CTET Science Notes 2026:
Food, Materials & The World of Living
Your all-in-one study guide for CTET Paper 1 & Paper 2 – with concept notes, pedagogy, 20 MCQs, quick revision, and exam tips. 📚
📋 Table of Contents
Introduction – Why Science Matters in CTETPaper 1 (EVS) & Paper 2 (Science)
Hello, future CTET qualifier! 🌟 If you're preparing for the Central Teacher Eligibility Test, you already know that Science (EVS) is one of the most scoring sections — and also one of the most interesting. Whether you're appearing for Paper 1 (Classes I–V) or Paper 2 (Classes VI–VIII), understanding Science is not just about memorizing facts; it is about thinking like a scientist and teaching like an educator.
Science connects our everyday world to the classroom. When a child asks "Why do we get hungry?" or "Why does wood float?", they are engaging in natural scientific inquiry. A great teacher knows how to nurture this curiosity — and CTET tests exactly that!
📊 CTET Weightage
- Paper 1 EVS: 30 questions (30 marks)
- Paper 2 Science: 30 questions (30 marks)
- Includes content + pedagogy
🌟 Key Focus Areas
- Food & Nutrition
- Materials & Properties
- Living & Non-living
- Pedagogy of Science
📚 Recommended Books
- NCERT Classes 3–5 (EVS)
- NCERT Classes 6–8 (Science)
- NCERT Class 11–12 Biology
- Arihant CTET Guide
🌟 Why Daily-Life Science Topics Are Frequently Asked
CTET emphasizes topics that a teacher needs to explain to young learners. Topics like food, materials, and the living world are directly from children's daily experiences. A child sees food every day, touches materials, and lives in a world full of living organisms. That's why CTET focuses heavily on these relatable, real-world concepts.
Topic 1: FoodSources, Components, Nutrition & Hygiene
🌾 Sources of Food
Everything we eat comes from either plants or animals. Understanding food sources is the foundation of Food Science in CTET EVS.
🌱 Plant Sources
- Fruits: Mango, Apple, Banana
- Vegetables: Spinach, Carrot, Potato
- Grains: Wheat, Rice, Maize
- Pulses: Dal, Chickpeas, Peas
- Spices: Turmeric, Pepper, Cumin
- Nuts: Cashew, Almonds, Peanuts
🐄 Animal Sources
- Milk and dairy products
- Eggs (chicken, duck)
- Fish and seafood
- Meat (chicken, mutton)
- Honey (from bees)
🦷 Feeding Habits
- Herbivores – eat only plants (cow, deer, rabbit)
- Carnivores – eat only animals (lion, eagle)
- Omnivores – eat both (humans, crow, bear)
🌾 Farm-to-Plate Flowchart
🥗 Components of Food (Nutrients)
Food is not just about filling our stomach — each bite provides specific nutrients that keep our body healthy and functional. Let's explore each one:
Carbohydrates
Main energy source. Sources: Rice, Bread, Potato
Proteins
Growth & repair. Sources: Eggs, Pulses, Meat
Fats
Stored energy. Sources: Butter, Oil, Cheese
Vitamins
Disease protection. Sources: Fruits, Vegetables
Minerals
Body functions. Sources: Milk, Green Veggies
Roughage
Aids digestion. Sources: Salads, Whole Grains
Water
Essential for life. 60-70% of our body is water
| Nutrient | Main Function | Key Sources | Deficiency Disease |
|---|---|---|---|
| Carbohydrates | Provides energy | Rice, Wheat, Sugar | — |
| Proteins | Body growth & repair | Pulses, Eggs, Milk | Kwashiorkor, Marasmus |
| Vitamin A | Eye health & immunity | Carrot, Papaya | Night Blindness |
| Vitamin B1 | Nervous system | Grains, Legumes | Beriberi |
| Vitamin C | Wound healing | Citrus Fruits, Amla | Scurvy |
| Vitamin D | Bone health | Sunlight, Fish | Rickets |
| Calcium | Strong bones & teeth | Milk, Cheese, Sesame | Osteoporosis |
| Iron | Blood formation | Spinach, Jaggery | Anaemia |
| Iodine | Thyroid function | Iodized Salt, Seafood | Goitre |
🥗 Balanced Diet – A Quick Note
A balanced diet contains all the necessary nutrients in the right proportions. It should include carbohydrates, proteins, fats, vitamins, minerals, roughage, and plenty of water. Malnutrition (too little or too much of certain nutrients) leads to deficiency diseases or obesity.
⚠️ Important for CTET Exam
- Night Blindness → Deficiency of Vitamin A
- Scurvy → Deficiency of Vitamin C
- Rickets → Deficiency of Vitamin D
- Goitre → Deficiency of Iodine
- Anaemia → Deficiency of Iron
- Kwashiorkor/Marasmus → Deficiency of Protein
🧼 Cleaning Food & Hygiene
Keeping food clean is as important as eating nutritious food. Food contamination can cause serious illness. Here's what CTET expects you to know:
🚿 Food Hygiene Practices
- Wash fruits and vegetables before eating
- Cook food at proper temperature
- Store food in covered containers
- Avoid eating stale/spoiled food
- Wash hands before cooking and eating
🏫 Mid-Day Meal Hygiene
- Schools must ensure clean cooking
- Proper utensil washing
- Safe drinking water provision
- Handwashing facilities for students
🧂 Food Preservation
- Sun drying (papads, pickles)
- Refrigeration (delays spoilage)
- Salting (fish, meat preservation)
- Boiling (milk pasteurization)
💡 Classroom Activity Idea (Pedagogy)
Ask students to sort food items brought from home into plant-based and animal-based categories. This constructivist activity helps children make real-world connections and reinforces the concept of food sources through direct experience.
Topic 2: Materials of Daily UseProperties, Classification & Activity-Based Learning
We are surrounded by materials — the clothes we wear, the glass we drink from, the wood of our furniture. In CTET Science, understanding the properties of materials is crucial. This topic teaches children to observe, classify, and explore their physical world.
🪨 Hard vs Soft
- Hard: Stone, Metal, Glass
- Soft: Cotton, Sponge, Rubber
💧 Soluble vs Insoluble
- Soluble: Salt, Sugar (in water)
- Insoluble: Sand, Chalk Powder
👁️ Transparent / Opaque
- Transparent: Glass, Clear Water
- Translucent: Oiled paper, Frosted Glass
- Opaque: Wood, Metal, Cardboard
🌿 Natural vs Man-Made
- Natural: Wood, Cotton, Wool, Stone
- Man-Made: Plastic, Glass, Steel, Nylon
🔌 Conductors vs Insulators
- Conductors: Copper, Iron, Aluminium
- Insulators: Rubber, Wood, Plastic
🏊 Sinking vs Floating
- Floats: Wood, Plastic bottle, Leaf
- Sinks: Stone, Iron nail, Coin
| Material | Properties | Common Uses |
|---|---|---|
| 🪵 Wood | Hard, non-conductor, floats | Furniture, doors, cricket bat |
| 🪨 Metal (Iron) | Hard, conductor, sinks | Tools, bridges, machinery |
| 🔵 Plastic | Lightweight, non-conductor, flexible | Toys, bottles, packaging |
| 🪟 Glass | Transparent, brittle, hard | Windows, spectacles, bottles |
| 🧶 Cotton | Soft, absorbent, natural | Clothes, bandages, towels |
| ⚪ Rubber | Elastic, waterproof, insulator | Tires, eraser, gloves |
🧪 Activity-Based Learning Ideas for Materials
📦 Sorting Activity
Give students a box of objects. Ask them to sort into hard/soft, transparent/opaque, or natural/man-made. Inquiry-based learning!
🌊 Float or Sink?
Fill a tub with water. Drop different objects and observe. Students record observations. Learning by doing!
✋ Touch & Feel
Blindfold students, have them identify objects by touch — rough, smooth, soft, hard. Sensory-based exploration!
📌 CTET Exam Tips for Materials
- Know the difference between transparent, translucent, and opaque
- Remember common examples of soluble and insoluble materials
- Activity-based questions often appear in Science Pedagogy section
- Understand why plastic is harmful to the environment (non-biodegradable)
Topic 3: The World of the LivingPlants, Animals, Habitat, Food Chain & Biodiversity
🌱 Living vs Non-Living Things
✅ Characteristics of Living Organisms
- Grow and develop
- Breathe (respiration)
- Respond to stimuli
- Reproduce
- Need food and water
- Have a definite lifespan
- Show movement
- Excrete waste
❌ Non-Living Things
- No growth
- No respiration
- Do not respond to stimuli (naturally)
- Cannot reproduce
- Examples: Rock, Chair, Water, Air, Pen
⚠️ Tricky Concept – Fire!
Fire seems to grow, consume oxygen, and reproduce — but it is NOT a living thing because it cannot reproduce, respond to stimuli by itself, or carry out cellular processes.
🌿 Plant Life
🌳 Types of Plants
- Trees: Mango, Banyan, Neem
- Shrubs: Rose, Hibiscus, Lemon
- Herbs: Wheat, Grass, Tulsi
- Climbers: Pea, Grapevine
- Creepers: Pumpkin, Watermelon
🌿 Parts of a Plant
- Root – absorbs water & minerals
- Stem – transport & support
- Leaf – photosynthesis
- Flower – reproduction
- Fruit – seed dispersal
☀️ Photosynthesis (Simple)
- Plants make food using sunlight
- Ingredients: CO₂ + H₂O + Sunlight
- Chlorophyll (green pigment) absorbs light
- Output: Glucose + Oxygen
- Occurs in leaves
🐾 Animal Life
| Category | Examples | Key Feature |
|---|---|---|
| 🏠 Domestic Animals | Cow, Dog, Hen, Goat | Kept for utility; live with humans |
| 🌲 Wild Animals | Tiger, Elephant, Snake | Live in forests; not domesticated |
| 🦷 Herbivores | Deer, Rabbit, Goat | Eat only plants |
| 🦁 Carnivores | Lion, Eagle, Shark | Eat only animals |
| 🧑 Omnivores | Human, Crow, Bear | Eat both plants and animals |
| 🏜️ Desert Animals | Camel, Scorpion, Snake | Store water; active at night |
| ❄️ Polar Animals | Polar Bear, Penguin | Thick fur/fat layer for insulation |
| 💧 Aquatic Animals | Fish, Dolphin, Whale | Breathe via gills or lungs; fins |
🏔️ Habitat & Adaptation
Habitat is the natural environment where an organism lives. Adaptation is the process by which organisms develop special features to survive in their habitat.
🌊 Aquatic
Streamlined body, gills, fins. Example: Fish, Frogs
🏜️ Desert
Hump (water storage), large feet, nocturnal. Example: Camel
❄️ Polar
Thick fur, white camouflage, fat layer. Example: Polar Bear
🌳 Tropical Forest
Colourful for camouflage, climbing ability. Example: Monkey
🔗 Food Chain
A food chain shows how energy flows from one organism to another in an ecosystem. It always starts with a producer (plant) and ends with a top predator.
Producer
Primary Consumer
Secondary Consumer
Tertiary Consumer
Top Predator
🌍 Biodiversity & Conservation
- Biodiversity = variety of all living organisms on Earth
- Forests provide habitat to millions of species
- Deforestation destroys biodiversity
- Protected areas: National Parks, Wildlife Sanctuaries, Biosphere Reserves
- CTET often asks about ecological balance and human responsibility
Science Pedagogy for CTETMethods, Approaches & Bloom's Taxonomy
CTET is not just a content test — it tests your ability to teach effectively. The pedagogy section asks: "How would a good teacher explain this to children?" Understanding pedagogy is key to scoring high in CTET Paper 1 and Paper 2.
Inquiry-Based Learning
Children ask questions and investigate answers. Promotes curiosity and critical thinking. Best for Science exploration.
Constructivist Approach
Students build new knowledge on prior experiences. Piaget's theory. Most important approach in CTET Science pedagogy.
Observation Method
Students observe phenomena directly. "Let's see what happens!" Develops scientific temper.
Experimentation Method
Hands-on lab work. Hypothesis → Experiment → Conclusion. Best for understanding cause and effect.
Discussion Method
Group dialogue around concepts. Encourages collaborative learning. Teacher as facilitator.
Activity-Based Learning
Learning through physical activities. Keeps students engaged. "Learning by doing" (John Dewey).
Use of TLMs
Teaching Learning Materials: charts, models, real objects. Make abstract concepts concrete and visual.
Bloom's Taxonomy
6 levels: Knowledge → Comprehension → Application → Analysis → Synthesis → Evaluation. Structure good questions!
🧠 Bloom's Taxonomy in Science Teaching
| Level | Skill | Sample Science Question |
|---|---|---|
| 1. Remember | Recall facts | "Name 3 sources of Vitamin C" |
| 2. Understand | Explain concepts | "Why do plants need sunlight?" |
| 3. Apply | Use knowledge | "What food should a sick child eat?" |
| 4. Analyze | Break down ideas | "Why does iron rust but plastic doesn't?" |
| 5. Evaluate | Make judgements | "Is fast food a good choice? Why/why not?" |
| 6. Create | Make something new | "Design a balanced meal for your family" |
🌟 Key Pedagogy Points for CTET
- Science should be child-centred, not teacher-centred
- Rote learning is discouraged; conceptual understanding is emphasized
- Real-life examples and daily experiences must be used
- Assessment should be continuous and formative, not just summative
- Teachers should encourage questioning and discourage fear of being "wrong"
- NCF 2005 emphasizes joyful, activity-based Science learning
Common Misconceptions in ScienceWhat students get wrong — and how teachers can fix it
"All Microbes Are Harmful"
Reality: Many microbes are beneficial! Bacteria in yoghurt, fungi used in bread-making, nitrogen-fixing bacteria in soil. Teachers can show images of helpful microbes or demonstrate yoghurt making with students.
"Plants Don't Breathe"
Reality: Plants breathe all the time! They take in O₂ and release CO₂ during respiration (just like us). They also release O₂ during photosynthesis in daylight. Teachers can demonstrate using aquatic plants releasing bubbles.
"Only Animals Are Living Beings"
Reality: Plants, fungi, bacteria, and protozoa are all living things. A great classroom activity is examining a plant's response to touch (like Mimosa pudica/touch-me-not) to demonstrate that plants are alive and responsive.
"Plastic is Always Waterproof"
Reality: Not all plastics are waterproof. Some plastics absorb liquids. Teachers can demonstrate with a simple experiment — testing different materials for water absorption using a dropper.
"Objects Sink Because They Are Heavy"
Reality: Objects sink or float based on their density, not just weight. A huge ship floats because it displaces water! Activity: float a ball of aluminium foil, then shape it into a cup and float it again.
20 Important CTET MCQsFood · Materials · Living World · Science Pedagogy
📌 Exam Pattern Reminder
Each MCQ in CTET carries 1 mark. There is no negative marking. Questions are application-based and test both content knowledge and pedagogical understanding. Attempt all questions!
🍎 Food & Nutrition
Proteins are the building blocks of the body. They are essential for the growth, repair, and maintenance of body tissues. Sources include pulses, eggs, fish, and milk.
Night blindness is caused by deficiency of Vitamin A. Carrots, papaya, and leafy vegetables are rich in Vitamin A (beta-carotene).
Omnivores eat both plant and animal matter. Crows eat grains, insects, and small animals, making them classic omnivores. Humans are also omnivores.
Iodine is needed for proper thyroid function. Deficiency leads to Goitre (swelling in the neck). Iodized salt and seafood are good sources of iodine.
Roughage (dietary fibre), found in whole grains, salads, and fruits, adds bulk to food and helps in smooth bowel movement, preventing constipation.
🧱 Materials of Daily Use
Transparent materials allow light to pass through clearly. Glass is a perfect example. Translucent materials (like frosted glass) allow partial light, while opaque materials block light completely.
Salt dissolves in water to form a homogeneous mixture. Solubility is an important property of materials. Sugar and copper sulphate also dissolve readily in water.
Metals like copper, aluminium, and iron are good conductors of electricity. That's why electric wires are made of copper. Rubber and plastic are insulators used to cover wires for safety.
This is a classic example of hands-on, activity-based learning where students learn the concept of density/buoyancy by direct experimentation. This is the constructivist approach in action.
Cotton is a natural fibre obtained from the cotton plant. Wool comes from sheep, silk from silkworms. Nylon, polyester, and plastic are man-made/synthetic materials.
🌿 The World of the Living
Leaves contain chlorophyll, the green pigment that absorbs sunlight. Photosynthesis uses CO₂ + H₂O + Sunlight to produce glucose and O₂. Leaves are the primary site of this food-making process.
The Frog eats grasshoppers (primary consumers). The frog is thus a secondary consumer. Food chain levels: Producer → Primary → Secondary → Tertiary consumer.
The camel's hump stores fat (not water directly), which is metabolized to release energy and water. Camels are perfectly adapted to desert habitats — wide feet for sand, thick eyelashes for dust.
Living organisms grow in definite patterns. Crystals can grow in all directions equally but are non-living. Living organisms show definite growth, reproduce, respire, and respond to stimuli.
Polar bears' white fur helps them blend into the snowy Arctic environment while hunting. This is a classic example of adaptation for survival — both for predation and protection.
👩🏫 Science Pedagogy
Constructivism (Piaget, Vygotsky) holds that learners construct meaning through experience. In Science, this means hands-on experiments, real-life connections, and problem-solving activities.
"Design" is a key creation-level verb in Bloom's Taxonomy. This is the highest level, requiring students to combine knowledge creatively to produce something new.
Using real objects and asking students to observe and identify is the observation method. It develops scientific temper and makes learning concrete rather than abstract.
The best way to address misconceptions is through direct demonstration or activity. Showing an aquatic plant (like Hydrilla) releasing oxygen bubbles under light makes the concept concrete and undeniable.
NCF 2005 emphasizes developing scientific temper, critical thinking, inquiry, and problem-solving. Science education should nurture natural curiosity in children and connect learning to real life.
Quick Revision SectionOne-liners, Key Facts & CTET Exam Tricks
Vitamin C deficiency → Scurvy (bleeding gums)
Vitamin D deficiency → Rickets (soft bones in children)
Iron deficiency → Anaemia (low RBC count)
Vitamin A deficiency → Night Blindness
Iodine deficiency → Goitre (swollen thyroid)
Protein deficiency → Kwashiorkor / Marasmus
Photosynthesis: CO₂ + H₂O + Light → Glucose + O₂
Food chain always starts with a Producer (Plant)
Constructivism: Learning by building on prior experiences
Inquiry learning: Question → Hypothesis → Investigate
Adaptation helps organisms survive in their specific habitat
Transparent lets ALL light through; Translucent = partial light
Carnivore = eats animals only. Herbivore = plants only
NCF 2005: Science must develop scientific temper & curiosity
Bloom's highest = Create; lowest = Remember
Camel's hump stores fat (not water) for energy & water
🎯 Most Frequently Confused Concepts in CTET
- Soluble vs Insoluble → Salt dissolves (soluble); Sand does not (insoluble)
- Transparent vs Translucent → Clear glass = transparent; frosted glass = translucent
- Producer vs Consumer → Plants make food (producers); animals eat food (consumers)
- Habitat vs Adaptation → Habitat is WHERE; Adaptation is HOW (they survive there)
- Photosynthesis vs Respiration → Both happen in plants! Don't confuse!
Frequently Asked QuestionsCTET Science Preparation Queries Answered
🌟 You've Got This, CTET Champion!
Science is not just a subject — it's a way of thinking, questioning, and discovering. As a future teacher, your job is to spark that curiosity in every child you teach. Use what you've learned here to master CTET and, more importantly, to become an inspiring Science educator.
Best of luck for your CTET 2026! 🎓 You are one step closer to your dream! 💫
📌 Keywords: CTET Science Notes | CTET Science MCQs | Food and Nutrition CTET | Materials of Daily Use | World of the Living | Science Pedagogy for CTET | CTET Paper 1 Science | CTET Paper 2 Science | CTET Preparation 2026
Made with ❤️ for CTET Aspirants 2026 | Based on NCERT & NCF 2005 Guidelines
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