6.

Stage-wise Syllabus for Environmental Education

Secondary Stage Classes IX-X

1. Expected Learning Outcomes The learner

understands eco-systems and their interrelations; develops awareness about the utilisation, overexploitation of natural resources; recognises the need for keeping pollution under control for maintaining quality of life; develops ability to identify, analyse and reflect upon different environmental concerns; acquires skills to collect, analyse and interpret data and information relating to environmental problems; develops skills for effectively tackling problems related to the local environment; adopts habits helps makes judicious utilisation of resources and materials for maintaining balance in nature; acquires leadership qualities through participation in specifically designed activities; develops love, affection, sensitivity and sense of responsibility towards all living beings; participates in activities and programmes for protecting, preserving and conserving environment and its resources; appreciates and respects legal provisions for protection of animals and plants; and imbibes the essence of environmental values and ethics to live in harmony with nature.

2. Content The focus of EE will be on developing healthy attitudes and encouraging positive actions through activities, projects, field interactions and co-scholastic activities. Ability to establish cause-effect relationships would also be nurtured. This is the right stage for further strengthening value inculcation, habit formation, and development of commitment towards protecting the environment. The learners will acquire all the skills necessary for creative, productive and successful adult life.

Class IX I. Understanding Ecosystem

Types of ecosystem - forest, grassland, desert, aquatic, costal, marine Interaction between biotic and abiotic factors in an ecosystem Energy flow and its importance, cycles of nutrients in terrestrial and aquatic (fresh water and marine) ecosystems, nature's mechanism in maintaining balance Destruction of ecosystem due to changing patterns of land use; factors responsible for this _ population growth, migration, industrialisation and urbanisation, dwelling units, transport; encroachment on water bodies, forests and agricultural land, shifting cultivation; facilities for tourism, pilgrimage, recreation and adventure; construction of large dams, mining and war Impact of ecosystem destruction - loss of habitat, stress on resources Conservation of ecosystem - alternative practices including indigenous conservation practices, planning for proper land use Role of Environmental Impact Assessment (EIA) in maintaining the quality of the environment

II. Depletion of Resources

Natural resources -air, water, soil, metals, minerals, forests and fuels, Causes of depletion of resources -over-use/irrational use, non-equitable distribution of resources, technological and industrial development, population growth Impact of resource depletion - imbalance in nature, shortage of materials, struggle for existence; slackening of economic growth Practices for conservation of resources - search for alternatives, promotion of renewable resources

III. Waste Generation and Management

Sources of waste - domestic, industrial, agricultural, and commercial Classification of waste - bio-degradable, nonbiodegradable; toxic, non-toxic, bio-medical Impact of waste accumulation - spoilage of landscape,

pollution, health hazards, effect on terrestrial and aquatic (fresh water and marine ) life Need for management of waste Methods of safe disposal of waste - segregation, dumping, composting, drainage, treatment of effluents before discharge, incineration, use of scrubbers and electrostatic precipitators Need for reducing, reusing and recycling waste Legal provisions for handling and management of waste

IV. Environmental Values and Ethics

Human rights, fundamental duties and value education Women and Child Welfare

Exemplar Activities The activities suggested below are neither exhaustive nor prescriptive. Teachers may design their own set of activities keeping in view the overall objectives of teaching and learning of EE at this stage. They will have to make use of local flora and fauna and the available resources and facilities and take cognisance of local environmental problems. The learners should be encouraged to initiate action on their own. Arranging visits to a few establishments in the locality like motor repair workshops, kilns, pottery making units, fish and vegetable markets, restaurants and dyeing units and helping learners to find out the types of waste and methods prevalent for its disposal; organising discussions on the information collected to suggest measures for improving the environmental conditions

Helping learners prepare reports on changing patterns of land use during the last five years in the village, city, region and state through collection of information from different sources about the area of the land utilised for: - housing, - markets, hospitals, schools and other facilities, - construction of roads, and - industries

Discussing the possibility of finding economical and environment friendly alternatives to deal with the scarcity of resources like fuels in the locality Organizing visits of learners to nearby hospitals or health centres and helping them collect information about

diseases caused due to the prevailing environmental conditions Helping learners plan and execute awareness campaigns through community participation on major environmental problems at the local and/or national level like deforestation, energy conservation, air pollution due to automobiles and noise pollution Encouraging learners to disseminate information through bulletin boards and school magazines, about the impact of construction of large dams, natural disasters like floods, droughts or cyclones on ecosystem Helping learners list different types of industries in the states and collect information about the types of raw materials used, modes of their procurement and disposal of wastes generated; organising discussions to classify these industries as polluting or environment friendly and suggesting possible ways of reducing pollution caused by these units

Class X I. Restoring Balance in Ecosystem

Need for adopting control measures to check spoilage of landscape Need for conservation and management of water integrated water shed management, recharging of ground water including rain water harvesting, development of appropriate technology Conservation and management of forests, grasslands, and semi _ arid ecosystems Conservation and management of ocean resources _ marine and coastal eco-systems, importance of coral reefs Conservation and management of soil - alternate cropping, judicious use of inputs like water, fertilisers, pesticides; use of manure, bio-fertiliser and bio-pesticide; plantation and conservation of grasslands to check soil erosion; forest conservation including Joint Forest Management (JFM), afforestation including social forestry and agro-forestry Measures to conserve wildlife - national parks, sanctuaries and bio-reserves; breeding programmes for endangered species; preventing poaching, hunting and bio-piracy; enforcement of legal provisions Application of bio-technology Public awareness programmes concerning conservation of

water, soil, air, forests and other resources Relevance of indigenous practices Tribal culture and its linkages with forest resources and their conservation

II. Pollution

Types of pollution - air, water (fresh and marine), soil, radiation and noise Sources of pollution and major pollutants; oil spills Effects of pollution on - environment, human health and other organisms Abatement of pollution

III. Issues of the Environment

Decline in forest, agricultural and marine productivity and its effect on economy Resettlement and rehabilitation of people Energy crisis - urban and rural sectors Greenhouse effect and global warming Climatic changes Acid rain Ozone layer depletion Disaster-natural and manmade; disaster management and its mitigation

IV. Striving for a Better Environment

Use of efficient and eco-friendly technology Sustainable use of resources Adoption of indigenous practices; sacred groves Consumer education - consumer rights, making correct choices while buying different items, food adulteration Community participation for ecological restoration and conservation Protection of wildlife; stopping of cruelty to animals Enforcement of acts, laws and policies Some success stories - use of CNG, Chipko Movement, water harvesting, Silent Valley and the like

Exemplar Activities The activities suggested below are neither exhaustive nor prescriptive. Teachers may design their own set of activities keeping in view the overall objectives of teaching and learning of EE at this stage. They will have to make use of local

flora and fauna and the available resources and facilities and take cognisance of local environmental problems. The learners should be encouraged to initiate action on their own.

Organising discussions and debates on issues of environment like pollution of air, water and soil, depletion of resources, disposal of plastics, and urbanisation. Guiding learners to collect data from owners/drivers of the private/commercial vehicles through interview-cumdiscussion method and to prepare reports. The information may be sought about: - frequency of checking air pressure - maintenance of vehicles - types of horn fitted in the vehicle and frequency of their use - frequency of checking the pollution level - average driving hours per day - state of drivers, personal health

Guiding learners to collect data from different households through interview-cum-discussion method and to discuss and suggest ways and means for saving electricity and fuels. The information may be collected on: - types and quantity of fuel used per month in the kitchen - amount of electricity used per month or the fuel used for generator or any other sources used for lighting - amount of fuel used per month in car, motor cycle, scooter, tractor - measures/steps taken for saving fuel and electricity - Helping learners find out sources of pollution of water bodies in the locality and to determine the quality of water.

Guiding learners to make plans for beautification of school campus or a park in the locality, identify suitable plants and trees, undertake plantation and look after them. (This may be introduced as a class/group activity as a part

of van mahotsva or eco-club programme.) Organising visits to water treatment plants, sewage treatment plants or garbage dumping or vermi composting sites in the locality and helping learners study their working. Guiding learners collect information about global environmental issues and problems and communicate their findings through appropriate modes (like posters, charts, collages, cartoons, handouts, letters, street plays, rallies, campaigns) to all concerned. Organising eco-clubs and activities like debates, quizes, exhibitions, essay competitions on the themes related to environmental concerns and problems and guiding the learners to synthesize information gathered from books, journals, magazines and internet.

3. Teaching-Learning Strategies Teaching-learning needs to be so designed that it facilitates enhancement and concretisation of understanding, refinement of habits, attitudes, values and skills. Besides, linkages between theory and practice need to be strengthened. This would ensure learners' proactive role in addressing environment related problems. The strategies may involve the following:

Providing opportunities for the application of the knowledge gained and the understanding acquired Providing opportunities through simple projects for identifying environmental problems which catch their attention Encouraging independent handling of projects and activities Providing opportunities for critically analysing the data and information collected on environmental issues Encouraging nature study using the case study approach Involving learners in surveys pertaining to environment related problems/phenomena Involving learners in community based environment improvement programmes Arranging excursions and visits and preparing reports Organising brainstorming sessions to identify areas of action Encouraging self-learning through hands-on experiences Utilising group activities for nurturing leadership qualities

4. Evaluation

At this stage, evaluation in this area will be at par with that in other subject areas. A public examination like in other subjects at the end of class X will be conducted for EE, allocating marks/grades in proportion with other subjects. Evaluation of projects and activities will be carried out internally and grades awarded will be reflected in the co-scholastic activity report card. Evaluation would be based on the assessment of learners' performance, both in theory and practical assignments. Multiple criteria would be adopted for assessing learners' progress. Performance in theory and practice would be assessed separately. Both formative and summative evaluation will be organised using school based continuous and comprehensive evaluation and the end-ofyear assessment. Grading system will be used for recording the outcome of evaluation. Opportunities for improvement in grades would be inbuilt in the system. The features of evaluation would include:

Evaluation of cognitive learning outcomes through written tests Evaluation of conative and affective aspects of learners by peers, teachers and the community could be undertaken through observation of their participation in individual and group activities, field interactions, projects and coscholastic activities, and their involvement in community based projects

In addition, it would be desirable to undertake institutional evaluation.