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A class V teacher provides her students with a Neem leaf and a Mango leaf and asks them to state in which way they are similar to and different from each other. Which one of the following process skills will be used in answering this question?

A class V teacher provides her students with a Neem leaf and a Mango leaf and asks them to state in which way they are similar to and different from each other. Which one of the following process skills will be used in answering this question? Correct Answer Observing

Environmental Studies teaching-learning is based on the active participation of pupils in activities. Therefore, the teacher is greatly facilitated in collecting information through observation. 

Key Points

  • Observation is the simplest tool for assessing the outcomes. However, they require training for collecting information and interpreting the same for decision making. 
  • The method of teaching environmental studies in a classroom should be based on activities, which require careful, systematic and well-directed observations, by a learner as a means of acquiring knowledge.
  • Children should be required to observe nature in all its aspects, including the vegetation and animal life around them.
  • Children should be helped to sense and feel objects, study their shapes and sizes and to observe things around them as if a teacher provides her students with a Neem leaf and a Mango leaf and asks them to state in which way they are similar to and different from each other the child can sense and feel both leaves and then differentiate between them on the basis of his knowledge gathered through observation. 

Thus from the above-mentioned points, it is clear that Observing skills will be used in answering this question. 

Additional Information

Hypothesizing A hypothesis is a tentative generalization, the validity of which remains to be tested. In its most elementary stage, the hypothesis may be any guess, hunch, imaginative idea
Predicting Predicting is to forecast what a future observation will be. Predictions are based on our observations, measurements and inferences that we make about relationships among various observed variables.
Measuring Measuring is concerned with the quantification of our observations

Related Questions

Each question below is followed by two statements I and II. You have to determine whether the data given in the statements are sufficient for answering the question. You should use the data and your knowledge of Mathematics to choose the best possible answer. What is the average weight of new students added? I. In a class 60% students are male and there average weight is 15 kg more than the female students, 9 males and 6 new female students joined the class and the average weight of the class increased by 0.84 II. Total male students in the class is 12 more than female students adding 9 male students to the class increases the average weight of male students by 1 kg and adding 6 female students increases the average weight of female students by 0.6.
A teacher along with his students is carrying out a study on germination of seeds. They take some dry seeds of different kinds and plant them in different physical conditions. They observe, measure and discuss the growth over a period of time. During the course of the activity, teacher asks questions which require various process skills. The questions asked by the teacher are given in column I Match these with the appropriate process skills   Column I   Column II (A) What are the differences between seeds of different type (i) communication (B) Why do you think some seeds are growing more quickly than others? (ii) predicting (C) Draw a diagram to depict the changes in the seeds (iii) observing (D) Based on your observation what do you think would happen if we double the amount of water (iv) hypothesising
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. How students can replace their anger and distrust?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What was the reason behind the strong connection between Shirley and Tiffany?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their
differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What makes the others well-being a moral responsibility for us?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What does the “mindful citizen” exercise help us in?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What do you mean by pedagogical practice?
With reference to the Neem tree, consider the following statements: 1. Neem oil can be used as a pesticide to control the proliferation of some species of insects and mites. 2. Neem seeds are used in the manufacture of biofuels and hospital detergents. 3. Neem oil has applications in the pharmaceutical industry. Which of the statements given above is/are correct?
With reference to Neem tree, consider the following statements.
1. Neem oil can be used as a pesticide to control the proliferation of some species of insects and mites.
2. Neem seeds are used in the manufacture of bio-fuels and hospital detergents.
3. Neem oil has applications in pharmaceutical industry.
Which of the statements given above is/are correct?
There are 361 saplings of Mango and Neem in a garden. The ratio of the number of Mango saplings to that of Neem saplings is 8 : 11. How many Neem saplings are there in the garden?