The use of poems and storytelling to explain concepts in an EVS class helps to…

In line with the National Curriculum Framework (NCF) philosophy for teaching Environmental Studies (EVS), instructional techniques are chosen not merely to hold attention but to build children's cognitive and imaginative engagement with the environment — helping them relate what they experience locally to the wider, global world.

Poems and storytelling are one such technique: by presenting environmental ideas through narrative and verse, they invite children to imagine, question, and explore the nature of the world around them, moving from their immediate surroundings to a broader, global understanding. This is the specific pedagogic purpose the item is testing.

• Taking care of the language and cultural diversity among learners concerns accommodating linguistic and cultural differences — a separate pedagogic goal from the imaginative purpose of narrative technique.

• Channelizing the energies of students in the right direction is a classroom-management and discipline goal, not what storytelling specifically targets in EVS.

• Making the lesson enjoyable and interesting is a natural side effect of stories and poems, but NCF frames the deeper, intended purpose as building imagination and exploration of the world, not mere interest value.

While stories and poems do make a lesson more enjoyable, the option that captures the primary pedagogic objective articulated for EVS teaching is the one about promoting the ability to imagine and explore the nature of the world at the local and global level — this matches the standard key for this well-known item.