6. Stage-wise Syllabus for Environmental Education

Transcription

1 6. Stage-wise Syllabus for Environmental Education Primary Stage Classes I-V 1. Expected Learning Outcomes The learner 2. Content Classes I- II recognises common objects, plants animals in the immediate surroundings; acquires skills of observation, collection of information, classification, description self-expression concerning various phenomena of the environment; observes simple rules of healthy living, safe storage of food practises proper ways of waste disposal; develops habits for protection of the self surroundings; expresses love for the environment through drawing, painting, dancing, singing, gardening, tree plantation other activities; takes care of shows concern for all living beings; develops attitudes desirable for conservation of environment; imbibes values like love for nature, respect for rights of animals, care of plants other living beings protection of the environment. In Classes I II the entire transaction process is to be woven around the child's immediate envrionment with the teacher being perceived as a curriculum constructor. The curriculum for EE for these classes will be transacted through language, mathematics the Art of Healthy Productive Living (AHPL). I. Child's Environment Child's immediate environment (family home, school friends, animals, plants objects) Common animals, birds plants in the local environment Physical features of the local area like flora, fauna, lscape II. Environment Child's Needs food,, shelter, play recreation

2 Protection from accidents, sharp objects, fire the like III. Cleanliness Care of the Environment Exemplar Activities Personal cleanliness good habits Keeping personal belongings neat tidy Keeping the surroundings clean (home, play area, classroom school) Taking care of plants animals The activities given below are only suggestive not exhaustive. Teachers may innovate design activities suited to their own surroundings the level interest of children Classes III-V Providing opportunities to observe beauty, symmetry, rhythm variety in nature Encouraging observation of plants, animals, objects, sites, situations, happenings occurrences Encouraging collection of different types of objects from the environment Conducting nature walks Narrating stories real life incidents Promoting use of charts, pictures, puzzles cut-outs Encouraging care of plants animals Encouraging participation in activities like clay modelling, paper cutting folding Involving children in drawing painting objects pictures Helping children in taking care of self maintaining cleanliness of surroundings Organising dramas, role plays simulations Guiding children in developing proper healthy habits strengthening these periodically through follow-up Sharing children's experiences through simple discussions Conducting related to nature environment games Organising recitation of songs poems Organising visits to parks, orchards, farms, gardens, museums EE is a separate subject in these classes in the form of environmental studies. Greater focus would be needed to develop skills, proper habits positive attitudes towards environment. Exemplar Activities

3 The opportunities are only suggestive not exhaustive. Teachers may innovate design activities suitable to their own surroundings the level interest of children. Providing experiences to observe beauty, symmetry, rhythm variety in nature. Encouraging observation of plants, animals, objects, sites, situations, happenings occurrences. Encouraging collection of different types of objects from the surroundings their preservation. Conducting activities for comparison classification of objects based on their simple physical characteristics. Conducting nature walks. Narrating stories real life incidents. Promoting collection, preparation use of charts, posters, pictures, puzzles cut-outs. Themes Class III Class IV class V 1. The Environment: Near Far Things around us - living non-living Living things _ plants animals Physical similarities differences between human beings animals External body parts, Physical features of the locality The earth, the sun, the moon the stars Similarities differences between living non-living things Parts of a plant their functions - roots, stem, leaf, flower seed Main internal organs of the body - names their recognition Physical features of the locality - natural man-made changes like roads, buildings, dams, canals, drains, Meaning of the environmentliving nonliving interaction between them Similarities differences between plants animals Main internal organs (lungs, heart stomach) of human body their functions Physical features of hills, plains, deserts, valleys General features of people, plants animals of these regions Importance of plants animals - l

4 markets, factories, boats, railways Simple natural phenomenaday night, thunder lightning, rainbow Weather climate (local), their effects on daily life II. Environment Child's Needs Food, Water Air clean food, air Different types of food Sources of food variety of food items Safe storage ways of hling of food Dependence on environment for food Healthy combination of food items Different types of food - body building, energy providing protective (against diseases) Shelter Clothing Shelters of other living beings (nests, caves, burrows, bodies) Qualities of a good shelter (house) for safe healthy living (sunlight, ventilation Types of houses in relation to different climates Materials used to construct houses Buildings in the locality - school, panchayat ghar, health centre, post office, railway station, police station. Need for their proper maintenance

5 Functions Festivals Health Hygiene Transport communication sanitation) clothes, types of clothes, keeping them clean Celebrations in the school community singing Family functions their importance Various means of recreation at home-story books, games, radio, television Need to take care of the different Sources of raw material for clothes (plants animals) Different types of clothes worn in various physical cultural environments Celebration of festivals national days Types of recreational activities in the locality _ fairs, games, folk dances, music, weekly markets, story books, games, radio, television, drama puppetry Different kinds of waste at home in school Effect of Different types of fibres their sources (plants, animals man-made) Various stages in making of fabrics Celebration of important national international days Types of recreational activities in the locality - fairs, games, folk dances, music, weekly markets, story books, games, radio, television, drama puppetry Some common infectious diseasescommon cold, flue, diarrhea Precautions for maintaining proper health protection against infectious diseases First aid as a safety measure Personnel ibl f

6 III. Core Protection of the Environment parts of the body Proper habits for personal cleanliness good health Care of belongings immediate surroundings (School, home neighbourho od) waste on surroundings -littering, flies, mosquitoes, rodents, foul smell Proper ways of waste disposal at home, school in the neighbourho od responsible for community health hygiene Effect of advancement in transport communication systems on environment human life III. Taking Care of the Surroundings Means of transport in the locality Modes of communicati on following safety rules at home, at the school on the road Natural resources_air, Various modes of transport communicati on, its means utility (post, telephone, newspaper, radio television) Traffic symbols, safety rules need for following them Acquaintance with natural resources forest,, Simple measures to be practised to reduce pollution related to air, noise Major natural resources_ need for their preservation conservation Renewable non-renewable sources of energy Interdependence of human beings, plants animals Deforestation urbanisation their effect on the

7 soil Factors responsible for contaminatio n of air Simple ways to minimise contaminatio n of air Keeping the surroundings clean avoiding spitting, littering, plucking leaves flowers, scratching/de facing walls/tree trunks, throwing things into drains/bodies animals, food, energy l preserving resources Ways of saving food,, fuel electricity at home at the school Pollution of air,, l the factors responsible for this Ways of minimising pollution reuse recycling of waste material Local agencies responsible for waste disposal environment Common ways of conservation, harvesting Care of parks, gardens, orchards, ponds, wells, sanctuaries, museums historical monuments Simple safety measures in the event of fire, earthquake, flood Care of plants animals including pets in the locality Care of the old, the sick, young children children with special needs taking care of public property Local agencies

8 involved in community services their roles Organising picnics visits to different places (local sites, museums, historical monuments, parks, orchards, farms, gardens) following them up with discussions. Encouraging care adoption of plants animals. Encouraging participation in activities like clay modelling, making masks, puppetry, paper cutting folding. Involving children in drawing painting objects pictures. Helping children in taking care of self maintaining cleanliness. Guiding children in developing proper healthy habits strengthening them periodically through follow-up. Sharing children's experiences through simple discussions. Helping children to maintain a garden or take care of plants at the school at home. Involving children in planting taking care of trees. Guiding observations regarding level of cleanliness of different sites in labelling them as clean or dirty, hygienic or unhygienic polluted or unpolluted. Organising individual group activities for maintaining cleanliness of school classroom. Promoting proper ways of waste disposal at home, at the school in the neighbourhood. Making use of dry leaves, flowers, waste materials natural products in decoration of school home. Involving children in activities through eco-clubs, nature clubs, school health clubs eco-corners. Conducting nature environment related games. Organising recitation of songs poems. Teaching-Learning Strategies

9 At the primary stage strategies of teaching-learning EE would vary within different contexts the teachers will have to select the most appropriate ones according to the needs of the learners. Some of the suggested strategies are given below: Providing direct experiences through field visits interactions. Encouraging learners' participation in joyful activities utilising local resources. Providing opportunities for observation of natural phenomena helping learners appreciate them. Creating curiosity among learners through teacher demonstrations. Helping learners acquire interpersonal social skills through group activities. Providing opportunities for hs-on-experiences to learners. Encouraging learners to observe experiment with their ideas. Providing opportunities for observation, collection, classification, estimation measurement. Providing opportunities for drawing pictures, charts maps. 4. Evaluation The focus in evaluation of EE at this stage would be on assessment of socio-emotional development behavioural patterns (actions) of the learners besides their cognitive learning. Continuous comprehensive evaluation using learners' profiles assigning them grades would be desirable. Periodical assessment may be utilised for diagnosis as well as for planning remedial measures. Evaluation practices would be informal in Classes I II both informal formal in Classes III to V. Multiple approaches instruments can be used for monitoring assessing desirable behavioural changes in learners. Teachers may select strategies from the following, or evolve their own, for assessing the progress of learners. Observing learners while they are involved in activities individually or in groups Maintaining learners' profile Assessing learners' participation in co-scholastic field activities Using worksheets periodically Assessing learners' progress through opinion of teachers, peers, parents community members Using group evaluation Undertaking institutional evaluation