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Environmental Studies

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Guidelines for users

Curricular expectations or learning outcomes and learning indicators for classes III and V have

been developed to facilitate teachers/other stakeholders with the understanding to undertakethis exercise holistically. Some general guidelines for users are as under:

The curricular expectations of Environmental studies (EVS) have been developed for classes III

and V. These outcomes are identied keeping in view the objectives of teaching-learning of EVS,

derived from the recommendations of National Curriculum Framework -2005. The learning

outcomes for class III have been identied in relation to childs immediate surroundings as

children of this stage view the environment in a holistic way rather than compartmentalized into

natural and social environment. While the learning outcomes for class V have been identied,

focusing gradually moving from immediate environment to the natural and social environment.

In order to achieve these learning outcomes, what kind of pedagogical processes are necessary

to be required, have been discussed in the column one. As EVS learning is process-oriented itscontent has to be derived from childs real life experiences, as per the need and context. The

column two discusses and suggests this aspect at length along with examples.

The column two - four presents the various learning indicators of EVS. A conscious attempt has

been made not to provide these indicators in the form of rubric or outcome based assessment

standards. The reason being, by providing assessment rubrics which focus on testing or on

product without taking care of childs process of learning. Testing knowledge, skills likely to

have wash back effects on curricular expectations. Thus these indicators are not summative

in nature.

The learning outcomes and pedagogical processes and learning indicators do not correspondone to one. The reason being learning outcomes are to be achieved over a period of time with

the regular interaction with children, as these are related to childs abilities, skills, values,

attitudes and other personal, social qualities. Thus variousprocesses need to achieve the

expected learning outcomes. The progress of childs learning on each process can be seen

through some indicators. These

indicators have been given class-wise and are suggestive in nature.

Learning Indicators for each class include examples to understand the extension of learning.

For example, the level of complexity and extension of learning from class III to V can be

understood easily. These examples would help you to understand length, depth and width of

each broad process indicator more easily.

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Objectives of Environmental Studies

The curriculum is designed to forge an integrated perspective for the primary stage of

schooling that draws upon insights from Sciences, Social Sciences and Environmental

Education.

Some of the objectives of teaching science and Social Sciences at the primary stage as

follows:

to train children to locate and comprehend relationships between the natural, social

and cultural environment;

to develop an understanding based on observation and illustration, drawn from

lived

experiences and physical, biological, social and cultural aspects of life, rather than

abstractions;

to create cognitive capacity and resourcefulness to make the child curious about

social phenomena, starting with the family and moving on to wider spaces;

to nurture the curiosity and creativity of the child particularly in relation to thenatural environment (including artifacts and people);

to develop an awareness about environmental issues;

to engage the child in exploratory and hands-on activities to acquire basic cognitive

and psychomotor skills through observation, classication, inference, etc.

to emphasize design and fabrication, estimation and measurement as a prelude to

the development of technological and quantitative skills at later stages;

to be able to critically address gender concerns and issues of marginalization and

oppression with values of equality and justice, and respect for human dignity and

rights

Curricular Expectations and Learning Indicators in

Environmental Studies (EVS) at the Primary Stage

I - How do children learn EVS?

We all are concerned that every school needs to provide opportunities where each child

learns and happily engages in school level activities. This requires that the teaching-

learning processes in each classroom must address the needs of all children- cognitive/

age- appropriate curriculum, conducive and non threatening classroom environment,

encouraging school based assessment and reporting practices in the school. If children

nd such learning environment they would be able to achieve more successfully. Thus

there is a need to visualize their learning processes holistically rather than viewing childsprogress in isolation.

We all realize that children learn EVS when they are exposed to the real situations in their

surroundings that help them construct, be aware, appreciate and get sensitized towards the

environmental issues(natural, social and cultural) prevailing around. The learning process

begins with the childs immediate environment i.e. self and family in the early classes

and moving on further to the wider environment beyond neighbourhood and community

at large. NCF-2005 recommends to follow an integrated and thematic approach- towards

its teaching-learning at the primary stage. Thematic approach needs to be followed in

EVS in early classes and gradually making efforts to make them understand the issues

and concerns related to natural and social environment in class V and onwards.

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Efforts need to be made to avoid giving direct information, denitions and descriptions as

children construct their own knowledge using varied teaching and assessment strategies.

However, this requires ensuring their active engagement participation in learning by

exposing them to diverse experiences through a variety of sources within and outside the

classrooms. According to their varied potential we all agree that assessment is carried

out simultaneously i.e. during teaching learning and in natural setting. It allows us to

identify the learning gaps and modify teaching-learning processes to suit the needs of

all children. This would also help to provide timely feedback to the children to improve

her/his future learning. The learning situations need to include a variety where children

get the opportunities ensuring each childs(including the differently abled and the

disadvantaged children) participation to observe, express, discuss, question, critically

think, improvise, analyze- etc.

While organizing the Teaching-Learning of EVS, the following pedagogical

principles need to be kept in view:

Each child is unique and has strengths and weaknesses. Children learn and progress at

different pace and style. Some children learn best visually, some by questioning, some

others by describing and observing, accordingly opportunities need to be given to get

exposed to various situations.

Active participation of children is crucial in constructing knowledge, using environment

as a learning resource that would provide meaningful learning as it would relate the

childs local knowledge with the school knowledge.

Classroom processes need to encourage to tap various sources other than the textbook.

A teacher needs to encourage learning beyond four walls of the classroom and provide

wider perspective of the environment around her/him.

Visuals play a major role in EVS learning. Reading of visuals not only provides joy

and ethos of writing material that develops critical thinking and analyzing skills but

also supplement the text to reduce the content load. Picture reading activities in group

with peers improves social interaction and provides more opportunities for construction

of knowledge. Care needs to be taken to adopt these visuals for children with visual

difculties.

EVS learning must nd suitable ways to sensitize the children to the wide differences

that exist within our society relating to gender discrimination, children with marginalized

groups, and differently abled children, the elderly and the sick.

Children enjoy and learn more with hands-on activities i.e. creating materials with

locally available material , draw picture of their choice, art/ craft activities. Children are

very happy and respond with enthusiasm when their creative ventures are appreciated

rather than being rejected or left unnoticed, as unimportant by elders.

Each child has an innate capacity to learn about things owing to the experiences and the

information available to him/her. The child constructs new meanings based on previous

knowledge and builds upon his/ her understanding. Also, all the children do not learn in a

uniform manner. However, childrens unique ways of thinking and learning can become

an opportunity as a learning resource in a classroom. Different childrens experiences

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can serve as the beginning to explore multiple facets of ideas in the lesson. Sharing

ideas and insights amongst peers provide for rich scaffolding opportunities, rather

than arrive at a right answer.

Difference of opinions and varied perspectives enrich the learning process and add

quality to what is learnt. Since learning and understanding do not take place in a linear

way childrens distant memories and past experiences also add to the process of making

sense of things. To facilitate a more meaningful learning, it is essential that teachers/

elders encourage the children to make critical analysis of their prior work/knowledge

and then move on to the new concepts to be learnt.

What do we expect from EVS classrooms?

Recognizing the mandate of the RTE Act, 2009 the overall development of a child,

i.e., physical, socio-emotional, besides the cognitive needs to be focused on. All

these aspects/dimensions can only be nurtured through a whole range of learning

experiences that a child participates in and beyond school. To assess all these aspects, acomprehensive picture of a childs personality needs to be constructed which requires

information about childs knowledge, comprehension, skills, values, interests, attitude

and motivation in response to various learning situations and opportunities both in and

out of the school. We all want children to learn EVS by developing those abilities/skills,

and dispositions. A wide range of suggestive indicators for learning has been drawn up

so that teachers can plan learning tasks/activities to fully cover this range. These would

aim to achieve curricular expectation/learning outcomes at the end of particular periods

or stages. The learning indicators have been identied for Classes III, IV and V.

Learning Indicators in EVS are process-oriented.

In class III, EVS curriculum expects learning from the immediate surroundings whilein class V, curricular expectation need to provide learning related to natural and social

environment so that by the time the child enters in class V, she/he would not nd any

learning gap in the curriculum transaction of Social Sciences and Science in class VI.

The learning outcomes would be achieved through the sound and effective pedagogical

processes. Initial attempts of children are stepping stones to learning as they provide

a reference point and impetus to explore another way. In a supportive and stress free

classroom, mistakes are used as opportunities.

In EVS learning, the childrens response would not be analyzed in right/wrong manner;

rather it would provide and promote to put her/ his own point of view Children make

efforts to analyze why or how, they may make mistakes and use their own abilities tocorrect them. Helping the all children including those with special needs. Aim higher,

accepting them for what they are and creatively scaffolding their learning; all needs

to be well enmeshed together. Process indicators of EVS learning for primary stage are

given below:

What are the learning indicators of EVS Learning?

Broadly, the EVS learning is around ten processes as mentioned below. Thus the nature

of learning indicators in EVS is process based. For classes III- V these learning indicators

are same, however, the progression of learning from classes III- V can be seen through

the complexity in the indicator. In order to understand the nature of complexity class III

to IV, IV to V, suggestive examples have been given along with each indicator.

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1. Observation and Reporting Explores shares, narrates and draws, picture-reading,

makes pictures, collects and records information, tables and maps.

2. Discussion Listens, talks, expresses opinions, nds out.

3. Expression Expresses through gestures/ body movements, expresses verbally,

expresses through drawing/writing/sculpting, expresses through creative writing.

4. Explanation Reasoning, makes logical connections, describes events/situation,

formulates ones own reasonings, make simple gestures, thinks critically, and

makes logical connections.

5. Classifcation Identies objects based on observable features, identies

similarities and differences in objects, sorts/groups objects based on observable

features. Compares objects and classies them based on physical features.

6. Questioning Expresses curiosity, asks questions, raises critical questions, frame

questions.

7. Analysis denes situation/ event, identies/predicts possible causes of any event/

situation, making hypotheses and inferences

8. Experimentation Improvises makes simple things and perform simple

experiments.

9. Concern for Justice and Equality Sensitivity towards the disadvantaged or

differently abled, shows concern for environment

10. Cooperation Takes responsibilities and takes initiatives, shares and works together

with empathy

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PedagogicalProcesses

LearningIndicatorsClass

III

LearningIndicatorsClassIV

LearningIndicator

sClassV

Providing

opportunitiesfor

integrating

artactivitieswith

EVS

learning

such

as

using

materialforartwork&discuss

in

theclassaboutthedetailsofthe

drawings/designs.

-

Materialsforhandonactivities

needtobeprovided.

-Encouragingchildrenaboutthe

ir

creations

Providingopportunitiestoree

ct

ontheworkdonebyself,peer

groupthroughverbalandnon

verbalways.

Displayonclassnoticeboard

Drawssimpledesigns/draw

ings/

patternsthathavebeenseenon

differentobjectsathome/school

withthesupportofelders

E.g.,

draw

oraldesigns,

patternofleaves/circle/square/

trianglesandcolourthem

Cutting

andpastingshap

esto

createaforest.

Appreciatesandreectsonher

observations,workdonebyself

andothers.

E.g.,Reading

and

enjoying

signboards,pictures,postersin

thelocality,school(shopsname,

postersname,postersrelated

topreventionofdiseasenotice

boardetc)andreectson

them

verbally

orthroughgestures.

Drawssimple

designs,

drawings

patternsthat

have

been

seen

by

heroron

herown

E.g.,

thum

borcreativeprinting

romvariousmaterials,rango

lis

usingvariouspatternso

her

choice

.An

dlabelthem

Appreciatesandreflectsonthe

workdonebyothersand

self

E.g.,

reflectingonworki.e.

drawings/creativework

doneby

peergroup/self,enjoyingreading

posters,signboardsin

locality

throughorally/writtenforms/

gestures.

Sharesthe

detailso

theobserved

objects/events/

phenomenon

oral

ly/

written/

drawings/any

otherwaysor

herch

oice

E.g.,

in

an

activity

on

surveyosourceswaterinthe

neigh

bour

hoo

d,to

sharethe

process

o

survey

ollowed

bythem,suchas

howmany

sourcesobserved,w

hoprovided

inormation,.

how

inormation

wasrecorded,e

tc(ta

bular

orm/statements)

Organiseapainting

competition

givingthetopic-differentsource

ofwater.

eg.:Lakes,Ponds

,Waterfalls,

Rivers,Canals

Reflects

on

the

observation

reportopeergroupan

dtakes

eed

back

romot

hers.

E.g.,

reflectsonsproutsovarious

seeds,

done

bypeeran

daccepts

eed

backonthat.

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PedagogicalProcesses

LearningIndicatorsClass

III

LearningIndicatorsClassIV

LearningIndicator

sClassV

2.b)Generates/ramesquestionson

herownon

amiliarobjects/animals/

plantsan

deventsintheimmediate

surroun

dings.e.g.

rom

where

do

plantsgetwater?Where

dolizar

ds

goinwinter?

Whathappensi

there

are

heavyrains?

Howisrain

both

goodan

dbadortheenvironm

ent?

Whatwillhappenibirdscou

ldnot

flybuton

lywal

kontheir

eet?

Why

dals/see

dsaresoaked

beorecooking;

whyroun

d,smooth

peb

blesare

oun

dneartheriversi

de;

how

grass

andsmal

lplantsgrowontheir

own,

without

beingplantedbyanyone.

Reflectscritical

ly

onvarious

issuesosocialan

dcu

ltura

l

discrimination.

(Related

to

wor

kingchildren,girls/women,

elderlyan

ddifferentlyab

led

).

Expresses

hercreativity

throug

h

various

ways

E.g.

asking

questions,

ramingque

stionsin

classactivities,createsn

ewwor

k

etc

Reflectscritical

lyon

various

issuesre

latedtosocia

l/cu

ltural

aspectstochildslie.E.g.gen

der

discrimination

inthe

amily,

school,neigh

borhood

visitto

Ojhas,B

hagats

ortreatment

Acceptseed

backgiven

bypeers/

eldersononesownwor

k/view

andgives

eed

backtoot

hers

objectively.

Raises

criticalquestions

on

the

disp

laye

dmate

rialsuchas

posters/advertisementnewitems

insc

hool/neigh

borhood.

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PedagogicalProcesses

LearningIndicatorsClass

III

LearningIndicatorsClassIV

LearningIndicator

sClassV

Analyzing:

Creatingsituationsandencouraging

childrentopredict;

Definessituationoreventsinher

simple

language.

Pre

dictsan

didentifiespro

bable

reasonsoanyevent/situation/

phenomenon

seen

/obs

erve

d

E.g.,

predictthatatenspo

onul

owaterwou

ldfilla

bow

lor

identifiesw

hydoawetsurace

wou

lddrymorequickly

when

exposedtowind

.

Makes

simple

iner

ences

(reasoning);E.g.,

betwee

nthe

shapesan

dsizeovesselsan

dthe

waterstoredinthem.e.g.

aking

vesselso

differentshapesan

d

sizesan

dpredictingan

dtesting

whichonecontainsmore/less

water,e

tc.?

a).

Describes

situation/

event/

phenomenoninherown

language

inasequentialmanneras

seen

by

herE.g.,changesseeninsprouting

oseeds,changesseenin

various

seasons.

Makeserieso

paintings

aboutchangeinseasons.

b).

Summarize

inormation

and

opinionaboutase

lectedpr

oblemor

issuesE.g.,

Whatdifficu

ltiesithere

wou

ldbeno

bridgetocross

over?.

Pre

dicts/identifiesprobablereasons

oanysituation/event/phenomenon

seen

byherE.g.,

pre

dicting/identiying

why

six

monthol

dchildcannot

eat,w

hy

someol

dpeoplecannot

eathar

d

things,w

hyrivergetsspoilt

;

Makingaguesso

how

ars/

he

canro

lla

ballalongth

egroun

d

andthenmeasuringhow

arit

actual

lygoes.

Tinkingothree

differentwaystogo

romtheclassroomtothep

rincipals

room.

Whichdos/

hethin

kisthe

longest/shortestroute?

Rea

dsan

d

analysespictures,

photographs,textua

lmaterialon

herown/supporto

el

ders.

E.g.

aferobservingpictureoa

ort/

visittoa

ortanalyze

sthereasons

whykings

builthugewal

ls,

big

gates,

huge

boun

darywal

lsetc.

Pre

dictsthereasons

(causean

d

effect)aboutdifferentscientific

phenomenonseen

byher.

E.g.,

whydal/w

holegrainsaresoaked

beorecooking;w

hysmooth

peb

blesare

oundn

eartheriver

sides;w

hydoest

hecurdget

sourmoreinsummerthanin

winters?

Drawssimpleinerenceoany

observedeventorphenomenon

inthenatura

lenvir

onment.E.g.

discussingpossible

reasonsan

d

derivestheirconclusion

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PedagogicalProcesses

LearningIndicatorsClass

III

LearningIndicatorsClassIV

LearningIndicator

sClassV

Makessimpleinerence

sonany

event/situation/phenomenon

seen

byherE.g.,

allthings

cannot

dissolveinwater,sugar/

saltdissolves

asterinwarm

waterthaninco

ldwater,

River

s

waterPolluteddueto

cleaning

outensi

ls,clot

hesand

bathing

animals,throwinggarbagein

wateralsopol

lutestheriver

.

Handsonactivities:

Provi

ding

opportunities

or

indivi

dual/group

work

(activities/

han

donactivities

)or

children

totryout,

improvise

innovatethings

byusing

locally

avai

lablematerial.

Createssimpleobjectsrom

(clay/

loca

llyavai

lablematerial)

Engagesinhan

dsonactivities

throughpictorialinstructio

nsor

withthesupportoel

ders.

E.g.

improvising/makingatoy-train

rom

empty

match

boxes,simple

jigsaw

puzzle

using

cardb

oard;

creating

designswithdriedleaves.

ries

out/manipulate

with

the

given

material/objects

/

han

dson

activitieswith

the

supportoel

ders/in

depend

ently.

e.g.,

puttingwaterinvarious

containerstodemonstrate

water

takestheshapeoanycontainer,

flows

downan

deelswet

Makes/createssimple

objects/

simplemodelwithth

eloca

lly

avai

lablematerialon

herown

withthesupportoherel

ders.

Con

ducts

simple

h

ands-on-

activitiesingroupsituationE.g.

disso

lvessugar,sa

lt,san

d,woo

d

shavingsin

wateran

dshare

resu

lts.

Demonstratesthatwatertakes

shapeothecontainerE.g.,

.

demonstrates

byusingvesselso

differentshapes.

Makes/createssimpleobjects/

modelwiththe

local

lyavai

lable

materialon

herownwiththe

supportoel

ders.

Perormssimpleexperimental

objects/materials

un

der

the

guidanceoel

ders.

Con

ducts

simp

le

han

ds-

onactivities/experimentsinthe

groupwiththesupp

ortoel

ders.

E.g.,

what

dissolv

esinwater

andw

hatdoesnot

(sugar,chal

k,

saltetc.

)an

dwritetheirown

observations.

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PedagogicalProcesses

LearningIndicatorsClass

III

LearningIndicatorsClassIV

LearningIndicator

sClassV

Showssomeresponsi

bility

or

his/

herown

health,and

the

healthan

dwel

lbeingooth

ers.

E.g.,

practicesgoodpersonalhy

giene

andclean

liness;

discusseshea

lthy

habits,an

dpracticese

l-contr

olby

abstaining

romactions

that

harmonesse

laswel

lasot

hers

.Creatingan

dutilizings

choo

l

environmentorgrouplea

rning

E.g.,

takesapollution

wal

k,

gatheringexampleso

litteran

d

tras

h

.

a)Exerciseappropriatecontro

lin

indepen

dentan

dgro

upactivities.

E.g.,

ocusongroupor

indepen

dent

tasktocompletion.

b.)Address

chal

leng

es

using

appropriatesocialan

dcopingskills.

E.g.,

doingthings

orotherpeople;

changesactivityw

hen

toldNO

orpresentedwithana

lternative

by

teac

herorpeer

Wor

king

through

chal

lenges

inasmal

lgroup.

E.g.,

learns

tonegotiatean

dappreciatethe

differenceoopinion

/viewpoint

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Keyconcepts

Lea

rningObjectives

LearningOutcomes

Familyandrelationships

Conceptofafamily;diversityinfamily

types;Familyasasupport

system,Ideas

aboutrelationships;Simplefa

milytree(three

generations).

Familyinuencesphysical

characteristics,

valuesandhabits,appreciatin

gqualitiesand

skillsoffamilymembers;

familyasasupportsystem.

Conceptofsimilarity

betw

een

relations,

hereditaryfeatures.

Leisuretime;workinsideand

outsidehomes

gender,age,caste,Economic,etc.aspects.

Toenablethestudentstounderstandmore

abouttheco

nceptofafamily.

Tounderstand

moreaboutrelationship

Tounderstandmoreaboutvaluesandgood

habits

Toenablethestudentstounderstandmore

aboutspecialpeople.

Tounderstand

moreaboutblindpeople.

Tolearnmore

aboutBraillescript.

To

create

a

positive

attitude

towards

physicallyc

hallengedpeople

Appreciatesthere

lationshipamon

gthe

amily

mem

bers.

Showsrespectto

eldersand

physical

ly

chal

lenge

dpeop

le

Followsva

luesan

dgood

habitsin

dailylie

Showsconcern

and

care

orphysical

ly

chal

lenge

dpeop

le

Sensitizechildrenaboutotherchildrenw

ho

wor

kat

homean

doutside-notasaresu

lto

amilyneg

lect

butmoreasasystemiccause

Importantthatallchildrengo

tosc

hool.

Asenseo

howchildlabourexistedinot

her

countries

beoreal

lchildren

begantogoto

goodcommonsc

hools.

Leisure;gamesinsc

hoolan

do

utsi

de,pastan

d

present;Forsomeplayiswor

k

Todiscusstheworkthatwedoinsideand

outside

Tosensitizechildrentootherchildrenwho

workatho

meandoutside-notasaresult

offamilyneglect.

Tomakethem

awareabouttheimportanceof

school.

Tomakethem

awareaboutchildlabour.

Tounderstand

abouttheimportanceofgames.

Differentiatesvariousproessions

andgivesits

dueimportance

Displaysawarenessabouttheim

portanceo

educationan

dthenee

dtowork

orearning

their

livelihoo

d

Advocatestheimportanceogam

esinsc

hool

andoutside

G

rade-3

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Keyconcepts

Lea

rningObjectives

LearningOutcomes

Environment

Appreciationofculturaldiversityinfood;

basicideasaboutvariousplantsusedasfood;

foodfromanimals.

Foodmaybeeatenraworcoo

kedsteamed,

boiled,baked,friedetc.;

Differentfuels,typesofsto

ves;Typesof

vesselsusedincooking,differentshapes

(regional/traditional),differentmaterials,etc

Differenteatingpractices

inthefamily.

Amountoffoodvaryingwithgender,age,

physicalactivity,etc.

Cookingandgender/casterolesinthefamily

Toclassifythefoodthatwegetfromplants

andanimals

.

Toclassifythefoodaccordingtothecooking

method.

Tounderstand

differentwaysofcooking.

Tounderstand

theheatingsources.

Tolearnaboutdifferenteatingpractices.

Todiscusstheamountoffoodaccordingto

theage.

Displays

know

ledgeotheimport

anceo

ood

andthenee

docooking

ood.

categorizesvarious

oodsaccord

ingtotheir

sources

Comparesthe

ood

habitsopeop

leaccording

totheirage

Exp

loresthe

heatingsourcesoancienttimes

andpresenttimes.

Exp

loreseatingpractices

Water

Localsourcesowater;

usesowater;gen

derro

les;

distanceestimates;

social

discrimination;

cleanwater

or

drinking

Water

orplantsan

danimals.

Waterscarcity,wastagean

dr

ecyc

ling,water

harvesting

Useowaterindifferentactivities;cu

ltural

expressions

about

water/Rain

/

rivers;

observationsre

latedtorainan

dtheresponse

oplantsan

danimals

Tolearnaboutdifferentsourcesofwater.

Tounderstand

theimportanceofconservation

ofwater

Tomakethemawareoftheimportanceof

drinkingcle

an/puriedwater.

Tolearnaboutthedifferentusesofwater.

Toacquireknowledgeonthestoringofwater.

Tolearnthem

easuringofthewaterinsimple

ways.

Exp

loresthesourceowaterand

thenee

dor

itsconservation.

Displays

know

ledgeothenee

dto

drinkclean

water

Estab

lishesthe

differentusesowater

Researc

hestheimportanceostoringwater

Measureswatercorrectly.

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Enviro

nmentalStudies

Keyconcepts

Lea

rningObjectives

LearningOutcomes

Travel

*Needfortravel,travelwithinthelocalityand

beyond;traveltodifferentsocialspacesforest,

village,city,etc.;travelformigration,sight-

seeing,familyoccasion

*Differentmodesoftransport;shor

tdistance,long

distance,newerways

oftraveling.

*Differentkindsofworkersassociated

with

railways/station

*Communicationwithoutspeaking,Useofsign

language,dancemudras.

*Letterasameansofcommunica

tion,workand

peopleassociatedwiththeposto

fce;different

meansof

communication,changeswithtime

Tomeetbasicneedshumanbeing

smakethings;

neednaturalresources,creativity;havechanged

thewaywelive.

*Anideaoftheearliestpotsmadeforstorageof

grainwhentherewasnopotters

wheel.

To

discus

stheimportanceoftravelling

fromoneplacetoanother.

Toacquiremoreknowledgeaboutvarious

modesoftransport.

Togettheideaofsignlanguage,mudras

etc

To

discu

ss

different

means

of

communication.

Torecogniz

ethebasicneedsandnatural

resources.

Tounderstandmoreabouttheartofmaking

pots.

Todevelop

anideaof

theearliestpots

madeforstorageofgrainwhentherewas

nopotterswheel

Toknowab

outoftribalartandcultureas

welltheircoexistenceswithnature.

Exp

lainsthereason

ortheneedotravel

ling

Contributestothe

listovariou

smodeso

transport

Displays

know

ledgeotheRole

otransport

inpromotingtourism.

Exp

loressign

languages,mudrasetc.

Compares

the

various

means

o

communication.

Showsawarenessaboutman

sbasicnee

dsan

d

thenaturalresourcesan

dtheinter

depen

dence

withnature.

Researc

hestheartomakingpots

Propagatesstorageopotablewa

terat

house

holdleve

l.

Exp

loresthewaysostoringgrain

whenthere

wasnopottersw

heel

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314

Enviro

nmentalStudies

Keyconcepts

Lea

rningObjectives

LearningOutcomes

FAMILYANDFRIENDS

Familytreetoday.

Fromthemothersbody;

mother-childrelationship;

Fosterparentsandadoption

Familyasamicrocosm;

(Familyvaluesgender,earningcapacity,decision

making,caste,religionperceptions

etc.);

changesinfamilyvaluesystemleadtochanges

insociety;

Festivalsandfamilygatherings

Discussionwithmother,

Sensitivitytopeoplewhoaredifferentlyable;

Sensesofsmellandtouch;,

emotionalresponsetoacaress/slap;goodand

badtouch.

Tounderstan

dmoreaboutfamilytreeand

variousrelationshipsexistinginourfamily

Tounderstandthatfamilyasourrst

school

Makethemawareabouttheimportanceof

mother-childrelationship

Toknowaboutfosterparentsandadoption

Tosensitizethemwithfamilyvalues,gender,

earningcapacity,decisionmaking

Tocomparethevariouscastereligion

perceptions

etc

Tomakethem

awareaboutthechangesinthe

society

Toknowabouttheimportanceoffestivals

andfamilygatherings

Tounderstandabouttheinuenceofour

motherinourlife

Tomakethem

understandaboutdifferently-

ablepeople,theiremotionalresponses

Exp

lains

amilytreean

dthe

relationship

existinginour

lie

Spea

kson

amilyasa

firstsc

hool

Contributestotheideaom

other-child

relationship

Appreciatesthestrong

bond

ore

lation

existingamongthemem

bersoth

eamily

Investigates

existing

religions,

castes,

perceptionsetc.

Contributestothe

know

ledgeo

changesin

thesociety.

Exp

lorestheimportanceo

estiva

lsan

d

amilygatherings.

Sympathizeswiththe

differently

ablepeop

le

inthesociety.

Grade-4

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315

Enviro

nmentalStudies

Keyconcepts

LearningObjectives

LearningOutcomes

WORKANDPLAY

*Differentgamesathomeandsc

hool.Playasa

wayofsocialnegotiation;rules

ofeachgame;

ghtsandtheneedtonegotiateid

easoffairplay.

*Restrictionsonplay;playmatesfromchildrenof

differentgenderorlass/castebackgrounds.

Childsdailylifeexperience,observation;

*Differentoccupations

in

the

localregion/

country;whodoeswhatwork.Ge

nderandwork.

Waysofrecreation

Todifferen

tiatebetweenoutdoorgames

andindoorgames

To

makethemunderstandthathowthe

playasawayofsocialnegotiation

Toknowtherulesofeachgame

eg:

football,cricket,basketball

Toevaluate

theideasoffairplay

Todiscussa

boutrestrictionsonplay

Tocompare

theplaymatesfromchildrenof

differentgenderorclass/castebackgrounds

Toanalyse

thegenderdiscriminationthat

existinour

society

Toidentify

thevariousoccupationsinthe

localregion

/country

Tomakeapositiveattitudetowardsdifferent

peoplewho

doesthework

Toanalysetherelationshipbetweengender

andnature

ofwork

Todiscussd

ifferentwaysofrecreation

Classifiesindooran

doutdoorgam

es

Displaysawarenessaboutthesignificanceo

groupevents.

Demonstrates

know

ledgeonthe

ruleoeach

gamean

dtheimportanceoplay

inggamein

our

lie

Exp

lorestheoccupationsopeo

plew

hoare

engage

dindifferenttypeowor

kan

dshows

respectoral

ltypesowor

k.

Showscontemptorgen

der

discriminationin

thesocietyan

dtreatseveryoneequal

ly.

Differentiatesvariousproessionsan

dbrings

outtheirimportance

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316

Enviro

nmentalStudies

Keyconcepts

Lea

rningObjectives

LearningOutcomes

Environment

*Fromeldtomandi-fromma

rkettohouse;

grownbyfarmers;fruittrees,vege

tables,cereals,

pulses,oilseeds;SpicesCommunityeating;Mid

daymeal(whereapplicable).

*Culturaldiversityinfoodsassocia

tedwithspecial

occasionslikefestivals,family

celebrations/

ceremoniesetc.Boardingschool.

To

analyze

the

variousstepsin

the

productionoffoodineldslikesowing,

threshing,w

innowingetc

Todiscussthejourneyoffoodfrommarket

tohouses

Toknow

thevariouscropsgrownby

farmers

Toclassifythefooditemsintovegetables,

cereals,pulsesoilseeds,spicesetc

Tounderstandmoreaboutcommunity

eating,itsim

portance,

Tomakethemawareabouttheimportance

ofMiddaym

ealschemeinourschools.

Todiscusstheculturaldiversityinfoods

associated

with

specialoccasions

like

festivals,fa

milycelebrations/ceremonies

etc.

Toknowth

eadministration,supervision,

andthewor

kingofBoardingschool

Exp

lores

varioussteps

involv

edinood

production

Exp

lainsthe

logisticso

ooditem

s

Categorizesthe

ooditemsthatw

euseinour

dailylie

Exp

lorescommunitys

ood

habits

Emphasizesthenecessityoeatinga

balance

d

diet

Advocatestheideaomid-dayme

alinsc

hools

Createsawarenessagainstwasting

ood

Researc

herswor

kingo

boar

ding

schools.

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Enviro

nmentalStudies

Keyconcepts

Lea

rningObjectives

LearningOutcomes

MAPPINGOURNEIGHBOURHOOD

Introductiontotheconceptofgivingdirections

withrespecttoanylandmark;alsoapreliminary

mappingprocess,furtheruseofs

ymbols,useof

ascale.

Toenablethestud

ents

Tounderstandthe

conceptofgiving

directionsw

ithrespecttoanylandmark

To

know

moreaboutthepreliminary

mappingprocess

Tounderstandtheusesofsymbolsand

scalesinam

ap

Exhibits

basicskillsoMapreading.

Differentiatesaglobean

damap.

Illustratesthe

difference

between

asketchan

d

amap

Describesthecomponentsoam

ap

Water

*Naturalsources;inlan

dwateran

dseawater;

potablewater;sae

han

dlingowater,

*Puri

ficationowater.

Reservoirs,canals,

dams

etc.;Differentpub

licactivitiesatwater

bodies

*Protectionowater

bodies.

Waterasascarce

resourcean

dthestrugg

leoracquiringit(those

whocanexploitresources

bydigg

ing

deeperan

d

deeperwel

ls).

*Riversan

dseas;seasonalchange

inwater

flow;

animalsinthesea/river.

*Waterpollutionan

dharm

uleffectsonanimals.

*Basicprocessesoevaporationan

dcon

densation

Tounderstand

theimportanceofwater

Toidentifyth

enaturalsourcesofwatersuch

asrainwate

r,river,seaetc

Tomakeacomparisonbetweeninlandwater,

seawater,andpotablewater.

Toknowthe

differentpublicactivitiesat

waterbodie

s

Tomakea

positiveattitudetowardsthe

conservationofwaterbodies

Toevaluatetheseasonalchangesinwater

ow

Toknowthecausesandaftereffectsofwater

pollution

Todiscussth

ebasicprocessofevaporation

andcondensation

akesstepstoconservewater

andcreates

awarenessamongot

hers

Researc

hesaboutinlan

dwater,seawateran

d

portablewater.

Exp

loresthecausesan

deffectsowater

pol

lution

akesmeasures/suggestsideas

toprevent

waterpol

lution.

Illustratesevaporationan

dcondensation

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318

Enviro

nmentalStudies

Keyconcepts

Lea

rningObjectives

LearningOutcomes

TRAVEL

Use

ofanimalsfortransport;sensitivity

towardsanimals.

Localknowledge,Familiarity

withcurrency

notesandcoins,nationalsymbols,recognizing

somelanguagescripts;

IntroductiontoMahatmaGan

dhiOldcoins,

change.

Differentlandforms,languages,clothing,

foodhabits,someideaofanothercountry

Tomakethem

understandtheusesof

animalsfor

transport

Tofosterlo

vetowardsanimals

Toidentify

thevariouscurrencynotesand

coinsofdifferentcountries

Toknowth

evariousinformationseenon

thenoteslikenationalsymbols,language

scriptsetc

TofamiliarisewithMahatmaGandhiold

coins.

Toknowthe

variouslandforms,languages,

clothing,foodhabitsandsomeideaabout

anothercou

ntry.

Analysesthechangesinthetransportrom

ancienttomodern

Appreciatesthecontri

butionsoMahatma

Gan

dhi

Appreciatesthecontri

butionoc

urrencyan

d

coinsinour

daytoday

lie

Exp

loresvarious

lan

d

orms,

languages,

clot

hing,

ood

habitsoot

hercountries.

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319

Enviro

nmentalStudies

Keyconcepts

Lea

rningObjectives

LearningOutcomes

FamilyandFriends

RELATIONSHIPS

Familytree

Comparisonbasedonphysicalappearance

Jointandnuclearfamily

Migration

Immigration

Transfer

Importanceoffamilyrelatio

nships

WORKANDPLAY

Typesofgames/sports

Importanceofteamspiritingames

Equalopportunitiesforall

Nationalteam

ToDiscuss

thedifferenttypesoffamily

Toknowmoreaboutfamilyvalues

Tounderstandthefamilyrelationships.

To

differentiate

between

migration,

immigrationandtransfer.

Toundersta

ndtheimpactoflargesocio-

economicforceschangingfamilystructure

Toidentifyeventsinsocialenvironment/in

afamily

Toundersta

ndtheimportanceofgamesin

ourlives

Todevelopteamspirit.

Todifferentiateindoorandoutdoorgames.

Todiscuss

thechangingpatternsinlocal

games.

Todevelop

someideaofothercountries

andnationalteams

Exp

lains

amilytreean

dthe

relationship

existinginour

lie

Appreciatesthestrong

bond

ore

lation

existingamongthemem

bersot

heamily

Contributestothe

know

ledge

osocio-

economicorceschangingthe

amilystructure.

Demonstratescivicsense,

leaders

hipquality

amongthestudents

Exhibitsresponsi

bilities,ob

lig

ationsan

d

preparednesstoobeytheru

lesan

dregu

lations

Grade-5

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320

Enviro

nmentalStudies

Keyconcepts

Lea

rningObjectives

LearningOutcomes

Food

PRODUCINGFOOD

Differenttypesoffarming.

Hardshipsfacedbysubsis

tencefarming,

includingseasonalmigration.

Needforirrigation,fertilizers

Tolearnab

outthevarioussituationsfor

foodspoilage

Tounderstandvarioustechniquesinvolved

infoodpreservation.

Toencourag

epupiltoconservefood.

Tocreatean

awarenessaboutimportanceof

foodpreservation

Todescribe

howfoodpreservationprocess

stopsorslowsdownfoodspoilage

Tocreateawarenessabouthardshipsfaced

byfarmers.

Tocollectin

formationaboutdifferenttypes

offarmers

Explainst

he

importance

of

seasonal

migration

Toexplorethevariousmeansofirrigation

toreporttheadvantagesanddisadvantages

offertilizers

Tocreateaw

arenessaboutthehealthhazard

inusingfertilizers

akesstepstopreventspoi

lageo

oodan

d

spreadsawarenessamongot

her

saboutthe

same.

Categorizesthe

ooditemsthatweusedinour

dai

lylie

Follows

healthy

ood

habitslikeb

alance

ddiet

andadvocates

orit.

Createsawarenessaboutpreventiono

ood

wastage.

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321

Enviro

nmentalStudies

Keyconcepts

LearningObjectives

LearningOutcomes

WATER

Varioussourcesofwater,wateravailability

Community

service

for

long

distance

travellers.

WATERFLOW

Sourcesforirrigation;

Differentquantitiesofwaterfordifferent

crops

Theuseofawaterwheel.

To

investigate

various

techniques

for

gettinggroundwater

To

encourage

them

to

participate

in

providingd

rinkingwatertotheneedy..

Todevelop

apositiveattitudetowards

conservatio

nofwater.

Todifferentiatevarioussourcesofirrigation

Todiscusstheamountofwaterrequiredto

irrigatedifferentcrops

Toanalyse

thevariousmethodsusedin

liftingwate

r

Todemonstratetheworkingofwaterwheel

Exp

loresthevarioussourcesowater.

Createsanawarenessowaterconservation.

Displays

know

ledgeothe

differenttypes

owatersourcesan

dits

differe

ntusagein

agricu

lture

SPACE

Solarsystem

Moonournaturalsatellites

Articialsatellites

Instrumentsusedinspacecrafts

Todevelop

interestinspacescience

Toknowm

oreaboutnaturalandarticial

satellites

Tocreateanawarenessaboutfunctionsof

differentspacecrafts

Exp

lorestheuniqueplaceothe

eart

hinthe

solarsystem,w

hichprovidesid

ealsurvival

con

ditions

oral

lormso

lie,including

human

beings.

Identifiestheplanetsinthesolarsystem.

HISTORICALMONUMENTS

Heritagebuildings

skillsofthecraftsperson

Somehistoricalpersonalities

Knowaboutourheritageandculture

Appreciatetheskillofthecraftpersonwho

madethehistoricalmonuments.

Understand

about

some

historical

personalitie

s

Appreciatesthe

differenttypesoarchitectures

haveideaaboutbuildingmateria

ls

Feels

positive

about

preserving

the

monuments.

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322

Enviro

nmentalStudies

CONCEPT

LearningIndicatorsClass

III

LearningIndicatorsClassIV

LearningIndicator

sClassV

WATERANDPOLLUTION

*oInvo

lveingroupdiscussions

relatedtotheprob

lemssee

nin

Immediatesurroun

dings.

E.g.,

wastageowater,li

tteringan

d

throwinggarbage,useoplastic

bags,

oodwastageinthe

amily,

nee

d

orBri

dges,k

indo

houses,e

tc.

*o

listentoot

hersexperiences/ideas

ingroupdiscussionontheproblems

/themesre

lated

to

immediate

surroun

ding.

E.g.,

romw

here

doestheir

amilygetwater?,w

hofills

water

orthe

amily?,doesthe

amilymem

bers

discriminatein

the

amilycommunity/public

places?

*oshareexperiencesverballyan

d

accepts

eed

backgiven

bypee

rson

her/

hiswor

k.

E.g.,WaterinOurLie,an

d

narratingonesownexperienc

eso

whereshe/

hehasseenpeop

lewasting

watersuchasw

hilecleaningthe

house,cars,u

tensi

ls,c

lothes,ve

hicles,

andre

flectson

her/

hisviews

*oengagean

dparticipatein

discussionsonthethemes

relatedto

her/hisdaytoday

lie.

E.g.,

discussesoncommo

ntopics

such

aswaterPollution

/water

resources/watercontamina

tion.

*o

listen

toot

hersonth

ethemes

relatedtodaytoday

lie

suchas

sourceowater,avai

lability

anduses

inthe

loca

lity.

*oshareexperiencesorgives

her/

his

ownviewsingrouporindivi

dual

ly

andaccepteed

backgiven

byot

hers

onher/

hiswor

k.

E.g.,

sharingexperiencesre

latedto

places

(mela,

estival,

historica

lplace

)verbal

lyorin

written

orm;giving

herown

views/opinionsontheprob

lems

relatedtowaterinher/hisday

to-

day

lie,

harm

uleffects

ousing

plastics..

Water

borne

diseases.

*o

fin

doutromot

heravai

lable

sourcessuchas

discussionswith

elders/teac

hers/peergro

upstoget

more

detailsonanytopicre

latedto

day-to-day

lie.

*ocomprehen

dthepro

cessowater

cycle

*oidentiythree

ormsowater.

*o

observe

andrecognize

the

processoevaporation,con

densation

Precipitation

*orealizethemet

hodsoirrigation

*oobservean

dinerth

ecausesan

d

preventionowaterpollution.

*Speakscon

fident

lya

bout-

eac

h

andevery

dropowater

isprecious

*Waterau

ditint

hesc

hool

*Findthewaystom

inimisethe

wastageowater

CURRICULUMPROGRESSION-(ClassesIII,IV,V)

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323

Enviro

nmentalStudies

CONCEPT

LearningIndicatorsClass

III

LearningIndicatorsClassIV

LearningIndicator

sClassV

WATERANDPOLLUTION

*ore

flectonot

herswor

k/viewsin

agroupE.g.,

suggestshowca

nthe

useoplastic

bags

bere

duce

d,h

owto

disposegarbageintheLocality.

*ore

flectonot

herswor

k/views/

opinioninagrouporas

kedb

yteac

her

indivi

dual

lyintheclass

E.g.,

giving

eed

backto

peeron

written

wor

k/

drawing,

giving

opiniononwaystore

ducingwastage

owater,reducinguseoPla

stic.

*oexplorean

dlearnthewaysan

d

measurestosavewater

FAMILYANDRELATIONSHIP

oexpressan

ddescri

behow

does

she/

heinteractwithamilyan

dot

hers

andhow

doesshe/

hehelpthem

with

theirWor

k?

*oUseappropriate

languagean

d

gesturestoshowcare,respect

or

othersan

dacceptspeopleasthe

yare.

Expressesviews/opiniononproblems

relatedtoday-to-day

liean

dm

isuse

oenvironmentalresources.

Expressesconcern

orequa

lityan

d

justice

or

disa

dvantage

dgroupo

society,an

dgives

her/

hisopinio

n

o

expressones

eeling

s/ideas

throug

hvariousways..

E.g.she

coul

doral

lyexpress

eeling

so

how

shecou

ldhelpel

dersan

dD

ifferently

abled.

*ouseappropriate

language

,gestures

toshowcare,respectorothersan

d

showsconcern

orel

ders,o

ldpeop

le

inthe

amily/loca

lity.

Expresses

her

eelings/ideasonany

event/situation/objects

through

creativeexpressions

byusing

loca

lly

avai

lablematerial.

Expressesconcern

orequ

alityan

d

orjustice

or

disa

dvantag

edgroup

osociety,an

dgives

herown

opinion.

oexpress

herideas

andeelings

towar

dsot

hersthrough

gestures,

bodymovements,drawings,scu

lpting

(nonverbalexpressions)

.

*ouseappropriate

language,gestures

toshowcare,respector

others.

Expresses/sharesones

ownideas/

eelingsoroot

hersthroughwriting

inacreativemanner.

Voicesopinionsan

dattemptstotake

initiatives

orequa

lity

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Enviro

nmentalStudies

CONCEPT

LearningIndicatorsClass

III

LearningIndicatorsClassIV

LearningIndicator

sClassV

ENVIRONMENT

Avoids

wastage

omaterial

andsuggestsways

orreu

seo

materialin

day-to-day

lie

Describesindetailhow

toshow

respectortheenvironmentan

d

avoi

dwastageomate

rialsan

d

suggestswaystore

ducewastage

throug

hreuseomaterial.

E.g.,

recycle;

cleanupsc

hoo

l

premises

.

REDUCE

REUSE

REFUSE

Describesan

ddocumentsthe

stepsinvo

lvedin

supporting

actionsthatpositivelyaffectthe

schoolenvironment.

E.g.

invo

lvedinsc

hoolcleanup

campaign;

group

projects;

puttingusedpaperintherecycle

bins;

conserving

materials,

nottothrow

lefove

roodinthe

groun

ds.

Weatherandclimate

o

demonstrate

a

rang

e

o

thinking

skills

on

Diff

erent

reasons,weatherchanges,

oidentiyan

dcomprehen

dthe

typeoshelter,

oodan

dclothing.

oIdentiythe

ourse

asons

(winter,summeran

dall)O

RAL

WORK

opredictweathercon

ditio

ns

by

lookingatthesky.

o

demonstrate

a

range

o

thinkingskillsonE

ffectso

weatheronthe

lieothepeople.

Causesowatercycle.

oobservetheplaceso

different

climaticcon

dition.

oIdentiythe

our

seasons

(winter,summerand

rainall)

ORALANDWRIEN

WORK

o

un

derstan

d

and

analyze

changesinweather

Compareweatheran

dclimate.

Interpretan

drecord

weather

data.

o

demonstrate

a

range

o

thinkingskillson

Factorsthat

determinestheclimateoaplace.

olocatetheplaceso

different

climaticcon

ditions

inthewor

ld

map.

Pre

dictan

dcomm

unicatethe

elementsw

hichcontributeto

weather.

Definethetermswindstorm,

humidity,

lan

dbreez

e,sea

breeze

Iner

howweatherc

hangesaffect

people.

Interpretan

drecor

dweather

data.

*oidentiythecompositionoair.

*oillustratepropertiesoair.