OBJECTIVES OF TEACHING ENVIRONMENTAL STUDIES

Introduction
The National Curriculum Committee had recommended in the 1975 policy document The Curriculum for the Ten-year School: A Framework, that a single subject Environmental Studies be taught at the primary stage. It had proposed that in the first two years (Class I-II) Environmental Studies will look at both the natural and the social environment, while in Classes III-V there would be separate portions for social studies and general science termed as EVS Part I and Part II. The National Policy on Education 1986 and the National Curriculum Framework (NCF) 1988 also posited the same approach for the teaching of Environmental Studies at the primary stage. Contemporary research on how children learn to make sense of the world around them and how pedagogy in primary school can enable them to develop scientific abilities and understanding in consonance with social and environmental concerns has further supported this integrated structure. The NCF 2000 had recommended that Environmental Studies be taught as an integrated course for the entire primary stage, instead of in two distinct parts devoted to science and social studies in Classes III-V. The present NCF 2005 has called for the continuation and further strengthening of this integrated approach for Environmental Studies during the primary years.

NCF 2005 and Objectives of Environmental Studies

The present syllabus is designed to forge an integrated perspective for the primary stage of schooling that draws upon insights from Sciences, Social Sciences and Environmental Education. The National Curriculum Framework 2005 indicates some of the objectives of teaching science and Social Sciences at the primary stage as follows: o to train children to locate and comprehend relationships between the natural, social and cultural environment; o 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; o to create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family and moving on to wider spaces o to nurture the curiosity and creativity of the child particularly in relation to the natural environment (including artifacts and people); o to develop an awareness about environmental issues; o to engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.

State Institute of Education, Sector 32, UT Chandigarh

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1 of 5

Integrated Approach of Teaching EVS proposes themes that allow for a connected and interrelated understanding to develop the child's personality. This requires moving beyond traditional boundaries of disciplines and looking at priorities in a shared way. Each theme is woven in a web and continuation with the previous ones. It is a suggested format which indicates the key themes and sub themes along with their possible connections. This approach triggers the thinking skills of child and thus opens up new horizons in child's growth .These themes also indicate how adults can stimulate and actively support child's learning rather than restricting it.

Themes for a Child Centered and Integrated Approach

This syllabus web has been developed within a child centered perspective of themes that provide common interface of issues in social studies, sciences and environmental education. The syllabus for Classes III-V is woven around six common themes given below; Family and Friends: The predominant theme on Family and Friends encompasses four sub-themes: o Relationships. o Work and Play o Animals o Plants Plants and Animals have consciously been included under the theme of Family and Friends to highlight how humans share a close relationship with them and to also provide a holistic and integrated scientific and social perspective of studying them. Traditionally plants or animals are presented as autonomous categories, seen purely from the perspective of science. Here an attempt is made to locate them in a social and cultural context, and also to see how the lives and livelihoods of some communities, such as the gujjars, musahars or pattal-makers, are closely connected with specific animals or plants. Moreover, in the universe of young children narratives of animals and plants play a significant role, and they can relate well even to the animated characters perceived as family and friends. Our Bodies, Ourselves: Family and Friends offer Sensitivity and Sensibility This theme especially through its two subthemes Relationships and WORK AND PLAY allow the children to look at their body as part of their inner SELF. In Class III in the sub-theme on Relationships, they discuss their relatives, who live with them and those who have moved away, to get a basic idea of relationships and changing households. They reflect on whom they admire among their relatives and for what qualities or skills, and describe on which occasions or festivals they meet most of them. The unit our bodies old and young helps them place their own body in relation to those of their family members, and asks them to notice differences that may occur with age In Class IV, the same sub-theme Relationships has a unit on your mother as a child to make children find out about who were her relatives with whom she lived then. They also think about their body in relation to their mothers; how a baby rat or kitten is related to its mother, and through a possible narrative, about children who may have been 1.

State Institute of Education, Sector 32, UT Chandigarh

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adopted/looked after by foster parents, say, after a cyclone. By Feeling around with eyes shut they explore their senses of touch, smell, etc. - not in isolation of the people or animals they care for - but by trying to identify all those living with them only by touching, hearing or smelling them. In Class V, the unit Whom do I look like? helps them identify family resemblances, to look for any similarities in the face, voice, height, etc., and also to note particular traits such as who laughs the loudest?. It goes on to how by feeling to read on a Braille sheet, someone like Helen Keller could manage to overcome tremendous challenges, as described through accounts of her autobiography. 2. Food Theme Food begins in Class III with cooking, eating in family and about what we eat and what others eat , what animals eat etc. Class IV proceeds ahead to how food is grown, what different plants are known to students and how food reaches us. Class V advances to who grows the food , the hardships farmers may face while staying grounded to reality of own pangs of hunger or plight of people who do not get food. In addition, when food gets spoiled-explores spoilage and need for preservation of food. The changes in food habits and crops grown are analyzed through experiences of elders/ grandparents. Finally our mouth- how it tastes the food and even what helps in digesting food, sees the role of saliva in making food sweet on chewing. While food for plants also introduces the idea of some curious insect eating plants. 3.

Shelter The theme Shelter begins in class III with explanations of need of a house and reasoning for the same houses in the same region. Class IV deals with the differences in urban and rural houses, slums and multistoreyed houses. Class V deals with variety of houses in different topographical regions. 4. Water Dealing with the important issue of water, class 3 deals with availability and storing of water.Class IV continues with water scarcity and its reasons. Conservation of water is dealt with in class V.

State Institute of Education, Sector 32, UT Chandigarh

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Travel The Objective was developed to help child on journey of ideas of expanding social and physical spaces into newer and unfamiliar terrains of often mind boggling and no less fascinating diversity. The topics covered in class III encourage children to look at their own journeys and compare it with journeys of older people in family while in CLASS IV, the theme suggests travelling through deserts, hills, forests or big cities. Moreover it suggests resources to be brought into class rooms like the experiences of the children of migrating families and discussion of problems faced in starting new life in new city. In CLASS V, this theme takes children through rough and tough terrains of Himalayas, story of Bachchendri Pal and her hoisting flag after a trying expedition.

5.

3 of 5

Things we make and do The area of Things we Make and Do is visualised as an important component as well as a common thread inherent in the process of understanding all the other themes. We humans make things not only to meet our needs but also to express ourselves in a variety of ways and to transcend our limitations. We also comprehend better when we do things ourselves. Often when a young child gets a toy for a gift, she has fun dismantling and later re-assembling it in a completely novel way as much as enjoying it as it is. When she is given a new book she is eager to add her pictures into it as much as appreciating the book. Formal education as well as all that goes into being a good child however discourages these acts. The theme of Things we Make and Do therefore is an opportunity to recharge the variety of energies/components that make learning more fulfilling, and where cognition is not an end but a process enriched by experience, failure, observation, success, etc. There is also a need to give our rich living traditions of art and craft, of making and doing things, their rightful place in our curricula. To teach environmental education activities, teachers are encouraged to use the acronym CARE. CARE stands for "Complexity, Aesthetics, Responsibility and Ethics". Complexity - There are natural and human systems that are all connected. As teachers and students, how do we interact with and affect those systems? Aesthetics - Help your students develop an appreciation for the natural world that will encourage them to learn about and protect the environment. Responsibility - Provide opportunities for your students to take responsible actions and explore the environmental impact of what they do. Ethics - As your students' understanding of environmental issues develop from participating in environmental education activities, they form an environmental ethic of their own.

6.

State Institute of Education, Sector 32, UT Chandigarh

Page

Students are working towards: o sharing ways to rethink, refuse, reduce, reuse, and recycle o describing features of local plants and animals o comparing local plants & animals o describing attributes of their immediate environment (playground) o showing an awareness of the concept of change o identifying groups and places that are part of their lives

4 of 5

o identifying characteristics of different local environments o showing responsible behavior in caring for their immediate environment This child centered approach is not something which enhances rote memory but is something which gives practical approach to child. It helps in shaping the personality of child. Child realizes his inner self in coordination with his surroundings. It also helps him to increase his sensitivity towards helpless people .To sum up, these themes make the child in harmony with his inner self and realize his worth and is able to respect his surroundings and people in his life. The ultimate aim is to make him a responsible member of the family and finally a responsible citizen of the country.

State Institute of Education, Sector 32, UT Chandigarh

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5 of 5

Academic Plan
of

ENVIRONMENTAL STUDIES
(Class III)

STATE INSTITUTE OF EDUCATION

Sector 32, U T Chandigarh

OBJECTIVES OF TEACHING ENVIRONMENTAL STUDIES

Introduction
The National Curriculum Committee had recommended in the 1975 policy document The Curriculum for the Ten-year School: A Framework, that a single subject Environmental Studies be taught at the primary stage. It had proposed that in the first two years (Class I-II) Environmental Studies will look at both the natural and the social environment, while in Classes III-V there would be separate portions for social studies and general science termed as EVS Part I and Part II. The National Policy on Education 1986 and the National Curriculum Framework (NCF) 1988 also posited the same approach for the teaching of Environmental Studies at the primary stage. Contemporary research on how children learn to make sense of the world around them and how pedagogy in primary school can enable them to develop scientific abilities and understanding in consonance with social and environmental concerns has further supported this integrated structure. The NCF 2000 had recommended that Environmental Studies be taught as an integrated course for the entire primary stage, instead of in two distinct parts devoted to science and social studies in Classes III-V. The present NCF 2005 has called for the continuation and further strengthening of this integrated approach for Environmental Studies during the primary years.

NCF 2005 and Objectives of Environmental Studies

The present syllabus is designed to forge an integrated perspective for the primary stage of schooling that draws upon insights from Sciences, Social Sciences and Environmental Education. The National Curriculum Framework 2005 indicates some of the objectives of teaching science and Social Sciences at the primary stage as follows: o to train children to locate and comprehend relationships between the natural, social and cultural environment; o 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; o to create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family and moving on to wider spaces o to nurture the curiosity and creativity of the child particularly in relation to the natural environment (including artifacts and people); o to develop an awareness about environmental issues; o to engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.

State Institute of Education, Sector 32, UT Chandigarh

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24 of 28

Integrated Approach of Teaching EVS proposes themes that allow for a connected and interrelated understanding to develop the child's personality. This requires moving beyond traditional boundaries of disciplines and looking at priorities in a shared way. Each theme is woven in a web and continuation with the previous ones. It is a suggested format which indicates the key themes and sub themes along with their possible connections. This approach triggers the thinking skills of child and thus opens up new horizons in child's growth .These themes also indicate how adults can stimulate and actively support child's learning rather than restricting it.

Themes for a Child Centered and Integrated Approach

This syllabus web has been developed within a child centered perspective of themes that provide common interface of issues in social studies, sciences and environmental education. The syllabus for Classes III-V is woven around six common themes given below; Family and Friends: The predominant theme on Family and Friends encompasses four sub-themes: o Relationships. o Work and Play o Animals o Plants Plants and Animals have consciously been included under the theme of Family and Friends to highlight how humans share a close relationship with them and to also provide a holistic and integrated scientific and social perspective of studying them. Traditionally plants or animals are presented as autonomous categories, seen purely from the perspective of science. Here an attempt is made to locate them in a social and cultural context, and also to see how the lives and livelihoods of some communities, such as the gujjars, musahars or pattal-makers, are closely connected with specific animals or plants. Moreover, in the universe of young children narratives of animals and plants play a significant role, and they can relate well even to the animated characters perceived as family and friends. Our Bodies, Ourselves: Family and Friends offer Sensitivity and Sensibility This theme especially through its two subthemes Relationships and WORK AND PLAY allow the children to look at their body as part of their inner SELF. In Class III in the sub-theme on Relationships, they discuss their relatives, who live with them and those who have moved away, to get a basic idea of relationships and changing households. They reflect on whom they admire among their relatives and for what qualities or skills, and describe on which occasions or festivals they meet most of them. The unit our bodies old and young helps them place their own body in relation to those of their family members, and asks them to notice differences that may occur with age In Class IV, the same sub-theme Relationships has a unit on your mother as a child to make children find out about who were her relatives with whom she lived then. They also think about their body in relation to their mothers; how a baby rat or kitten is related to its mother, and through a possible narrative, about children who may have been 1.

State Institute of Education, Sector 32, UT Chandigarh

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adopted/looked after by foster parents, say, after a cyclone. By Feeling around with eyes shut they explore their senses of touch, smell, etc. - not in isolation of the people or animals they care for - but by trying to identify all those living with them only by touching, hearing or smelling them. In Class V, the unit Whom do I look like? helps them identify family resemblances, to look for any similarities in the face, voice, height, etc., and also to note particular traits such as who laughs the loudest?. It goes on to how by feeling to read on a Braille sheet, someone like Helen Keller could manage to overcome tremendous challenges, as described through accounts of her autobiography. 2. Food Theme Food begins in Class III with cooking, eating in family and about what we eat and what others eat , what animals eat etc. Class IV proceeds ahead to how food is grown, what different plants are known to students and how food reaches us. Class V advances to who grows the food , the hardships farmers may face while staying grounded to reality of own pangs of hunger or plight of people who do not get food. In addition, when food gets spoiled-explores spoilage and need for preservation of food. The changes in food habits and crops grown are analyzed through experiences of elders/ grandparents. Finally our mouth- how it tastes the food and even what helps in digesting food, sees the role of saliva in making food sweet on chewing. While food for plants also introduces the idea of some curious insect eating plants. 3.

Shelter The theme Shelter begins in class III with explanations of need of a house and reasoning for the same houses in the same region. Class IV deals with the differences in urban and rural houses, slums and multistoreyed houses. Class V deals with variety of houses in different topographical regions. 4. Water Dealing with the important issue of water, class 3 deals with availability and storing of water.Class IV continues with water scarcity and its reasons. Conservation of water is dealt with in class V.

State Institute of Education, Sector 32, UT Chandigarh

Page

Travel The Objective was developed to help child on journey of ideas of expanding social and physical spaces into newer and unfamiliar terrains of often mind boggling and no less fascinating diversity. The topics covered in class III encourage children to look at their own journeys and compare it with journeys of older people in family while in CLASS IV, the theme suggests travelling through deserts, hills, forests or big cities. Moreover it suggests resources to be brought into class rooms like the experiences of the children of migrating families and discussion of problems faced in starting new life in new city. In CLASS V, this theme takes children through rough and tough terrains of Himalayas, story of Bachchendri Pal and her hoisting flag after a trying expedition.

5.

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Things we make and do The area of Things we Make and Do is visualised as an important component as well as a common thread inherent in the process of understanding all the other themes. We humans make things not only to meet our needs but also to express ourselves in a variety of ways and to transcend our limitations. We also comprehend better when we do things ourselves. Often when a young child gets a toy for a gift, she has fun dismantling and later re-assembling it in a completely novel way as much as enjoying it as it is. When she is given a new book she is eager to add her pictures into it as much as appreciating the book. Formal education as well as all that goes into being a good child however discourages these acts. The theme of Things we Make and Do therefore is an opportunity to recharge the variety of energies/components that make learning more fulfilling, and where cognition is not an end but a process enriched by experience, failure, observation, success, etc. There is also a need to give our rich living traditions of art and craft, of making and doing things, their rightful place in our curricula. To teach environmental education activities, teachers are encouraged to use the acronym CARE. CARE stands for "Complexity, Aesthetics, Responsibility and Ethics". Complexity - There are natural and human systems that are all connected. As teachers and students, how do we interact with and affect those systems? Aesthetics - Help your students develop an appreciation for the natural world that will encourage them to learn about and protect the environment. Responsibility - Provide opportunities for your students to take responsible actions and explore the environmental impact of what they do. Ethics - As your students' understanding of environmental issues develop from participating in environmental education activities, they form an environmental ethic of their own.

6.

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Page

Students are working towards: o sharing ways to rethink, refuse, reduce, reuse, and recycle o describing features of local plants and animals o comparing local plants & animals o describing attributes of their immediate environment (playground) o showing an awareness of the concept of change o identifying groups and places that are part of their lives

27 of 28

o identifying characteristics of different local environments o showing responsible behavior in caring for their immediate environment This child centered approach is not something which enhances rote memory but is something which gives practical approach to child. It helps in shaping the personality of child. Child realizes his inner self in coordination with his surroundings. It also helps him to increase his sensitivity towards helpless people .To sum up, these themes make the child in harmony with his inner self and realize his worth and is able to respect his surroundings and people in his life. The ultimate aim is to make him a responsible member of the family and finally a responsible citizen of the country.

State Institute of Education, Sector 32, UT Chandigarh

Page

28 of 28

Academic Plan
of

ENVIRONMENTAL STUDIES
(Class III)

STATE INSTITUTE OF EDUCATION

Sector 32, U T Chandigarh

Academic plan of environmental studies

(Class III)
Week
Wk 1 (April)

Content

Suggested Activity

Suggested Resource
relationship and his

Introduction of EVS and Taking students outside and discussing about Picture showing readiness for general constituents of nature i.e. plants, animals etc. between man concepts of family, animals, surroundings* plants and water
Pre-knowledge of students about surroundings, body parts, water, plants and animals, family members. Introduction to EVS o its importance o relation with daily life Naming and drawing the human body parts, like HEAD,EARS,EYES, NOSE, ARMS, LEGS Naming the animals (Cow, Horse, Dog, Cat, Rat, Monkey) and birds (Sparrow, Pigeon, Crow, Eagle) seen around the school/ home Naming the trees (Mango, Peepal, Neem, Banana) and flowering plants (Rose, Marigold, Dahlia) Discussing Family relationships i.e. Grand Parents, Parents etc. Discussion on sources (Tap, Handpump, Tubewell, Tanks) and uses (Domestic and Commercial) of water

Pictures and flash cards of o human body parts* o animals* o birds* Pictures of trees and flowering plants * Pictures members* showing family

* Available in Resource book # Available in Text book

State Institute of Education, Sector 32, UT Chandigarh

Class 3/ Environmental Studies

Page1 of

Pictures showing sources of water and uses of water*

28

Wk 2 (April)

Poonams Day Out

Exploring childrens idea about animals Classification of animals, flyers, insects on their: o movement o Habitats o habits o sounds. Making child aware about animals and their life styles.

Visiting Chhatbir zoo if possible.

Chhatbir Zoo Chandigarh)

(14

km

from

Collecting or pasting pictures of animals seen around school / home on note book Making a list of animals seen around school / home and their food habits Naming and identification of animals which can o crawl o fly o walk o hop o have wings o have feet o have tail (Page 2 and 3)# Colouring of wild animals (Page 4)# Recognising the animals characteristics and sound. from

Pictures and flash cards of o Animals* o Birds* o Insects* Pictures to show different birds, animals and their habitats*

their o Cross word puzzles (Page 5)# o Worksheet*

Making pictures of bird and animals by thumb and finger prints (Page 6)# Naming the animals which can be seen on Branches, Leaves, Trunks, Ground and around Tree (Page 8)# Sequencing the cut outs in a jigsaw puzzle to complete the picture of an animal (Page 8 and 9)#
Class 3/ Environmental Studies

* Available in Resource book # Available in Text book

State Institute of Education, Sector 32, UT Chandigarh

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Matching the animals with their sounds. Mimicry on sounds of animals and birds

Role play on sensitization of care and love for animals.

Sounds of animals and birds from internet (http://www.animalsounds.org) (http://www.youtube.com/watch?v =t99ULJjCsaM) Worksheet*

Wk 3 (May)

The Plant Fairy

Different types of plants on basis of o size, o shape o colour o edible as food. leaves

Refer to Poem How Creatures Move Unit 10 on Page 97 of English Book Marigold of Class III.

Reciting the poem on leaves (Page 13)# Making pictures of animals using dry leaves. (Page 14)# Taking original texture of leaf and stem using colours and pressing it on paper (Page 15)# Listing the names of some of the leaves which are used as food items Role play on sensitization of care and love for plants and trees Organizing a nature walk and observe the plants keenly. Visit to the school park. A field trip to a near by park. Integrate with Lesson Magic Garden of Marigold of English text book of class III.
Class 3/ Environmental Studies

Wax colours and paper to trace dried leaves and barks of different types of trees. Pictures of the leaves which are used as food items*

Decoration with help of

* Available in Resource book # Available in Text book

State Institute of Education, Sector 32, UT Chandigarh

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Collecting or pasting different types of leaves (Lemon, Mango, Neem, Tulsi, Pudina, Coriander etc.) in Note book. Making clay impressions of different leaves Prepare picture cards using leaves Interviewing the school gardener Making a compost pit* Listing medicinal plants i.e. Neem, Amla, Aloe- vera Matching the uses of leaves

Pictures of different types of leaves*

Clay and Dried fallen leaves of different plants in the school and around home.

Pictures of medicinal plants* Worksheets* Refer to Chapter 14 Sab se achha Per of Hindi Book Rimjhim of Class III. Refer to Poem Little by Little on Page 23 Unit III of English Book Marigold of Class III.

Wk 4 (May)

Water O Water
Local sources of water. Uses of water. Importance of clean water for drinking. Ways to conserve water

Reciting the poem on Water (Page 19)# Picture showing the three states of Water*

Naming the three states of water (Poem on Page 19)# Naming the activities that can be done with / without water (Page 20)#

* Available in Resource book # Available in Text book

State Institute of Education, Sector 32, UT Chandigarh

Class 3/ Environmental Studies

Page4 of

28

 Listing the sources and uses of water (Page 20 & 21)# Drawing and colouring the pictures of the containers used for storing water (Page 22)# Showing different containers used for holding water for comparing capacity (Page 23)# Finding different sources of water from crossword grid (Page 23)#

Making multi coloured mingled prints using colours and water (Page 24)# Suggesting ways how we can save water on daily basis.* Visual clips of conservation of water. (http://video.nationalgeographic.c om/video/player/environment/goin g-green-environment/green-homemakeover/conserve-watergreenguide.html) (http://video.nationalgeographic.co m/video/player/environment/fresh water/env-freshwaterwhycare.html)

* Available in Resource book # Available in Text book

Showing the picture of watercycle

Picture of Water Cycle*

Class 3/ Environmental Studies

State Institute of Education, Sector 32, UT Chandigarh

Page5 of

Drawing the journey of water

28

Poster making/slogan writing on the message Poster on the message of saving of saving water water*

Wk 5 (May)

Our First School Concept of family-Our first

school Different types of families o Nuclear family o Joint family Family as support system Relationships in a family

Writing the name of family members and their relationship (Page 25)# Discussing about similarity of features like looks and habits i.e. walking, talking, smiling etc with other family members (Page 27)# Writing about the family profession (Page 28)# Writing about any one custom of the family (Page 29)# Discussion on family customs and celebration of different family festivals Discussion on different types of families like nuclear and joint family Drawing a family tree Pictures of family festivals like Diwali, lohri, birthdays.* Pictures of joint and nuclear families * Picture of Family Tree Worksheet* Worksheet*

Listing the duties carried by each family member

Last Week of May for Unit Tests and other Activities. Wk 6 (July)

* Available in Resource book # Available in Text book

State Institute of Education, Sector 32, UT Chandigarh

Class 3/ Environmental Studies

Page6 of

Different types of houses, Need for shelter i.e. home Protection from heat, cold, rain and other problems

Drawing a picture of home in the notebook and colouring it (Page 32)#

28

Readiness & Chhotus House

Showing the pictures of different types of houses (Page 122)#

faced. Need for living together Garbage disposal.

Reciting poem Home Sweet Home (PAGE 33)# Listing the wanted/unwanted insects / Animals living in and around houses (Page 34)# Pictures of different animals found in and around the house* Worksheet* Worksheet* Pictures of various animals / birds and insects in their shelters* Worksheet*

Listing ways to decorate a house (PAGE 35)#

Showing pictures of various animals / birds and insects in their shelters

Wk 7 (July)

Discussion on Garbage Disposal Discussion on How to keep our house clean? Worksheets*

Foods We Eat

Appreciation of cultural diversity in food. Basic ideas about various Discussing relationship between health status, physical activity and food intake (Page 39)# plants used as food. Different ways of eating food-raw, cooked, steamed, Writing what all may be prepared from RICE boiled, baked and fried. and WHEAT (Page 40)# Different eating practicesamount of food varying with gender, age, physical activity Listing the food items that students like / dislike to eat (Page 40 & 42)# etc. Cooking and gender role in family.

Listing of food we eat during different times in a day (Page 37)#

Photographs of nutritious food items we eat during the day* Chart of Ideal age, height and weight for people of different ages*

* Available in Resource book # Available in Text book

State Institute of Education, Sector 32, UT Chandigarh

Class 3/ Environmental Studies

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Food for significance milk.

baby and of mothers

Naming food items of different states of India (Page 41) Tabulating food we get from different plants and animals. Choosing the food items obtained from vegetables and animals Drawing different plants used as food like carrot, radish etc.

Pictures of different Indian foods* Worksheet* Pictures showing variety of food items we get from plants and animals* Worksheet* Pictues of Vegetables like carrot, radish, cucumber etc.

Wk 8 (July)

Saying Without Speaking

Inculcating among the children sensitivity to the physical challenged persons Importance of facial expressions Different senses and their functions Use of sign languages and dance mudras

Playing Dumb Charads in the class (Page 43)# Reciting the poem with expressions (Page 45) To draw different face expressions based on situations (Pages 46-47) Developing story based on pictures (Page 49) Explaining the meaning of Mudras from the pictures (Page 48) Refer to sign Languages and dance mudras on Pages 94 & 95 (LETS KNOW THESE SIGNS) of English book Marigold of class III. Pictures of sign boards used in traffic signals* Picture of Traffic Lights*
Class 3/ Environmental Studies

* Available in Resource book # Available in Text book

Explaining the concept of Traffic Lights

State Institute of Education, Sector 32, UT Chandigarh

Page8 of

Discussing the sign boards used in traffic signals

28

 Wk 9 (July)

Showing various Smileys and naming the emotions depicted in each Introducing and using sign language in class

Picture of Smileys* Pictures of sign language using hands* Worksheets*

Flying High

Exploring childrens ideas on birds and their habitats, eating habits , Common features like feathers and sounds produced by them. How to feed the birds.

Recognizing the birds on the basis of their characteristics i.e. Size, Colour, Feathers, Beak and Eating habits (Page 50-51)# Drawing pictures of different birds (Page 5051)#

Making lists of birds seen around school, home Pictures of birds seen around school and home* etc. (Page 53)# Drawing pictures of beaks of different birds and discussing its use (Page 53-54)# Matching the birds with their food (Page 54)# Collecting feathers of different birds and identifying to which birds it belongs (Page 55)# Making a Paper Bird (Page 56)#

* Available in Resource book # Available in Text book

Making a nest or birdhouse to be placed in

State Institute of Education, Sector 32, UT Chandigarh Class 3/ Environmental Studies

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28

Mimicking different sounds and neck Visual and audio clips on sounds of birds (http://www.animalmovements of birds and asking the students to sounds.org) recognise.

their garden/balcony/backyard using straw, dry grass, leaves* Writing a poem on peacock /cuckoo /parrot /swan or any other bird. Visiting Chhatbir zoo, if possible and writing a report or initiating a talk about it in the class. Integrate with the Lesson Nina and the Baby Sparrow from English text book Marigold for Class III. Chhatbir Zoo Chandigarh) (14 km from

Wk 10 (Aug)

Its Raining

Importance of rain, how rain comes, discussion on formation of clouds, how water is useful for plant and animal life

Observing the growth of plant in school or at home Reciting a poem on clouds (Page 59)#

Frequent Visit to school garden

Visual clips of rains (http://www.fotosearch.com/vide o-footage/rainfall.html) Pictures of harm excessive / no rains* done by

* Available in Resource book # Available in Text book

Making a list of good and bad effects of rain (Page 60)#

Worksheet*
Class 3/ Environmental Studies

State Institute of Education, Sector 32, UT Chandigarh

Page10 of

Discussing the problem faced by the people when o it rains heavily o it rains less

28

Writing few lines on the Rainfall and Clouds Drawing a rainbow Drawing the scene of a rainy day* Discussion on clothes worn on rainy day. Making a paper boat. (This chapter is to be done preferably on rainy day) to be coordinated with chapter 7 TIPTAPVA of Hindi book Rimjhim of Class III. Picture of rainbow* Picture of scene of a rainy day* Pictures of clothes worn on rainy day*

Wk 11 (Aug)

What is Cooking

Different types of utensils used Different methods of cooking Different types of fuels used for cooking and their impact on environment Conservation of fuel

Drawing and colouring of different food vessels (Page 61)# Making a list of things eaten raw and things eaten cooked (fried, roasted and steamed) (Page 62)# Collecting & pasting the pictures of food items in the note book Writing steps of cooking a food item (Page 63)# Discussing the different methods of cooking observed at home (Page 63)# Worksheet* Worksheets*

Pictures of Food Items*

* Available in Resource book # Available in Text book

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Identifying and drawing pictures of different types of devices used for cooking. Also naming the fuel used at home and discussing whether it pollutes the environment or not (Page 64)# Comparing the chulha, a gas stove and other devices used for cooking and listing the advantages and limitations (Page 64)# Preparing fruit chat, lemonade, sprouts etc. (Page 65)# Discussing the specific food items of various states of India Worksheet*

Wk 12 (Aug)

From Here To There

Need for travelling Travelling for migration, sightseeing, Family occasion etc Travelling within the locality and beyond Modes of travel (Land, water and air) Uses of different vehicles.

Reciting poems on Train with dramatization (Pages 66-67)#

Refer to Poem TRAINS on Page 23 Unit 6 of English Book Marigold of Class III. Pictures on Page 68-69#

Listing the various vehicles named in the book (Pages 68-69)# polluting vehicles

Discussion on pictures of polluting and non Pictures of polluting and non

polluting vehicles* Classifying the modes of transport on basis of land, water and air. (Page 68-69)# Pictures of Land Transport., Water Transport and Air Transport (Bus, Train Ambulance, Aeroplane, Ship)* Worksheets*

* Available in Resource book # Available in Text book

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Class 3/ Environmental Studies

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Matching and discussing the use of different vehicles (Page 70, 71, 72 & 76)# Joining the vehicles to the number of wheels each vehicle has (Page 73)# Recognising a vehicle from its sound (Page 75)# Making a toy train (Page 75)# Solving a scramble puzzle to make the picture of an animal used for riding (Page 77)# Discussing the animal driven and human driven vehicles Drawing the picture of the vehicle of choice Also Refer to Chapter 23 PAYIE UTTE DUNIYA GHUME on Page 74 of Punjabi book of Class III. Worksheet* Pictures of animal driven and human driven vehicles*

Wk 13 (Aug)

Work We Do

Introduction to different occupations Work inside and outside the home Discrimination on the basis of gender, age, caste, economy etc Importance of school for all children

Naming different occupations from given picture (Page 78-80)# Identifying five different types of work and the names by which those people are called (Observing people at work in the neighbourhourhood of Home or School) (Page 81) # Making a list of school employees and work

* Available in Resource book # Available in Text book

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Class 3/ Environmental Studies

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Discouraging child labour.

done by them (Page 82)# Writing the names of any five buildings and work done in them.(Page 82)# Drawing a daily time table chart for parents and students (Page 84)# Making a list of family members which earn money and who do household work (Page 85)# Differentiating between the works done to earn and household works Naming the places where the work is done. Reading the story of Ravi Bhaiya (Page 8788)# Listing sense organs and recognizing the importance of sense organs. Discussing the problems faced by old members of family (Page 88)# Enacting blind fold Act (to recognize the fellow student on basis of sound) (Page 89)# Playing a blindfolded game on the playground to sensitize the importance of eyes.(Page 90)#
State Institute of Education, Sector 32, UT Chandigarh Class 3/ Environmental Studies

Wk 14 (Sept)

Worksheet* Worksheet*

Sharing our Feelings

Introduction to sense organs: o Hearing o Sight etc. Understanding physically challenged especially blind, Understanding the basic idea of BRAILLE.

Pictures of sense organs and their uses* Pictures of old people with their problems*

* Available in Resource book # Available in Text book

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Introducing the idea of Braille (Page 90 91)#

Sheet of Braille Script* Institute for Blind, Sector 26, Chandigarh

Visiting local blind institutions and enlisting their problems, if possible Discussing the importance identifying the food of smell in

Watching the News for deaf and dumb

Television for news of deaf and dumb

Last three weeks of September and First week of October are for Reflective Assessment and other activities. Wk 15 (Oct)

The Story of Food

Introduction to eating pattern Different role of family members of buying and cooking food Different sources of food Parts of plants eaten as food Traditional knowledge of medicinal plants

Describing the work done by different members of a family (Page 92-93)# Listing the food items that we get from plants and animals (Page 94)# Listing the medicinal plants. Pictures of medicinal plants.* Turmeric, Honey, Ajwain, Lemon, Saunf etc

Showing various things like Turmeric, Honey, Ajwain, Lemon, Saunf etc and discussing their medicinal uses. Classifying the part of plants eaten as food into Leaves, Stem, Root, Flower etc.(Page 95)# Drawing pictures of favorite Fruits and Vegetables

* Available in Resource book # Available in Text book

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Class 3/ Environmental Studies

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 Wk 16 (Oct)

Making of Pots
Studying different types of pots Understanding the making of pots by different methods and following the proper sequence Knowledge about KILN

Finding names of fruits and vegetables from a Crossword Puzzle* Narrating story on pot making in early times and asking questions based on the story (Page 96-98)# Discussing the steps of Pot Making and demonstrating the same in the class Making pots of various shapes / Drawing pots and exhibiting in the class (Page 98-99)# Discussing the use and importance of pots (Page 100)# Discussing the use and importance of kiln. Collecting soil from different places (such as school playgroud, farm, paddy fields and the place where construction work is going on), observing the size of particles, colour and texture of the soil and identifying the soil suitable for pot making.

Crossword Puzzle*

Pictures of making a Pot* Clay

Picture of kiln*

Wk 17 (Oct)

Games We Play

Concept of games Comparisons of past and modern games Concept of outdoor and indoor games Uses of games.

Making a list of games played in the school and at home and writing the number of players involved in each (Page 104)#
State Institute of Education, Sector 32, UT Chandigarh Class 3/ Environmental Studies

* Available in Resource book # Available in Text book

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Listing the indoor and outdoor games played with family members in their free time (Page 101-103)#

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Knowledge of games.

Discussing the games played with the family members (Page 105)# Pasting the pictures of famous sports persons in the note book and discussing them (Page 106)# Making a list of games played with Ball (Page 106)# Matching the riddles with the pictures and writing the name of the game in the given space (Page 107)# Listing the activities done by family members in their free time (Page 108)# Taking students in the school playground and playing traditional games like Stapu, Hide & Seek, Pakam-Pakadai, Vish-Amrit, ChorSiphai, Pithoo etc. Making a Kite Steps of Kite making* Refer to Chapter 13 AAO GITTE KHEDIE on Page 40 of Punjabi Book of class III. Pictures of Personalities* Famous Sports

Letter as a means of communication Work of people associated

Arranging the pictures in correct order to show the journey of a letter(Page 110)#

* Available in Resource book # Available in Text book

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Class 3/ Environmental Studies

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Wk 18 (Nov)

Here Comes a Letter

28

with post office Different means of communication Changes in means of communication with time

Making a model of a letter- box for the class. (Page 111)# Enacting the process of delivering a letter (Taking into consideration all the steps required in reaching letters to destination) (Page 111)# Collecting stamps and pasting on note book. (Page 112)# Trip to local post office for observing weighing, stamping, sorting of letters etc (Page 113)# Making of post card and writing a letter on a post card with the correct addresses of sender and recipient (Page 113)# Discussion on different means of communication and comparison of modern methods and past methods*(Page 114)# Making a toy telephone (Page 115)# Drawing the (Page 115)# picture of a Telephone Pictures depicting modern and old methods of communication*

* Available in Resource book # Available in Text book

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Class 3/ Environmental Studies

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Students may be taught about pin code of their area and its importance in letters and explaining the importance of first two digits*

Sample pin codes in class *

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 Wk 19 (Nov)

A House Like This

Different types of houses Houses at hilly areas, dry areas, rainy areas, snowy areas, plains etc. Different materials used for construction.

Also Refer to Chapter 14 DAK KHANE DE SUVE on Page 45 of Punjabi book of class III.

Discussion on climatic conditions of different regions mentioned in the chapter like Manali, Rajasthan, Assam etc. (Page 116-121)# Making drawings of different houses (based on topography and climatic conditions) (Page 116-121)# Matching the name of the house with the picture (Page 122)# Writing the name of materials used in each type of house and discussing the reasons for using a particular material for constructing a house in a particular region (Page 123)# Making a toy brick (Page 123)# Dividing the students into four groups and asking them to decorate the four corners of the class room using the materials that are nature friendly. This may be done as a competition and the same may be assessed. Discussion on the stories given in the Chapter to develop sensitivity in the students towards animals (Page 124-126)#
State Institute of Education, Sector 32, UT Chandigarh Class 3/ Environmental Studies

Worksheet*

Fancy paper made material.

Sensitizing children towards animals

* Available in Resource book # Available in Text book

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Wk 20 (Nov)

Our Friends - Animals

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Concept of inter dependence of living thing and non living things on environment Eating habits of birds and animals Food habits of domestic and wild animals Care of domestic animals

Discussing the types of food and ways of feeding and looking after various domestic animals like cow, cat dog, donkey etc. (Page 126)# Making a list of pet animals and their utility (Page 127)# Asking the child to write what to do when the pet is hungry, feeling hot or cold, teased or hurt by someone (Page 127)# Observing and reporting the food habits of a bird and an animal for few days (Pages 128129)# Matching the animals with their food (Page 130)# Writing names of animals which can be touched and which cannot be touched (Page 130)# Narrating the story to explain the concept of balance in nature (Page 131)# Visiting to a poultry farm/ zoo/ diary farm/ fish rearing farm and studying the feeds and feeding process of sparrow, cow, ox, hen, fish etc. Narrating the story of Madho and making a list of difficulties faced by people due to scarcity of water (Page 132 - 133)#

Worksheet*

Gau Shala Sector 45, Chandigarh

Wk 21 (Nov)

Drop By Drop Water scarcity local methods of collecting

* Available in Resource book # Available in Text book

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Class 3/ Environmental Studies

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water Methods to save and re-use water Introduction to concept of water harvesting

Demonstrating the importance of every drop of water (Page 134)# Listing daily life activities in which water is wasted (Page 135)# Writing activity how to re-use water (Page 136)# Discussion on methods to save water in daily life* Discussion on Rain water harvesting Discussion about Desert life* Poster making on water conservation

Activity*

Picture of rain water harvesting * Pictures of camel, Oasis, Palm trees*

The entire month of December and First two weeks of January are for Reflective Assessment and other activities. Wk 22 (Jan)

Families Can Be Different

* Available in Resource book # Available in Text book

Drawing a family tree (Page 143)#

Picture of a family tree*

Class 3/ Environmental Studies

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Concept of family Diversities in the family Types of families Relationship between different members of family Recent trend of changes in the family

Organizing a play game on grouping (Page 137)# Organizing a role play by asking students to behave like grandfather, grandmother, son, daughter, etc. to illustrate their roles and relationships on the basis of stories given (Page 137-142)#

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Worksheet for identifying different family members based on stories given on Page 137142 Reciting the poem with actions and recognizing Left and Right (Page 145)# Drawing and completing the picture according to Left and Right directions (Page 146)# Tracing the Ruchiras path from home to school and completing the related worksheet (Pages 147 - 148)# Locating different objects and buildings using signs and symbols (Page 149)# Drawing the map with signs and symbols (Page 150)# Drawing signs and symbols which indicate some building or institution like hospital (Page151)#

Worksheets *

Wk 23 (Jan)

Left Right Introduction of traffic rules Signs and symbol of traffic Directions

for a

Reading the map ( Page 152)# Visit to traffic park, if possible Introduction to Traffic lights and symbols Children traffic park, Sector 23, Chandigarh Pictures of signs and symbols of traffic rules*
Class 3/ Environmental Studies

* Available in Resource book # Available in Text book

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 Wk 24 (Feb) A Beautiful Cloth Different types of clothes Use of different colours Designs on fabrics Use of Vegetable Dyes

Enacting a traffic policeman controlling the traffic Activity of printing with the help ladyfingers, potatoes etc (Page 155)# of

Making a paper cloth with the help of paper strip (using concept of weaving) (Page 155)# Observing threads of Mette cloth/ Sack/ Woolen cloth and its measurement. Preparing printing blocks using patatoes, lady finger etc and printing designs on paper using water colours. Demonstration of Tie and Die method Making a flow chart of pictures of living and non living things inter dependent on each other and forming a web. (Page 156-157)# Collecting pictures of plant eating animals and pasting in the note book (Page156-157)# Observing and reporting the food habits of a bird and an animal for three days Showing picture of a food chain Visit to the school park A field trip to near surrounding Picture of a food chain * School Home Science Laboratory Different samples of clothes, samples of block printing with vegetables dyes, different designs of fabric. Tie and Die method*

Wk 25 (Feb) Web of Life Interdependence of all living/non living things on each other

Last two weeks of February are for Reflective Assessment and other activities.
* Available in Resource book # Available in Text book Class 3/ Environmental Studies

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Objectives of teaching environmental Studies

Introduction
The National Curriculum Committee had recommended in the 1975 policy document The Curriculum for the Ten-year School: A Framework, that a single subject Environmental Studies be taught at the primary stage. It had proposed that in the first two years (Class I-II) Environmental Studies will look at both the natural and the social environment, while in Classes III-V there would be separate portions for social studies and general science termed as EVS Part I and Part II. The National Policy on Education 1986 and the National Curriculum Framework (NCF) 1988 also posited the same approach for the teaching of Environmental Studies at the primary stage. Contemporary research on how children learn to make sense of the world around them and how pedagogy in primary school can enable them to develop scientific abilities and understanding in consonance with social and environmental concerns has further supported this integrated structure. The NCF 2000 had recommended that Environmental Studies be taught as an integrated course for the entire primary stage, instead of in two distinct parts devoted to science and social studies in Classes III-V. The present NCF 2005 has called for the continuation and further strengthening of this integrated approach for Environmental Studies during the primary years.

NCF 2005 and Objectives of Environmental Studies

The present syllabus is designed to forge an integrated perspective for the primary stage of schooling that draws upon insights from Sciences, Social Sciences and Environmental Education. The National Curriculum Framework 2005 indicates some of the objectives of teaching science and Social Sciences at the primary stage as follows: o to train children to locate and comprehend relationships between the natural, social and cultural environment; o 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; o to create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family and moving on to wider spaces o to nurture the curiosity and creativity of the child particularly in relation to the natural environment (including artifacts and people); o to develop an awareness about environmental issues; o to engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.

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Integrated Approach of Teaching EVS proposes themes that allow for a connected and interrelated understanding to develop the child's personality. This requires moving beyond traditional boundaries of disciplines and looking at priorities in a shared way. Each theme is woven in a web and continuation with the previous ones. It is a suggested format which indicates the key themes and sub themes along with their possible connections. This approach triggers the thinking skills of child and thus opens up new horizons in child's growth .These themes also indicate how adults can stimulate and actively support child's learning rather than restricting it.

Themes for a Child Centered and Integrated Approach

This syllabus web has been developed within a child centered perspective of themes that provide common interface of issues in social studies, sciences and environmental education. The syllabus for Classes III-V is woven around six common themes given below; Family and Friends: The predominant theme on Family and Friends encompasses four sub-themes: o Relationships. o Work and Play o Animals o Plants Plants and Animals have consciously been included under the theme of Family and Friends to highlight how humans share a close relationship with them and to also provide a holistic and integrated scientific and social perspective of studying them. Traditionally plants or animals are presented as autonomous categories, seen purely from the perspective of science. Here an attempt is made to locate them in a social and cultural context, and also to see how the lives and livelihoods of some communities, such as the gujjars, musahars or pattal-makers, are closely connected with specific animals or plants. Moreover, in the universe of young children narratives of animals and plants play a significant role, and they can relate well even to the animated characters perceived as family and friends. Our Bodies, Ourselves: Family and Friends offer Sensitivity and Sensibility This theme especially through its two subthemes Relationships and WORK AND PLAY allow the children to look at their body as part of their inner SELF. In Class III in the sub-theme on Relationships, they discuss their relatives, who live with them and those who have moved away, to get a basic idea of relationships and changing households. They reflect on whom they admire among their relatives and for what qualities or skills, and describe on which occasions or festivals they meet most of them. The unit our bodies old and young helps them place their own body in relation to those of their family members, and asks them to notice differences that may occur with age In Class IV, the same sub-theme Relationships has a unit on your mother as a child to make children find out about who were her relatives with whom she lived then. They also think about their body in relation to their mothers; how a baby rat or kitten is related to its mother, and through a possible narrative, about children who may have been 1.

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adopted/looked after by foster parents, say, after a cyclone. By Feeling around with eyes shut they explore their senses of touch, smell, etc. - not in isolation of the people or animals they care for - but by trying to identify all those living with them only by touching, hearing or smelling them. In Class V, the unit Whom do I look like? helps them identify family resemblances, to look for any similarities in the face, voice, height, etc., and also to note particular traits such as who laughs the loudest?. It goes on to how by feeling to read on a Braille sheet, someone like Helen Keller could manage to overcome tremendous challenges, as described through accounts of her autobiography. Food Theme Food begins in Class III with cooking, eating in family and about what we eat and what others eat , what animals eat etc. Class IV proceeds ahead to how food is grown, what different plants are known to students and how food reaches us. Class V advances to who grows the food , the hardships farmers may face while staying grounded to reality of own pangs of hunger or plight of people who do not get food. In addition, when food gets spoiled-explores spoilage and need for preservation of food. The changes in food habits and crops grown are analyzed through experiences of elders/ grandparents. Finally our mouth- how it tastes the food and even what helps in digesting food, sees the role of saliva in making food sweet on chewing. While food for plants also introduces the idea of some curious insect eating plants. 2. Shelter The theme Shelter begins in class III with explanations of need of a house and reasoning for the same houses in the same region. Class IV deals with the differences in urban and rural houses, slums and multistoreyed houses. Class V deals with variety of houses in different topographical regions. 3. Water Dealing with the important issue of water, class 3 deals with availability and storing of water.Class IV continues with water scarcity and its reasons. Conservation of water is dealt with in class V. 4. Travel The Objective was developed to help child on journey of ideas of expanding social and physical spaces into newer and unfamiliar terrains of often mind boggling and no less fascinating diversity. The topics covered in class III encourage children to look at their own journeys and compare it with journeys of older people in family while in CLASS IV, the theme suggests travelling through deserts, hills, forests or big cities. Moreover it suggests resources to be brought into class rooms like the experiences of the children of migrating families and discussion of problems faced in starting new life in new city. In CLASS V, this theme takes children through rough and tough terrains of Himalayas, story of Bachchendri Pal and her hoisting flag after a trying expedition. 5.

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Things we make and do The area of Things we Make and Do is visualised as an important component as well as a common thread inherent in the process of understanding all the other themes. We humans make things not only to meet our needs but also to express ourselves in a variety of ways and to transcend our limitations. We also comprehend better when we do things ourselves. Often when a young child gets a toy for a gift, she has fun dismantling and later re-assembling it in a completely novel way as much as enjoying it as it is. When she is given a new book she is eager to add her pictures into it as much as appreciating the book. Formal education as well as all that goes into being a good child however discourages these acts. The theme of Things we Make and Do therefore is an opportunity to recharge the variety of energies/components that make learning more fulfilling, and where cognition is not an end but a process enriched by experience, failure, observation, success, etc. There is also a need to give our rich living traditions of art and craft, of making and doing things, their rightful place in our curricula. To teach environmental education activities, teachers are encouraged to use the acronym CARE. CARE stands for "Complexity, Aesthetics, Responsibility and Ethics". 6. Complexity - There are natural and human systems that are all connected. As teachers and students, how do we interact with and affect those systems? Aesthetics - Help your students develop an appreciation for the natural world that will encourage them to learn about and protect the environment. Responsibility - Provide opportunities for your students to take responsible actions and explore the environmental impact of what they do. Ethics - As your students' understanding of environmental issues develop from participating in environmental education activities, they form an environmental ethic of their own. Students are working towards: o sharing ways to rethink, refuse, reduce, reuse, and recycle o describing features of local plants and animals o comparing local plants & animals o describing attributes of their immediate environment (playground) o showing an awareness of the concept of change o identifying groups and places that are part of their lives

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o identifying characteristics of different local environments o showing responsible behavior in caring for their immediate environment This child centered approach is not something which enhances rote memory but is something which gives practical approach to child. It helps in shaping the personality of child. Child realizes his inner self in coordination with his surroundings. It also helps him to increase his sensitivity towards helpless people .To sum up, these themes make the child in harmony with his inner self and realize his worth and is able to respect his surroundings and people in his life. The ultimate aim is to make him a responsible member of the family and finally a responsible citizen of the country.

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Sincere Thanks to Dr. Surender S. Dahiya

Director, SIE, Chandigarh

Our Team
Programme Coordinator Mrs. Sangeeta Chhabra Lecturer, SIE, Chandigarh Team Coordinator Mr. Satinder Jeet Singh T.G.T., SIE, Chandigarh Team members Mrs. Seema Dhillon

T.G.T., GMSSS-44, Chandigarh Mr. Takinder Singh

T.G.T., GHS Sarangpur, UT Chandigarh Mrs. Suman Sharma

T.G.T., GMSSS-8, Chandigarh

Academic Plan
of

ENVIRONMENTAL STUDIES
(Class IV)

STATE INSTITUTE OF EDUCATION

Sector 32, U T Chandigarh

OBJECTIVES OF TEACHING ENVIRONMENTAL STUDIES

Introduction
The National Curriculum Committee had recommended in the 1975 policy document The Curriculum for the Ten-year School: A Framework, that a single subject Environmental Studies be taught at the primary stage. It had proposed that in the first two years (Class I-II) Environmental Studies will look at both the natural and the social environment, while in Classes III-V there would be separate portions for social studies and general science termed as EVS Part I and Part II. The National Policy on Education 1986 and the National Curriculum Framework (NCF) 1988 also posited the same approach for the teaching of Environmental Studies at the primary stage. Contemporary research on how children learn to make sense of the world around them and how pedagogy in primary school can enable them to develop scientific abilities and understanding in consonance with social and environmental concerns has further supported this integrated structure. The NCF 2000 had recommended that Environmental Studies be taught as an integrated course for the entire primary stage, instead of in two distinct parts devoted to science and social studies in Classes III-V. The present NCF 2005 has called for the continuation and further strengthening of this integrated approach for Environmental Studies during the primary years.

NCF 2005 and Objectives of Environmental Studies

The present syllabus is designed to forge an integrated perspective for the primary stage of schooling that draws upon insights from Sciences, Social Sciences and Environmental Education. The National Curriculum Framework 2005 indicates some of the objectives of teaching science and Social Sciences at the primary stage as follows: o to train children to locate and comprehend relationships between the natural, social and cultural environment; o 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; o to create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family and moving on to wider spaces o to nurture the curiosity and creativity of the child particularly in relation to the natural environment (including artifacts and people); o to develop an awareness about environmental issues; o to engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.

State Institute of Education, Sector 32, UT Chandigarh

Page

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Integrated Approach of Teaching EVS proposes themes that allow for a connected and interrelated understanding to develop the child's personality. This requires moving beyond traditional boundaries of disciplines and looking at priorities in a shared way. Each theme is woven in a web and continuation with the previous ones. It is a suggested format which indicates the key themes and sub themes along with their possible connections. This approach triggers the thinking skills of child and thus opens up new horizons in child's growth .These themes also indicate how adults can stimulate and actively support child's learning rather than restricting it.

Themes for a Child Centered and Integrated Approach

This syllabus web has been developed within a child centered perspective of themes that provide common interface of issues in social studies, sciences and environmental education. The syllabus for Classes III-V is woven around six common themes given below; Family and Friends: The predominant theme on Family and Friends encompasses four sub-themes: o Relationships. o Work and Play o Animals o Plants Plants and Animals have consciously been included under the theme of Family and Friends to highlight how humans share a close relationship with them and to also provide a holistic and integrated scientific and social perspective of studying them. Traditionally plants or animals are presented as autonomous categories, seen purely from the perspective of science. Here an attempt is made to locate them in a social and cultural context, and also to see how the lives and livelihoods of some communities, such as the gujjars, musahars or pattal-makers, are closely connected with specific animals or plants. Moreover, in the universe of young children narratives of animals and plants play a significant role, and they can relate well even to the animated characters perceived as family and friends. Our Bodies, Ourselves: Family and Friends offer Sensitivity and Sensibility This theme especially through its two subthemes Relationships and WORK AND PLAY allow the children to look at their body as part of their inner SELF. In Class III in the sub-theme on Relationships, they discuss their relatives, who live with them and those who have moved away, to get a basic idea of relationships and changing households. They reflect on whom they admire among their relatives and for what qualities or skills, and describe on which occasions or festivals they meet most of them. The unit our bodies old and young helps them place their own body in relation to those of their family members, and asks them to notice differences that may occur with age In Class IV, the same sub-theme Relationships has a unit on your mother as a child to make children find out about who were her relatives with whom she lived then. They also think about their body in relation to their mothers; how a baby rat or kitten is related to its mother, and through a possible narrative, about children who may have been 1.

State Institute of Education, Sector 32, UT Chandigarh

Page

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adopted/looked after by foster parents, say, after a cyclone. By Feeling around with eyes shut they explore their senses of touch, smell, etc. - not in isolation of the people or animals they care for - but by trying to identify all those living with them only by touching, hearing or smelling them. In Class V, the unit Whom do I look like? helps them identify family resemblances, to look for any similarities in the face, voice, height, etc., and also to note particular traits such as who laughs the loudest?. It goes on to how by feeling to read on a Braille sheet, someone like Helen Keller could manage to overcome tremendous challenges, as described through accounts of her autobiography. 2. Food Theme Food begins in Class III with cooking, eating in family and about what we eat and what others eat , what animals eat etc. Class IV proceeds ahead to how food is grown, what different plants are known to students and how food reaches us. Class V advances to who grows the food , the hardships farmers may face while staying grounded to reality of own pangs of hunger or plight of people who do not get food. In addition, when food gets spoiled-explores spoilage and need for preservation of food. The changes in food habits and crops grown are analyzed through experiences of elders/ grandparents. Finally our mouth- how it tastes the food and even what helps in digesting food, sees the role of saliva in making food sweet on chewing. While food for plants also introduces the idea of some curious insect eating plants. 3.

Shelter The theme Shelter begins in class III with explanations of need of a house and reasoning for the same houses in the same region. Class IV deals with the differences in urban and rural houses, slums and multistoreyed houses. Class V deals with variety of houses in different topographical regions. 4. Water Dealing with the important issue of water, class 3 deals with availability and storing of water.Class IV continues with water scarcity and its reasons. Conservation of water is dealt with in class V.

State Institute of Education, Sector 32, UT Chandigarh

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Travel The Objective was developed to help child on journey of ideas of expanding social and physical spaces into newer and unfamiliar terrains of often mind boggling and no less fascinating diversity. The topics covered in class III encourage children to look at their own journeys and compare it with journeys of older people in family while in CLASS IV, the theme suggests travelling through deserts, hills, forests or big cities. Moreover it suggests resources to be brought into class rooms like the experiences of the children of migrating families and discussion of problems faced in starting new life in new city. In CLASS V, this theme takes children through rough and tough terrains of Himalayas, story of Bachchendri Pal and her hoisting flag after a trying expedition.

5.

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Things we make and do The area of Things we Make and Do is visualised as an important component as well as a common thread inherent in the process of understanding all the other themes. We humans make things not only to meet our needs but also to express ourselves in a variety of ways and to transcend our limitations. We also comprehend better when we do things ourselves. Often when a young child gets a toy for a gift, she has fun dismantling and later re-assembling it in a completely novel way as much as enjoying it as it is. When she is given a new book she is eager to add her pictures into it as much as appreciating the book. Formal education as well as all that goes into being a good child however discourages these acts. The theme of Things we Make and Do therefore is an opportunity to recharge the variety of energies/components that make learning more fulfilling, and where cognition is not an end but a process enriched by experience, failure, observation, success, etc. There is also a need to give our rich living traditions of art and craft, of making and doing things, their rightful place in our curricula. To teach environmental education activities, teachers are encouraged to use the acronym CARE. CARE stands for "Complexity, Aesthetics, Responsibility and Ethics". Complexity - There are natural and human systems that are all connected. As teachers and students, how do we interact with and affect those systems? Aesthetics - Help your students develop an appreciation for the natural world that will encourage them to learn about and protect the environment. Responsibility - Provide opportunities for your students to take responsible actions and explore the environmental impact of what they do. Ethics - As your students' understanding of environmental issues develop from participating in environmental education activities, they form an environmental ethic of their own.

6.

State Institute of Education, Sector 32, UT Chandigarh

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Students are working towards: o sharing ways to rethink, refuse, reduce, reuse, and recycle o describing features of local plants and animals o comparing local plants & animals o describing attributes of their immediate environment (playground) o showing an awareness of the concept of change o identifying groups and places that are part of their lives

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o identifying characteristics of different local environments o showing responsible behavior in caring for their immediate environment This child centered approach is not something which enhances rote memory but is something which gives practical approach to child. It helps in shaping the personality of child. Child realizes his inner self in coordination with his surroundings. It also helps him to increase his sensitivity towards helpless people .To sum up, these themes make the child in harmony with his inner self and realize his worth and is able to respect his surroundings and people in his life. The ultimate aim is to make him a responsible member of the family and finally a responsible citizen of the country.

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Academic Plan
of

ENVIRONMENTAL STUDIES
(Class IV)

STATE INSTITUTE OF EDUCATION

Sector 32, U T Chandigarh

Academic plan of environmental studies

(Class IV)
Week Content Suggested Activity Suggested Resource

Wk 1 (Apr)

Going to School How the students in Locating Kerala, Rajasthan, Haryana on the different regions reach map of India school in morning Different terrains and Identification of transport used in a particular climate conditions in India area depending on the climatic and topographic conditions (Pages 1 - 10)# Different modes of transportation Introduction to different Listing of different types of bridges and their types of bridges usage in particular region of country (Pages 1 - 10)# Describing the use of pulley (Page 2)# Making of trolley using a firki and a match box* Making of walnut Boat*

Political Map of India* Political Map of India* Physical Map of India* Worksheets* Crossword Puzzle*

* Available in Resource book # Available in Text book

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Making a picture of Jugad*

Wk 2 (Apr)

Ear to Ear Different shapes of ear Visible/ Invisible ears of animals Distinction between animals with hair or without hair Distinction between animals which lay eggs or give birth to babies Identification of animals on the basis of pattern on skin Co-relation between visibility of ears; hair and reproductive pattern among animals

Making ears of different animals with the help of clay /drawing pictures of ears of different animals / finding correct ears of animals (Pages 11,12,13)# Listing the animals whose ears can / cannot be seen (Page 12)# Identifying animals on the basis of pattern on skin (Page 14)# Co-relating visibility of ears; hair and reproductive pattern among animals (Page 15, 16)# Discussion on pets at home (Pages 17,18)# Drawing picture of pet at home (Page 18)# Discussing the extinct and endangered species of animals (Pages 19,20)# Pictures of endangered and extinct animals* Visual clips on endangered species ( http://www.youtube.com/watch?v=LaQ d7Zfqj7g )

Making a Paper Bird (Page 20)#

* Available in Resource book # Available in Text book

State Institute of Education, Sector 32, UT Chandigarh

Class 4/ Environmental Studies

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Colouring the picture of Dinosaur.

Visiting Chhatbir Zoo and tabulating the animals on the basis of shapes of ears, pattern on skin and their reproduction pattern.

Chhatbir Zoo 20 km away from Chandigarh. Integrate with the lesson THE DONKEY, I HAD A LITTLE PONY and THE MILKMANS COW from MARIGOLD, English book of class IV.

Wk 3 (May)

A day with Nandu Group behaviour of elephants Animal and human interaction

Discussing the animals (Page 25- 26)#

living

in herds

Pictures of animals living in groups*

Discussing the advantages of staying in a group with reference to elephants (Page 25)# Discussion on animal rides (Page 26-27)# Making a paper elephant (Page 28)# Discussing how humans use animals for their own entertainment (Page 29)# Discussing the different elephants uses of trunks by Worksheet * Pictures of elephants using their trunks *

* Available in Resource book # Available in Text book

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Wk 4 The Story of Amrita (May) Sensitizing the students about the trees, Introduction of concept of deforestation and how it effects our environment, Role of Bishnois in saving environment

Narrating the story of Amrita (Page 31-35)# Locating Rajasthan on the map of India* Discussing the hunting of Birds and Animals (Page 36-37)# Writing about any one tree at home / School (Page 35)# Discussing the uses of Khejadi tree (Page 37)# Worksheet* Pictures of nests, birds on trees * Importance of trees* Ways of saving trees* Map of India*

Discussing about relationship between trees and birds Listing the importance the trees in our lives* Discussing methods to save trees Organising a Poster Making Competition on saving trees Painting a tree* Discussion on Chipko Movement* Encouraging students to adopt a tree in the school and look after it.

* Available in Resource book # Available in Text book

State Institute of Education, Sector 32, UT Chandigarh

Class 4/ Environmental Studies

Page

Documentary movie on afforestation and deforestation. (http://www.youtube.com/watch?v=UkB yV2I-dlE)

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 Wk 5 Anita and the Honey Bees (May) Education and dream school Becoming a bee keeper Type of bees and type of ants Development in bee keeping Problems of a girl child

Integrate with THE GIVING TREE of MARIGOLD , book class IV.

Narrating the story of Anita (Pages 38-44)# Locating Bihar on the map of India. Discussing the (Pages 44-45) # role of different bees Map of India* Worksheets*

Drawing a honeybee hive (Picture on Page 45)# Drawing an ant in the notebook and colouring it (Page 46 )# Making insects by using peanut shells and colouring them (Page 46)# Visiting the school garden to know how ants move in a line, their colour & size, food eaten by them and work done by them (Page 46 )# Students may be asked to match the ants and bees with their description* Visiting a bee-farm (if possible ) Discussing the first aid for bees sting*
Class 4/ Environmental Studies

* Available in Resource book # Available in Text book

State Institute of Education, Sector 32, UT Chandigarh

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Last week of May for Assessment and other activities. Wk 6 Omanas Journey (July). Childrens experience about train journey How to prepare for the journey Importance of ticket, View of railway station at different places, Facilities available in the train, Various dos and donts during train journey

Narrating the story of Omanas Journey (Pages 48-51)# Discussing the happenings in the compartment of a train during the journey (Page 49)# Visiting a railway station (if possible ) Describing the things and the people involved in various activities on a Railway Station (Page52)# Locating Gandhidham, Ahmadabad and Valsad in Gujarat and Kozhikode in Kerala on the map of India. Making model of train with the help of match box (Page 75)# Enlisting the things required during a train journey* Discussing the various Dos and Donts during train journey* Cross word puzzle * Pictures of train and railway station*

Political Map of India*

* Available in Resource book # Available in Text book

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Wk 7 From the Window (July) Different types of bridges, tunnels and level crossings, Diversity in languages, clothes, food and landforms of different states of India

Narrating the story of Omanas Journey (Pages 53-59)# Locating Kerala, Gujarat, Maharashtra and Goa on the map of India. Naming various fuels used in different trains. Political Map of India*

Pictures of steam electric engines* Worksheets *

engines,

(coal),

Drawing pictures of signs and signals used during train journey* Making models of tunnels, Railway Bridge, Transport Bridge, Level Crossing etc. Discussing about different states of India their language, clothes, food and landforms Pictures of various types of bridges* Physical map of India* Pictures depicting culture of Kerala, Goa, Maharashtra* Worksheets*

Reaching Grandmothers House Various modes of transportation in Kerala Importance of train ticket, Filling of railway reservation/ cancellation forms,
* Available in Resource book # Available in Text book

State Institute of Education, Sector 32, UT Chandigarh

Class 4/ Environmental Studies

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Enlisting the things required during a boat journey.*

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Narrating the story of Omanas Journey from railway station to home (Pages 60-62) #

Use of railway time-table

Locating Kerala on map of India

Political Map of India* Pictures depicting culture, sceneries, wildlife of different states of India.* Physical map of India* Worksheets*

Discussing sceneries , culture, wild life of different states of India (Kerala, Goa, Maharashtra) Discussing topographic conditions of Kerala (Pages-60-62)# Reading a Railway Ticket and discussing the information provided on it (Page-63)# Reading the train time Table and discussing the information provided on it (Page-64)#

* Available in Resource book # Available in Text book

State Institute of Education, Sector 32, UT Chandigarh

Class 4/ Environmental Studies

Page

Wk 8 Changing Families (July) Changes in the family due to o birth of a new baby, o transfer of a family from one place to another, o a wedding in the family Comparison in families of yesterdays, these days and of coming days i.e. tomorrow's family. Importance of going to school Understanding of marriage laws

Discussion on changes in the family due to o birth of a new baby, o transfer of a family from one place to another, o a wedding in the family (Pages 66-73)# Discussing the concept of a Joint and a Nuclear family Pasting pictures of the wedding attended recently in the note book (Page 71)#

Worksheets on Pages (66 -73)#

Pictures of a Joint and a Nuclear family Wedding album available at home

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Preparing a list of changes in the family in last ten years on the basis of information gathered from senior family members (Page 74)# Discussion on the marriage importance of going to school* laws and

Worksheet on (Page 74) #

Wk 9 HU TU TU, HU TU TU (July) Different games at home and school (indoor and outdoor games) Importance of rule and number of players Idea of fair play and restrictions on games Discrimination in games on the basis of gender, caste and class , Understanding of Kabaddi game, Importance of coach in uplifting the any game

Discussing the different stages of life of a girl*

Discussion on importance of rules of games (Pages 78 79)# Introduction to the game of Kabaddi (Pages 79 - 80)# Narrating story of the three sisters who were Kabaddi players (Pages 81-83)# Discussion on discrimination in games on the basis of gender, caste and class (Pages 81-83)# Enlisting various indoors and outdoors games. Pasting pictures of famous sport personalities in the note book and writing five lines. Drawing the picture of a favorite game and writing five lines on it.

Worksheet on Page (78-79)#

Pictures of local and traditional games* Newspaper and sports magazines* Worksheet* Worksheet*
Class 4/ Environmental Studies

* Available in Resource book # Available in Text book

State Institute of Education, Sector 32, UT Chandigarh

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Dividing class into two groups and playing any outdoor game with proper rules and regulation.

Wk 10 The Valley of Flowers (Aug) Different flowering plants and the seasons Different flowers on basis of shapes, colours, petals, aromas etc. Uses of flowers in daily life

Locating Uttranchal and Kerala on the map of India, the places famous for flowers, and introducing the Valley of Flowers (Page 84)# Introduction (Page 85)# to Madhubani Paintings

Map of India*

Preparing a design showing flowers on the note book (Page 85)# Naming the different flowers (Page 86)# Showing an original flower and identifying its basic parts (Page 88)# Showing a bud and a fully blossomed flower and differentiating between the two (Page 89)# Listing the flowers according to the uses like in medicines, scent, as a vegetable, for colour dying, decoration etc. (Pages 90-94)# Collecting flowers that have fallen from trees / plants, drying them and pasting on the notebook / preparing cards (Page 95)# Labelled Diagram of flower* Worksheets * Worksheet on matching the bud with its flower*

* Available in Resource book # Available in Text book

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Making a flower using coloured paper* Planting any flowering plant and observing its bud blossoming into flower. School or home garden

(This Chapter may be done in the Spring Season.) Wk 11 Changing Times (Aug) Concept of changing society from time to time and change in living standards Type of houses, Cooking methods traditional and modern Sewerage system

Narrating the (Pages 96-101)#

story

of

Chetan

Das Map of India before and after partition* Pictures of different houses* Worksheet* Worksheet on Page 105# Worksheet* Picture of Kerosene and Gas stove*

Showing the map of India before and after partition and locating Pakistan Discussing the different types of houses as described in the chapter and listing the differences Showing the samples of the material used in construction in earlier times and now a days. (Pages 96-101) # Discussing the traditional and modern ways of cooking and enlisting the differences (Pages 99-100)# Naming the persons involved in the construction of a house and listing the tools used by them (Pages 102-103)# Enlisting the differences in the toilets used in

Worksheet on Page 103# Worksheet* Pictures of Indian and Foreign style of

Class 4/ Environmental Studies

* Available in Resource book # Available in Text book

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past and present (Pages 99-101)# Making models of different types of houses ( Kachha and Pakka House) Visiting a construction site nearby (if possible) followed by discussion in the class room. Making the layout plan of a house

Toilet Seats.* Pictures of a Kachha and Pakka House*

Refer to Chapter 2 SAADA NAVAN GHARof Punjabi text book of Ist language of Class IV. River on physical map of India.*

Wk 12 A Rivers Tale (Aug) River as a source of water The origin and journey of a river Water pollution - its causes. Ways of cleaning water Importance of safe drinking water.

Tracing the origin /source and journey of any river of India (Pages 106-110)# Naming the important rivers in India* Story writing on a given picture (Page 106)# Discussing the causes of Water pollution (Page 110)# Holding the slogan writing competition on the use of safe drinking water. Demonstrating the things that dissolve / do not dissolve in water. (Pages 110-111)#

Pictures showing sources of Water Pollution* Worksheets*

* Available in Resource book # Available in Text book

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Discussing the ways of cleaning water to make it safe for drinking (Pages 112)# Drawing pictures showing the ways of cleaning the water (Pages 112)# Showing the effect of water pollution on animals / plants that live in water* Pictures of animals / plants that live in water* Pictures showing the effect of water pollution on animals / plants that live in water* Video on effects of water pollution http://www.youtube.com/watch?v=Ku5d gUtXcLo

Wk 13 Basvas Farm (Aug) Steps of raising a crop Identification of agriculture implements Work of the farmer

Discussing about process of raising a crop by narrating the story of Basavas Farm (Pages 113-117)# Identifying the different tools used in farming (Page-116)# Arranging pictures of steps of raising a crop in proper sequence (Page 118)# Showing different modes of transport used to carry fruits and vegetables to market.* Teacher may fix time with school gardener so that he may show the children the various implements used by him to prepare the soil and discuss the methods of gardening. Pictures/illustrations/flash cards of tools used in agriculture* Worksheet* Worksheet* Pictures of modes of transportation used to carry vegetables and fruits.* School Gardener

* Available in Resource book # Available in Text book

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Class 4/ Environmental Studies

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Wk 14 From Market to Home (Sept) Daily routine of the vegetable seller Value of time Ways of keeping vegetables fresh Differentiation between fruits/ Vegetables on the basis of colour, shape, texture and fragrance etc. Measures used for weighing/counting vegetables/fruits.

Narrating the story From Market to Home. (Pages 119-122)# Visiting a Vegetable Market. Differentiating between fruits / Vegetables on the basis of colour, shape, texture and time for which these stay fresh etc. (Pages 124-126)# Discussing the various measures used in weighing vegetables* Making designs using Vegetable blocks* Discussing the fresh* ways of keeping vegetables Worksheets *

Pictures of measures used in measuring vegetables and fruits*

Last three weeks of September and first week of October are for Reflective Assessment and other activities Wk 15 A Busy Month (Oct) Introduction to the world of Reading the Letter of Gijubhai from the book birds and animals, and Discussion on various types of birds and differentiating them on basis of beaks, feather, Making of nests, variety of feet etc (Pages 127-130)# nests, laying of eggs and feeding young ones, Different types of beaks / Discussion on variety of nests* feet of birds according to
* Available in Resource book # Available in Text book

State Institute of Education, Sector 32, UT Chandigarh

Class 4/ Environmental Studies

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Pictures of different types of nests* Worksheets *

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use Different types of teeth of Animals according to food they eat

Making a nest by using straws stripes of things/fabrics, short sticks, dry grass, pieces of yarn, feathers, dried petals, cotton, wool or pieces of clothes (Page 131)# Making a small paper bird* Making Charts of Animals living on land & in water and birds on trees (Pages 132-133)# Showing the feet /claws of different birds and discussing about their use. (Taking Students to Biology Laboratory) (Page 133)# Showing the different types of beaks of birds and teeth of animals and discussing about their use. (Taking Students to Biology Laboratory) (Page 134)# Discussing the different types of animal teeth and their use for different purposes (Page 135)# Visiting Chhatbir Zoo

Worksheet*

Pictures of animals living on land & in water and birds*

Worksheet*

Chhatbir Zoo 20 km away from Chandigarh.

* Available in Resource book # Available in Text book

State Institute of Education, Sector 32, UT Chandigarh

Class 4/ Environmental Studies

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Wk.16 Nandita in Mumbai (Oct) Different life styles / living Standards of rural and

Locating Mumbai in the map of India.

Map of India*

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urban area Difference between villages and cities in regard to water supply and sanitation Problems of slums especially in Mumbai Problem of shifting to a new place in Mumbai Maternal relations

Naming the various maternal relations. Comparing Mamas House at Mumbai and Nanditas House at village and drawing the pictures of the two houses (Page 138)# Worksheets*

Scene at public tap in a slum area may be Videos on shortage of water http://www.youtube.com/watch?v=TcRu4n enacted (Page 139)# NMwy0 http://www.youtube.com/watch?v=4jjwKpP G-Jk Drawing different types of localities like locality in a village, in slums and colony with multi-storeyed flats. Writing two facilities and two problems faced by each of them (Pages 142 - 143 )# Discussing the different types of houses (Page 143)# Discussing the problem of shifting to a new place in Mumbai due to various reasons (Page 145)#

Wk 17 Too Much Water, Too Little (Oct) Water Importance of clean water Narrating stories given in the chapter followed by discussion on following ideas: Harmful effects of polluted o How water gets polluted water. o Different ways to clean water. Water borne diseases. o Ways we tend to waste water Water Games o Methods of water conservation. Importance of water (Pages 146-150)#
* Available in Resource book # Available in Text book State Institute of Education, Sector 32, UT Chandigarh Class 4/ Environmental Studies

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conservation Preparing of ORS and its application

Preparation of ORS (Page 151)# Carrying out Water survey in school (Pages 151 - 155)# Discussing about water borne diseases and collecting data related to it (Page 155)# Narrating story on the Children Panchyat (Page 156)# Making Model of a house with its rooftop filled with water to show how through pipelines this water can be supplied for use* Locating Karnataka, Andhra Pradesh, Maharashtra on political map of India.* Discussing the methods of water conservation* Political Map of India* Pictures of different ways of conservation* water

Refer to Chapter 22 PAANI of Punjabi book of Ist Language of Class IV.

* Available in Resource book # Available in Text book

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Class 4/ Environmental Studies

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Classifying vegetables into roots, stem, flower etc. (Page160)#

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Wk 18 Abdul in the Garden (Nov) Different functions of roots Prop roots in a Banyan tree Effect of deforestation, and laws preventing it. Growth in living things

Narrating the story Abdul in the garden followed by discussion on various functions of roots. (Pages 158-162 )#

Activity to observe roots of the plant*

Identifying and discussing the various types of roots eaten as food (Page160)# Growing sprouts from moong dal, channa, rajma (Pages 162-163)#

Pictures of different edible of roots * Worksheet* Moong dal, channa, rajma and damp cloth.

Discussion on how (Pages 159-164)#

roots

grip

water Pictures of different types of roots of plants* Worksheets*

Discussion on different types of roots and their importance * Listing the things that grow(Pages 164-165).#

Wk 19 Eating Together (Nov) Importance of community eating Names of various festivals and their importance specially Bihu of Assam Mid Day Meal scheme Importance of balanced diet

Refer to Unit 8 The Giving Tree of English Book Marigold of Class IV.

Drawing a picture and writing on a festival celebrated in their family. Celebrating a festival in the class. Local festival may be considered Political Map of India*

Labeling and locating Assam, Tamil Nadu and Punjab on the map of India and writing names of the festivals celebrated there. Enlisting the special food and dresses worn on Baisakhi, Bihu, Pongal etc.* Introduction to the Mid day Meal scheme and writing the Menu of Mid day Meal (Page 73 )#

* Available in Resource book # Available in Text book

Pictures on culture of different states* Worksheets *

Class 4/ Environmental Studies

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Wk 20 Food and Fun (Nov) Community eating like in a Visiting a Gurudwara or a Temple and having Gurudwara,temple,etc langar followed by discussion on the experience of community eating Life in boarding school Writing a note on the observation about food preparation at Gurudwara, paste or draw pictures associated with it (pages 175-177)# Discussing the differences between set up of a boarding school and normal school Wk 21 The World in My Home (Nov) Highlighting different interests of family members Different rules for girls and boys The value of honesty , Behavior of elders that hinder the progress Distinction between good and bad touch Narrating the different stories given in the Chapter (Pages 179-185)# Making the list of family members and writing about the different roles played by them * Discussing about gender discrimination with sensitivity. Role play on distinction between good and bad touch* Arranging a Counselor. session with the

Most nearby Gurudwara or Temple

Pictures .related to school hostels* Worksheets *

Activity sheet * Pictures depicting discrimination* Worksheets * gender

School School Counseller.

* Available in Resource book # Available in Text book

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The entire month of December and first two weeks of January are for Reflective Assessment and other activities Wk 22 Pochampalli (Jan) traditional occupations in different parts of India like Carpet weaving, Itr production, Art of weaving Silk sarees, etc Danger of extinction of traditional handicrafts Wk 23 Home and Abroad (Jan) Information about Abu Dhabi and Indian state Kerala, Life of desert and life of coastal area included climate, dresses and currency Different modes of travel

Visiting a Handicrafts Exhibition. Making or pasting pictures of different handicrafts works on scrap file (Page 190)# Discussing and Writing the steps of weaving a saree (Page 187)# Discussing how talent of handicrafts pass from one generation to another (Pages 189-190)# Discussion on various tools used for traditional handicrafts * Locating Pochampalli on the map of India* Making a scrap file on different cultures, dresses, soils, currency etc of Kerala and Abu Dhabi.(Page-195)# Discussion on currencies (Pages 196-197)# Showing and discussing different modes of travel.*

Local handicraft mela or exhibiton Pictures of different handicrafts existing in India*

Pictures of tools * Map of India* Pictures of dresses, soils, currency etc of Kerala and Abu Dhabi *

Pictures of transports*

Land,

Water

and

Air

Locating Kerala and Abu Dhabi on the map of

Map of India and Map of world*

Class 4/ Environmental Studies

* Available in Resource book # Available in Text book

State Institute of Education, Sector 32, UT Chandigarh

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world. Recognising the currency notes of different countries (Page 198) #. Worksheets *

Wk 24 Spicy Riddles (Feb) Importance and uses of spices in daily life Spices for preparing garam masala

Reading the riddles given in the Text Book in . the class followed by discussion on their properties and uses. (Pages 199-201)# Bringing spices used in kitchen to the classroom and recognising the spices by smelling and touching (Page 202 )# Listing the Indian names of the spices used in daily life. Enlisting the material used for preparing Garam Masala (Page 202 )# Preparing Fruit / Allu chat (Page 203 )# Cumin seeds, Cloves, Amchur, Chilly powder. Worksheets * Worksheets * Cinnamon,

Defence Officer: Wahida Life in defense forces Contribution of women in society Life history of Wahida as Lt. Commander
* Available in Resource book # Available in Text book

State Institute of Education, Sector 32, UT Chandigarh

Class 4/ Environmental Studies

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Locating Rajouri in map of Jammu and Kashmir.*

Map of India showing Jammu and Kashmir.*

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Narrating the story of Defence Officer: Wahida and writing about life in Navy (Page 204-209)*

Writing the rankings in Defence Services.* Enlisting women in important occupations with examples* Narrating the story of Chuskit (Page 210-214) # Collecting some information about Ladakh and locating in the map of India* Discussing the people with special needs * Teacher may invite a special child and ask him to discuss the problem he faces in daily life Discussion on Wheel Chair, Ramp and Stairs and their utility *

Worksheet * Worksheet *

Wk 25 Chuskit goes to School (Feb) Problems of physically challenged , Education for all Problem in hilly areas and climatic conditions

Map of India* Pictures of Ladakh* Pictures of children with special needs * Worksheets* Pictures of Wheel Chair, Ramp and Stairs*

Last Two weeks of February are for Reflective Assessment and other activities.

* Available in Resource book # Available in Text book

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Objectives of teaching environmental Studies

Introduction
The National Curriculum Committee had recommended in the 1975 policy document The Curriculum for the Ten-year School: A Framework, that a single subject Environmental Studies be taught at the primary stage. It had proposed that in the first two years (Class I-II) Environmental Studies will look at both the natural and the social environment, while in Classes III-V there would be separate portions for social studies and general science termed as EVS Part I and Part II. The National Policy on Education 1986 and the National Curriculum Framework (NCF) 1988 also posited the same approach for the teaching of Environmental Studies at the primary stage. Contemporary research on how children learn to make sense of the world around them and how pedagogy in primary school can enable them to develop scientific abilities and understanding in consonance with social and environmental concerns has further supported this integrated structure. The NCF 2000 had recommended that Environmental Studies be taught as an integrated course for the entire primary stage, instead of in two distinct parts devoted to science and social studies in Classes III-V. The present NCF 2005 has called for the continuation and further strengthening of this integrated approach for Environmental Studies during the primary years.

NCF 2005 and Objectives of Environmental Studies

The present syllabus is designed to forge an integrated perspective for the primary stage of schooling that draws upon insights from Sciences, Social Sciences and Environmental Education. The National Curriculum Framework 2005 indicates some of the objectives of teaching science and Social Sciences at the primary stage as follows: o to train children to locate and comprehend relationships between the natural, social and cultural environment; o 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; o to create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family and moving on to wider spaces o to nurture the curiosity and creativity of the child particularly in relation to the natural environment (including artifacts and people); o to develop an awareness about environmental issues; o to engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.

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Integrated Approach of Teaching EVS proposes themes that allow for a connected and interrelated understanding to develop the child's personality. This requires moving beyond traditional boundaries of disciplines and looking at priorities in a shared way. Each theme is woven in a web and continuation with the previous ones. It is a suggested format which indicates the key themes and sub themes along with their possible connections. This approach triggers the thinking skills of child and thus opens up new horizons in child's growth .These themes also indicate how adults can stimulate and actively support child's learning rather than restricting it.

Themes for a Child Centered and Integrated Approach

This syllabus web has been developed within a child centered perspective of themes that provide common interface of issues in social studies, sciences and environmental education. The syllabus for Classes III-V is woven around six common themes given below; Family and Friends: The predominant theme on Family and Friends encompasses four sub-themes: o Relationships. o Work and Play o Animals o Plants Plants and Animals have consciously been included under the theme of Family and Friends to highlight how humans share a close relationship with them and to also provide a holistic and integrated scientific and social perspective of studying them. Traditionally plants or animals are presented as autonomous categories, seen purely from the perspective of science. Here an attempt is made to locate them in a social and cultural context, and also to see how the lives and livelihoods of some communities, such as the gujjars, musahars or pattal-makers, are closely connected with specific animals or plants. Moreover, in the universe of young children narratives of animals and plants play a significant role, and they can relate well even to the animated characters perceived as family and friends. Our Bodies, Ourselves: Family and Friends offer Sensitivity and Sensibility This theme especially through its two subthemes Relationships and WORK AND PLAY allow the children to look at their body as part of their inner SELF. In Class III in the sub-theme on Relationships, they discuss their relatives, who live with them and those who have moved away, to get a basic idea of relationships and changing households. They reflect on whom they admire among their relatives and for what qualities or skills, and describe on which occasions or festivals they meet most of them. The unit our bodies old and young helps them place their own body in relation to those of their family members, and asks them to notice differences that may occur with age In Class IV, the same sub-theme Relationships has a unit on your mother as a child to make children find out about who were her relatives with whom she lived then. They also think about their body in relation to their mothers; how a baby rat or kitten is related to its mother, and through a possible narrative, about children who may have been 1.

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adopted/looked after by foster parents, say, after a cyclone. By Feeling around with eyes shut they explore their senses of touch, smell, etc. - not in isolation of the people or animals they care for - but by trying to identify all those living with them only by touching, hearing or smelling them. In Class V, the unit Whom do I look like? helps them identify family resemblances, to look for any similarities in the face, voice, height, etc., and also to note particular traits such as who laughs the loudest?. It goes on to how by feeling to read on a Braille sheet, someone like Helen Keller could manage to overcome tremendous challenges, as described through accounts of her autobiography. Food Theme Food begins in Class III with cooking, eating in family and about what we eat and what others eat , what animals eat etc. Class IV proceeds ahead to how food is grown, what different plants are known to students and how food reaches us. Class V advances to who grows the food , the hardships farmers may face while staying grounded to reality of own pangs of hunger or plight of people who do not get food. In addition, when food gets spoiled-explores spoilage and need for preservation of food. The changes in food habits and crops grown are analyzed through experiences of elders/ grandparents. Finally our mouth- how it tastes the food and even what helps in digesting food, sees the role of saliva in making food sweet on chewing. While food for plants also introduces the idea of some curious insect eating plants. 2. Shelter The theme Shelter begins in class III with explanations of need of a house and reasoning for the same houses in the same region. Class IV deals with the differences in urban and rural houses, slums and multistoreyed houses. Class V deals with variety of houses in different topographical regions. 3. Water Dealing with the important issue of water, class 3 deals with availability and storing of water.Class IV continues with water scarcity and its reasons. Conservation of water is dealt with in class V. 4. Travel The Objective was developed to help child on journey of ideas of expanding social and physical spaces into newer and unfamiliar terrains of often mind boggling and no less fascinating diversity. The topics covered in class III encourage children to look at their own journeys and compare it with journeys of older people in family while in CLASS IV, the theme suggests travelling through deserts, hills, forests or big cities. Moreover it suggests resources to be brought into class rooms like the experiences of the children of migrating families and discussion of problems faced in starting new life in new city. In CLASS V, this theme takes children through rough and tough terrains of Himalayas, story of Bachchendri Pal and her hoisting flag after a trying expedition. 5.

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Things we make and do The area of Things we Make and Do is visualised as an important component as well as a common thread inherent in the process of understanding all the other themes. We humans make things not only to meet our needs but also to express ourselves in a variety of ways and to transcend our limitations. We also comprehend better when we do things ourselves. Often when a young child gets a toy for a gift, she has fun dismantling and later re-assembling it in a completely novel way as much as enjoying it as it is. When she is given a new book she is eager to add her pictures into it as much as appreciating the book. Formal education as well as all that goes into being a good child however discourages these acts. The theme of Things we Make and Do therefore is an opportunity to recharge the variety of energies/components that make learning more fulfilling, and where cognition is not an end but a process enriched by experience, failure, observation, success, etc. There is also a need to give our rich living traditions of art and craft, of making and doing things, their rightful place in our curricula. To teach environmental education activities, teachers are encouraged to use the acronym CARE. CARE stands for "Complexity, Aesthetics, Responsibility and Ethics". 6. Complexity - There are natural and human systems that are all connected. As teachers and students, how do we interact with and affect those systems? Aesthetics - Help your students develop an appreciation for the natural world that will encourage them to learn about and protect the environment. Responsibility - Provide opportunities for your students to take responsible actions and explore the environmental impact of what they do. Ethics - As your students' understanding of environmental issues develop from participating in environmental education activities, they form an environmental ethic of their own. Students are working towards: o sharing ways to rethink, refuse, reduce, reuse, and recycle o describing features of local plants and animals o comparing local plants & animals o describing attributes of their immediate environment (playground) o showing an awareness of the concept of change o identifying groups and places that are part of their lives

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o identifying characteristics of different local environments o showing responsible behavior in caring for their immediate environment This child centered approach is not something which enhances rote memory but is something which gives practical approach to child. It helps in shaping the personality of child. Child realizes his inner self in coordination with his surroundings. It also helps him to increase his sensitivity towards helpless people .To sum up, these themes make the child in harmony with his inner self and realize his worth and is able to respect his surroundings and people in his life. The ultimate aim is to make him a responsible member of the family and finally a responsible citizen of the country.

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Sincere Thanks to Dr. Surender S. Dahiya

Director, SIE, Chandigarh

Our Team
Programme Coordinator Mrs. Sangeeta Chhabra Lecturer, SIE, Chandigarh Team Coordinator Mr. Satinder Jeet Singh T.G.T., SIE, Chandigarh Team members Mrs. Seema Dhillon

T.G.T., GMSSS-44, Chandigarh Mr. Takinder Singh

T.G.T., GHS Sarangpur, UT Chandigarh Mrs. Suman Sharma

T.G.T., GMSSS-8, Chandigarh

OBJECTIVES OF TEACHING ENVIRONMENTAL STUDIES

Introduction
The National Curriculum Committee had recommended in the 1975 policy document The Curriculum for the Ten-year School: A Framework, that a single subject Environmental Studies be taught at the primary stage. It had proposed that in the first two years (Class I-II) Environmental Studies will look at both the natural and the social environment, while in Classes III-V there would be separate portions for social studies and general science termed as EVS Part I and Part II. The National Policy on Education 1986 and the National Curriculum Framework (NCF) 1988 also posited the same approach for the teaching of Environmental Studies at the primary stage. Contemporary research on how children learn to make sense of the world around them and how pedagogy in primary school can enable them to develop scientific abilities and understanding in consonance with social and environmental concerns has further supported this integrated structure. The NCF 2000 had recommended that Environmental Studies be taught as an integrated course for the entire primary stage, instead of in two distinct parts devoted to science and social studies in Classes III-V. The present NCF 2005 has called for the continuation and further strengthening of this integrated approach for Environmental Studies during the primary years.

NCF 2005 and Objectives of Environmental Studies

The present syllabus is designed to forge an integrated perspective for the primary stage of schooling that draws upon insights from Sciences, Social Sciences and Environmental Education. The National Curriculum Framework 2005 indicates some of the objectives of teaching science and Social Sciences at the primary stage as follows: o to train children to locate and comprehend relationships between the natural, social and cultural environment; o 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; o to create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family and moving on to wider spaces o to nurture the curiosity and creativity of the child particularly in relation to the natural environment (including artifacts and people); o to develop an awareness about environmental issues; o to engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.

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Integrated Approach of Teaching EVS proposes themes that allow for a connected and interrelated understanding to develop the child's personality. This requires moving beyond traditional boundaries of disciplines and looking at priorities in a shared way. Each theme is woven in a web and continuation with the previous ones. It is a suggested format which indicates the key themes and sub themes along with their possible connections. This approach triggers the thinking skills of child and thus opens up new horizons in child's growth .These themes also indicate how adults can stimulate and actively support child's learning rather than restricting it.

Themes for a Child Centered and Integrated Approach

This syllabus web has been developed within a child centered perspective of themes that provide common interface of issues in social studies, sciences and environmental education. The syllabus for Classes III-V is woven around six common themes given below; Family and Friends: The predominant theme on Family and Friends encompasses four sub-themes: o Relationships. o Work and Play o Animals o Plants Plants and Animals have consciously been included under the theme of Family and Friends to highlight how humans share a close relationship with them and to also provide a holistic and integrated scientific and social perspective of studying them. Traditionally plants or animals are presented as autonomous categories, seen purely from the perspective of science. Here an attempt is made to locate them in a social and cultural context, and also to see how the lives and livelihoods of some communities, such as the gujjars, musahars or pattal-makers, are closely connected with specific animals or plants. Moreover, in the universe of young children narratives of animals and plants play a significant role, and they can relate well even to the animated characters perceived as family and friends. Our Bodies, Ourselves: Family and Friends offer Sensitivity and Sensibility This theme especially through its two subthemes Relationships and WORK AND PLAY allow the children to look at their body as part of their inner SELF. In Class III in the sub-theme on Relationships, they discuss their relatives, who live with them and those who have moved away, to get a basic idea of relationships and changing households. They reflect on whom they admire among their relatives and for what qualities or skills, and describe on which occasions or festivals they meet most of them. The unit our bodies old and young helps them place their own body in relation to those of their family members, and asks them to notice differences that may occur with age In Class IV, the same sub-theme Relationships has a unit on your mother as a child to make children find out about who were her relatives with whom she lived then. They also think about their body in relation to their mothers; how a baby rat or kitten is related to its mother, and through a possible narrative, about children who may have been 1.

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23 of 26

adopted/looked after by foster parents, say, after a cyclone. By Feeling around with eyes shut they explore their senses of touch, smell, etc. - not in isolation of the people or animals they care for - but by trying to identify all those living with them only by touching, hearing or smelling them. In Class V, the unit Whom do I look like? helps them identify family resemblances, to look for any similarities in the face, voice, height, etc., and also to note particular traits such as who laughs the loudest?. It goes on to how by feeling to read on a Braille sheet, someone like Helen Keller could manage to overcome tremendous challenges, as described through accounts of her autobiography. 2. Food Theme Food begins in Class III with cooking, eating in family and about what we eat and what others eat , what animals eat etc. Class IV proceeds ahead to how food is grown, what different plants are known to students and how food reaches us. Class V advances to who grows the food , the hardships farmers may face while staying grounded to reality of own pangs of hunger or plight of people who do not get food. In addition, when food gets spoiled-explores spoilage and need for preservation of food. The changes in food habits and crops grown are analyzed through experiences of elders/ grandparents. Finally our mouth- how it tastes the food and even what helps in digesting food, sees the role of saliva in making food sweet on chewing. While food for plants also introduces the idea of some curious insect eating plants. 3.

Shelter The theme Shelter begins in class III with explanations of need of a house and reasoning for the same houses in the same region. Class IV deals with the differences in urban and rural houses, slums and multistoreyed houses. Class V deals with variety of houses in different topographical regions. 4. Water Dealing with the important issue of water, class 3 deals with availability and storing of water.Class IV continues with water scarcity and its reasons. Conservation of water is dealt with in class V.

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Travel The Objective was developed to help child on journey of ideas of expanding social and physical spaces into newer and unfamiliar terrains of often mind boggling and no less fascinating diversity. The topics covered in class III encourage children to look at their own journeys and compare it with journeys of older people in family while in CLASS IV, the theme suggests travelling through deserts, hills, forests or big cities. Moreover it suggests resources to be brought into class rooms like the experiences of the children of migrating families and discussion of problems faced in starting new life in new city. In CLASS V, this theme takes children through rough and tough terrains of Himalayas, story of Bachchendri Pal and her hoisting flag after a trying expedition.

5.

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Things we make and do The area of Things we Make and Do is visualised as an important component as well as a common thread inherent in the process of understanding all the other themes. We humans make things not only to meet our needs but also to express ourselves in a variety of ways and to transcend our limitations. We also comprehend better when we do things ourselves. Often when a young child gets a toy for a gift, she has fun dismantling and later re-assembling it in a completely novel way as much as enjoying it as it is. When she is given a new book she is eager to add her pictures into it as much as appreciating the book. Formal education as well as all that goes into being a good child however discourages these acts. The theme of Things we Make and Do therefore is an opportunity to recharge the variety of energies/components that make learning more fulfilling, and where cognition is not an end but a process enriched by experience, failure, observation, success, etc. There is also a need to give our rich living traditions of art and craft, of making and doing things, their rightful place in our curricula. To teach environmental education activities, teachers are encouraged to use the acronym CARE. CARE stands for "Complexity, Aesthetics, Responsibility and Ethics". Complexity - There are natural and human systems that are all connected. As teachers and students, how do we interact with and affect those systems? Aesthetics - Help your students develop an appreciation for the natural world that will encourage them to learn about and protect the environment. Responsibility - Provide opportunities for your students to take responsible actions and explore the environmental impact of what they do. Ethics - As your students' understanding of environmental issues develop from participating in environmental education activities, they form an environmental ethic of their own.

6.

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Students are working towards: o sharing ways to rethink, refuse, reduce, reuse, and recycle o describing features of local plants and animals o comparing local plants & animals o describing attributes of their immediate environment (playground) o showing an awareness of the concept of change o identifying groups and places that are part of their lives

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o identifying characteristics of different local environments o showing responsible behavior in caring for their immediate environment This child centered approach is not something which enhances rote memory but is something which gives practical approach to child. It helps in shaping the personality of child. Child realizes his inner self in coordination with his surroundings. It also helps him to increase his sensitivity towards helpless people .To sum up, these themes make the child in harmony with his inner self and realize his worth and is able to respect his surroundings and people in his life. The ultimate aim is to make him a responsible member of the family and finally a responsible citizen of the country.

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Academic Plan
of

ENVIRONMENTAL STUDIES
(Class V)

STATE INSTITUTE OF EDUCATION

Sector 32, U T Chandigarh

Academic plan of environmental studies

(Class V) Week Content
Wk.1 (Apr) Super Senses Five senses and organs involved Behaviour of animals Concept of hibernation

Suggested Activity
Recapitulating the names and functions of Five sense organs in humans . Discussing different senses of Animals (Page 1)# Observing and recording the behaviour of Ants after dropping something sweet (Page 2)# Discussion on smelling power of Mosquitoes and Dogs (Page 3)# Listing the various smells liked and disliked by students (Page 4 - 5)# Discussion on different birds with reference to their eyes (with special reference to the super eyesight of various birds) (Page 6)# Differentiating between looking with one eye or both eyes (Page 6)# Discussion on colours as seen by different Animals / Birds (Page 7)# Listing animals with ears bigger than ours (Page 8)#

Suggested Resource
Pictures of five sense organs* Worksheets *

Activity

Worksheet*

* Available in Resource book # Available in Text book

Class 5/ Environmental Studies State Institute of Education, Sector 32, UT Chandigarh

Page1 of 26

Enacting the link between the size of animals ears and their hearing (Page 8)# Mimicry of sounds of animals in different situations. (Page 9-10)# Developing our own language of sounds and playing blind fold game and the students may be asked to recognize on the basis of the sounds they make (Page10#) Introducing the concept of HIBERNATION (Page 10)# Expressing (Page 11)# the sleeping time of animals Video on animal sounds (http://www.youtube.com/ watch?v=t99ULJjCsaM) Group activity*

Pictures of animals in hibernation.* Worksheet*

Discussing the special features of TIGER ( Page 12)# Listing reasons for hunting various wild animals ( Page 13)# Making a paper dog (Page 14)# Locating national parks on map of India* Map of national parks in India* Picture of Snake charmer* Visual clips of Snake Charmer in action (http://www.youtube.com/

Wk.2 (Apr)

A Snake Charmers Story Studying the communities dependent on animals with special reference to snake

Showing the pictures and visual clips of a Snake charmer (Page 16)#

* Available in Resource book # Available in Text book

Class 5/ Environmental Studies State Institute of Education, Sector 32, UT Chandigarh

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charmers Changing patterns of wild and domestic animals Sensitizing the students against cruelty to animals

watch?v=xVEhnoYJtok) Showing the musical instruments used by snake charmers* Narrating the (Page 16 18)# story of Roshan Nath Pictures of musical instruments used by snake charmers*

Discussing the attitude of humans towards the animals and understanding the animal cruelty (Page 19)# Discussion on laws of for protection of animals. Enlisting and recognizing the poisonous snakes (Page 20)# Collecting information about the people who keep animals for their livelihood. (Page 20 21)# Making of a snake puppet (Page 21)# Explaining the concept of mouth watering with the help of activity (Page 23)# Introducing the (Page 24 -25)# concept of Taste Buds

Worksheets*

Wk.3 (May) From Tasting To Digesting Talking about different tastes Process of digestion Behavior during hunger, food habits Balanced Diet

Pictures of Snake Fangs*

Activity* Samples of Lemon Juice, Sugar, Salt, Bitter Guard, Chillies etc. Labeled diagram of Tongue, showing taste buds*

Drawing of diagram of tongue and showing taste buds on it.

* Available in Resource book # Available in Text book

Class 5/ Environmental Studies State Institute of Education, Sector 32, UT Chandigarh

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Observing and recording the taste and smell of different food items (Page 25)# Observing the difference between chewing and chewing well (Page 25)# simple

Samples (realia) of food items like Saunf, Garlic, Onions, Chillies etc., Activity (Page 25 - 26)# Worksheets *

Drawing the path of the food through the human body. (Page 27)#. Enacting the feeling of hunger (Page 27)# Discussing the use of Glucose (Page 28,29)# Reciting the poem Martins Window (Page 29)# Narrating the story of Beaumont to explain digestive system (Pages 30-31)# Narrating the story of Rashmi and Kailash to explain the importance of healthy food. (Page 32 - 33)# Narrating the story of Gomti to explain the proper utilization of food (Page 34)# Showing a chart of balanced diet* Naming the food items those get spoiled in short time and can be kept for long time. (Pages 3536)# Reading the information given on the packets of biscuits e.g. date of manufacturing, expiry dates

Wk. 4 (May) Mangoes Around The Year Food storage and wastage Information printed on food products like-expiry, weight, date of packing Mangoes-ripe and unripe

Chart of balanced diet*

Wrappers of the Biscuits provided during mid day

* Available in Resource book # Available in Text book

Class 5/ Environmental Studies State Institute of Education, Sector 32, UT Chandigarh

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and products prepared from mangoes Storage and preservation of food items

etc. Observing and recording the changes in bread due to spoilage produced by microorganism (Page 37)# Discussing preservation of food items like Milk, Pickles etc. used at home (Page 38,40)# Narrating the story Summer Treat Mamidi tandra (Page 38-40)# Write down the recipe of making mango CHUTNEY (Pages 39,40)# Introducing the concept of Milk Pasteurisation* Listing the food items and their signs of spoilage* Listing the things that are soaked in water before cooking (Page 42) Showing the importance of proper conditions for sprouting with the help of an activity and recording the observations (Page 43)# Planting seeds and recording the changes for two weeks (Page 44 - 45)# Discussing the characteristics of a Pitcher Plant ( Page 46)#

meal.

Wk.5 (May) Seeds And Seeds Germination of seeds Seed shapes, size ,colour and texture Method of sprouting Dispersal of seeds through air, water, birds and human beings

Methods of preservation *

Worksheet*

Documentary on germination of seeds (national geographic.com)

* Available in Resource book # Available in Text book

Class 5/ Environmental Studies State Institute of Education, Sector 32, UT Chandigarh

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Visual of a Pitcher Plant (http://www.youtube.com/ watch?v=bDCUnxcJYSM &feature=related)

Recognizing the seeds on basis of their colour, size and texture (Page 47)# Listing the uses of various types of seeds (Page 47)# Drawing of diagram of fruits with (a) few seeds (b) many seeds Discussing the concept of dispersal of seeds (Pages 48,49)# Narrating the poems on the countries of origin of various plants (Page 50)#

Realia or pictures of different types of seeds*

Pictures of dissected fruitsOrange, Mango, Watermelon*

Last week of May for Assessment and other activities. Wk.6 (july) Wk.7 (July) Every Drop Counts Traditional ways of conservation of water, its need in present scenario Narrating the story of Ghadsisar and Albiruni, the famous traveler and discussing the system of drainage of Rain Water in India in ancient times. . (Page 51 - 52)# Locating Uzbekistan in the map of ASIA Observing the difference between Wells and Step Wells (Page 53)# Showing the pictures and discussing the customs related to water (Pages 54-55)# Showing the pictures of various types of pots and Pictures of the Customs related to water* Pictures of various types of Map of Asia or world

* Available in Resource book # Available in Text book

Class 5/ Environmental Studies State Institute of Education, Sector 32, UT Chandigarh

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stone carvings near the place of drinking water (Page 55)# Discussing the reasons why wells are drying (Page 56)# Making a list of sources of water for our daily need (Page 57)# Reading a water bill and discussing and recording its information in class (Page 58 - 59)# Organizing poster making competition on saving water Narrating the story of Darki Mai to show importance of rain water harvesting (Page 59)# Making a list of rain water harvesting methods*

pots and stone carvings near the place of drinking water*

Pictures of sources of water* Water bill*

Pictures of different methods of water harvesting in ancient times ( wells, step wells, boalis etc. * Documentary films on water harvesting and conservation (national geographic. com)

Listing ways of saving water in daily life*

Refer to chapter 16 Paani Re Paani of Hindi text book RIMJHIM-V

* Available in Resource book # Available in Text book

Class 5/ Environmental Studies State Institute of Education, Sector 32, UT Chandigarh

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Wk.8 (July)

Experiment With Water Different forms of water Soluble and insoluble objects in water ,floating and non floating objects Basic concepts about liquids and litre as unit of measurement of volume

Narrating the poem (Page 61)# Experimenting and observing the floating property of any five objects on water (Page-62)# Introducing the concept of heavy water with the help of an activity (Page 63)# Grouping the things as soluble and insoluble (Page 63 - 64)# Demonstrating the process of EVAPORATION in Science Labortory (Page 65)# Discussing the Dandi March to explain the importance of salt and its origin, sea (Page66)# Visual clips of Dandi March (http://www.youtube.com/ watch?v=WCvuo_NZcjo) (http://www.youtube.com/ watch?v=nxH8aVNIb0Q&f eature=related) Pictures of objects we obtain from sea* Visual clips on spread of malaria and its prevention.* Worksheets * Pictures of cinchona tree * Work sheets* Pictures of Dead Sea*

Wk.9 (July) A Treat for Mosquitoes Malaria-its causes,diagnosis,treat ment,analysis,cure Causes of mosquitoes breeding Clinical and pathological report

Enlisting any five objects we obtain from sea

Discussing the causative agents and signs and symptoms of malaria (Page 67 - 68)# Observing and drawing conclusions from the clinical pathology reports (Page 69-70)# Listing DOs and DONTS to check mosquito breeding (Page 71)#

* Available in Resource book # Available in Text book

Class 5/ Environmental Studies State Institute of Education, Sector 32, UT Chandigarh

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Showing the pictures of iron rich food and discussing the importance of iron in our daily food (Page -71)# Discussing the process mosquitoes.(Pages 72-73)# of breeding of

Pictures of iron rich food *

Pictures showing the process of breeding of mosquitos* Area around school boundary wall Pictures of Ronald Ross and female anopheles* Political map of India* Pictures of rock climbing and tents* Visual clip on mountaineering (http://www.youtube.com/ watch?v=IMDfRQ91NXg)

Surveying around the school and noting down any mosquito breeding place. (Pages 73)# Narrating the (Pages 74 -75)# story of Ronald Ross

wk10 (Aug)

Up You Go highest peak and mountains of India Leadership Qualities and duties of class monitor Climbing mountains and tools needed to climb mountains

Locate Uttarkashi in map of India

Narrating the story of mountain climbing (Pages 76-85)#

Discussing the responsibilities of a leader (Page 78)# Name a few trees and animals found on mountains Prepare a list of special equipments needed to climb mountains, if possible collect or draw these equipment (Page 80)# Pictures of trees and animals found in mountainous regions* Pictures of mountaineering equipment* Worksheets *

* Available in Resource book # Available in Text book

Class 5/ Environmental Studies State Institute of Education, Sector 32, UT Chandigarh

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Showing the videos of Snow Storms (Page 85)#

Video on snow storm (http://www.youtube.com/ watch?v=XmqySBLKQ1M &feature=related ) Pictures of great Indian personalities involved in mountain climbing* Museum* Video on Golconda Fort (http://www.youtube.com/ watch?v=ipcdDLstI_w&fea ture=related) Worksheet * Pictures of objects made out of metals(weapons, artifacts, frames)* Map of India showing the four directions* Pictures of the weapons used in ancient times*

Listing great Indian personalities involved in mountain climbing and mountaineering institutes in India * Visit to a museum at Art Gallery , sec 10 , chd(If possible) Narrating the history of Golconda Fort (Pages 87- 89)# Discussing the fine architecture of past(Page89)#

Wk.11 (Aug)

Walls Tell Stories Understanding the importance of historical monuments in our life Rich cultural heritage of India Architect used in ancient buildings Idea about war and destruction and importance of peace Bond between past and present heritage

Recognizing the four directions (Page 90)#

Showing pictures of the weapons used in ancient times and discussing metals used for making them.(Pages 92-93)# Discussing the arrangements of water in past (Page 94-95)# Writing the importance of various sources of

Worksheet *

* Available in Resource book # Available in Text book

Class 5/ Environmental Studies State Institute of Education, Sector 32, UT Chandigarh

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history such as maps, pictures, excavated things, records, books and ledgers(Page 97)# Making of own museum and studying the old paintings (Page 98)# Make a list of things made up of steel, bronze, copper and aluminum Make a project on any fort of India and explain its importance and relevance in Indian history. Showing visual clips and pictures of Chawla in space Kalpana Pictures of different forts in India* Pictures, visual clips of Kalpana Chawla (http://www.youtube.com/ watch?v=KK5xe5-WFgQ) Globe Video on talk of Sunita Williams from space (http://www.youtube.com/ watch?v=yvfJgQKCS2M)

Wk.12 (AUG) Sunita In Space Arousing the interest of students on space travels Introduce concepts like space,Earth Gravity International Boundaries Phases of moon and aerial view of earth

Discussing the shape of earth (Page 100)# Narrating Sunitas experience in space. (Page 101)#

Introducing the concept of gravity (earths pull) with an activity and weightlessness with pictures and visual clips. (Pages 103,104,109)#

Pictures* and visual clips of weightlessness in space (http://www.youtube.com/ watch?v=rQbc1HJc5Nw)

* Available in Resource book # Available in Text book

Class 5/ Environmental Studies State Institute of Education, Sector 32, UT Chandigarh

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Studying the steps of Sunitas journey through pictures (Page 102)#

Introducing the concept of lines on the globe (latitudes and longitudes)(Pages 105,106)#

Globe

Understanding the different phases of moon (Pages 107)# Drawing and labeling the different phases of moon(Pages 108)# Narrating the story of Sunita (how she became an astronaut) and encouraging students to give their best to fulfill their dreams. (Pages 109)#

Pictures and visuals on different phases of moon* Worksheets*

Wk.13 (Aug)

Wk.14 (Sept)

Enlisting the different products obtained from petroleum (Page 114)#

* Available in Resource book # Available in Text book

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What If It Finishes Renewable and non Renewable natural resources Sensitizing on burning issue of Rising Petrol Prices and stressing the need to save petrol Need to develop alternatives that are environmental friendly

Enlisting vehicles which create pollution and which dont (Page 111)# Studying the importance of oil and writing different steps for its conservation (Pages 112 - 114)# Organizing poster making and slogan writing competition on the conservation of oil.

Refer to chapter 22 KALPANA CHAWLA of Punjabi Pustak of Class V. Pictures of vehicles which create pollution and which dont *

Comparing the increase in rates of petroleum and diesel (Page 115)# Studying different uses of petroleum and diesel from pictures (Page 116)# Discussing the use of dry wood and cow dung as cooking fuel in rural areas (Page 117)# Comparing and contrasting the cooking fuels used in the past and present(Page 118-119)# Suggesting ways to save oil* Methods of saving oil * Pictures of Renewable and non renewable resources* Worksheet* Pictures of use of dry wood and cow dung as cooking fuel in rural areas*

Introducing the concept of renewable and non- renewable sources of energy Discussing possible options for reducing the number of vehicles on the road. Locating Indian states having oil fields on the map of India. *

Political map of India with states having oil fields*

Last Three weeks of September and first week of October are for Reflective Assessment and other Activities Wk 15 (Oct) A Shelter So High Different kinds of shelter Inculcating sense of adventure Respecting the diversity that exists on our country Narrating the journey of Gaurav from Mumbai to Srinagar(Pages 123-130)# Locating the states one would pass through while traveling from Mumbai to Kashmir * Discussion on problems faced by travelers on high altitude and showing pictures of different Political map of India* Pictures of different things they need while traveling

* Available in Resource book # Available in Text book

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things they need while traveling.(Page 124)# Enlisting the cities having 0o C and below in winters(Page 127)# Discussing from pictures different types of houses in Jammu and Kashmir(128)# On the physical map of India the students may colour the (1) Mountainous region (2)Plains (3) Plateaus (4) Islands Recording weeks weather report from newspaper Showing pictures of plants and animals found at high altitude*

on high altitude * Pictures of cities *

Physical map of India showing different topographic regions * Newspaper from Library. Pictures of plants and animals on high altitude *

Wk.16 (Oct)

When The Earth Shook Introduction of natural disasters Talking about Earthquake-its effects on society Coping up with Earthquake Stressing the need and importance of neighbourhood

Narrating the story of earthquake in Bhuj (Page 131-134)# Introducing the Siesmograph term Richter scale and

Worksheets * Worksheet* Pictures and Videos of different types of disasters*

Listing the different types of helps during the disaster (Page 136)# Showing pictures and videos of natural disasters and discussing their effects (Page 136)# Make a First Aid Box in class .

First Aid box*

* Available in Resource book # Available in Text book

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Mock Drill to prepare for Earthquake to minimize the loss of lives and property.(Page 134-135)# Writing a report on floods(Page 137) Find out the names and addresses of organizations that extend help during natural disaster like nearby hospital. Ambulances, police station etc and their telephone help lines (Page 137)# Narrating the (Page 139-141)# story of Woodcutter Telephone Directory

Wk.17 (Oct)

Blow Hot ,Blow Hot Explaining the concept of breathing Traveling of heat from hotter to colder object Vibration produced during sounds Increase in breathing rate while doing strenuous activity

Discussing the concept of cold air and hot air (Page 142)# Making a Paper Whistle (Page 143)# Demonstrating that the air blown out of our mouth contains water vapour. (Page 144)# Making a model of stethoscope using funnel and tube (Page 145)# Activity on Breathing in and out and observing the difference in body expansion (Page 144)# Counting Heart (Page 145)# beat and breathing rate

Making and playing of snake game to discuss direction of airflow (Page 146)#

* Available in Resource book # Available in Text book

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Collecting pictures of musical instruments which produce melodious or pleasing sound when we blow them * Making a breathing machine*

Pictures of Trumpet, Flute, Shehnai, Saxophone, Bigul*

Wk.18 (Nov)

Who Will Do This Work Enlisting various kinds of work Respecting dignity of labour and laborers

Discussion on different kinds of jobs specially the Cleaning Job (Page 149)# Collecting information and writing about the jobs people dont like / like to do (Page 149)# Narrating the (Page 151)# story of Mahatma Gandhi Worksheets *

Discussing the importance of changing the outlook/ views towards different jobs* List 5 different types of work that people do for you, based on discussion or on general observation Discussion on Gandhis role of creating equality in society and restoring dignity for lesser privileged ones Comparing and contrasting division of society on basis of jobs in the ancient and modern times*

* Available in Resource book # Available in Text book

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Wk.19 (nov)

Across The Wall Highlighting the concept of concept of Equality Developing of sportsmanship Recognizing the role of famous women

Narrating the (Page 154-158)#

story

of

Afsana

Discussing gender discrimination and difficulties faced by girls in sports (Pages 158 - 164)# Sensitizing the students on healthy competitions and spirit of sportsmanship (Page 160)# Discussing the (Page 163)# importance of coach Pictures of local and traditional games (Martial arts, Boat race etc ) Worksheets* School playground Pictures of eminent Indian sportswoman* Pictures on plight of migrants and displaced people ( Sardar Sarovar dam)* Documentary on people living in slums (http://www.youtube.com/ watch?v=Xdo0bjRWXMY)

Making a list of indoor and outdoor games

Wk.20 (Nov) No Place For Us Differentiating lifestyle of villages and cities The reason for migration of people Difficulties faced by people involved in migration, displacement, demolitions etc

Demonstration of games like Basketball, volleyball Collecting information on eminent Indian sportswoman

Narrating the story of Jatryabhai to highlight the problems of displacement (Pages 165-172)#

Enlisting the problems of migrants (Page 173)#*

* Available in Resource book # Available in Text book

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 Wk21 (Nov) A Seed Tells a Farmers story Identifying different types of crops Relation of crop harvesting and festivals Respecting hardships of farmer and farming Differences between manures and fertilizers

Draw a picture showing village life and city life and enlist main differences* Discussion on different aspects of dams Discussing the different grains used in preparing rotis (Page 175)# Enlisting the methods to protect grains and pulses (Page 175)# Identification of different grains Corn, Mustard, Wheat, Bajra, Rice, Chana (Pages 176-177)# Arranging the pictures in order to show the journey of seed from field to the plate (Pages 180-181)# Tracing the problems of farmers (Page178)# Discussing the progress (Pages 176-177)#* in Agriculture

Worksheets* Pictures of Bhakra Dam*

Pictures of Seeds of different crops* Worksheet*

Listing different things made from same grain (Wheat or Rice)* Naming the different festivals in India related to harvesting (Page 175)# Pictures of major festivals in India*

* Available in Resource book # Available in Text book

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Refer to poem HUM KYA UGAATE HAINin Hindi book RIMJHIM- V

The entire month of December and first two weeks of January are for Reflective Assessment and other Activities Wk 22 & 23 (Jan) Whose Forests Need and importance of forests for Adivasis Life and culture of adivasis Jhoom farming in Mizoram Movements to save trees chipko movement,Vanmahotsav,J harkhand jungle bachao Andolan Narrating the story of Suryamani to explain the importance of forests and adivasis (Pages 182-189)# Discussing the RIGHT TO FOREST ACT,2007 (Page 186)# Discussing Jhoom farming in detail (Page 189)# Worksheet * Documentary on culture of adivasis (http://www.youtube.com/ watch?v=riXwJJHR4Yo* Political map of India*

Showing the rich culture of Adivasis using pictures*

Locate seven sister states ( north eastern states) on map of India Poster making competition on Save Trees Identify green belt closer to your area Reading the map of forests in India and identifying dense and less dense forests (Page 188)# Viewing of visual clip on afforestation

Documentary afforestation

movie

on and

* Available in Resource book # Available in Text book

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Wk 24 (Feb)

Like Father Like Daughter Identifying same traits in families Understanding cause of similar habits of members and role of environment in shaping ones personality

deforestation. (http://www.youtube.com/ watch?v=UkByV2I-dlE) Discussing the unique habits and traits of different families (Pages 192-195)# Identifying the similar habits and traits in the family. Enlisting the diseases generation to another inherited from Worksheets*

one

Pictures of diseases inherited from one generation to another Story on environment*

Narration of story to sensitize the students on importance of surroundings in shaping the personality of a person Observation of any twins and writing the similarities in the likes and dislikes, behavior of the two. (Page196)# Different causes of loss of hearing and its treatment (Page199) Narrating the story of Dhanu to explain life of landless farmers (Page 200-203)# Discussing and collecting pictures of different methods of irrigation Showing visuals on latest irrigation methods (Sprinkle irrigation and Drip irrigation)

Wk.25 (Feb) On The Move Again Dependence of Agriculture and different types of farmers Shifts in habitation,migration,tr ansfers Demolition and displacement

visual clips on Sprinkle irrigation and Drip

* Available in Resource book # Available in Text book

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Pictures of traditional and modern methods of cultivation*

associated difficulties Effects on education of children of these families Exploitation of needy by greedy

irrigation (http://www.youtube.com/ watch?v=RO4SlWr7CJo) (http://www.youtube.com/ watch?v=S3-5Ca7VJmM) Role Playing of a moneylender and a landless farmer highlighting the plight of farmers (Pages 200-201)# Enlisting the differences between Landless farmers and Landlords farmersNewspaper clipping of plight of farmers in debt

Last two weeks of February are for REFLECTIVE ASSESSMENT and other ACTIVITIES

* Available in Resource book # Available in Text book

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Objectives of teaching environmental Studies

Introduction
The National Curriculum Committee had recommended in the 1975 policy document The Curriculum for the Ten-year School: A Framework, that a single subject Environmental Studies be taught at the primary stage. It had proposed that in the first two years (Class I-II) Environmental Studies will look at both the natural and the social environment, while in Classes III-V there would be separate portions for social studies and general science termed as EVS Part I and Part II. The National Policy on Education 1986 and the National Curriculum Framework (NCF) 1988 also posited the same approach for the teaching of Environmental Studies at the primary stage. Contemporary research on how children learn to make sense of the world around them and how pedagogy in primary school can enable them to develop scientific abilities and understanding in consonance with social and environmental concerns has further supported this integrated structure. The NCF 2000 had recommended that Environmental Studies be taught as an integrated course for the entire primary stage, instead of in two distinct parts devoted to science and social studies in Classes III-V. The present NCF 2005 has called for the continuation and further strengthening of this integrated approach for Environmental Studies during the primary years.

NCF 2005 and Objectives of Environmental Studies

The present syllabus is designed to forge an integrated perspective for the primary stage of schooling that draws upon insights from Sciences, Social Sciences and Environmental Education. The National Curriculum Framework 2005 indicates some of the objectives of teaching science and Social Sciences at the primary stage as follows: o to train children to locate and comprehend relationships between the natural, social and cultural environment; o 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; o to create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family and moving on to wider spaces o to nurture the curiosity and creativity of the child particularly in relation to the natural environment (including artifacts and people); o to develop an awareness about environmental issues; o to engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.

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Integrated Approach of Teaching EVS proposes themes that allow for a connected and interrelated understanding to develop the child's personality. This requires moving beyond traditional boundaries of disciplines and looking at priorities in a shared way. Each theme is woven in a web and continuation with the previous ones. It is a suggested format which indicates the key themes and sub themes along with their possible connections. This approach triggers the thinking skills of child and thus opens up new horizons in child's growth .These themes also indicate how adults can stimulate and actively support child's learning rather than restricting it.

Themes for a Child Centered and Integrated Approach

This syllabus web has been developed within a child centered perspective of themes that provide common interface of issues in social studies, sciences and environmental education. The syllabus for Classes III-V is woven around six common themes given below; Family and Friends: The predominant theme on Family and Friends encompasses four sub-themes: o Relationships. o Work and Play o Animals o Plants Plants and Animals have consciously been included under the theme of Family and Friends to highlight how humans share a close relationship with them and to also provide a holistic and integrated scientific and social perspective of studying them. Traditionally plants or animals are presented as autonomous categories, seen purely from the perspective of science. Here an attempt is made to locate them in a social and cultural context, and also to see how the lives and livelihoods of some communities, such as the gujjars, musahars or pattal-makers, are closely connected with specific animals or plants. Moreover, in the universe of young children narratives of animals and plants play a significant role, and they can relate well even to the animated characters perceived as family and friends. Our Bodies, Ourselves: Family and Friends offer Sensitivity and Sensibility This theme especially through its two subthemes Relationships and WORK AND PLAY allow the children to look at their body as part of their inner SELF. In Class III in the sub-theme on Relationships, they discuss their relatives, who live with them and those who have moved away, to get a basic idea of relationships and changing households. They reflect on whom they admire among their relatives and for what qualities or skills, and describe on which occasions or festivals they meet most of them. The unit our bodies old and young helps them place their own body in relation to those of their family members, and asks them to notice differences that may occur with age In Class IV, the same sub-theme Relationships has a unit on your mother as a child to make children find out about who were her relatives with whom she lived then. They also think about their body in relation to their mothers; how a baby rat or kitten is related to its mother, and through a possible narrative, about children who may have been 1.

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adopted/looked after by foster parents, say, after a cyclone. By Feeling around with eyes shut they explore their senses of touch, smell, etc. - not in isolation of the people or animals they care for - but by trying to identify all those living with them only by touching, hearing or smelling them. In Class V, the unit Whom do I look like? helps them identify family resemblances, to look for any similarities in the face, voice, height, etc., and also to note particular traits such as who laughs the loudest?. It goes on to how by feeling to read on a Braille sheet, someone like Helen Keller could manage to overcome tremendous challenges, as described through accounts of her autobiography. Food Theme Food begins in Class III with cooking, eating in family and about what we eat and what others eat , what animals eat etc. Class IV proceeds ahead to how food is grown, what different plants are known to students and how food reaches us. Class V advances to who grows the food , the hardships farmers may face while staying grounded to reality of own pangs of hunger or plight of people who do not get food. In addition, when food gets spoiled-explores spoilage and need for preservation of food. The changes in food habits and crops grown are analyzed through experiences of elders/ grandparents. Finally our mouth- how it tastes the food and even what helps in digesting food, sees the role of saliva in making food sweet on chewing. While food for plants also introduces the idea of some curious insect eating plants. 2. Shelter The theme Shelter begins in class III with explanations of need of a house and reasoning for the same houses in the same region. Class IV deals with the differences in urban and rural houses, slums and multistoreyed houses. Class V deals with variety of houses in different topographical regions. 3. Water Dealing with the important issue of water, class 3 deals with availability and storing of water.Class IV continues with water scarcity and its reasons. Conservation of water is dealt with in class V. 4. Travel The Objective was developed to help child on journey of ideas of expanding social and physical spaces into newer and unfamiliar terrains of often mind boggling and no less fascinating diversity. The topics covered in class III encourage children to look at their own journeys and compare it with journeys of older people in family while in CLASS IV, the theme suggests travelling through deserts, hills, forests or big cities. Moreover it suggests resources to be brought into class rooms like the experiences of the children of migrating families and discussion of problems faced in starting new life in new city. In CLASS V, this theme takes children through rough and tough terrains of Himalayas, story of Bachchendri Pal and her hoisting flag after a trying expedition. 5.

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Things we make and do The area of Things we Make and Do is visualised as an important component as well as a common thread inherent in the process of understanding all the other themes. We humans make things not only to meet our needs but also to express ourselves in a variety of ways and to transcend our limitations. We also comprehend better when we do things ourselves. Often when a young child gets a toy for a gift, she has fun dismantling and later re-assembling it in a completely novel way as much as enjoying it as it is. When she is given a new book she is eager to add her pictures into it as much as appreciating the book. Formal education as well as all that goes into being a good child however discourages these acts. The theme of Things we Make and Do therefore is an opportunity to recharge the variety of energies/components that make learning more fulfilling, and where cognition is not an end but a process enriched by experience, failure, observation, success, etc. There is also a need to give our rich living traditions of art and craft, of making and doing things, their rightful place in our curricula. To teach environmental education activities, teachers are encouraged to use the acronym CARE. CARE stands for "Complexity, Aesthetics, Responsibility and Ethics". 6. Complexity - There are natural and human systems that are all connected. As teachers and students, how do we interact with and affect those systems? Aesthetics - Help your students develop an appreciation for the natural world that will encourage them to learn about and protect the environment. Responsibility - Provide opportunities for your students to take responsible actions and explore the environmental impact of what they do. Ethics - As your students' understanding of environmental issues develop from participating in environmental education activities, they form an environmental ethic of their own. Students are working towards: o sharing ways to rethink, refuse, reduce, reuse, and recycle o describing features of local plants and animals o comparing local plants & animals o describing attributes of their immediate environment (playground) o showing an awareness of the concept of change o identifying groups and places that are part of their lives

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o identifying characteristics of different local environments o showing responsible behavior in caring for their immediate environment This child centered approach is not something which enhances rote memory but is something which gives practical approach to child. It helps in shaping the personality of child. Child realizes his inner self in coordination with his surroundings. It also helps him to increase his sensitivity towards helpless people .To sum up, these themes make the child in harmony with his inner self and realize his worth and is able to respect his surroundings and people in his life. The ultimate aim is to make him a responsible member of the family and finally a responsible citizen of the country.

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Sincere Thanks to Dr. Surender S. Dahiya

Director, SIE, Chandigarh

Our Team
Programme Coordinator Mrs. Sangeeta Chhabra Lecturer, SIE, Chandigarh Team Coordinator Mr. Satinder Jeet Singh T.G.T., SIE, Chandigarh Team members Mrs. Seema Dhillon

T.G.T., GMSSS-44, Chandigarh Mr. Takinder Singh

T.G.T., GHS Sarangpur, UT Chandigarh Mrs. Suman Sharma

T.G.T., GMSSS-8, Chandigarh

Sincere Thanks to Dr. Surender S. Dahiya

Director, SIE, Chandigarh

Our Team
Programme Coordinator Mrs. Sangeeta Chhabra Lecturer, SIE, Chandigarh Team Coordinator Mr. Satinder Jeet Singh T.G.T., SIE, Chandigarh Team members Mrs. Seema Dhillon T.G.T., GMSSS-44, Chandigarh Mr. Takinder Singh T.G.T., GHS Sarangpur, UT Chandigarh Mrs. Suman Sharma T.G.T., GMSSS-8, Chandigarh