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Environmental Studies
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Guidelines for users
Curricular expectations or learning outcomes and learning indicators for classes III and V have
been developed to facilitate teachers/other stakeholders with the understanding to undertakethis exercise holistically. Some general guidelines for users are as under:
The curricular expectations of Environmental studies (EVS) have been developed for classes III
and V. These outcomes are identied keeping in view the objectives of teaching-learning of EVS,
derived from the recommendations of National Curriculum Framework -2005. The learning
outcomes for class III have been identied in relation to childs immediate surroundings as
children of this stage view the environment in a holistic way rather than compartmentalized into
natural and social environment. While the learning outcomes for class V have been identied,
focusing gradually moving from immediate environment to the natural and social environment.
In order to achieve these learning outcomes, what kind of pedagogical processes are necessary
to be required, have been discussed in the column one. As EVS learning is process-oriented itscontent has to be derived from childs real life experiences, as per the need and context. The
column two discusses and suggests this aspect at length along with examples.
The column two - four presents the various learning indicators of EVS. A conscious attempt has
been made not to provide these indicators in the form of rubric or outcome based assessment
standards. The reason being, by providing assessment rubrics which focus on testing or on
product without taking care of childs process of learning. Testing knowledge, skills likely to
have wash back effects on curricular expectations. Thus these indicators are not summative
in nature.
The learning outcomes and pedagogical processes and learning indicators do not correspondone to one. The reason being learning outcomes are to be achieved over a period of time with
the regular interaction with children, as these are related to childs abilities, skills, values,
attitudes and other personal, social qualities. Thus variousprocesses need to achieve the
expected learning outcomes. The progress of childs learning on each process can be seen
through some indicators. These
indicators have been given class-wise and are suggestive in nature.
Learning Indicators for each class include examples to understand the extension of learning.
For example, the level of complexity and extension of learning from class III to V can be
understood easily. These examples would help you to understand length, depth and width of
each broad process indicator more easily.
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Objectives of Environmental Studies
The curriculum is designed to forge an integrated perspective for the primary stage of
schooling that draws upon insights from Sciences, Social Sciences and Environmental
Education.
Some of the objectives of teaching science and Social Sciences at the primary stage as
follows:
to train children to locate and comprehend relationships between the natural, social
and cultural environment;
to develop an understanding based on observation and illustration, drawn from
lived
experiences and physical, biological, social and cultural aspects of life, rather than
abstractions;
to create cognitive capacity and resourcefulness to make the child curious about
social phenomena, starting with the family and moving on to wider spaces;
to nurture the curiosity and creativity of the child particularly in relation to thenatural environment (including artifacts and people);
to develop an awareness about environmental issues;
to engage the child in exploratory and hands-on activities to acquire basic cognitive
and psychomotor skills through observation, classication, inference, etc.
to emphasize design and fabrication, estimation and measurement as a prelude to
the development of technological and quantitative skills at later stages;
to be able to critically address gender concerns and issues of marginalization and
oppression with values of equality and justice, and respect for human dignity and
rights
Curricular Expectations and Learning Indicators in
Environmental Studies (EVS) at the Primary Stage
I - How do children learn EVS?
We all are concerned that every school needs to provide opportunities where each child
learns and happily engages in school level activities. This requires that the teaching-
learning processes in each classroom must address the needs of all children- cognitive/
age- appropriate curriculum, conducive and non threatening classroom environment,
encouraging school based assessment and reporting practices in the school. If children
nd such learning environment they would be able to achieve more successfully. Thus
there is a need to visualize their learning processes holistically rather than viewing childsprogress in isolation.
We all realize that children learn EVS when they are exposed to the real situations in their
surroundings that help them construct, be aware, appreciate and get sensitized towards the
environmental issues(natural, social and cultural) prevailing around. The learning process
begins with the childs immediate environment i.e. self and family in the early classes
and moving on further to the wider environment beyond neighbourhood and community
at large. NCF-2005 recommends to follow an integrated and thematic approach- towards
its teaching-learning at the primary stage. Thematic approach needs to be followed in
EVS in early classes and gradually making efforts to make them understand the issues
and concerns related to natural and social environment in class V and onwards.
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Efforts need to be made to avoid giving direct information, denitions and descriptions as
children construct their own knowledge using varied teaching and assessment strategies.
However, this requires ensuring their active engagement participation in learning by
exposing them to diverse experiences through a variety of sources within and outside the
classrooms. According to their varied potential we all agree that assessment is carried
out simultaneously i.e. during teaching learning and in natural setting. It allows us to
identify the learning gaps and modify teaching-learning processes to suit the needs of
all children. This would also help to provide timely feedback to the children to improve
her/his future learning. The learning situations need to include a variety where children
get the opportunities ensuring each childs(including the differently abled and the
disadvantaged children) participation to observe, express, discuss, question, critically
think, improvise, analyze- etc.
While organizing the Teaching-Learning of EVS, the following pedagogical
principles need to be kept in view:
Each child is unique and has strengths and weaknesses. Children learn and progress at
different pace and style. Some children learn best visually, some by questioning, some
others by describing and observing, accordingly opportunities need to be given to get
exposed to various situations.
Active participation of children is crucial in constructing knowledge, using environment
as a learning resource that would provide meaningful learning as it would relate the
childs local knowledge with the school knowledge.
Classroom processes need to encourage to tap various sources other than the textbook.
A teacher needs to encourage learning beyond four walls of the classroom and provide
wider perspective of the environment around her/him.
Visuals play a major role in EVS learning. Reading of visuals not only provides joy
and ethos of writing material that develops critical thinking and analyzing skills but
also supplement the text to reduce the content load. Picture reading activities in group
with peers improves social interaction and provides more opportunities for construction
of knowledge. Care needs to be taken to adopt these visuals for children with visual
difculties.
EVS learning must nd suitable ways to sensitize the children to the wide differences
that exist within our society relating to gender discrimination, children with marginalized
groups, and differently abled children, the elderly and the sick.
Children enjoy and learn more with hands-on activities i.e. creating materials with
locally available material , draw picture of their choice, art/ craft activities. Children are
very happy and respond with enthusiasm when their creative ventures are appreciated
rather than being rejected or left unnoticed, as unimportant by elders.
Each child has an innate capacity to learn about things owing to the experiences and the
information available to him/her. The child constructs new meanings based on previous
knowledge and builds upon his/ her understanding. Also, all the children do not learn in a
uniform manner. However, childrens unique ways of thinking and learning can become
an opportunity as a learning resource in a classroom. Different childrens experiences
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can serve as the beginning to explore multiple facets of ideas in the lesson. Sharing
ideas and insights amongst peers provide for rich scaffolding opportunities, rather
than arrive at a right answer.
Difference of opinions and varied perspectives enrich the learning process and add
quality to what is learnt. Since learning and understanding do not take place in a linear
way childrens distant memories and past experiences also add to the process of making
sense of things. To facilitate a more meaningful learning, it is essential that teachers/
elders encourage the children to make critical analysis of their prior work/knowledge
and then move on to the new concepts to be learnt.
What do we expect from EVS classrooms?
Recognizing the mandate of the RTE Act, 2009 the overall development of a child,
i.e., physical, socio-emotional, besides the cognitive needs to be focused on. All
these aspects/dimensions can only be nurtured through a whole range of learning
experiences that a child participates in and beyond school. To assess all these aspects, acomprehensive picture of a childs personality needs to be constructed which requires
information about childs knowledge, comprehension, skills, values, interests, attitude
and motivation in response to various learning situations and opportunities both in and
out of the school. We all want children to learn EVS by developing those abilities/skills,
and dispositions. A wide range of suggestive indicators for learning has been drawn up
so that teachers can plan learning tasks/activities to fully cover this range. These would
aim to achieve curricular expectation/learning outcomes at the end of particular periods
or stages. The learning indicators have been identied for Classes III, IV and V.
Learning Indicators in EVS are process-oriented.
In class III, EVS curriculum expects learning from the immediate surroundings whilein class V, curricular expectation need to provide learning related to natural and social
environment so that by the time the child enters in class V, she/he would not nd any
learning gap in the curriculum transaction of Social Sciences and Science in class VI.
The learning outcomes would be achieved through the sound and effective pedagogical
processes. Initial attempts of children are stepping stones to learning as they provide
a reference point and impetus to explore another way. In a supportive and stress free
classroom, mistakes are used as opportunities.
In EVS learning, the childrens response would not be analyzed in right/wrong manner;
rather it would provide and promote to put her/ his own point of view Children make
efforts to analyze why or how, they may make mistakes and use their own abilities tocorrect them. Helping the all children including those with special needs. Aim higher,
accepting them for what they are and creatively scaffolding their learning; all needs
to be well enmeshed together. Process indicators of EVS learning for primary stage are
given below:
What are the learning indicators of EVS Learning?
Broadly, the EVS learning is around ten processes as mentioned below. Thus the nature
of learning indicators in EVS is process based. For classes III- V these learning indicators
are same, however, the progression of learning from classes III- V can be seen through
the complexity in the indicator. In order to understand the nature of complexity class III
to IV, IV to V, suggestive examples have been given along with each indicator.
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1. Observation and Reporting Explores shares, narrates and draws, picture-reading,
makes pictures, collects and records information, tables and maps.
2. Discussion Listens, talks, expresses opinions, nds out.
3. Expression Expresses through gestures/ body movements, expresses verbally,
expresses through drawing/writing/sculpting, expresses through creative writing.
4. Explanation Reasoning, makes logical connections, describes events/situation,
formulates ones own reasonings, make simple gestures, thinks critically, and
makes logical connections.
5. Classifcation Identies objects based on observable features, identies
similarities and differences in objects, sorts/groups objects based on observable
features. Compares objects and classies them based on physical features.
6. Questioning Expresses curiosity, asks questions, raises critical questions, frame
questions.
7. Analysis denes situation/ event, identies/predicts possible causes of any event/
situation, making hypotheses and inferences
8. Experimentation Improvises makes simple things and perform simple
experiments.
9. Concern for Justice and Equality Sensitivity towards the disadvantaged or
differently abled, shows concern for environment
10. Cooperation Takes responsibilities and takes initiatives, shares and works together
with empathy
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PedagogicalProcesses
LearningIndicatorsClass
III
LearningIndicatorsClassIV
LearningIndicator
sClassV
Providing
opportunitiesfor
integrating
artactivitieswith
EVS
learning
such
as
using
materialforartwork&discuss
in
theclassaboutthedetailsofthe
drawings/designs.
-
Materialsforhandonactivities
needtobeprovided.
-Encouragingchildrenaboutthe
ir
creations
Providingopportunitiestoree
ct
ontheworkdonebyself,peer
groupthroughverbalandnon
verbalways.
Displayonclassnoticeboard
Drawssimpledesigns/draw
ings/
patternsthathavebeenseenon
differentobjectsathome/school
withthesupportofelders
E.g.,
draw
oraldesigns,
patternofleaves/circle/square/
trianglesandcolourthem
Cutting
andpastingshap
esto
createaforest.
Appreciatesandreectsonher
observations,workdonebyself
andothers.
E.g.,Reading
and
enjoying
signboards,pictures,postersin
thelocality,school(shopsname,
postersname,postersrelated
topreventionofdiseasenotice
boardetc)andreectson
them
verbally
orthroughgestures.
Drawssimple
designs,
drawings
patternsthat
have
been
seen
by
heroron
herown
E.g.,
thum
borcreativeprinting
romvariousmaterials,rango
lis
usingvariouspatternso
her
choice
.An
dlabelthem
Appreciatesandreflectsonthe
workdonebyothersand
self
E.g.,
reflectingonworki.e.
drawings/creativework
doneby
peergroup/self,enjoyingreading
posters,signboardsin
locality
throughorally/writtenforms/
gestures.
Sharesthe
detailso
theobserved
objects/events/
phenomenon
oral
ly/
written/
drawings/any
otherwaysor
herch
oice
E.g.,
in
an
activity
on
surveyosourceswaterinthe
neigh
bour
hoo
d,to
sharethe
process
o
survey
ollowed
bythem,suchas
howmany
sourcesobserved,w
hoprovided
inormation,.
how
inormation
wasrecorded,e
tc(ta
bular
orm/statements)
Organiseapainting
competition
givingthetopic-differentsource
ofwater.
eg.:Lakes,Ponds
,Waterfalls,
Rivers,Canals
Reflects
on
the
observation
reportopeergroupan
dtakes
eed
back
romot
hers.
E.g.,
reflectsonsproutsovarious
seeds,
done
bypeeran
daccepts
eed
backonthat.
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Enviro
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PedagogicalProcesses
LearningIndicatorsClass
III
LearningIndicatorsClassIV
LearningIndicator
sClassV
2.b)Generates/ramesquestionson
herownon
amiliarobjects/animals/
plantsan
deventsintheimmediate
surroun
dings.e.g.
rom
where
do
plantsgetwater?Where
dolizar
ds
goinwinter?
Whathappensi
there
are
heavyrains?
Howisrain
both
goodan
dbadortheenvironm
ent?
Whatwillhappenibirdscou
ldnot
flybuton
lywal
kontheir
eet?
Why
dals/see
dsaresoaked
beorecooking;
whyroun
d,smooth
peb
blesare
oun
dneartheriversi
de;
how
grass
andsmal
lplantsgrowontheir
own,
without
beingplantedbyanyone.
Reflectscritical
ly
onvarious
issuesosocialan
dcu
ltura
l
discrimination.
(Related
to
wor
kingchildren,girls/women,
elderlyan
ddifferentlyab
led
).
Expresses
hercreativity
throug
h
various
ways
E.g.
asking
questions,
ramingque
stionsin
classactivities,createsn
ewwor
k
etc
Reflectscritical
lyon
various
issuesre
latedtosocia
l/cu
ltural
aspectstochildslie.E.g.gen
der
discrimination
inthe
amily,
school,neigh
borhood
visitto
Ojhas,B
hagats
ortreatment
Acceptseed
backgiven
bypeers/
eldersononesownwor
k/view
andgives
eed
backtoot
hers
objectively.
Raises
criticalquestions
on
the
disp
laye
dmate
rialsuchas
posters/advertisementnewitems
insc
hool/neigh
borhood.
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Enviro
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PedagogicalProcesses
LearningIndicatorsClass
III
LearningIndicatorsClassIV
LearningIndicator
sClassV
Analyzing:
Creatingsituationsandencouraging
childrentopredict;
Definessituationoreventsinher
simple
language.
Pre
dictsan
didentifiespro
bable
reasonsoanyevent/situation/
phenomenon
seen
/obs
erve
d
E.g.,
predictthatatenspo
onul
owaterwou
ldfilla
bow
lor
identifiesw
hydoawetsurace
wou
lddrymorequickly
when
exposedtowind
.
Makes
simple
iner
ences
(reasoning);E.g.,
betwee
nthe
shapesan
dsizeovesselsan
dthe
waterstoredinthem.e.g.
aking
vesselso
differentshapesan
d
sizesan
dpredictingan
dtesting
whichonecontainsmore/less
water,e
tc.?
a).
Describes
situation/
event/
phenomenoninherown
language
inasequentialmanneras
seen
by
herE.g.,changesseeninsprouting
oseeds,changesseenin
various
seasons.
Makeserieso
paintings
aboutchangeinseasons.
b).
Summarize
inormation
and
opinionaboutase
lectedpr
oblemor
issuesE.g.,
Whatdifficu
ltiesithere
wou
ldbeno
bridgetocross
over?.
Pre
dicts/identifiesprobablereasons
oanysituation/event/phenomenon
seen
byherE.g.,
pre
dicting/identiying
why
six
monthol
dchildcannot
eat,w
hy
someol
dpeoplecannot
eathar
d
things,w
hyrivergetsspoilt
;
Makingaguesso
how
ars/
he
canro
lla
ballalongth
egroun
d
andthenmeasuringhow
arit
actual
lygoes.
Tinkingothree
differentwaystogo
romtheclassroomtothep
rincipals
room.
Whichdos/
hethin
kisthe
longest/shortestroute?
Rea
dsan
d
analysespictures,
photographs,textua
lmaterialon
herown/supporto
el
ders.
E.g.
aferobservingpictureoa
ort/
visittoa
ortanalyze
sthereasons
whykings
builthugewal
ls,
big
gates,
huge
boun
darywal
lsetc.
Pre
dictsthereasons
(causean
d
effect)aboutdifferentscientific
phenomenonseen
byher.
E.g.,
whydal/w
holegrainsaresoaked
beorecooking;w
hysmooth
peb
blesare
oundn
eartheriver
sides;w
hydoest
hecurdget
sourmoreinsummerthanin
winters?
Drawssimpleinerenceoany
observedeventorphenomenon
inthenatura
lenvir
onment.E.g.
discussingpossible
reasonsan
d
derivestheirconclusion
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Enviro
nmentalStudies
PedagogicalProcesses
LearningIndicatorsClass
III
LearningIndicatorsClassIV
LearningIndicator
sClassV
Makessimpleinerence
sonany
event/situation/phenomenon
seen
byherE.g.,
allthings
cannot
dissolveinwater,sugar/
saltdissolves
asterinwarm
waterthaninco
ldwater,
River
s
waterPolluteddueto
cleaning
outensi
ls,clot
hesand
bathing
animals,throwinggarbagein
wateralsopol
lutestheriver
.
Handsonactivities:
Provi
ding
opportunities
or
indivi
dual/group
work
(activities/
han
donactivities
)or
children
totryout,
improvise
innovatethings
byusing
locally
avai
lablematerial.
Createssimpleobjectsrom
(clay/
loca
llyavai
lablematerial)
Engagesinhan
dsonactivities
throughpictorialinstructio
nsor
withthesupportoel
ders.
E.g.
improvising/makingatoy-train
rom
empty
match
boxes,simple
jigsaw
puzzle
using
cardb
oard;
creating
designswithdriedleaves.
ries
out/manipulate
with
the
given
material/objects
/
han
dson
activitieswith
the
supportoel
ders/in
depend
ently.
e.g.,
puttingwaterinvarious
containerstodemonstrate
water
takestheshapeoanycontainer,
flows
downan
deelswet
Makes/createssimple
objects/
simplemodelwithth
eloca
lly
avai
lablematerialon
herown
withthesupportoherel
ders.
Con
ducts
simple
h
ands-on-
activitiesingroupsituationE.g.
disso
lvessugar,sa
lt,san
d,woo
d
shavingsin
wateran
dshare
resu
lts.
Demonstratesthatwatertakes
shapeothecontainerE.g.,
.
demonstrates
byusingvesselso
differentshapes.
Makes/createssimpleobjects/
modelwiththe
local
lyavai
lable
materialon
herownwiththe
supportoel
ders.
Perormssimpleexperimental
objects/materials
un
der
the
guidanceoel
ders.
Con
ducts
simp
le
han
ds-
onactivities/experimentsinthe
groupwiththesupp
ortoel
ders.
E.g.,
what
dissolv
esinwater
andw
hatdoesnot
(sugar,chal
k,
saltetc.
)an
dwritetheirown
observations.
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Enviro
nmentalStudies
PedagogicalProcesses
LearningIndicatorsClass
III
LearningIndicatorsClassIV
LearningIndicator
sClassV
Showssomeresponsi
bility
or
his/
herown
health,and
the
healthan
dwel
lbeingooth
ers.
E.g.,
practicesgoodpersonalhy
giene
andclean
liness;
discusseshea
lthy
habits,an
dpracticese
l-contr
olby
abstaining
romactions
that
harmonesse
laswel
lasot
hers
.Creatingan
dutilizings
choo
l
environmentorgrouplea
rning
E.g.,
takesapollution
wal
k,
gatheringexampleso
litteran
d
tras
h
.
a)Exerciseappropriatecontro
lin
indepen
dentan
dgro
upactivities.
E.g.,
ocusongroupor
indepen
dent
tasktocompletion.
b.)Address
chal
leng
es
using
appropriatesocialan
dcopingskills.
E.g.,
doingthings
orotherpeople;
changesactivityw
hen
toldNO
orpresentedwithana
lternative
by
teac
herorpeer
Wor
king
through
chal
lenges
inasmal
lgroup.
E.g.,
learns
tonegotiatean
dappreciatethe
differenceoopinion
/viewpoint
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Keyconcepts
Lea
rningObjectives
LearningOutcomes
Familyandrelationships
Conceptofafamily;diversityinfamily
types;Familyasasupport
system,Ideas
aboutrelationships;Simplefa
milytree(three
generations).
Familyinuencesphysical
characteristics,
valuesandhabits,appreciatin
gqualitiesand
skillsoffamilymembers;
familyasasupportsystem.
Conceptofsimilarity
betw
een
relations,
hereditaryfeatures.
Leisuretime;workinsideand
outsidehomes
gender,age,caste,Economic,etc.aspects.
Toenablethestudentstounderstandmore
abouttheco
nceptofafamily.
Tounderstand
moreaboutrelationship
Tounderstandmoreaboutvaluesandgood
habits
Toenablethestudentstounderstandmore
aboutspecialpeople.
Tounderstand
moreaboutblindpeople.
Tolearnmore
aboutBraillescript.
To
create
a
positive
attitude
towards
physicallyc
hallengedpeople
Appreciatesthere
lationshipamon
gthe
amily
mem
bers.
Showsrespectto
eldersand
physical
ly
chal
lenge
dpeop
le
Followsva
luesan
dgood
habitsin
dailylie
Showsconcern
and
care
orphysical
ly
chal
lenge
dpeop
le
Sensitizechildrenaboutotherchildrenw
ho
wor
kat
homean
doutside-notasaresu
lto
amilyneg
lect
butmoreasasystemiccause
Importantthatallchildrengo
tosc
hool.
Asenseo
howchildlabourexistedinot
her
countries
beoreal
lchildren
begantogoto
goodcommonsc
hools.
Leisure;gamesinsc
hoolan
do
utsi
de,pastan
d
present;Forsomeplayiswor
k
Todiscusstheworkthatwedoinsideand
outside
Tosensitizechildrentootherchildrenwho
workatho
meandoutside-notasaresult
offamilyneglect.
Tomakethem
awareabouttheimportanceof
school.
Tomakethem
awareaboutchildlabour.
Tounderstand
abouttheimportanceofgames.
Differentiatesvariousproessions
andgivesits
dueimportance
Displaysawarenessabouttheim
portanceo
educationan
dthenee
dtowork
orearning
their
livelihoo
d
Advocatestheimportanceogam
esinsc
hool
andoutside
G
rade-3
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Keyconcepts
Lea
rningObjectives
LearningOutcomes
Environment
Appreciationofculturaldiversityinfood;
basicideasaboutvariousplantsusedasfood;
foodfromanimals.
Foodmaybeeatenraworcoo
kedsteamed,
boiled,baked,friedetc.;
Differentfuels,typesofsto
ves;Typesof
vesselsusedincooking,differentshapes
(regional/traditional),differentmaterials,etc
Differenteatingpractices
inthefamily.
Amountoffoodvaryingwithgender,age,
physicalactivity,etc.
Cookingandgender/casterolesinthefamily
Toclassifythefoodthatwegetfromplants
andanimals
.
Toclassifythefoodaccordingtothecooking
method.
Tounderstand
differentwaysofcooking.
Tounderstand
theheatingsources.
Tolearnaboutdifferenteatingpractices.
Todiscusstheamountoffoodaccordingto
theage.
Displays
know
ledgeotheimport
anceo
ood
andthenee
docooking
ood.
categorizesvarious
oodsaccord
ingtotheir
sources
Comparesthe
ood
habitsopeop
leaccording
totheirage
Exp
loresthe
heatingsourcesoancienttimes
andpresenttimes.
Exp
loreseatingpractices
Water
Localsourcesowater;
usesowater;gen
derro
les;
distanceestimates;
social
discrimination;
cleanwater
or
drinking
Water
orplantsan
danimals.
Waterscarcity,wastagean
dr
ecyc
ling,water
harvesting
Useowaterindifferentactivities;cu
ltural
expressions
about
water/Rain
/
rivers;
observationsre
latedtorainan
dtheresponse
oplantsan
danimals
Tolearnaboutdifferentsourcesofwater.
Tounderstand
theimportanceofconservation
ofwater
Tomakethemawareoftheimportanceof
drinkingcle
an/puriedwater.
Tolearnaboutthedifferentusesofwater.
Toacquireknowledgeonthestoringofwater.
Tolearnthem
easuringofthewaterinsimple
ways.
Exp
loresthesourceowaterand
thenee
dor
itsconservation.
Displays
know
ledgeothenee
dto
drinkclean
water
Estab
lishesthe
differentusesowater
Researc
hestheimportanceostoringwater
Measureswatercorrectly.
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Enviro
nmentalStudies
Keyconcepts
Lea
rningObjectives
LearningOutcomes
Travel
*Needfortravel,travelwithinthelocalityand
beyond;traveltodifferentsocialspacesforest,
village,city,etc.;travelformigration,sight-
seeing,familyoccasion
*Differentmodesoftransport;shor
tdistance,long
distance,newerways
oftraveling.
*Differentkindsofworkersassociated
with
railways/station
*Communicationwithoutspeaking,Useofsign
language,dancemudras.
*Letterasameansofcommunica
tion,workand
peopleassociatedwiththeposto
fce;different
meansof
communication,changeswithtime
Tomeetbasicneedshumanbeing
smakethings;
neednaturalresources,creativity;havechanged
thewaywelive.
*Anideaoftheearliestpotsmadeforstorageof
grainwhentherewasnopotters
wheel.
To
discus
stheimportanceoftravelling
fromoneplacetoanother.
Toacquiremoreknowledgeaboutvarious
modesoftransport.
Togettheideaofsignlanguage,mudras
etc
To
discu
ss
different
means
of
communication.
Torecogniz
ethebasicneedsandnatural
resources.
Tounderstandmoreabouttheartofmaking
pots.
Todevelop
anideaof
theearliestpots
madeforstorageofgrainwhentherewas
nopotterswheel
Toknowab
outoftribalartandcultureas
welltheircoexistenceswithnature.
Exp
lainsthereason
ortheneedotravel
ling
Contributestothe
listovariou
smodeso
transport
Displays
know
ledgeotheRole
otransport
inpromotingtourism.
Exp
loressign
languages,mudrasetc.
Compares
the
various
means
o
communication.
Showsawarenessaboutman
sbasicnee
dsan
d
thenaturalresourcesan
dtheinter
depen
dence
withnature.
Researc
hestheartomakingpots
Propagatesstorageopotablewa
terat
house
holdleve
l.
Exp
loresthewaysostoringgrain
whenthere
wasnopottersw
heel
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Enviro
nmentalStudies
Keyconcepts
Lea
rningObjectives
LearningOutcomes
FAMILYANDFRIENDS
Familytreetoday.
Fromthemothersbody;
mother-childrelationship;
Fosterparentsandadoption
Familyasamicrocosm;
(Familyvaluesgender,earningcapacity,decision
making,caste,religionperceptions
etc.);
changesinfamilyvaluesystemleadtochanges
insociety;
Festivalsandfamilygatherings
Discussionwithmother,
Sensitivitytopeoplewhoaredifferentlyable;
Sensesofsmellandtouch;,
emotionalresponsetoacaress/slap;goodand
badtouch.
Tounderstan
dmoreaboutfamilytreeand
variousrelationshipsexistinginourfamily
Tounderstandthatfamilyasourrst
school
Makethemawareabouttheimportanceof
mother-childrelationship
Toknowaboutfosterparentsandadoption
Tosensitizethemwithfamilyvalues,gender,
earningcapacity,decisionmaking
Tocomparethevariouscastereligion
perceptions
etc
Tomakethem
awareaboutthechangesinthe
society
Toknowabouttheimportanceoffestivals
andfamilygatherings
Tounderstandabouttheinuenceofour
motherinourlife
Tomakethem
understandaboutdifferently-
ablepeople,theiremotionalresponses
Exp
lains
amilytreean
dthe
relationship
existinginour
lie
Spea
kson
amilyasa
firstsc
hool
Contributestotheideaom
other-child
relationship
Appreciatesthestrong
bond
ore
lation
existingamongthemem
bersoth
eamily
Investigates
existing
religions,
castes,
perceptionsetc.
Contributestothe
know
ledgeo
changesin
thesociety.
Exp
lorestheimportanceo
estiva
lsan
d
amilygatherings.
Sympathizeswiththe
differently
ablepeop
le
inthesociety.
Grade-4
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Enviro
nmentalStudies
Keyconcepts
LearningObjectives
LearningOutcomes
WORKANDPLAY
*Differentgamesathomeandsc
hool.Playasa
wayofsocialnegotiation;rules
ofeachgame;
ghtsandtheneedtonegotiateid
easoffairplay.
*Restrictionsonplay;playmatesfromchildrenof
differentgenderorlass/castebackgrounds.
Childsdailylifeexperience,observation;
*Differentoccupations
in
the
localregion/
country;whodoeswhatwork.Ge
nderandwork.
Waysofrecreation
Todifferen
tiatebetweenoutdoorgames
andindoorgames
To
makethemunderstandthathowthe
playasawayofsocialnegotiation
Toknowtherulesofeachgame
eg:
football,cricket,basketball
Toevaluate
theideasoffairplay
Todiscussa
boutrestrictionsonplay
Tocompare
theplaymatesfromchildrenof
differentgenderorclass/castebackgrounds
Toanalyse
thegenderdiscriminationthat
existinour
society
Toidentify
thevariousoccupationsinthe
localregion
/country
Tomakeapositiveattitudetowardsdifferent
peoplewho
doesthework
Toanalysetherelationshipbetweengender
andnature
ofwork
Todiscussd
ifferentwaysofrecreation
Classifiesindooran
doutdoorgam
es
Displaysawarenessaboutthesignificanceo
groupevents.
Demonstrates
know
ledgeonthe
ruleoeach
gamean
dtheimportanceoplay
inggamein
our
lie
Exp
lorestheoccupationsopeo
plew
hoare
engage
dindifferenttypeowor
kan
dshows
respectoral
ltypesowor
k.
Showscontemptorgen
der
discriminationin
thesocietyan
dtreatseveryoneequal
ly.
Differentiatesvariousproessionsan
dbrings
outtheirimportance
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Enviro
nmentalStudies
Keyconcepts
Lea
rningObjectives
LearningOutcomes
Environment
*Fromeldtomandi-fromma
rkettohouse;
grownbyfarmers;fruittrees,vege
tables,cereals,
pulses,oilseeds;SpicesCommunityeating;Mid
daymeal(whereapplicable).
*Culturaldiversityinfoodsassocia
tedwithspecial
occasionslikefestivals,family
celebrations/
ceremoniesetc.Boardingschool.
To
analyze
the
variousstepsin
the
productionoffoodineldslikesowing,
threshing,w
innowingetc
Todiscussthejourneyoffoodfrommarket
tohouses
Toknow
thevariouscropsgrownby
farmers
Toclassifythefooditemsintovegetables,
cereals,pulsesoilseeds,spicesetc
Tounderstandmoreaboutcommunity
eating,itsim
portance,
Tomakethemawareabouttheimportance
ofMiddaym
ealschemeinourschools.
Todiscusstheculturaldiversityinfoods
associated
with
specialoccasions
like
festivals,fa
milycelebrations/ceremonies
etc.
Toknowth
eadministration,supervision,
andthewor
kingofBoardingschool
Exp
lores
varioussteps
involv
edinood
production
Exp
lainsthe
logisticso
ooditem
s
Categorizesthe
ooditemsthatw
euseinour
dailylie
Exp
lorescommunitys
ood
habits
Emphasizesthenecessityoeatinga
balance
d
diet
Advocatestheideaomid-dayme
alinsc
hools
Createsawarenessagainstwasting
ood
Researc
herswor
kingo
boar
ding
schools.
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Enviro
nmentalStudies
Keyconcepts
Lea
rningObjectives
LearningOutcomes
MAPPINGOURNEIGHBOURHOOD
Introductiontotheconceptofgivingdirections
withrespecttoanylandmark;alsoapreliminary
mappingprocess,furtheruseofs
ymbols,useof
ascale.
Toenablethestud
ents
Tounderstandthe
conceptofgiving
directionsw
ithrespecttoanylandmark
To
know
moreaboutthepreliminary
mappingprocess
Tounderstandtheusesofsymbolsand
scalesinam
ap
Exhibits
basicskillsoMapreading.
Differentiatesaglobean
damap.
Illustratesthe
difference
between
asketchan
d
amap
Describesthecomponentsoam
ap
Water
*Naturalsources;inlan
dwateran
dseawater;
potablewater;sae
han
dlingowater,
*Puri
ficationowater.
Reservoirs,canals,
dams
etc.;Differentpub
licactivitiesatwater
bodies
*Protectionowater
bodies.
Waterasascarce
resourcean
dthestrugg
leoracquiringit(those
whocanexploitresources
bydigg
ing
deeperan
d
deeperwel
ls).
*Riversan
dseas;seasonalchange
inwater
flow;
animalsinthesea/river.
*Waterpollutionan
dharm
uleffectsonanimals.
*Basicprocessesoevaporationan
dcon
densation
Tounderstand
theimportanceofwater
Toidentifyth
enaturalsourcesofwatersuch
asrainwate
r,river,seaetc
Tomakeacomparisonbetweeninlandwater,
seawater,andpotablewater.
Toknowthe
differentpublicactivitiesat
waterbodie
s
Tomakea
positiveattitudetowardsthe
conservationofwaterbodies
Toevaluatetheseasonalchangesinwater
ow
Toknowthecausesandaftereffectsofwater
pollution
Todiscussth
ebasicprocessofevaporation
andcondensation
akesstepstoconservewater
andcreates
awarenessamongot
hers
Researc
hesaboutinlan
dwater,seawateran
d
portablewater.
Exp
loresthecausesan
deffectsowater
pol
lution
akesmeasures/suggestsideas
toprevent
waterpol
lution.
Illustratesevaporationan
dcondensation
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Enviro
nmentalStudies
Keyconcepts
Lea
rningObjectives
LearningOutcomes
TRAVEL
Use
ofanimalsfortransport;sensitivity
towardsanimals.
Localknowledge,Familiarity
withcurrency
notesandcoins,nationalsymbols,recognizing
somelanguagescripts;
IntroductiontoMahatmaGan
dhiOldcoins,
change.
Differentlandforms,languages,clothing,
foodhabits,someideaofanothercountry
Tomakethem
understandtheusesof
animalsfor
transport
Tofosterlo
vetowardsanimals
Toidentify
thevariouscurrencynotesand
coinsofdifferentcountries
Toknowth
evariousinformationseenon
thenoteslikenationalsymbols,language
scriptsetc
TofamiliarisewithMahatmaGandhiold
coins.
Toknowthe
variouslandforms,languages,
clothing,foodhabitsandsomeideaabout
anothercou
ntry.
Analysesthechangesinthetransportrom
ancienttomodern
Appreciatesthecontri
butionsoMahatma
Gan
dhi
Appreciatesthecontri
butionoc
urrencyan
d
coinsinour
daytoday
lie
Exp
loresvarious
lan
d
orms,
languages,
clot
hing,
ood
habitsoot
hercountries.
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319
Enviro
nmentalStudies
Keyconcepts
Lea
rningObjectives
LearningOutcomes
FamilyandFriends
RELATIONSHIPS
Familytree
Comparisonbasedonphysicalappearance
Jointandnuclearfamily
Migration
Immigration
Transfer
Importanceoffamilyrelatio
nships
WORKANDPLAY
Typesofgames/sports
Importanceofteamspiritingames
Equalopportunitiesforall
Nationalteam
ToDiscuss
thedifferenttypesoffamily
Toknowmoreaboutfamilyvalues
Tounderstandthefamilyrelationships.
To
differentiate
between
migration,
immigrationandtransfer.
Toundersta
ndtheimpactoflargesocio-
economicforceschangingfamilystructure
Toidentifyeventsinsocialenvironment/in
afamily
Toundersta
ndtheimportanceofgamesin
ourlives
Todevelopteamspirit.
Todifferentiateindoorandoutdoorgames.
Todiscuss
thechangingpatternsinlocal
games.
Todevelop
someideaofothercountries
andnationalteams
Exp
lains
amilytreean
dthe
relationship
existinginour
lie
Appreciatesthestrong
bond
ore
lation
existingamongthemem
bersot
heamily
Contributestothe
know
ledge
osocio-
economicorceschangingthe
amilystructure.
Demonstratescivicsense,
leaders
hipquality
amongthestudents
Exhibitsresponsi
bilities,ob
lig
ationsan
d
preparednesstoobeytheru
lesan
dregu
lations
Grade-5
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320
Enviro
nmentalStudies
Keyconcepts
Lea
rningObjectives
LearningOutcomes
Food
PRODUCINGFOOD
Differenttypesoffarming.
Hardshipsfacedbysubsis
tencefarming,
includingseasonalmigration.
Needforirrigation,fertilizers
Tolearnab
outthevarioussituationsfor
foodspoilage
Tounderstandvarioustechniquesinvolved
infoodpreservation.
Toencourag
epupiltoconservefood.
Tocreatean
awarenessaboutimportanceof
foodpreservation
Todescribe
howfoodpreservationprocess
stopsorslowsdownfoodspoilage
Tocreateawarenessabouthardshipsfaced
byfarmers.
Tocollectin
formationaboutdifferenttypes
offarmers
Explainst
he
importance
of
seasonal
migration
Toexplorethevariousmeansofirrigation
toreporttheadvantagesanddisadvantages
offertilizers
Tocreateaw
arenessaboutthehealthhazard
inusingfertilizers
akesstepstopreventspoi
lageo
oodan
d
spreadsawarenessamongot
her
saboutthe
same.
Categorizesthe
ooditemsthatweusedinour
dai
lylie
Follows
healthy
ood
habitslikeb
alance
ddiet
andadvocates
orit.
Createsawarenessaboutpreventiono
ood
wastage.
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321
Enviro
nmentalStudies
Keyconcepts
LearningObjectives
LearningOutcomes
WATER
Varioussourcesofwater,wateravailability
Community
service
for
long
distance
travellers.
WATERFLOW
Sourcesforirrigation;
Differentquantitiesofwaterfordifferent
crops
Theuseofawaterwheel.
To
investigate
various
techniques
for
gettinggroundwater
To
encourage
them
to
participate
in
providingd
rinkingwatertotheneedy..
Todevelop
apositiveattitudetowards
conservatio
nofwater.
Todifferentiatevarioussourcesofirrigation
Todiscusstheamountofwaterrequiredto
irrigatedifferentcrops
Toanalyse
thevariousmethodsusedin
liftingwate
r
Todemonstratetheworkingofwaterwheel
Exp
loresthevarioussourcesowater.
Createsanawarenessowaterconservation.
Displays
know
ledgeothe
differenttypes
owatersourcesan
dits
differe
ntusagein
agricu
lture
SPACE
Solarsystem
Moonournaturalsatellites
Articialsatellites
Instrumentsusedinspacecrafts
Todevelop
interestinspacescience
Toknowm
oreaboutnaturalandarticial
satellites
Tocreateanawarenessaboutfunctionsof
differentspacecrafts
Exp
lorestheuniqueplaceothe
eart
hinthe
solarsystem,w
hichprovidesid
ealsurvival
con
ditions
oral
lormso
lie,including
human
beings.
Identifiestheplanetsinthesolarsystem.
HISTORICALMONUMENTS
Heritagebuildings
skillsofthecraftsperson
Somehistoricalpersonalities
Knowaboutourheritageandculture
Appreciatetheskillofthecraftpersonwho
madethehistoricalmonuments.
Understand
about
some
historical
personalitie
s
Appreciatesthe
differenttypesoarchitectures
haveideaaboutbuildingmateria
ls
Feels
positive
about
preserving
the
monuments.
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322
Enviro
nmentalStudies
CONCEPT
LearningIndicatorsClass
III
LearningIndicatorsClassIV
LearningIndicator
sClassV
WATERANDPOLLUTION
*oInvo
lveingroupdiscussions
relatedtotheprob
lemssee
nin
Immediatesurroun
dings.
E.g.,
wastageowater,li
tteringan
d
throwinggarbage,useoplastic
bags,
oodwastageinthe
amily,
nee
d
orBri
dges,k
indo
houses,e
tc.
*o
listentoot
hersexperiences/ideas
ingroupdiscussionontheproblems
/themesre
lated
to
immediate
surroun
ding.
E.g.,
romw
here
doestheir
amilygetwater?,w
hofills
water
orthe
amily?,doesthe
amilymem
bers
discriminatein
the
amilycommunity/public
places?
*oshareexperiencesverballyan
d
accepts
eed
backgiven
bypee
rson
her/
hiswor
k.
E.g.,WaterinOurLie,an
d
narratingonesownexperienc
eso
whereshe/
hehasseenpeop
lewasting
watersuchasw
hilecleaningthe
house,cars,u
tensi
ls,c
lothes,ve
hicles,
andre
flectson
her/
hisviews
*oengagean
dparticipatein
discussionsonthethemes
relatedto
her/hisdaytoday
lie.
E.g.,
discussesoncommo
ntopics
such
aswaterPollution
/water
resources/watercontamina
tion.
*o
listen
toot
hersonth
ethemes
relatedtodaytoday
lie
suchas
sourceowater,avai
lability
anduses
inthe
loca
lity.
*oshareexperiencesorgives
her/
his
ownviewsingrouporindivi
dual
ly
andaccepteed
backgiven
byot
hers
onher/
hiswor
k.
E.g.,
sharingexperiencesre
latedto
places
(mela,
estival,
historica
lplace
)verbal
lyorin
written
orm;giving
herown
views/opinionsontheprob
lems
relatedtowaterinher/hisday
to-
day
lie,
harm
uleffects
ousing
plastics..
Water
borne
diseases.
*o
fin
doutromot
heravai
lable
sourcessuchas
discussionswith
elders/teac
hers/peergro
upstoget
more
detailsonanytopicre
latedto
day-to-day
lie.
*ocomprehen
dthepro
cessowater
cycle
*oidentiythree
ormsowater.
*o
observe
andrecognize
the
processoevaporation,con
densation
Precipitation
*orealizethemet
hodsoirrigation
*oobservean
dinerth
ecausesan
d
preventionowaterpollution.
*Speakscon
fident
lya
bout-
eac
h
andevery
dropowater
isprecious
*Waterau
ditint
hesc
hool
*Findthewaystom
inimisethe
wastageowater
CURRICULUMPROGRESSION-(ClassesIII,IV,V)
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323
Enviro
nmentalStudies
CONCEPT
LearningIndicatorsClass
III
LearningIndicatorsClassIV
LearningIndicator
sClassV
WATERANDPOLLUTION
*ore
flectonot
herswor
k/viewsin
agroupE.g.,
suggestshowca
nthe
useoplastic
bags
bere
duce
d,h
owto
disposegarbageintheLocality.
*ore
flectonot
herswor
k/views/
opinioninagrouporas
kedb
yteac
her
indivi
dual
lyintheclass
E.g.,
giving
eed
backto
peeron
written
wor
k/
drawing,
giving
opiniononwaystore
ducingwastage
owater,reducinguseoPla
stic.
*oexplorean
dlearnthewaysan
d
measurestosavewater
FAMILYANDRELATIONSHIP
oexpressan
ddescri
behow
does
she/
heinteractwithamilyan
dot
hers
andhow
doesshe/
hehelpthem
with
theirWor
k?
*oUseappropriate
languagean
d
gesturestoshowcare,respect
or
othersan
dacceptspeopleasthe
yare.
Expressesviews/opiniononproblems
relatedtoday-to-day
liean
dm
isuse
oenvironmentalresources.
Expressesconcern
orequa
lityan
d
justice
or
disa
dvantage
dgroupo
society,an
dgives
her/
hisopinio
n
o
expressones
eeling
s/ideas
throug
hvariousways..
E.g.she
coul
doral
lyexpress
eeling
so
how
shecou
ldhelpel
dersan
dD
ifferently
abled.
*ouseappropriate
language
,gestures
toshowcare,respectorothersan
d
showsconcern
orel
ders,o
ldpeop
le
inthe
amily/loca
lity.
Expresses
her
eelings/ideasonany
event/situation/objects
through
creativeexpressions
byusing
loca
lly
avai
lablematerial.
Expressesconcern
orequ
alityan
d
orjustice
or
disa
dvantag
edgroup
osociety,an
dgives
herown
opinion.
oexpress
herideas
andeelings
towar
dsot
hersthrough
gestures,
bodymovements,drawings,scu
lpting
(nonverbalexpressions)
.
*ouseappropriate
language,gestures
toshowcare,respector
others.
Expresses/sharesones
ownideas/
eelingsoroot
hersthroughwriting
inacreativemanner.
Voicesopinionsan
dattemptstotake
initiatives
orequa
lity
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Enviro
nmentalStudies
CONCEPT
LearningIndicatorsClass
III
LearningIndicatorsClassIV
LearningIndicator
sClassV
ENVIRONMENT
Avoids
wastage
omaterial
andsuggestsways
orreu
seo
materialin
day-to-day
lie
Describesindetailhow
toshow
respectortheenvironmentan
d
avoi
dwastageomate
rialsan
d
suggestswaystore
ducewastage
throug
hreuseomaterial.
E.g.,
recycle;
cleanupsc
hoo
l
premises
.
REDUCE
REUSE
REFUSE
Describesan
ddocumentsthe
stepsinvo
lvedin
supporting
actionsthatpositivelyaffectthe
schoolenvironment.
E.g.
invo
lvedinsc
hoolcleanup
campaign;
group
projects;
puttingusedpaperintherecycle
bins;
conserving
materials,
nottothrow
lefove
roodinthe
groun
ds.
Weatherandclimate
o
demonstrate
a
rang
e
o
thinking
skills
on
Diff
erent
reasons,weatherchanges,
oidentiyan
dcomprehen
dthe
typeoshelter,
oodan
dclothing.
oIdentiythe
ourse
asons
(winter,summeran
dall)O
RAL
WORK
opredictweathercon
ditio
ns
by
lookingatthesky.
o
demonstrate
a
range
o
thinkingskillsonE
ffectso
weatheronthe
lieothepeople.
Causesowatercycle.
oobservetheplaceso
different
climaticcon
dition.
oIdentiythe
our
seasons
(winter,summerand
rainall)
ORALANDWRIEN
WORK
o
un
derstan
d
and
analyze
changesinweather
Compareweatheran
dclimate.
Interpretan
drecord
weather
data.
o
demonstrate
a
range
o
thinkingskillson
Factorsthat
determinestheclimateoaplace.
olocatetheplaceso
different
climaticcon
ditions
inthewor
ld
map.
Pre
dictan
dcomm
unicatethe
elementsw
hichcontributeto
weather.
Definethetermswindstorm,
humidity,
lan
dbreez
e,sea
breeze
Iner
howweatherc
hangesaffect
people.
Interpretan
drecor
dweather
data.
*oidentiythecompositionoair.
*oillustratepropertiesoair.