps:
B) Visualise niches (dots showing where animals were seen)
C) Grading art
D) Ignoring data
Answer: Bceev105.pdf
— Chapter 6:
Living in Harmony (ceev106) —
101.
The mango tree
story chiefly illustrates:
B) Mutual dependencies: food/shelter from plants; animals disperse seeds
C) Wood trade
D) Pet trade
Answer: B
102.
An
empathy-building classroom action is to:
B) Keep bowls of water/grains for birds; observe respectfully
C) Remove plants
D) Capture birds
Answer: B
103.
Teacher
guidance emphasises:
B) Avoid harming animals; many act defensively when threatened
C) Chasing for fun
D) Catching insects
Answer: B
104.
For a child
afraid of ants, teachers should:
B) Offer distanced observation, discuss behaviour, provide role choice
C) Mock the child
D) End activity
Answer: B
105.
A correct human
dependency listed is:
B) Food, shelter, clothing, companionship from plants/animals
C) Plastic for trees
D) Only metals
Answer: B
106.
A reflective
writing prompt asks to describe:
B) An animal: movement, sounds, social behaviour, surprising acts
C) Cartoon scenes
D) Favourite toy
Answer: B
107.
The Valparai
story highlights:
B) Citizen observations of migrating Grey Wagtails and welcoming practices
C) Capturing birds
D) Noise-making to scare birds
Answer: B
108.
A mechanism by
which squirrels help trees is:
B) Seed caching and forgetting locations aids new growth
C) Bark eating
D) Chasing birds
Answer: B
109.
A
socio-emotional practice in the chapter suggests:
B) Talking to a “plant friend” when sad or happy; reflecting on feelings
C) Shouting contests
D) Hitting trunks
Answer: B
110.
A suitable
integrated assessment includes:
B) Portfolio: animal write-up, care action (water bowl), seed-dispersal
concept map
C) Timed dictation
D) Copying passage
Answer: B
— Chapter 2:
Going to the Mela
An explicit bus
safety instruction is to:
A) Lean out for fresh air
B) Keep head and hands inside; use reserved seats appropriately
C) Stand in aisles
D) Run on the bus
Answer: B
111.
At the mela
entrance, a map and services like ambulance/fire/police mainly support:
B) Wayfinding and public safety preparedness
C) Stall marketing
D) Food price lists
Answer: B
112.
The “Lost &
Found” booth teaches:
B) Help-seeking, civic systems, and responsible behaviour
C) Buying tricks
D) Eating contests
Answer: B
113.
A health habit
shown is:
B) Wash hands before eating at public events
C) Share bottles with strangers
D) Skip water
Answer: B
114.
Waste
management modelled is to:
B) Use bins for waste and keep surroundings clean
C) Burn waste immediately
D) Hide wrappers
Answer: B
115.
A
cross-curricular spatial task is:
B) Sketch route from home to mela or school; label help points
C) Copy a map printed
D) Avoid maps
Answer: B
116.
A role in mock
mela that builds civic sense is:
B) Volunteer at help booth or first-aid with clear protocols
C) Joker
D) None
Answer: B
117.
Multimodal
learning during mela visit includes:
B) Handling tokens/tickets (numeracy), reading signs (literacy), reflecting
experiences
C) Only rides
D) Only photos
Answer: B
118.
Intergenerational
learning is built by:
B) Comparing elders’ mela experiences then and now
C) Only present-focused talk
D) Avoid interviews
Answer: B
119.
A HOTS safety
scenario: if entry point is crowded, a sound plan is to:
B) Wait, identify alternate paths via map, stay with group, use help booth
C) Push through
D) Leave alone
Answer: B