NIOS Deled 505 Assignment 2 Answer |

NIOS Deled 505 Assignment 2 → Hello Viewers, I hope All of you already written the deled Assignment 504 in English from our previous post Nios Deled Assignment 504 in English. If you searching 2nd semester NIOS Deled Assignment 505 in English than you are in the right place. Here In this article I will Share with you 2nd semester Assignment 505 In English. Read the full article to download NIOS Deled 505 Assignment 2 Solved In English. NIOS Deled 505 Assignment 2 Answer

NIOS Deled 505 Assignment 2

NIOS Deled Assignment 505 In English

Candidates who doing Deled Under NIOS, I think they had completed their 1st semester assignments. NIOS has already announced 2nd semester assignment 504 : Learning Mathematics at Elementary Level, and Assignment 505 Learning Environmental Studies at Primary Level. The Assignment courses question paper download In Hindi & English from below. NIOS Deled 505 Assignment 2

Download the NIOS Deled Assignment 504 Answer In English. In this article I will Share the direct download link of Deled Solved 505 Assignment in English. NIOS Deled 505 Assignment 2

NIOS Deled 505 Assignment 2

Course 505 : 

Learning Environmental Studies at Primary Level

Assignment II

Question No 1 – Select any topic of your choice from textbook of EVS of any level and suggest an activity to teach this topic.

Answer :

Topic : Renewable or Non-Renewable

Materials :

  • “Everyday Items” worksheet (one per pair of students)
  • “Renewable Resources” worksheet (one per pair of students)
  • “Nonrenewable Resources” worksheet (one per pair of students)
  • “Renewable or Nonrenewable ?” worksheet (one per student)
  • Glue(one bottle per pair of students)
  • Scissors (one per pair of students)
  • Newspaper (one sheet per student)
  • A plastic container, aluminum can, steel can,glass bottle, apple, paper and leather belt
  • “Natural Resources” overhead
  • “Water Cycle”overhead
  • Rubric overhead
  • Rubrics (one per student)

Preparation :

Be prepared to put students in pairs for part of the activity

Discussion :

1] Hold up the plastic container, aluminum can, steel can, glass bottle, apple, paper, and leather belt.

2] Put up the “Natural Resources’ overhead, and cover up the bottom half (the pictures of the items). Tell the students that all of these items are made from natural resources and that these resources are either nonrenewable or renewable. Explain that nonrenewable resources exist on Earth in limited amounts, e.g., fossil fuels (coal, oil, and natural gas) and many minerals (e.g., iron, gold, and bauxite, the source of aluminum.

3] Hold up the items, one at a time, and ask student volunteers to classify them as made from a nonrenewable or renewable resource. Uncover the rest of the overhead, and review the items that were not discussed (i.e., gasoline, bike helmet, etc.). Briefly explain how natural resources are taken from the Earth and made into products.

4] Let students know that resources can also be classified as perpetual resources. These are forms of naturally recurring energy that are beyond human management, e.g., sun, wind, falling water, tides. Put up the “Water Cycle” overhead, and explain how the water cycle is an example of a perpetual resource.

5] Introduce the concept of conservation. Ask students whether there are ways that they can use fewer resources. Share one way that students can conserve natural resources. For example, by riding a bike to school instead of driving in a car, students can conserve fuel, which comes from a nonrenewable resource.

Procedure :

1] Divide the class into pairs. Give each pair of students the following worksheets: “Everyday Items,” “Renewable Resources,” “Nonrenewable Resources.” Also give them a pair of scissors, and glue.

2] Instruct each pair to cut out the items and classify them by gluing them into one of the two possible categories: renewable or nonrenewable resources.

3] Review with the whole class which items they classified as ren le or nonrenewable resources.

Wrap Up :

1] Ask students whether they think will happen to renewable resources if we continue using them. (They will be depleted.)

2] Ask students whether they think renewable resources are always available forever. Pass out one sheet of newspaper to each student, and have them roll it up to represent a tree. Put all of the “trees” together at the front of the class to represent a forest. Ask the students what would happen if they needed to cut down ten trees a year to provide enough paper for their school but only five trees were replanted each year (the natural resource will be depleted).

3] Ask the students to turn to a partner to brainstorm some ways that they can conserve nonrenewable and renewable resources. (Use less. Use renewable resources instead, e.g., a paper bag in place of a plastic bag. Reuse bags and recycle them.)

4] Pass out the “Renewable or Nonrenewable” worksheet, assign students to name one item from each of the four categories (fossil fuels, minerals, plants and animals) and explain how they can conserve the natural resources.

Final Assessment :

Have students identify ten items in the classroom, writing the natural resource used to produce the item and whether the resource is renewable or nonrenewable.

NIOS Deled 505 Assignment 1 In English


NIOS Deled 505 Assignment 2

Question No 2 – Discuss the role of learning resources in learning of EVS. Select any one resource and discuss its utility in teaching learning of concepts of EVS.

Answer :

Role of learning resources :

1] Real-life based experience, in physical, biological, social and cultural aspects of life are appropriate for EVS. Use of local resources and material facilitate real-life based learning.

2] EVS aims to enhance cognitive ability, capacity and resourcefulness in child, and to make her curious about social phenomena – starting with the family and moving on to the wider space. Using learning resources creatively one can achieve this.

3] By using local resources, teachers can help students to construct their own knowledge, develop skills and values providing them direct learning experiences.

4] With the help of local resources you can build strong relationship with society and neighboring communities.

5] Students can connect to the world around them through their studies and vice-versa, which is an important part of learning.

6] Students will become aware their immediate environment.

7] Students will be sensitized towards the conservation of their immediate environment.

Institutional Resources :

Institutes, especially public service sector ones can be very effective local learning resources. Each institute has its own unique mandate and vision which eventually contributes to the development/economic goal of the society. A teacher can plan and coordinate visits to relevant institutes. This also ensures real-life link built into the teaching-learning process. Some such possibilities exist in the form of:

Public Facilities :

Public hospitals, bus stations, post offices, police stations Public libraries, banks, veterinary hospitals, gram panchayat offices, office of the Municipality

Museums and Historical Sites :

Museums of natural history, palaces, parks and gardens, laboratories, cold storage

Other establishments :

Plant nurseries, wind farms, universities, dams, zoos,fire stations

Commercial and Industrial set ups :

Power house units, factories which are not harmful for children, shopping malls, local markets, etc.

Local fairs also provide good opportunities for learning :

By visiting Fairs students can learn how market works and can realize the local rituals, dressing style, mode of living of different kind of people.

NIOS Deled 505 Assignment 3 In English

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