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Academic Plan EVS 3-5 Classes
Academic Plan EVS 3-5 Classes
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.
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);
1 of 5
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.
Page
State Institute of Education, Sector 32, UT Chandigarh
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.
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;
2 of 5
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
Page
mother’s; how a baby rat or kitten is related to its mother, and through a possible narrative, about children who may have been
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.
5. 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
3 of 5
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
Page
her hoisting flag after a trying expedition.
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.
4 of 5
o describing attributes of their immediate environment (playground)
o showing an awareness of the concept of change
Page
o identifying groups and places that are part of their lives
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.
5 of 5
Page
State Institute of Education, Sector 32, UT Chandigarh
Academic Plan
of
ENVIRONMENTAL STUDIES
(Class III)
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.
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
24 of 28
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
Page
observation, classification, inference, etc.
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;
25 of 28
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
Page
children find out about who were her relatives with whom she lived then. They also think about their body in relation to their
mother’s; how a baby rat or kitten is related to its mother, and through a possible narrative, about children who may have been
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.
5. Travel
The Objective was developed to help child on journey of ideas of expanding social and physical spaces into newer and
26 of 28
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
Page
her hoisting flag after a trying expedition.
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.
27 of 28
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
Page
o identifying groups and places that are part of their lives
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.
28 of 28
Page
State Institute of Education, Sector 32, UT Chandigarh
Academic Plan
of
ENVIRONMENTAL STUDIES
(Class III)
Pre-knowledge of students Naming and drawing the human body parts, Pictures and flash cards of
about surroundings, body like HEAD,EARS,EYES, NOSE, ARMS, o human body parts*
parts, water, plants and LEGS
animals, family members.
Introduction to EVS Naming the animals (Cow, Horse, Dog, Cat, o animals*
o its importance Rat, Monkey) and birds (Sparrow, Pigeon, o birds*
o relation with daily life Crow, Eagle) seen around the school/ home
Naming the trees (Mango, Peepal, Neem, Pictures of trees and flowering
Banana) and flowering plants (Rose, Marigold, plants *
Dahlia)
28
Discussion on sources (Tap, Handpump, Pictures showing sources of water
Tubewell, Tanks) and uses (Domestic and and uses of water*
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Commercial) of water
Recognising the animals from their o Cross word puzzles (Page 5)#
characteristics and sound. o Worksheet*
28
Sequencing the cut outs in a jigsaw puzzle to
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complete the picture of an animal (Page 8
and 9)#
28
Organizing a nature walk and observe the Visit to the school park.
plants keenly. A field trip to a near by park.
Page3 of
Integrate with Lesson Magic
Garden of Marigold of English
text book of class III.
* Available in Resource book Class 3/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
Collecting or pasting different types of leaves Pictures of different types of
(Lemon, Mango, Neem, Tulsi, Pudina, leaves*
Coriander etc.) in Note book.
Making clay impressions of different leaves Clay and Dried fallen leaves of
Prepare picture cards using leaves different plants in the school and
around home.
Listing medicinal plants i.e. Neem, Amla, Aloe- Pictures of medicinal plants*
vera
28
Page 19)# Water*
Importance of clean water for
Page4 of
drinking.
Ways to conserve water Naming the activities that can be done with /
without water (Page 20)#
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Drawing the journey of water
Page5 of
Showing the picture of water–cycle Picture of Water Cycle*
Wk 6 Readiness &
(July) Chhotu’s House Showing the pictures of different types of
houses (Page 122)#
28
Different types of houses,
Drawing a picture of home in the notebook and
Page6 of
Need for shelter i.e. home
Protection from heat, cold, colouring it (Page 32)#
rain and other problems
Showing pictures of various animals / birds and Pictures of various animals / birds
insects in their shelters and insects in their shelters*
Worksheet*
Wk 7 Foods We Eat
(July) Listing of food we eat during different times in Photographs of nutritious food
Appreciation of cultural a day (Page 37)# items we eat during the day*
diversity in food.
Basic ideas about various Discussing relationship between health status, Chart of Ideal age, height and
plants used as food. physical activity and food intake (Page 39)# weight for people of different
Different ways of eating ages*
food-raw, cooked, steamed,
boiled, baked and fried. Writing what all may be prepared from RICE
Different eating practices- and WHEAT (Page 40)#
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amount of food varying with
gender, age, physical activity Listing the food items that students like / dislike
Page7 of
etc. to eat (Page 40 & 42)#
Cooking and gender role in
family.
* Available in Resource book Class 3/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
Food for baby and Naming food items of different states of India Pictures of different Indian foods*
significance of mother’s (Page 41) Worksheet*
milk.
Tabulating food we get from different plants Pictures showing variety of food
and animals. items we get from plants and
animals*
Drawing different plants used as food like Pictues of Vegetables like carrot,
carrot, radish etc. radish, cucumber etc.
28
Discussing the sign boards used in traffic Pictures of sign boards used in
signals traffic signals*
Page8 of
Explaining the concept of Traffic Lights Picture of Traffic Lights*
Introducing and using sign language in class Pictures of sign language using
hands*
Wk 9 Flying High
(July) Recognizing the birds on the basis of their Worksheets*
Exploring children’s ideas on characteristics i.e. Size, Colour, Feathers, Beak
birds and their habitats, eating and Eating habits (Page 50-51)#
habits ,
Common features like feathers Drawing pictures of different birds (Page 50-
and sounds produced by them. 51)#
How to feed the birds.
Making lists of birds seen around school, home Pictures of birds seen around
etc. (Page 53)# school and home*
Mimicking different sounds and neck Visual and audio clips on sounds
28
movements of birds and asking the students to of birds (http://www.animal-
recognise. sounds.org)
Page9 of
Making a nest or birdhouse to be placed in
* Available in Resource book Class 3/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
their garden/balcony/backyard using straw, dry
grass, leaves*
Wk 10 Its Raining
(Aug) Observing the growth of plant in school or at Frequent Visit to school garden
Importance of rain, home
how rain comes,
discussion on formation of
clouds, Reciting a poem on clouds (Page 59)# Visual clips of rains
how water is useful for (http://www.fotosearch.com/vide
plant and animal life o-footage/rainfall.html)
28
o it rains heavily
Page10 of
o it rains less
Wk 11 What is Cooking
(Aug) Drawing and colouring of different food vessels
Different types of utensils (Page 61)#
used
Different methods of Making a list of things eaten raw and things Worksheets*
cooking eaten cooked (fried, roasted and steamed) (Page
Different types of fuels 62)#
used for cooking and their
impact on environment Collecting & pasting the pictures of food items Pictures of Food Items*
Conservation of fuel in the note book
28
Writing steps of cooking a food item (Page
63)#
Page11 of
Discussing the different methods of cooking Worksheet*
observed at home (Page 63)#
28
land, water and air. (Page 68-69)# Transport and Air Transport (Bus,
Train Ambulance, Aeroplane,
Page12 of
Ship)*
Worksheets*
Discussing the animal driven and human Pictures of animal driven and
driven vehicles human driven vehicles*
Wk 13 Work We Do
(Aug) Naming different occupations from given Worksheet*
Introduction to different picture (Page 78-80)#
occupations
Work inside and outside Identifying five different types of work and the
names by which those people are called
28
the home
Discrimination on the (Observing people at work in the
Page13 of
basis of gender, age, caste, neighbourhourhood of Home or School) (Page
economy etc 81) #
Importance of school for
all children Making a list of school employees and work
28
Enacting blind fold Act (to recognize the fellow
Page14 of
student on basis of sound) (Page 89)#
Visiting local blind institutions and enlisting Institute for Blind, Sector 26,
their problems, if possible Chandigarh
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.
28
Page15 of
Drawing pictures of favorite Fruits and
Vegetables
Wk 17 Games We Play
(Oct) Listing the indoor and outdoor games played
Concept of games with family members in their free time (Page
28
Comparisons of past and 101-103)#
Page16 of
modern games
Concept of outdoor and indoor Making a list of games played in the school and
games at home and writing the number of players
Uses of games. involved in each (Page 104)#
28
Wk 18 Here Comes a Letter
Page17 of
(Nov) Arranging the pictures in correct order to show
Letter as a means of the journey of a letter(Page 110)#
communication
Work of people associated
* Available in Resource book Class 3/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
with post office Making a model of a letter- box for the class.
Different means of (Page 111)#
communication
Changes in means of Enacting the process of delivering a letter
communication with time (Taking into consideration all the steps required
in reaching letters to destination) (Page 111)#
28
Students may be taught about pin code of their Sample pin codes in class *
Page18 of
area and its importance in letters and explaining
the importance of first two digits*
Dividing the students into four groups and Fancy paper made material.
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.
28
Wk 20 Our Friends - Animals
Page19 of
(Nov) Discussion on the stories given in the Chapter
Sensitizing children towards to develop sensitivity in the students towards
animals animals (Page 124-126)#
Visiting to a poultry farm/ zoo/ diary farm/ fish Gau Shala Sector 45, Chandigarh
rearing farm and studying the feeds and
feeding process of sparrow, cow, ox, hen, fish
etc.
28
Page20 of
Wk 21 Drop By Drop
(Nov) Narrating the story of Madho and making a list
Water scarcity of difficulties faced by people due to scarcity of
local methods of collecting water (Page 132 - 133)#
* Available in Resource book Class 3/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
water
Methods to save and re-use Demonstrating the importance of every drop of Activity*
water water (Page 134)#
Introduction to concept of
water harvesting Listing daily life activities in which water is
wasted (Page 135)#
The entire month of December and First two weeks of January are for Reflective Assessment and other activities.
28
Relationship between behave like grandfather, grandmother, son,
different members of family daughter, etc. to illustrate their roles and
Page21 of
Recent trend of changes in the relationships on the basis of stories given (Page
family 137-142)#
Wk 23 Left Right
(Jan) Reciting the poem with actions and recognizing
Introduction of traffic rules Left and Right (Page 145)#
Signs and symbol of traffic
Directions Drawing and completing the picture according
to Left and Right directions (Page 146)#
28
Visit to traffic park, if possible Children traffic park, Sector 23,
Chandigarh
Page22 of
Introduction to Traffic lights and symbols Pictures of signs and symbols of
traffic rules*
Observing and reporting the food habits of a Visit to the school park
bird and an animal for three days A field trip to near surrounding
28
Page23 of
Showing picture of a food chain Picture of a food chain *
Last two weeks of February are for Reflective Assessment and other activities.
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.
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
24 of 28
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.
Page
State Institute of Education, Sector 32, UT Chandigarh
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.
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;
25 of 28
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
Page
mother’s; how a baby rat or kitten is related to its mother, and through a possible narrative, about children who may have been
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.
5. 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.
26 of 28
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
Page
her hoisting flag after a trying expedition.
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.
27 of 28
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
Page
o identifying groups and places that are part of their lives
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.
28 of 28
Page
State Institute of Education, Sector 32, UT Chandigarh
Sincere Thanks to
Our Team
ENVIRONMENTAL STUDIES
(Class IV)
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.
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
23 of 27
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.
Page
State Institute of Education, Sector 32, UT Chandigarh
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.
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;
24 of 27
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
Page
mother’s; how a baby rat or kitten is related to its mother, and through a possible narrative, about children who may have been
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.
5. 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.
25 of 27
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
Page
her hoisting flag after a trying expedition.
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.
26 of 27
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
Page
o identifying groups and places that are part of their lives
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.
27 of 27
Page
State Institute of Education, Sector 32, UT Chandigarh
Academic Plan
of
ENVIRONMENTAL STUDIES
(Class IV)
Wk 1 Going to School
(Apr) How the students in Locating Kerala, Rajasthan, Haryana on the Political Map of India*
different regions reach map of India
school in morning
Different terrains and Identification of transport used in a particular Political Map of India*
climate conditions in India area depending on the climatic and Physical Map of India*
Different modes of topographic conditions (Pages 1 - 10)# Worksheets*
transportation Crossword Puzzle*
Introduction to different
types of bridges Listing of different types of bridges and their
usage in particular region of country
(Pages 1 - 10)#
1 of 27
Page
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
Wk 2 Ear to Ear
(Apr) Different shapes of ear Making ears of different animals with the help
Visible/ Invisible ears of of clay /drawing pictures of ears of different
animals animals / finding correct ears of animals
Distinction between (Pages 11,12,13)#
animals with hair or
without hair Listing the animals whose ears can / cannot
Distinction between be seen (Page 12)#
animals which lay eggs or
give birth to babies Identifying animals on the basis of pattern on
Identification of animals on skin (Page 14)#
the basis of pattern on skin
Co-relation between Co-relating visibility of ears; hair and
visibility of ears; hair and reproductive pattern among animals
reproductive pattern among (Page 15, 16)#
animals
Discussion on pets at home (Pages 17,18)#
Discussing the extinct and endangered species Pictures of endangered and extinct
of animals (Pages 19,20)# animals*
Visual clips on endangered species (
http://www.youtube.com/watch?v=LaQ
d7Zfqj7g )
2 of 27
Making a Paper Bird (Page 20)#
Page
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
Visiting Chhatbir Zoo and tabulating the Chhatbir Zoo 20 km away from
animals on the basis of shapes of ears, pattern Chandigarh.
on skin and their reproduction pattern.
Wk 3 A day with Nandu Discussing the animals living in herds Pictures of animals living in groups*
(May) (Page 25- 26)#
Group behaviour of
elephants Discussing the advantages of staying in a
Animal and human group with reference to elephants (Page 25)#
interaction
Discussion on animal rides (Page 26-27)#
Discussing the different uses of trunks by Pictures of elephants using their trunks *
elephants
3 of 27
Page
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
Wk 4 The Story of Amrita
(May) Sensitizing the students Narrating the story of Amrita (Page 31-35)#
about the trees,
Introduction of concept of Locating Rajasthan on the map of India* Map of India*
deforestation and how it
effects our environment, Discussing the hunting of Birds and Animals
Role of Bishnois in saving (Page 36-37)#
environment
Writing about any one tree at home / School
(Page 35)#
Painting a tree*
4 of 27
Encouraging students to adopt a tree in the Documentary movie on afforestation
school and look after it. and deforestation.
(http://www.youtube.com/watch?v=UkB
Page
yV2I-dlE)
5 of 27
Visiting a bee-farm (if possible )
Page
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
Last week of May for Assessment and other activities.
Wk 6 Omana’s Journey
(July). Children’s experience about Narrating the story of Omana’s Journey
train journey (Pages 48-51)#
How to prepare for the
journey Discussing the happenings in the compartment Pictures of train and railway station*
Importance of ticket, of a train during the journey (Page 49)#
View of railway station at
different places, Visiting a railway station (if possible )
Facilities available in the
train, Describing the things and the people involved Cross word puzzle *
Various do’s and don’ts in various activities on a Railway Station
during train journey (Page52)#
6 of 27
Page
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
Wk 7 From the Window
(July) Different types of bridges, Narrating the story of Omana’s Journey (Pages
tunnels and level crossings, 53-59)#
Diversity in languages,
clothes, food and landforms
of different states of India Locating Kerala, Gujarat, Maharashtra and Political Map of India*
Goa on the map of India.
Naming various fuels used in different trains. Pictures of steam engines, (coal),
electric engines*
Worksheets *
Reaching Grandmother’s
House
Various modes of Narrating the story of Omana’s Journey from
7 of 27
transportation in Kerala railway station to home (Pages 60-62) #
Importance of train ticket,
Filling of railway Enlisting the things required during a boat
reservation/ cancellation journey.*
Page
forms,
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
Use of railway time-table
Locating Kerala on map of India Political Map of India*
Wk 8 Changing Families
(July) Changes in the family due Discussion on changes in the family due to Worksheets on Pages (66 -73)#
to o birth of a new baby,
o birth of a new baby, o transfer of a family from one place to
o transfer of a family from another,
one place to another, o a wedding in the family
o a wedding in the family (Pages 66-73)#
Comparison in families of
yesterdays, these days and Discussing the concept of a Joint and a Pictures of a Joint and a Nuclear family
of coming days i.e. Nuclear family
tomorrow's family.
8 of 27
Importance of going to Pasting pictures of the wedding attended Wedding album available at home
school recently in the note book (Page 71)#
Understanding of marriage
Page
laws
Wk 9 HU TU TU, HU TU TU–
(July) Different games at home Discussion on importance of rules of games Worksheet on Page (78-79)#
and school (indoor and (Pages 78 – 79)#
outdoor games)
Importance of rule and Introduction to the game of Kabaddi
number of players (Pages 79 - 80)#
Idea of fair play and
restrictions on games Narrating story of the three sisters who were
Discrimination in games on Kabaddi players (Pages 81-83)#
the basis of gender, caste
and class , Discussion on discrimination in games on
Understanding of Kabaddi the basis of gender, caste and class
game, (Pages 81-83)#
Importance of coach in
uplifting the any game Enlisting various indoors and outdoors Pictures of local and traditional games*
games.
9 of 27
five lines.
Page
writing five lines on it.
10 of 27
Collecting flowers that have fallen from
trees / plants, drying them and pasting on the
notebook / preparing cards (Page 95)#
Page
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
Making a flower using coloured paper*
Planting any flowering plant and observing School or home garden
its bud blossoming into flower.
Wk 11 Changing Times
(Aug) Concept of changing society Narrating the story of Chetan Das
from time to time and (Pages 96-101)#
change in living standards
Type of houses, Showing the map of India before and after Map of India before and after partition*
Cooking methods - partition and locating Pakistan
traditional and modern
Sewerage system Discussing the different types of houses as Pictures of different houses*
described in the chapter and listing the Worksheet*
differences
Discussing the traditional and modern ways of Picture of Kerosene and Gas stove*
cooking and enlisting the differences
(Pages 99-100)#
11 of 27
Naming the persons involved in the Worksheet on Page 103#
construction of a house and listing the tools Worksheet*
used by them (Pages 102-103)#
Page
Enlisting the differences in the toilets used in Pictures of Indian and Foreign style of
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
past and present (Pages 99-101)# Toilet Seats.*
Making models of different types of houses Pictures of a Kachha and Pakka House*
( Kachha and Pakka House)
Wk 12 A River’s Tale
(Aug) River as a source of water Tracing the origin /source and journey of any River on physical map of India.*
The origin and journey of a river of India (Pages 106-110)#
river
Water pollution - its Naming the important rivers in India*
causes.
Ways of cleaning water Story writing on a given picture (Page 106)#
Importance of safe drinking
water. Discussing the causes of Water pollution Pictures showing sources of Water
(Page 110)# Pollution*
Worksheets*
12 of 27
Demonstrating the things that dissolve / do not
dissolve in water. (Pages 110-111)#
Page
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
Discussing the ways of cleaning water to make
it safe for drinking (Pages 112)#
Drawing pictures showing the ways of Pictures of animals / plants that live in
cleaning the water (Pages 112)# water*
Showing the effect of water pollution on Pictures showing the effect of water
animals / plants that live in 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 Basva’s Farm
(Aug) Steps of raising a crop Discussing about process of raising a crop by
Identification of narrating the story of Basava’s Farm
agriculture implements (Pages 113-117)#
Work of the farmer
Identifying the different tools used in farming Pictures/illustrations/flash cards of tools
(Page-116)# used in agriculture*
Worksheet*
13 of 27
Teacher may fix time with school gardener so School Gardener
that he may show the children the various
implements used by him to prepare the soil
and discuss the methods of gardening.
Page
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
Wk 14 From Market to Home
(Sept) Daily routine of the Narrating the story ‘From Market to Home’.
vegetable seller (Pages 119-122)#
Value of time
Ways of keeping Visiting a Vegetable Market.
vegetables fresh
Differentiation between Differentiating between fruits / Vegetables on Worksheets *
fruits/ Vegetables on the the basis of colour, shape, texture and time for
basis of colour, shape, which these stay fresh etc. (Pages 124-126)#
texture and fragrance etc.
Measures used for Discussing the various measures used in Pictures of measures used in measuring
weighing/counting weighing vegetables* vegetables and fruits*
vegetables/fruits.
Making designs using Vegetable blocks*
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
14 of 27
Making of nests, variety of differentiating them on basis of beaks, feather,
nests, laying of eggs and feet etc (Pages 127-130)#
feeding young ones,
Different types of beaks / Discussion on variety of nests* Pictures of different types of nests*
Page
feet of birds according to Worksheets *
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
use
Different types of teeth of Making a nest by using straws stripes of Worksheet*
Animals according to food things/fabrics, short sticks, dry grass, pieces of
they eat yarn, feathers, dried petals, cotton, wool or
pieces of clothes (Page 131)#
Making Charts of Animals living on land & in Pictures of animals living on land & in
water and birds on trees (Pages 132-133)# water and birds*
15 of 27
Wk.16 Nandita in Mumbai
(Oct) Different life styles / living Locating Mumbai in the map of India. Map of India*
Standards of rural and
Page
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
urban area Naming the various maternal relations.
Difference between
villages and cities in regard Comparing Mama’s House at Mumbai and Worksheets*
to water supply and Nandita’s House at village and drawing the
sanitation pictures of the two houses (Page 138)#
Problems of slums
especially in Mumbai Scene at public tap in a slum area may be Videos on shortage of water
Problem of shifting to a enacted (Page 139)# http://www.youtube.com/watch?v=TcRu4n
new place in Mumbai NMwy0
Maternal relations http://www.youtube.com/watch?v=4jjwKpP
G-Jk
16 of 27
Harmful effects of polluted by discussion on following ideas:
water. o How water gets polluted
Water borne diseases. o Different ways to clean water.
Water Games o Ways we tend to waste water
o Methods of water conservation.
Page
Importance of water
(Pages 146-150)#
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
conservation
Preparing of ORS and its Preparation of ORS (Page 151)#
application
Carrying out Water survey in school
(Pages 151 - 155)#
Discussing about water borne diseases and
collecting data related to it (Page 155)#
17 of 27
Effect of deforestation, and roots. (Pages 158-162 )#
laws preventing it.
Growth in living things Classifying vegetables into roots, stem, flower
etc. (Page160)#
Page
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
Identifying and discussing the various types of Pictures of different edible of roots *
roots eaten as food (Page160)# Worksheet*
Growing sprouts from moong dal, channa, Moong dal, channa, rajma and damp
rajma (Pages 162-163)# cloth.
Discussion on different types of roots and their Pictures of different types of roots of
importance * plants*
Worksheets*
Listing the things that grow(Pages 164-165).# Refer to Unit 8 ‘The Giving Tree’ of
English Book Marigold of Class IV.
Wk 19 Eating Together
(Nov) Importance of community Drawing a picture and writing on a festival
eating celebrated in their family.
Names of various festivals
and their importance Celebrating a festival in the class. Local festival may be considered
specially Bihu of Assam
Mid Day Meal scheme Labeling and locating Assam, Tamil Nadu and Political Map of India*
Importance of balanced diet Punjab on the map of India and writing names
of the festivals celebrated there.
18 of 27
Enlisting the special food and dresses worn on Pictures on culture of different states*
Baisakhi, Bihu, Pongal etc.*
Page
writing the Menu of Mid day Meal (Page 73 )#
19 of 27
Arranging a session with the School School Counseller.
Counselor.
Page
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
The entire month of December and first two weeks of January are for Reflective Assessment and other
activities
Wk 22 Pochampalli
(Jan) traditional occupations Visiting a Handicrafts Exhibition. Local handicraft mela or exhibiton
in different parts of
India like Carpet Making or pasting pictures of different Pictures of different handicrafts existing
weaving, Itr production, handicrafts works on scrap file (Page 190)# in India*
Art of weaving Silk
sarees, etc Discussing and Writing the steps of weaving a
Danger of extinction of saree (Page 187)#
traditional handicrafts
Discussing how talent of handicrafts pass from
one generation to another (Pages 189-190)#
20 of 27
climate, dresses and
currency Showing and discussing different modes of Pictures of Land, Water and Air
Different modes of travel travel.* transports*
Page
Locating Kerala and Abu Dhabi on the map of Map of India and Map of world*
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
world.
Wk 24 Spicy Riddles
(Feb) Importance and uses of Reading the riddles given in the Text Book in .
spices in daily life the class followed by discussion on their
Spices for preparing properties and uses. (Pages 199-201)#
garam masala
Bringing spices used in kitchen to the Cumin seeds, Cloves, Cinnamon,
classroom and recognising the spices by Amchur, Chilly powder.
smelling and touching (Page 202 )# Worksheets *
21 of 27
Contribution of women’ in Wahida and writing about life in Navy (Page
society 204-209)*
Life history of Wahida as
Lt. Commander Locating Rajouri in map of Jammu and Map of India showing Jammu and
Kashmir.* Kashmir.*
Page
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
Writing the rankings in Defence Services.* Worksheet *
Discussion on Wheel Chair, Ramp and Stairs Pictures of Wheel Chair, Ramp and
and their utility * Stairs*
Last Two weeks of February are for Reflective Assessment and other activities.
22 of 27
Page
* Available in Resource book Class 4/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT 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.
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
23 of 27
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.
Page
State Institute of Education, Sector 32, UT Chandigarh
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.
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;
24 of 27
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
Page
mother’s; how a baby rat or kitten is related to its mother, and through a possible narrative, about children who may have been
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.
5. 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
25 of 27
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.
Page
State Institute of Education, Sector 32, UT Chandigarh
6. 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.
26 of 27
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
Page
State Institute of Education, Sector 32, UT Chandigarh
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.
27 of 27
Page
State Institute of Education, Sector 32, UT Chandigarh
Sincere Thanks to
Our Team
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.
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
22 of 26
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.
Page
State Institute of Education, Sector 32, UT Chandigarh
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.
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;
23 of 26
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
Page
mother’s; how a baby rat or kitten is related to its mother, and through a possible narrative, about children who may have been
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.
5. 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.
24 of 26
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
Page
her hoisting flag after a trying expedition.
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.
25 of 26
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
Page
o identifying groups and places that are part of their lives
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.
26 of 26
Page
State Institute of Education, Sector 32, UT Chandigarh
Academic Plan
of
ENVIRONMENTAL STUDIES
(Class V)
Wk.1 Super Senses Recapitulating the names and functions of Five Pictures of five sense
(Apr) Five senses and organs sense organs in humans organs*
involved . Worksheets *
Behaviour of animals
Concept of hibernation Discussing different senses of Animals (Page 1)#
Page1 of 26
Listing animals with ears bigger than ours Worksheet*
(Page 8)#
Page2 of 26
Wk.2 A Snake Charmer’s Story Showing the pictures and visual clips of a Snake Picture of Snake charmer*
(Apr) Studying the communities charmer (Page 16)# Visual clips of Snake
dependent on animals with Charmer in action
special reference to snake (http://www.youtube.com/
Wk.3 From Tasting To Digesting Explaining the concept of mouth watering with Activity*
(May) Talking about different the help of activity (Page 23)#
tastes
Process of digestion Introducing the concept of Taste Buds Samples of Lemon Juice,
Behavior during hunger, (Page 24 -25)# Sugar, Salt, Bitter Guard,
food habits Chillies etc.
Balanced Diet
Page3 of 26
Drawing of diagram of tongue and showing taste Labeled diagram of
buds on it. Tongue, showing taste
buds*
Wk. 4 Mangoes Around The Year Naming the food items those get spoiled in short
(May) Food storage and wastage time and can be kept for long time. (Pages 35-
Page4 of 26
Information printed on 36)#
food products like-expiry,
weight, date of packing Reading the information given on the packets of Wrappers of the Biscuits
Mangoes-ripe and unripe biscuits e.g. date of manufacturing, expiry dates provided during mid day
Wk.5 Seeds And Seeds Listing the things that are soaked in water before
(May) cooking (Page 42)
Germination of seeds
Seed shapes, size ,colour Showing the importance of proper conditions for Documentary on
and texture sprouting with the help of an activity and germination of seeds
Method of sprouting recording the observations (Page 43)# (national geographic.com)
Dispersal of seeds through
air, water, birds and Planting seeds and recording the changes for two
human beings weeks (Page 44 - 45)#
Page5 of 26
( Page 46)# (http://www.youtube.com/
watch?v=bDCUnxcJYSM
&feature=related)
Drawing of diagram of fruits with (a) few seeds Pictures of dissected fruits-
(b) many seeds Orange, Mango,
Watermelon*
Wk.6 Every Drop Counts Narrating the story of Ghadsisar and Albiruni, the
(july) famous traveler and discussing the system of
Traditional ways of drainage of Rain Water in India in ancient times. .
Wk.7 conservation of water, its (Page 51 - 52)#
(July) need in present scenario
Locating Uzbekistan in the map of ASIA Map of Asia or world
Showing the pictures and discussing the customs Pictures of the Customs
Page6 of 26
related to water (Pages 54-55)# related to water*
Showing the pictures of various types of pots and Pictures of various types of
Page7 of 26
Listing ways of saving water in daily life*
Refer to chapter 16 ‘Paani
Re Paani’ of Hindi text
book RIMJHIM-V
Wk.9 A Treat for Mosquitoes Discussing the causative agents and signs and Visual clips on spread of
(July) Malaria-its symptoms of malaria (Page 67 - 68)# malaria and its prevention.*
causes,diagnosis,treat
ment,analysis,cure Observing and drawing conclusions from the Worksheets *
Causes of mosquitoes clinical pathology reports (Page 69-70)#
Page8 of 26
breeding
Clinical and Listing DO’s and DONTS’ to check mosquito Pictures of cinchona tree *
pathological report breeding (Page 71)#
Surveying around the school and noting down any Area around school
mosquito breeding place. (Pages 73)# boundary wall
Page9 of 26
Prepare a list of special equipments needed to Pictures of mountaineering
climb mountains, if possible collect or draw these equipment*
equipment (Page 80)# Worksheets *
Wk.11 Walls Tell Stories Visit to a museum at Art Gallery , sec 10 , chd(If Museum*
(Aug) Understanding the possible)
importance of historical
monuments in our life Narrating the history of Golconda Fort (Pages 87- Video on Golconda Fort
Rich cultural heritage of 89)# (http://www.youtube.com/
India watch?v=ipcdDLstI_w&fea
Architect used in ancient ture=related)
buildings Worksheet *
Idea about war and
destruction and importance Discussing the fine architecture of past(Page89)# Pictures of objects made
of peace out of metals(weapons,
Bond between past and artifacts, frames)*
present heritage
Recognizing the four directions (Page 90)# Map of India showing the
four directions*
Page10 of 26
Discussing the arrangements of water in past
(Page 94-95)#
Make a project on any fort of India and explain its Pictures of different forts in
importance and relevance in Indian history. India*
Wk.12 Sunita In Space Showing visual clips and pictures of Kalpana Pictures, visual clips of
(AUG) Arousing the interest of Chawla in space Kalpana Chawla
students on space travels (http://www.youtube.com/
Introduce concepts like watch?v=KK5xe5-WFgQ)
“space”,Earth Gravity “
International Boundaries
Phases of moon and aerial Discussing the shape of earth (Page 100)# Globe
view of earth
Narrating Sunita’s experience in space. Video on talk of Sunita
(Page 101)# Williams from space
(http://www.youtube.com/
watch?v=yvfJgQKCS2M)
Page11 of 26
Introducing the concept of gravity (earth’s pull) Pictures* and visual clips
with an activity and weightlessness with pictures of weightlessness in space
and visual clips. (Pages 103,104,109)# (http://www.youtube.com/
watch?v=rQbc1HJc5Nw)
Refer to chapter 22 –
‘KALPANA CHAWLA’
of Punjabi Pustak of Class
V.
Wk.13 What If It Finishes Enlisting vehicles which create pollution and Pictures of vehicles which
(Aug) Renewable and non which don’t (Page 111)# create pollution and which
Renewable natural don’t *
resources
Sensitizing on burning Studying the importance of oil and writing
issue of Rising Petrol different steps for its conservation
Prices and stressing the (Pages 112 - 114)#
Wk.14 need to save petrol
(Sept) Need to develop Organizing poster making and slogan writing
alternatives that are competition on the conservation of oil.
Page12 of 26
environmental friendly
Enlisting the different products obtained from
petroleum (Page 114)#
Discussing the use of dry wood and cow dung as Pictures of use of dry wood
cooking fuel in rural areas (Page 117)# and cow dung as cooking
fuel in rural areas*
Locating Indian states having oil fields on the Political map of India with
map of India. * states having oil fields*
Last Three weeks of September and first week of October are for Reflective Assessment and other Activities
Page13 of 26
Inculcating sense of
adventure Locating the states one would pass through while Political map of India*
Respecting the diversity traveling from Mumbai to Kashmir *
that exists on our country Discussion on problems faced by travelers on Pictures of different things
high altitude and showing pictures of different they need while traveling
On the physical map of India the students may Physical map of India
colour the (1) Mountainous region (2)Plains (3) showing different
Plateaus (4) Islands topographic regions *
Wk.16 When The Earth Shook Narrating the story of earthquake in Bhuj (Page Worksheets *
(Oct) Introduction of natural 131-134)#
disasters
Talking about Earthquake-its Introducing the term ‘Richter scale’ and Worksheet*
effects on society ‘Siesmograph’
Coping up with Earthquake
Stressing the need and Listing the different types of helps during the Pictures and Videos of
importance of neighbourhood disaster (Page 136)# different types of disasters*
Page14 of 26
and discussing their effects (Page 136)#
Page15 of 26
Making and playing of snake game to discuss
direction of airflow (Page 146)#
Wk.18 Who Will Do This Work Discussion on different kinds of jobs specially the
(Nov) Enlisting various kinds of Cleaning Job (Page 149)#
work
Respecting dignity of Collecting information and writing about the jobs
labour and laborers people don’t like / like to do (Page 149)#
Page16 of 26
Comparing and contrasting division of society on
basis of jobs in the ancient and modern times*
Wk.20 No Place For Us Narrating the story of Jatryabhai to highlight the Pictures on plight of
(Nov) Differentiating lifestyle of problems of displacement (Pages 165-172)# migrants and displaced
villages and cities people ( Sardar Sarovar
The reason for migration dam)*
of people
Page17 of 26
Difficulties faced by Enlisting the problems of migrants (Page 173)#* Documentary on people
people involved in living in slums
migration, displacement, (http://www.youtube.com/
demolitions etc watch?v=Xdo0bjRWXMY)
Wk21 A Seed Tells a Farmer’s story Discussing the different grains used in preparing
(Nov) Identifying different types rotis (Page 175)#
of crops
Relation of crop Enlisting the methods to protect grains and pulses
harvesting and festivals (Page 175)#
Respecting hardships of
farmer and farming
Differences between Identification of different grains – Corn, Mustard, Pictures of Seeds of
‘manures’ and ‘fertilizers’ Wheat, Bajra, Rice, Chana (Pages 176-177)# different crops*
Page18 of 26
harvesting (Page 175)# in India*
The entire month of December and first two weeks of January are for Reflective Assessment and other Activities
Locate seven sister states ( north eastern states) on Political map of India*
map of India
Page19 of 26
(Page 188)#
Page20 of 26
Shifts in cultivation*
habitation,migration,tr
ansfers Showing visuals on latest irrigation methods visual clips on Sprinkle
Demolition and (Sprinkle irrigation and Drip irrigation) irrigation and Drip
displacement
Last two weeks of February are for REFLECTIVE ASSESSMENT and other ACTIVITIES
Page21 of 26
* Available in Resource book Class 5/ Environmental Studies
# Available in Text book State Institute of Education, Sector 32, UT 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.
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
22 of 26
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.
Page
State Institute of Education, Sector 32, UT Chandigarh
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.
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;
23 of 26
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
Page
mother’s; how a baby rat or kitten is related to its mother, and through a possible narrative, about children who may have been
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.
5. 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
24 of 26
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.
Page
State Institute of Education, Sector 32, UT Chandigarh
6. 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.
25 of 26
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
Page
State Institute of Education, Sector 32, UT Chandigarh
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.
26 of 26
Page
State Institute of Education, Sector 32, UT Chandigarh
Sincere Thanks to
Our Team
Our Team