Environmental Education Infused - NCERT
Environmental Educationas infused in NCERT SyllabusForClasses I to XIIAs Per NCF 2005Department of Education in Science and MathematicsNational Council of Educational Research and TrainingSri Aurobindo Marg, New Delhi - 110016
INTRODUCTIONThe present status of Environmental Education (EE) in schools had its genesis in theNational Policy of Education (NPE) 1986 (modified in 1992), in which 'Protectionof the Environment' is stated as a common core around which a National CurriculumFramework (NCF) would be woven. The National Policy on Education 1986emphasized the need to create awareness of environmental concerns by integrating itin the educational process at all stages of education and for all sections of society.Accordingly, the National Curriculum for Elementary and Secondary Education: AFramework 1988 presented the NCERT's view: "The school curriculum shouldhighlight the measures for protection and care of the environment, prevention ofpollution and conservation of energy." In consonance with these documents,Environmental Studies was introduced as a subject at the primary level. The topicsrelated to environment were suitably infused with different science and socialscience subjects at all school stages. Understanding of the environment in its totality,both natural and social, and their interactive processes, the environmental problemsand the ways and means to preserve the environment was one of the GeneralObjectives of Education as per National Curriculum. Framework 2000.Environmental Education ScenarioPrimary and upper primary stages:At the primary stage, in most States/UTs integrated textbooks on environmentalstudies have been prescribed. In some states environmental concepts have also beenintegrated into language and mathematics, while in some others EVS has beenbifurcated as 'science' and 'society' for which separate textbooks-cum-workbookshave been prescribed. In the NCERT curriculum, the teaching of language andmathematics has been woven around the children's immediate environment inClasses I—II and EE has been reinforced as a component of the Art of Healthy andProductive Living (AHPL). In Classes III-V, separate textbooks for environmentalstudies have been provided. By and large, the textbooks of science and the socialsciences in most States/UTs include environmental concepts. Environmentalconcepts had been included in the NCERT curricula for the upper primary stagemainly through science and technology.Secondary stage:The concepts of EE have been prescribed in the textbooks of most States/UTsthrough science and the social sciences whether taught as integrated or separatesubjects. NCERT textbooks of science and technology and integrated social scienceinclude various concepts of EE.1
Higher secondary stage;The majority of the concepts related to EE are found in the textbooks of biology,chemistry, physics, geography, economics, sociology and political science. This istrue for NCERT and State/UT curricula. In conclusion, it can be said that EE is acompulsory part of the syllabus in schools throughout the country. EE in schoolsinvariably aims at providing children with knowledge, attitudes and skills so thatthey are equipped to contribute meaningfully towards the betterment of theenvironment and accomplish the goal of sustainable development.Shortcomings:Despite these major initiatives, there appears to be still very inadequate exposure ofthe students to their ‘habitat’; there is little active learning from the natural andsocial worlds around them. The prescribed activities may simply be routinely taughtas a set material to be memorised through teaching in the classroom instead of beingpursued by students on their own with an open mind. Activity-based projects mayagain be carried out in a routine fashion, sometimes with improper involvement ofparents or even commercial agencies. It is clear that we need to recognise andaddress the challenges posed by these shortcomings as we attempt to forge ahead.This would be difficult to accomplish within the constraints posed by the currentframework. Instead, we need to shin to a new paradigm.Considering the relevance of Environmental Education, as per National CurriculumFramework 2005 the new syllabii being proposed here aim at generating amongyoung learners an awareness of and sensitivity to the total environment in a holisticmanner and the problems associated with it. It would also equip the futurecustodians of the earth with the requisite knowledge of the total environment, naturaland social, the problems associated with it and the necessary skills for solving thesein a positive and sustainable manner. The processes and strategies suggested wouldhelp develop positive attitudes, social values and strong concern for sustainabledevelopment and further improvement of the environment. While learners wouldappreciate local wisdom through traditions and customs, they would also discovertheir linkages with both national and global concerns. In effect, the courses wouldprepare them to initiate and carry on practical initiative at the individual, the groupand the community level for solving environmental related problem and movingtoward a life of perfect harmony with their social and natural environment.Main objectives of Environmental Education as infused in different subjectsThe main focus of EE should be to expose students to the real-life world, natural andsocial, in which they live; to enable them to analyse, evaluate, and draw inferences2
about problems and concerns related to the environment; to add, where possible, toour understanding of environmental issues; and to promote positive environmentalactions in order to facilitate the move towards sustainable development. To achievethese goals, the curriculum may be based on:Learning about the environment;Learning through the environment;Learning for the environment;SYLLABUS FOR PRIMARY SCHOOL MATHEMATICSGeneral points for Text Book WritersWe need to encourage the development of a culture of learning outside theclassroom. If a topic is linked well with experiences, interesting exercises giventhen conceptual learning of math would continue beyond the 140 periods.Syllabus for Primary MathematicsClass IClass IIClass IIIClass IVClass VGeometry (16 hrs.)ObservesShapes & Spatialobjects in theUnderstandingenvironmentExplores intuitively the area and and gets aperimeter of simple shapes.qualitativefeel for theirMakes 4 shaped, 5 faced cubes from geometricalgiven nets especially designed for the attributes.same.Identifiesright anglesReads and draws 3-D objects, making in theuse of the conventions used in this.environmentDraws intuitively the plan, elevationand side view of simple objects.CreatesNumbers (40 hrs)PatternsPatternsblockNumbers and operations(10 hrs.)(6 hrs.)patterns by IdentifiesWrites multiplication facts Describes sequences of stampingpatterns in his Writes tables upto 10x10simple patterns found in thumbprints, surroundings Multiplies two and three digit numbersleaf prints,using lattice algorithem and theshapes in thevegetablestandard (column) algorithmsurroundings and inprints, etc.Divides a given number in variousnumbers, e.g.ways such as:stamping activity usingby drawing dotsfingers and thumb.by grouping Completes a givenby using multiplication facts,sequence of simpleBy repeated subtraction.patterns found inApplies the four operations to lifeshapes in thesituations.surroundings and innumbers.Geometry (10 hrs.)Shapes & SpatialUnderstandingDevelopsandusesvocabulary of spatialrelationship(Top,Bottom,On,Under,Inside, Outside, Above,Below, Near, Far, Before,After)3-D and 2-DShapesObservesobjects in theenvironmentand gets aqualitativefeel for theirgeometricalattributes.3
Measurement(21 hrs)Solves problems involving lengthand distances.Estimates length of an object anddistance between two givenlocations.Measurement(13 hrs.)Length*Distinguishes betweennear, far, thin, thick,longer/taller, shorter,high and low.Solids around us*Collects objects fromthe surroundings havingdifferent sizes and shapeslike pebbles, boxes, balls,cones, pipes, etc.Environmental Studies: PreambleIntroduction: Teaching of Environmental StudiesContemporary research on how children learn to make sense of the world aroundthem and how pedagogy in primary school can enable them to develop scientificabilities and understanding in consonance with social and environmental concernshas further supported this integrated structure.NCF 2005 and Objectives of Environmental StudiesThe present syllabus is designed to forge an integrated perspective for the primarystage of schooling that draws upon insights from sciences, social studies andEnvironmental Education. The National Curriculum Framework 2005 indicatessome of the objectives of teaching science and social studies at the primary stage asfollows:- to train children to locate and comprehend relationships between the natural, socialand cultural environment; to create cognitive capacity and resourcefulness to makethe child curious about social phenomena, starting with the family and moving on towider spaces to nurture the curiosity and creativity of the child particularly inrelation to the natural environment (including artefacts and people) - to develop anawareness about environmental issues - to engage the child in exploratory andhands-on activities to acquire basic cognitive and psychomotor skills throughobservation, classification, inference, etc.- to emphasise design and fabrication,estimation and measurement as a prelude to the development of technological andquantitative skills at later stages - to be able to critically address gender concernsand issues of marginalization and oppression with values of equality and justice, andrespect for human dignity and rights.Integrating ‘Subjects’ or Forging a New Understanding?Thus biologists (if we can use that term to somehow bring together botanists andzoologists!) would naturally propose a study of plants, animals or the human body,whereas physicists would think of sound, light, force and work, while chemistswould propose studying forms of matter, properties of substances, etc. The syllabusweb moves outward over the three years; it gradually extends the child'sunderstanding of her world, beginning from the immediate ‘self’ to includeher family, the neighbourhood, the locality and also the country. Thus by the time4
the child reaches Class V, she is able to see her ‘self’ in the larger context - as partof a community, the country and also, more tacitly, as located in this world. Indeed,in some flights of fancy the syllabus even goads the young child to ride on aspacecraft and leap beyond the earth, into outer space, that may yet not becomprehensible but is certainly fascinating for her. Thus, for instance, the theme on‘Food’ begins in Class III with ‘cooking’, ‘eating in the family’, about what we eatand what others eat, what animals eat, etc. It then moves on in Class IV to how foodis grown, what different plants they may have seen, how food reaches us, etc. InClass V children discuss who grows it, the hardships farmers may face, whilestaying grounded to the reality of our own pangs of hunger or the plight of peoplewho do not get food. In addition, ‘when food gets spoilt’ explores spoilage andpreservation of food, while changes in food habits and the crops grown are analysedthrough the experiences of elders/grandparents. Finally ‘our mouth – tastes andeven digests food’ sees how the saliva makes food taste sweet on chewing, while‘food for plants?’ also introduces the idea of some curious insect eating plants.‘Plants’ and ‘Animals’ as Part of the Theme ‘Family and Friends’ ‘Plants’ and‘Animals’ have consciously been included under the theme of ‘Family and Friends’to highlight how humans share a close relationship with them and to also provide aholistic and integrated scientific and social perspective of studying them.Traditionally ‘plants’ or ‘animals’ are presented as autonomous categories, seenpurely from the perspective of science. Here an attempt is made to locate them in asocial and cultural context, and also to see how the lives and livelihoods of somecommunities, such as the gujjars, musahars or ‘pattal’-makers, are closely connectedwith specific animals or plants. Moreover, in the universe of young childrennarratives of animals and plants play a significant role, and they can relate well evento the animated characters perceived as ‘family and friends’.14Taking cognisance of the way children think ‘plants’ are first introduced through thetheme on ‘Food’ - through what plants children eat, and also through the idea thatwe may eat the leaves, or the stem, or seeds of different plants. In fact, this comesafter a discussion on questions related to ‘Which’ of the following is food? - redants, birds’ nest, goats’ milk, etc?’. This is to sensitise them to the idea that whatsome of us take to be ‘food’ may not be so for others; that food is a deeply culturalnotion. As discussed above, to allow for a more connected approach ‘plants’ is asub-theme under the umbrella of Family and Friends’. Thus in Class III childrenlook at the different ‘plants around us’, at possible changes over time from whentheir parents were young, and also what things around them are made of plants. Theyare expected to talk to their parents and other elders around them, so that thesediscussions can act as scaffolding to their learning. This is also indicated in theactivity column of the syllabus. Children in Class III also observe the shapes,colours, aroma, etc to see the diversity of ‘leaves in our lives’, to talk of how plantleaves may be used to eat on, the times of the year when lots of leaves fall to theground, which may be used to make compost, and also paint different leaf motifsthey see on their pots, animals, clothes, walls, etc. In Class IV they look at ‘flowers’and flower sellers, and discuss ‘whom trees belong to?’ while in Class V they moveon to ‘forests and forest people’, the notion of parks or sanctuaries, and also5
‘plants that have come from far’. In this way they are enabled to construct a moreholistically connected understanding, from a scientific, social, cultural andenvironmental perspective, that is enriched with an aesthetic and caring appreciationof plants around them. Our Bodies, Our 'Selves': 'Family and Friends' offerSensitivity and Sensibility By 'Feeling around with eyes shut' they explore theirsenses of touch, smell, etc. - not in isolation of the people or animals they care for but by trying to identify all those living with them only by touching, hearing orsmelling them.Class III Environmental StudiesQuestionsKeyConcepts/IssuesFamily influences physicalcharacteristics, valuesandhabits,appreciating qualitiesand skills of familymembers; family as asupport system.SuggestedSuggested ActivitiesResourcesFamily members, local Observation, exploringknowledge,from elders about extendedstory/poems onfamily, narrating stories/different festivals.singing poems related tofestivals, writing about anyfestival, drawing.1.2 PlantsPlants around usHow many different kindsof plants do you see aroundyou? What are the differencesyou notice? What thingsaround you are made ofplants? Is there a plant inyour area that was not therewhen your grandparents wereyoung? Do you know of someplants which do not growaround you, say things thatwe eat and not grown aroundyou?Exploring children'sideas about a 'plant'.Plant diversity; size,where they grow,shape, colour, aroma,etc.; dependence onplants for everydaylife. Introduction ofnew plants / cropsandchangesobserved by eldersover time. Plants andtheclimate/environment.Child's daily lifeexperience bservation,informationfromgrandparents/ elders, asample/picture of aplant, which is unusualinthelocalsurroundings.Leaves in our lives Whatdifferent kinds of [eavesdo you see?Leaf diversity colour, shape, texture,aroma, etc. Seasonalshedding of leaves;compost from leaves.Do you use plant leaves toeat on? In what other waysare leaves used?6Observationofdifferentplantsaround, compare andclassification based onsimplecharacters;Discussionaboutthings made of plants,pencil prints of barks, leafprintsChild's daily life Observation, collection ofexperience,different leaves, smellingobservation, a story on different plant leaves,a compost pit.discussion, visit to anearbycompostpit,decorating the classroomwith leaf motifs
Is there some time of theyear when lots of leaves fallto the ground? Are theyburnt? Have you seen acompost pit?What leaf motifs do you findon clothes, pots, walls,animals, etc.?Do you decorate your housewith leaves on someoccasions?211.3. AnimalsAnimals small and bigExploring children'sideas of anWhich are the smallest andthe biggest animals youhave seen?Which have you only heardabout? Which animals , listing,Discussion about whatthey eat, were they liverelative size of animalsthey have seen, picturesin books, animals heardabout.Drawingpicturesof favouriteanimals.How many legs?Some creepy crawlies -and Exploring children's Child'sdailylife Observation, of ants, flies,flyers tooideas of crawlingexperience, observation, spiders,crickets,animals, flyers andstories/poemson cockroaches, earthworms,What different kinds of small insects.insects, flyersand lizards andothercrawling animals do youcrawlinganimals animals.Discussionknow of?(NBT)about them, where theylive, what they eat,Where and from what doesinsect bites(wasp) etc,each of them hide?Drawing some of themWhich insects can crawl andalso fly?Which ones bite us? Can fliesmake us ill?Why does a spider make a web?7
Exploring children'sideas of birds theirWhich are the birds you see living places, eatinghabits, commonaround your area?features like feathersand sounds producedDo they like some treesmore than others? What do by them. Feedingbirds.they eat? Can yourecognize birds by theirfeathers?BirdsChild'sdailylife Drawingsofbirds;experience,mimicking different neckobservation,stories/ movements and sounds ofpoems on birds (NBT) birds, collecting feathers.What are the differentsounds they make » arethey saying something toeach other? Are there somebirds that come from otherplaces?Do you feed any birds orplace water for them?1.4 Work and Play Games Leisure; games inTraditional and local Listing, classifying indoorwe playschool and outside,games; folk toys.and outdoor Gamespast and present; forWhat games do I play? Did some play is workmy grandparents play thesame games? Are theseindoor/ outdoor?Appreciation ofcultural diversity infood; basic ideasabout various plantWhich of these is food - red used as food; foodants, bird's nests, snakes,Tom animals.bananas, goat's milk etc.?2. FOODFoods from plants andanimalsWhat plants do you eat what parts of the plant?What food do we take fromanimals?8Listing and discussingabout food we do or donot eat; tabulating foodwe take from differentplantsandanimals.Observing and drawingdifferent parts of plantseaten.
CookingWhat do you eat that is notcooked? What is eaten onlywhen cooked? How do youcook food? What do youcook it on? What are thedifferent kinds of vesselsused for cooking? What arethey made of? Is water usedin all forms of cooking?Which food is cookedwithout using water? How?Food may be eatenraw or cooked steamed, boiled,baked, fried etc.;Different fuels, typesof stoves; Types ofvesselsusedincooking, erialsetc.Songs/poems on food Listingrawandor lack of food; local cookedfood;knowledge about what discussion on cookingis edible: photographs. methods/materials,etc;survey to find out ;historicaltime line tracing what inthekitchenhaschanged and roughlywhen. ?Eating in the familyDo all members of thefamily eat the same food inyour family? Whoeats more? Who eats last inyour family? Who buys thefood and what is boughtfrom the market? Whocooks the food in yourfamily? What do babieshave for food? When dobabies start eating and whatdo they eat other than milk?etc.Cookingandgender/caste roles inthe family; Food forthebaby,significance of milk.Observationandasking adults, discussion.Listing of food itemsboughtfromthemarket/grownathomeWhat animals eatDo animals eat the samethings? What do differentanimals eat? Do you feedthe animals around you what? What do they takefrom your house even whennot fed?Food of domesticand wild animals;care of domesticanimalsObserving and listingdifferent animals andtheir feeding habits, ;Discussing food given toanimals,;observinganimalsbeingfed,keeping food out andobservinganimalscome and feed.;3. SHELTERHouses and housesHave you seen - a house onstilts, a tent, a flat on thetenth floor, a house onwheels or a house on aboat?Someunusualhouses, a narrativeand a discussionabout why suchhouses are built.Different types ofhouses Need forshelter, need forliving togetherPictures of different typesofhouses;easilyavailable materials formodel making9
Decorating and cleaningour shelterHow do you decorate yourshelter? Do you drawdesigns on your wails/flooror decorate withleaves/flowers/otherobjects? How do you keepyour house clean? Do youalso help in cleaning?Who mops and sweeps it?Where do you throw theGarbage? Do you have anyproblems living in yourhouse during rains, summeror winter? Have you seenhouses with sloping roofs?Why are they madesloping?My houses,Illustrationsof Draw a picture of yourHouses/shelters are designs/motifs used for house.Drawthedecorated in different decoration of the house variouskindsofways in differentdesigns/motifs used tocultures; Need fordecoratewalls/floors ofshelter to providehouses.protection from heat,cold, rainandproblemsfaced.Needtosharehousework. GarbagedisposalMy family and otheranimalsWho all live with you?Which animals live with you- which are the biggest andthe smallest animals living inyour house? From where dothey get their food?Family members; petsand other animals,insects, rodents, etc.Food for the pets andother animals. Someare seen only at e. Drawings ofinsects, rodents; pets andother domestic animals.Neighbourhood,mappingandrepresentation in nglocationofplacesanddrawing/mappingfromdifferent perspectives, likefrom the top, from thefront etc, Draw a map ofthe route from our houseto the nearest shop.Where in your house do theseanimals live? Which of themare seen only at night?Mapping myneighbourhoodHow big is your school?What kind of a building s it?Can you draw a picture ofyour school and yourclassroom? Do you knowyour way around yourneighbourhood? Can weexplain to someone how toreach the post office or thebus stand from our house?10
4. WaterWater for my familyWhat are the main sources ofwater in your locality? Whofetches the water? From howfar?Local sources ofChild's daily life Listing the sources ofwater; uses of water; experience,local water, Exploring by askinggender roles; distance knowledgequestions from elders orestimates; socialpeople around, Discussion.discrimination; cleanwater for drinkingDo all the people in yourlocality use the same sourceof water? Are some peoplenot allowed to take waterfrom where you take it?From where do you getwater? Does it look cleanenough for drinking?Do animals and plantsneed water?What happens if plants andanimals do not get water how do you see that a plantor animal is thirsty? Do allanimals/plants need thesame amount of water?Which plants/animals needthe least?Water shortageWhen is it difficult to getwater? Are there somepeople in your area whoalways face water shortage?What would happen if we ladno water? Have you seenwater being wasted -low?How can we avoid it? Doyou reuse water?Water is our livesWhich of your dailyactivities use water?Do you and other you knowwash your hands and feetbefore you enter the house?Why do you think this isdone?Water for plants and Library resource-brief Reading,Discussion;animalsinformation about the Comparison of a wellcamel, cactus along watered and a wiltingwith their pictures.plant.Water scarcity,Newspaperclippings Poster making/ writingwastage and recycling, aboutactivity in groups with awater harvestingwatershortage/water message of saving waterbeing wasted,Use of water indifferent activities;cultural expressionsabout water/ rain/river; observationsrelated to rain and theresponse of plantsanimalsCan you describe the sceneof rainy day-with detailsabout birds, animals, plantsand yourself?11Libraryresources, Enacting different activitiesobservations related to that utilize water/a rainydaily life. Songs about day, listing the activities inwater/river/rain?which water is used,signingrain/river/watersongs/poems together inthe class.
Storing waterHow do you store water Inyour home?Do you collect rainwater how? How much water doyou store every day? Abouthow much do you use fordrinking or bathing? In whatkinds of containers do youstore water for drinking/washing/or for animals?What are the containersmade of? If the water is atthe same level in a narrowand a broad container does itmean they contain the sameamount of water?5. TRAVELWays to travelHow do we go to school?How do we go to otherplaces you visit?How many differentways of travel do weknow of?276. THINGS WE MAKEAND DOPotteryWhat kinds of pots do wesee around us? Whatcontainers are used to storegrain?What kinds of containers didpeople make long, long backwith rings of clay- when theydid not have a potter'swheel? Can you make suchpots and dry them in the sun how long do you think thesewill last? How does thepotter bake them?Measurementofvolume in terms ofnon-standard unitssuch as buckets, pots,etc. Estimates ofquantities used fordifferent domesticactivities; safehandling of water.Containers made ofdifferent shapes andmaterials to storewater for differentpurposes;picturesofDifferent modes of Pictures of modes of Collecttransport;differentmodesoftransport; shorttransport; classify themdistance, longinto different types ofdistance, newer waystransport; enactaof travelling.trainjourney/railwaystation, Observations ofactivities at the stationlikeloading, weighing,washing trains, signalling,selling tea, level crossingetc.To meet basic needshuman beings makethings; need naturalresources, creativity;have changed theway we live An ideaof the earliest potsmade for storage ofgrain -when therewas no potters wheel.The experience ofmaking such potswith clay; drying andthe need to bake themfor greater strength.12Narratives andillustrations of potsand containers made inearly times - with ringsof clay (as in theSocial Studies book byEklavya)Making pots of clay; alsowith rings; with differenttypes of clay; drying inthe sun; talking to pottersor brick makers to rent ornaments etc.with clay
TextilesIn how many different wayscan you wear a long cloththat is not stitched? Howmany kinds of saris or lungishave you seen worn bypeople from different partsof the country?Diversity In types ofclothing we were;even with unstitchedclothing. Colours anddesign are used intextiles; scope orcreativity; vegetabledyesHow many different coloursdo we know of - how manynew ones can we create?What are fast colours andwhat problems do we facewhen colours run? How dowe make our own vegetablebock prints and tie and dye?13Some idea of mixingcolours to make newones; fast colours andcolours that run; tieand dye; blockprinting and makingour own blocks withvegetables. Samples ofblocks, dyes.Activity to wear/drape adupatta or longn clothin different styles toemulate what differentpeople do and also tocreate their own designs.Play with colours andcolour mixing; Using dyesto dye cloth; makingblocks with potato orladies fingers for printingon paper.
Class IV Environmental sciences1.3. AnimalsAnimals and their friendsWhich animals like to movearound in groups?Herds; groupbehaviour; animalhuman interactionWhich animals are shy and donot come near you? Have youseen animals playing with orriding on different animals?Observation, child’sdaily life experience,story on animalsmoving in groups,visualsWho is attracted toflowers?Why do bees/butterflies cometo flowers? How do peoplecollect the honey from beehives?Honey from flowers; bee Film; descriptionhive and basic idea ofIllustratedhoney collectionnarratives/discussionwith beekeepers onthe process ofhoney collection.Observation of flowersand the insects thatvisit them, drawing theflowers, insects,discussion on colour,fragrance.Long ears or short?Which animals have ears?Which animals havehair ontheir body?Some animals haveexternalears. They alsohave hair.Child's observation,information/description on andillustrations aboutanimals.Listing andclassification ofanimals with andwithout ears; with andwithout hair; drawingthem; feeling them;1.4. PlantsRoots of plantsDo all plants need water togrow? Which part of the plantabsorbs water from the soil?When you tug at grass, whydoes it not come out easily?Why do plants/trees not getuprooted when there is astrong wind? Which roots areeaten by people during faminewhen nothing else grows?Plants need water; rootsabsorb water and hold ifto the ground.Roots eaten normallyeaten by people likecarrots, radish, sweetpotato, and duringfamine. Aerial roots ofsome plantsChild's observation,information about theroots eaten by people;pictures/specimens ofroots.Observation,collection, drawing ofroots of different types,Observing trees/plantswhose roots areaffected by activitieslikeconstruction/paving/plastering. Observationand discussion aboutswinging onpipal/hargad aerialrootsFlowers Which plants aroundus have flowers? Do theycome only at some times ofFlowering plants;Child's observation,seasons; observation of stories/ poems aboutbuds blossoming intoflowers, a visit to a14Drawing flower motifsfor clothes, Observingthe flowers and buds,noting
the year?How is the bud different fromthe flower?What are the diffe
Environmental Studies was introduced as a subject at the primary level. The topics related to environment were suitably infused with different science and social science subjects at all school stages. Understanding of the environment in its totality, both natural and social, and their interactive processes, the environmental problems
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