In classes I and II the entire transaction process should be woven around the
child‘s immediate environment with the teacher being perceived as a curriculum
constructor. The curriculum for Environmental Education for these classes should
be transacted through language, mathematics and the Art of Healthy and
Productive Living (AHPL).
Environmental Education is to be taught as a separate subject in these
classes in the form of environmental studies. Greater focus would be needed to
develop skills, proper habits and positive attitudes towards environment.
|1. The Environment:|
Near and Far
Things around us - living and non- living. Living
things - plants and animals. Physical similarities and differences
between human beings and animals. External body parts. Physical features
of the locality. The earth, the sun, the moon and the stars
Similarities and differences between living and non-
living things. Parts of a plant and their functions - roots, stem, leaf,
flower and seed. Main internal organs of the body - names and their
recognition. Physical features of the locality - natural and man-made
changes like roads, buildings, dams, canals, drains, markets, factories,
boats, railways. Simple natural phenomena - day and night, thunder and
Meaning of the environment - living and non-living
and interaction between them. Similarities and differences between
plants and animals. Main internal organs (lungs, heart and stomach) of
the human body and their functions. Physical features of hills, plains,
deserts, valleys. General features of people, plants and animals of the
regions. Importance of plants and animals - land and water. Weather and
climate (local), their effects on daily life
|2. The Environment and Child‘s Needs Food, Water and
Need for clean food, air and water. Different types
Sources of food and water. Need for variety of food
items. Safe storage and ways of handling of food and water.
Dependence on environment for food. Healthy
combination of food items. Different types of food - body building,
energy providing and protective (against diseases).
Shelters of other living beings (nests, caves, burrows, water bodies).
Qualities of a good shelter (house) for safe and healthy living
(sunlight, ventilation and sanitation).
||Types of houses in relation to
different climates. Materials used to construct houses.
||Buildings in the locality - school,
pantheist guar, health centre, post office, railway station, police
station, need for their proper maintenance.
Need for clothes, types of clothes, keeping them clean.
||Sources of raw material for clothes
(plants and animals). Different types of clothes worn in various
physical and cultural environments.
||Different types of fibers and their
sources (plants, animals and man made). Various stages in making of
|Celebration in the school and community
singing. Family functions and their importance. Various means of
recreation at home - story books, games, radio, television
||Celebration of festivals and national
days. Types of recreational activities in locality - fairs, games, folk
dances, music, weekly market, story books, games, radio, television,
drama and puppetry
||Celebration of important national and
international days. Types of recreational activities in the locality -
fairs, games, folk dances, music, weekly market, story books, games ,
radio, television, drama and puppetry.
|Health and Hygiene||
Need to take care of different parts of the body. Proper habits for
personal cleanliness and good health. Care of belongings and immediate
surroundings (School, home and neighborhood).
||Different kinds of waste at home and in
school. Effect of waste on surroundings - littering, flies, mosquitoes,
rodents, foul smell. Proper ways of waste disposal at home, school and
||Some common infectious diseases -
common cold, flu, diarrhea. Precautions for maintaining proper health
and protection against infectious diseases. First aid as a safety
measure. Personnel responsible for community, health and hygiene.
Transport and communication
|Means of transport in the locality.
Modes of communication. Need for following safety rules at home, at the
school and on the road.
||Various modes of transport. Need for
communication, its means and utility (post, telephone, newspaper, radio
and television). Traffic symbols, safety rules and need for following
||Effect of advancement in transport and
communication systems on the environment and human life. Simple measures
to be practiced to reduce pollution - air, water and noise.
3. Care and Protection of the Environment.
|Natural resources - air, water and
soil. Factors responsible for the contamination of air and water. Simple
ways to minimize contamination of air and water. Keeping the
surroundings clean - avoiding spitting, littering, plucking leaves and
flowers, scratching/ defacing walls/tree trunks, throwing things in
||Acquaintance with natural resources -
forest, water, animals, food, energy and land. Need for preserving
resources. Ways of saving food, water , fuel and electricity at home and
in school. Pollution of air, water, land and factors responsible for
this. Ways of minimizing pollution - re-use and recycling of waste mater
ail. Local agencies responsible for waste disposal.
||Major natural resources - need for
their preservation and conservation. Renewable and non-renewable sources
of energy. Interdependence of human beings, plants and animals.
Deforestation and urbanization and their effect on the environment.
Common ways of water conservation - water harvesting
4. Taking care of the surroundings
Care for plants and animals including pets in the locality.
||Care of the old, the sick, younger
children and children with special needs. Need for taking care of public
property. Local agencies involved in community services and their roles.
||Care of parks, gardens, orchards,
ponds, wells, sanctuaries, museums and historical monuments. Simple
safety measures in the event of a fire, earthquake, flood
Multiple approaches and instruments can be used for monitoring and assessing
desirable behavioral changes in students. Teachers may select from the following
or evolve their own approaches and instruments for assessing the progress of