KENDRIYA VIDYALAYA SANGATHAN

KVS ZIET MYSORE

THREE DAY WORKSHOP ON SPECIAL PROGRAMME IN ELEMENTARY EDUCATION

FROM 12.08.2013 TO 14.08.2013

TITLE: THEORETIC

AL BASIS

OF TEACHING- LEARN

INGEVS

GROUP MEMBERS

Mrs.D.S.Nagavalli, PRT, KVMG Railway Colony, Bangalore, Bangalore Region.

Mrs.R.Padmavathi, PRT, KV Anna Nagar, Chennai, Chennai Region.

Mr.Amit Kumar Singh, PRT, KV MEG & Centre, Bangalore, Bangalore Region

OVERVIEW

Environmental Studies

SUB UNIT I Introduction -Rationale-Objectives-PedagogySUB UNIT II What is an essential questions- What is key concepts?- Integrated programming & Thematic approach- What is a theme?SUB UNIT III A suggested General sequence of activities-

Curriculum Transaction (Theoretical)-

Curriculum Transaction (Practical)

SUB UNIT IV Assessment in EVS- Planning for assessment- Points to consider while assessmentSUB UNIT V Internal Resources for EVS (videos and images)

SUB UNIT I

ENVIRONMENTAL STUDIES

SUB UNIT – I

ESSENTIAL QUESTION: Why should we teach Environmental Studies in an effective way?

Introduction

Environmental Studies has emerged as a significant element within the school curriculum.

Environmental Studies recognises the importance of the following approach to teaching and

learning, which focuses on the concepts of in, about and for the environment. These concepts are

recognised and accepted internationally. The process is shown in the diagram below.

Education in the environment emphasises the importance of providing experiences for

students out in the environment. It is these types of experiences that assist students to

develop and enhance their awareness and appreciation of environments.

Education about the environment enables students to make informed decisions to act in

environmentally responsible ways. They develop sound knowledge and understanding of

the environment through an integrated approach that emphasizes the importance of

natural, built and social environments.

ENVIRONMENTAL

Education in the environment

Education about the environment

Education for the environment

Education for the environment encourages students to take action to initiate positive

changes in attitudes and personal lifestyles. It builds upon the experiences and

knowledge developed in education in and about the environment, and assists students to

promote a sustainable use of their environment.

Process:

Environmental education is the process through which students come to understand and

appreciate the environment. It aims to develop the knowledge, skills and willingness to make

decisions and take action to sustain the planet. The flow chart below shows the Environmental

Studies process.

Understanding Background information Key concepts, knowledge, skills and processes

Tuning in Activities to engage students’ interests in the topic

Preparing to find out activities that give insights to what students already know

Finding out a shared experience from which students will gather new information about the topic

Taking action activities that give students the opportunity to act upon what they have learnt

Making connections Activities that help students put it all together and draw some conclusions about what they have learnt

Sorting out activities that help students process the information that they have gathered Pr

oces

s of E

nviro

nmen

tal s

tudi

es

Teachers are encouraged to use this process in their planning and teaching and must provide

opportunities for students to use this process as part of their learning. Teachers must make

decision about what they will teach and how they will then teach it, decisions that will achieve

their purposes and address their students' needs.

RATIONALE:

Rationale development should be part of thoughtful planning for classroom instruction. If we

have not reflected on the whys of what we teach, we will be unprepared to meet the needs and

challenges of our students.

Provides opportunities to the child to understand environment Perceives its environment in a holistic manner Approaches each aspect in an integrated manner – physical, social and natural

/environmental concerns

OBJECTIVES:

To train children to locate and comprehend relationships between the natural social and

cultural environment

To develop an understanding based on observations, experiences and physical, social and

cultural aspect of life rather than abstractions;

To create cognitive capacity resourcefulness to make the child curious about social

phenomena, starting with the family and moving on to wider spaces.

To develop an awareness about environmental issues

To engage the child in exploratory and hands on activities to acquire basic cognitive and

psychomotor skills through observation, classification, inference etc.,

To be able to critically address gender concerns and issued of marginalization and

oppression with values of equality and justice and respect for human dignity and rights.

PEDAGOGY OF TEACHING EVS IN SCHOOLS:

Different educators have different pedagogical styles.

Children bring to school a lot of different experiences and some kind of a knowledge base and

vocabulary. They are not ’ empty vessels ‘ or ‘ blank slates’ , to be filled up with information

and knowledge. New learning is thus to be developed based on his prior knowledge.

Allow every child to learn in his/her own pace and follow his / her own way of learning.

Encourage learning by doing through play ways and activities.

Learning should be linked to what happens outside the classroom and at home.

Give time for the child to construct his own knowledge in his own way. This means

that every child makes sense of what information he/she is exposed to based on his

previous experience and learning. Only then the child will arrive at his/her own

understanding and conclusions.

Children learn in a spiral and not in a linear way. Thus revisiting concepts again and

again building on them and expanding the scope helps them to understand them

better.

Learning takes place in a holistic manner, thus an integrated approach to learning is

better. Link the lessons to other scholastic and co-scholastic areas. Eg:- Class-III .The

plant fairy. SUPW-Using dry leaves and making pictures/shapes of different animals

helps them to touch, feel and observe the colour, the shape and the size of the leaf, and at

the same time engage themselves in creative expression of creating and crafting animal

look alikes. ART- Rubbings of leaves and tree trunks ,while making artistic designs

and prints helps them observe the structure of plants around them, their parts, their

uniqueness and many other perceptions

Supplementing the lessons with technology brings the students to experience processes

and phenomena which may not be possible through experiential learning. For ex- the

process of digestion, or “What happens to the food we eat?” When engaged through

Technology can help students explore the concepts through several critical ways.

Provide more learning opportunities to observe, explore, question, experience and

develop their own understanding of various concepts and guide a range of meaningful

learning.

Give activities which orient the children to atlas, internet, library.

Provide the child with hands on experience through simple TLMs

Take the child beyond textbook, encourage them to gather knowledge from various

sources/ people. Eg:- Interact with your family members and find out what food items

they would like to eat and why?

Arouse their curiosity by giving the children to experiment, find facts.

Eg:- Soak Chana seeds in water and find out what happens after a day? Note the changes

you observe?

Ask open ended

questions and

reasoning to

enhance their

critical thinking.

Group discussions

and group projects

based on lessons to

be taken up for each lesson.

SUB UNIT II

ESSENTIAL

QUESTION : How do

you engage students deeply

in the content of the

curriculum? How do you

make them hungry for

knowledge? How do you keep them coming back for more? .

. What Is an Essential Question?An essential question sets the class off on an inquiry. Rather than consuming information that I

distribute and then repeating it on a test, students carry out their own investigations and construct

their own understandings—through traditional kinds of writing as well as through other forms

that express what they’ve learned and want to communicate. They make plays, public service

announcements, movies, museum exhibits, and much more.

An essential question frames a unit of study as a problem to be solved. It should connect students’ lived experiences and interests. And it should connect what they learn back to the real world, where they can put their new understandings to work.

Essential questions can be geared toward uncovering a topic.

The question cannot be answered by a quick and simple “yes” or “no” answer.

SUB

UNIT II

CLASS IVS.NO LESSON NAME ESSENTIAL QUESTIONS1 Going to school How far did you and your friends travel to go to school?

Do you know some children travel very far from their village? Why did they go so far by using different transport methods?

2 Ear to ear Which animals have ears that can be seen? /which animals have hair on their body?Is there a relationship between these characteristics and the way they produce their young?

3 A day with Nandu What is an elephant herd? How are the baby elephants taken care by the elephant herd? Who is the leader of the elephant herd?

4 The story of Amrita How do people take care of plants, trees and animals?“Plants and animals can survive without us, but we cannot survive without them” Can this be true?

5 Anita and the Honeybees Is going to school important? How?How can the life of some girls change by going to school?How can we earn money through small money?Why do bees come to flowers? How do the bees make honey? How do people collect the honey from bee hives?

6 Omana’s Journey Have you travelled in a train? How is it different from travelling on a bus? What are the different places you have seen while going on train?

7 From the window What are the different kinds of bridges, lands, seen by you while travelling by train?8 Reaching Grandmother’s House What are the different types of transport used to go to your grandmother’s house?

If you wanted to travel by train, what are the arrangements that are required to make?9 Changing Families What changes are observed when there is a new member in your family?

What kind of changes do people face when they get transfer and move to a new place?10 Hu tu tu,. Hu tu tu How do you decide the rules for the games? Do you play the same games at school that

you play at home? What things do you use to play with?11 The valley of flowers How many different kinds of plants do you see around you? What are the differences

observed in their colour, shape and use?12 Changing times What are the different types of houses people live in? Are there any changes in the houses

of people of olden and modern times, in the villages and the cities? What are the materials that are used in making different kinds of houses?

13 A River’s tale What are the main sources of water in your locality? Does it look clean enough for drinking? Have you seen water being wasted – how? How can we avoid it? Do you reuse

S.NO LESSON NAME ESSENTIAL QUESTIONSwater?

14 Basava’s farm Which part of the plant absorbs water from the soil? When you try to dig out an onion plant or any other plant , why does it not comes out easily? How does everyone in the family help the father in the field?

15 From market to home Who sells vegetables o in our areas? Where do these come from? How are vegetables and sold- for how much? How the vegetables are kept fresh by the vegetable sellers/ What do they do with the vegetables that are not sold by the end of the day?

16 A Busy month Are the beaks of birds similar? Are the claws of birds also different? Why are they different? How are they useful to the bird?What are the different types of shelters made by birds?

17 Nandita in Mumbai How are the life style of cities are different from villages?18 Too much water, too little water How can unclean water harm our body? Have you ever faced a shortage of water in your

house? What are the reasons for this?19 Abdul in the Garden Do all plants need water to grow? Which part of the plant absorbs water from the soil?

Why do trees not get uprooted when there is a strong wind? Which roots are eaten by people during famine when nothing else grows?

20 Eating together On what occasions do many people eat together What food is eaten? Who cooks it? How is it served? How is the harvest festival celebrated in different areas? Do you get a mid -day meal in school? Who provides the mid -day meal?

21 Food and fun In what way boarding school is different from other school? Do the children in that school miss home-made food? Would you like to go to a boarding school? Why?

22 The world in my home Do people quarrel over fans, TV, newspapers or anything else? Do you play with very child in your neighbourhood? Boys and girls? Or are you stopped from playing with certain children?

23 Pochampalli Have seen anybody weave something on a loom? What were they weaving and where?24 Home and abroad How is the life in our country different from other countries25 Spicy riddles What is put into food to make it taste sour, spicy etc?26 Defence Officer:Wahida How was the early child hood of Wahida a defence officer? Is it important to have an

ambition or goal even when you are very young?27 Chuskit goes to school How can you help the children who cannot walk?Do you know any child near your house

who cannot go to school because of some difficulty? How will you help?

CLASS III

S.NO

TOPIC ESSENTIAL QUESTIONS

1 Poonam’s day out How do animals move?

2 The plant fairy How many different types of plants do you see around you?What are the different kinds of leaves of plants that are seen around you?Do you use plant leaves to eat?

3 Water O water What are the main sources of water in your locality?How do you save water?

4 Our first school Who lives with you at home?How are they related to each other?Do you share your work at home? How

5 Chottu’s house Why do you live in a house?How do we keep our house clean?

6 Food we eat What type of food do you eat?From where do you get these food items?

7 Saying without speaking Have you seen persons using sign language where and when?8 Flying high How do birds fly in the sky?

How do they eat their food?9 It’s raining What happens if plants and animals do not get water? How do you

see that a plant or animal is thirsty?10 What is cooking How does your mother cook food?

What are the different kinds of vessels used for cooking?11 From here to there How do we go to school?

Have you ever gone to a far off place and how?12 Work we do What are the different kinds of work done by people around you?

What are the different services available in our neighbourhood?13 Sharing our feelings Do you have any friends who cannot hear/see well? How do you

S.NO

TOPIC ESSENTIAL QUESTIONS

help them?14 The story of food What are the eating practices followed in your family

Name the parts of plants used for food. With examples15 Making pots Have you seen anyone making pots in your neighbourhood and

how? Who uses them and for what?16 Games we play What games do you play?

How, where and why do you play?17 Here comes a letter How do you send the written messages to people? What was the

practice followed by your grandparents?18 A house like this What are the different kinds of houses that you have observed

around you or in pictures/ TV or even am ovie?Have you seen a house on stilts, a tent, a flat on the tenth floor, a house on wheels or a house on a boat? Do you know anyone living in such houses? Why do people use such houses?

19 Our friends animals How and why do you take care of your pets?Why should we love animals and allow them to live in our surrounding?

20 Drop by drop What do you do if there is less water in your surroundings?How do you manage your daily activities by using less water?

21 Families can be different What are the activites that take place in your family eveyday?What are the likes and dislikes and habits? How do you call your relatives?

22 Left and right What are all the places you see when you come to school?How do you guide people to come to your house?

23 A beautiful cloth How are clothes made? How are designs made on cloth?24 Web of life How do plants and animals depend on each other?

CLASS V

S.NO TOPIC ESSENTIAL QUESTION1 Super senses How animals find their food? How do they escape from their enemies or hunt

other animals for their food?Do you know how ants live together in colonies?

2 A snake charmer’s story Have you seen how snake charmers depend on animals?3 From tasting to digesting Why do we eat and What happens to the food we eat?

Do you know of people who get ill because they do not have enough to eat? Why do people/children become fat?

4 Mangoes round the year What happens to the food that is kept for al long time? What are the changes that take place in the food? Why? How can we avoid these unfavourable changes? Why do we need to preserve food? How can we preserve and use different food items even during non-seasonal periods?

5 Seeds and seeds Do the elderly members of your family eat the same fooad as you do?Did the people in the olden times eat the same food you eat today? Why do we eat different kinds of food? Can you grow a plant without seeds? How do you grow mangoes/potatoes?What would happen if all the seeds of a plant fell down at the same place near the mother plant?

6 Every drop counts What are the major natural sources of water in your area? Find out the reasons for water scarcity?

7 Experiments with water What floats, sinks or mixes? How is salt separated from sea water?8 A treat for mosquitoes Can mosquitoes make us ill? In what season do you find more people getting ill

with malaria?9 Up you go What do you expect from your leaders? What kind of difficulties do you face

when you go for mountaineering?10 Walls tell stories How kings have saved their people form war? How was the life style of people

in olden days?11 Sunita in space What is the life in space and space craft?

S.NO TOPIC ESSENTIAL QUESTION12 What if it finishes? How far did your grandparents travel when they were young? What kind of

transport did they use. Compare with present days?Why are petrol and diesel becoming costlier day by day?

13 A shelter so high! Why do you have different kinds of houses in different places/ Different houses in the same state?

14 When the earth shook! Have you heard of natural calamities? What happens when natural calamities strike a place? What should we do?Who comes to help the people? Who runs such institutions?

15 Blow hot, blow cold When do we blow and why do we blow air?Why do mirrors become hazy when we blow on it?

16 Who will do this work? What would happen if there were no one to clean our school/ clear the garbage near your house? Do we respect all kinds of work?

17 Across the wall Did your grandparents or other elderly person play the same games that you play today?Do you play any games in teams? Do boys and girls play together? Was it like that during your grandparents’ time? Do girls have equal opportunities to play as the boys?

18 No place for us? Why are the families coming to big cities?19 A seed tells a farmer’s story Earlier Farmer’s son chose to become a farmer like his father. But now a days

farmer’s son is not a farmer, Why?20 Whose forest? How forests are important in our life? How can a child’s life change by going

to school?Do you know of different kinds of farmers? Do all farmers own their land?

21 Like father, like daughter Are there any two people in your family who lokk similar? Who looks exactly alike?

22 On the move again Why are the families in villages getting separated every year?

What are key concepts?

Key concepts are the ideas and understandings that we hope will remain with our students long after they have left school. Students

need time and opportunity to explore these concepts; to appreciate the breadth, depth, and subtlety of meaning that attaches to them; to

learn that different people view them from different perspectives; and to understand that meaning is not static. By approaching these

concepts in different ways and by revisiting them in different contexts within a relatively short time span, students come to refine and

embed understandings. Based on the key concepts the lessons were prepared in different classes.

Integrated programming and thematic approach

What is a theme?

Themes are ideas / topics . The themes in EVS are ideas that are a part of the life of a child of that age group. This helps to make

learning activities interesting, relevant and appropriate for the students. Themes may be used for programming a unit of work to be

taught for one to two weeks or longer. Many student-centred activities can also be created from whole texts for students to learn. The

content is designed to cater for the educational needs and interests of both girls and boys

KEY CONCEPTS CLASS I CLASS II CLASS III CLASS IV CLASS VTHEME:FAMILY AND FRIENDS

Concept of a family, types

My home and my family

My family Families can be different

Changing families Chuskit goes to

school

A seed tells a farmer’s story

Whose forests? On the move

againTHEME:RELATIONSHIPS

Ideas about relationships (simple family tree)

Concepts of similarity between relations hereditary systems

My home and my family

Religious festivals

National festivals

Sharing our feeling

Our first school Saying without

speaking A web of life

The world in my home

Across the world Like father, Like

daughter

KEY CONCEPTS CLASS I CLASS II CLASS III CLASS IV CLASS V Basic idea about

brailleTHEME:WORK AND PLAY

Different occupations, A sense of how the

child labour existed

People who help us Our school Our helpers

Work we do Making pots Games we play A beautiful cloth

Hu tu tu hu tu tu Pochampalli Defense officer

Wahida

No place for us Blow hot Blow

cold Who will do this

work?

THEME:ANIMALS Exploring children’s

ideas on crawling animals, flyers and insects their living places, common features and sounds etc.

Parts of the body Care of plants and

animals

Animals Poonam’s day out

Flying high Our friends -

animal

Ear to ear A day with nandu A busy month

Super senses A snake

charmer’s story

THEME:PLANTS Exploring children’s

ideas about the plant. Plant diversity size, where they grow, shape, colour etc.

Leaf designs leaf diversity- colour, shape, texture etc.

Care of plants and animals

Plants The plant fairy A story of Amrita A valley of flowers Basava’s farm From market to home Abdul in the garden

Mangoes round the year

Whose forests

THEME:FOOD Appreciation of

cultural diversity in food; basic ideas about various plant used as food ; food

Food clothes and shelter

Our food Food we eat What is cooking The story of

food

Amrita and honey bees

Eating together Food and fun Spicy riddles

From tasting to digesting

KEY CONCEPTS CLASS I CLASS II CLASS III CLASS IV CLASS Vfrom animals

Food may be eaten raw or cooked, steamed, boiled, baked, fried etc

Different eating practices in the family. Amount of food varying with gender, age etc.

Food for the baby; significance of milk

THEME:SHELTER Some unusual houses,

and why such houses are built and different types of houses

Need for shelter and need for living together.

Need to share a house work

Food clothes and shelter

Cleanliness of sourrounding

Season/clothes Chotu’s house A house like this

Changing times Nandita in Mumbai

A shelter so high When the earth

shook

THEME:WATER Local sources of water,

uses of water, distance estimates, clean water for drinking

Water for plants and animals

Water scarcity, wastage and recycling, water harvesting

Use of water in

Summer rainy and winter

Season/clothes Water o water It’s raining A drop by drop

A Rivers tale Too much water too

little water

Every drop counts Experiment’s

with water A treat for

mosquitoes

KEY CONCEPTS CLASS I CLASS II CLASS III CLASS IV CLASS Vdifferent activities observation s realted to rain

Containers made of different shapes and materials to story water for different purposes.

THEME:TRAVEL Need for travel, travel

within the locality and beyond; travel to different social spaces, forests, village, city etc.

Different modes of transport; short distance, long distance

Different kinds of workers associated with railway station

Communication without speaking use of sign language ,dance etc

Letter as a means of communications, work and people associated with the post office

From here to there

Here comes a letter

Left-Right

Going to school Omana’s Journey From the window Home and abroad Reaching

Grandmothers house

Up your go Walls tell story Sunita in space What if it

finishes?

THEME:THINGS WE MAKE AND DO To meet basic need

human beings make things; need natural resources, creativity

My home and my family ( paste a family photo)

Food clothes

My family ( Draw a family tree and paste photos)

The plant fiary ( Make different pictures by

Going to school ( make a model of transport/bridge etc)

Ear to ear ( make your

A snake charmer’s tory ( make a snake puppet)

KEY CONCEPTS CLASS I CLASS II CLASS III CLASS IV CLASS V An idea of the earliest

pots made The experience of

making things by suing waste material or material easily available

and shelter( collect different types of clothes)

Care of plants ( Collect different types of leaves)

Food ( collect pulses and grains)

Animals ( Make a pond and keep the water animals)

Our helpers ( Role play )

using leaf print Making a

pots(make a pot or bowl from clay)

A beautiful cloth ( make vegetable print in a piece of cloth)

own bird) A day with Nadnu

( make a paper elephant)

Home an abroad ( tracing a coin)

Blow hot blow cold ( Make a paper whistle)

Sunita in space ( a tiny paper races coin, a mouse lifts an elephant)

Every drop counts (things that float and sink)

SUB UNIT

III

SUB UNIT III

A suggested general sequence of activities1. Introduction of the relevant idea/concept through an activity/game/story/discussion/PPT (Visual clips) etc.2. Consolidate the idea/concept through activities for the whole class on the blackboard3. Discuss the relevant page of the book, talk about pictures etc. linking the idea/concept from day-to-day life4. Ask the children to read the relevant page silently for language comprehension followed by activities for articulation of the

given facts through observation and recording, identification, analyzing, drawing inference5. Ask the children to connect the facts observed or experienced with their day-to-day life6. The theme/sub theme of the lesson to be highlighted and related to day-to-day life underlining the importance of value

I hear

I hear and I forget,

I see and I remember,

I do and I understand.

CURRICULUM TRANSACTION ( THEORITICAL)

COMPETENCY ACTIVITIES

OBSERVATION

(KNOWLEDGE)

Observing an object, an event or a phenomena.

Looking at a picture , answer the questions.

Blindfold game. Celebrate important festivals, Carrot day,

Fruits day. Go for nature walk and observe the

surrounding. Watch power point presentations, you

tube pictures. Observe organisms using hand lens,

microscope. Make a list by looking at a chart/ picture. Recognizing the order of events that takes

place in a sequence.

COMPETENCY ACTIVITIES Recalling prior knowledge through past

experiences

IDENTIFICATION(UNDERSTANDING)

Identifying differences between similar objects and events.

Identifying similarities between different objects and events.

Classifying a group of objects. Identifying differences/ contrasts in

groups of objects. Grouping the objects on the basis given. Map reading. Locating places on a map. Preparation of charts.

DISCOVERY OF FACTS/ SKILL

( APPLICATION)

Discussion of facts, Expression of ideas. Explanation based on understanding ,

reasoning. Analysing facts, predictions., Cause and effect of a phenomena. Concern for justice and equality. Experimentation. Drawing conclusions. Making hypothesis and inferences. Drawings. Complete the given pictures. Conducting survey to find facts/ collect

data for discussion. Making models, improvised tools. Atlas reading and globe reading. Finding reasons. Developing sensitivity towards customs,

traditions in the society and differentially abled people.

Making paper bird. Snake puppet to

COMPETENCY ACTIVITIESenhance their creative skills.

CURRICULUM TRANSACTION ( PRACTICAL)

Class-v. Lesson- A treat for mosquitoes.

ACTIVITIES COMPETENCY

Watch the video on collection of blood from patients.(you tube)

Observe the blood report of a person.

Find out the normal range of hemoglobin content required in a person.

Find the symptoms of Anaemia from the report.

Read the newspaper report about Anaemia , discuss and draw

conclusions.

Pick out the food items rich in iron from the given list.

Observe mosquito larvae in stagnant water using hand lens.

Draw the larvae.

Identify the diseases caused by mosquitoes.

Identify the places where mosquitoes are found?

Find out ways to prevent mosquitoes in your surrounding.

Make posters with message to keep the cooler, tanks and other area

clean.

Narrate the incident that led to the discovery by Dr. Ronald Ross.

Survey your school. Find out if there are any pits, stagnant water,

unclean places and write a letter to your principal giving suggestions.

Qbservation.

Observation

Identification

Discovery of facts.

Discovery of facts.

Identification.

Observation

Skill

Identification.

Identification

Discovery of facts.

Discovery of facts.

Identification

Discovery of facts

A NOTE TO THE TEACHER:

Group activities and group discussions are an important part of EVS. It needs perfect planning in advance.

The main aim of encouraging group activity is to develop COLLABORATION. Children use each other’s ideas and

understanding and skills and construct their own concepts about ways of learning and carrying out tasks. This is the critical

attribute of learning EVS. TEAM- Together Each one achieves more.

Tasks need to be set and clearly instructed to children about materials to be brought, place of work and ways of doing it..

Teachers can be great motivators and facilitatord in ensuring that each child contributes to the activity and is completely

involved.

Formation of groups can be made an enjoyable activity for the children where their skills of election and inclusion are cleverly

employed by the teacher.

Group leaders can be changed for each activity.

After completing the group activity , children present their work before the class in turns and the teacher assesses the activity

using indicators.

An illustration. Activity. Collect information about diseases caused by mosquitoes. This is a group activity.

Divide the class into four or five groups with equal number of children in each.

Give one disease name to each group. Malaria, Dengue, Elephantiasis, Chikun gunea.

Inform them to collect information /pictures about the symptoms , type of mosquito causing the disease and curative

medicines/methods from news paper, magazine, internet, library books.

Allot a day with block period and provide them a place to sit in groups and work.

Provide chart paper, sketch pens, crayons . ( TLM)

At the end of the work, ask each child to speak about one aspect of the diseases.

Teachers can guide and help them to organize their work as they supervise.

This activity can be a part of formative assessment.

Class-II Lesson- ANIMALS.

COMPETENCIES ACTIVITIES TO BE DONE BY STUDENTS.OBSERVATION:-To observe pet

animals,big / small animals and name

them.

Sing rhymes about pet animals. Mary had a

little lamb…..I have a little puppy.

Identify the pet animals from the given chart.

Identify the big and small animals.

IDENTIFICATION;-

To identify water animals and name them.

To identify the uses of animals.

Identify the water animals from the chart and

name them.

Make a list of animals that live in water.

Identify the use of each animal shown in

the picture. Eg;- Cow---- Milk

Horse- Transport

Matching game. Flash card activity.

Group the given animals into big and small

animals.

DISCOVERY OF FACTS/SKILL;-

How to take care of pet and other

domestic animals.

List a few domestic animals seen in your

surroundings.

Collect information from your friends/ elders

about the way in which the pets are taken care

by people in their homes.

Draw/ Paste pictures of pet animals and

COMPETENCIES ACTIVITIES TO BE DONE BY STUDENTS.colour.

Role play of pet animals.

Share experiences with pets.

How can a teacher make these activities student oriented?

An illustration. Activity- Matching game to identify the use of animals.

TLM to be used:- Flash cards, pictures of animals, products got from them.

How to go about this activity in the class?

It is a paired activity.

For a class of 50, 5 sets of flash cards are required.

In one set , write the names of useful animals and in the other, write the uses

of animals. There can be repetition of cards.

Divide the class into 5 groups of 10 each. Bring them in front of the class and distribute the cards to one group at a time.

Tell one child to flash the card and the child who has the mathing card will stand next.

The remaining children will read the cards and repeat.

Write on the black- board animals and their uses with colour chalks.

Repeat the activity in a similar way with other four groups as well.

SAMPLE FLASH CARDS

COW MILKDONKEY CARRY LOADHEN EGGSHEEP MEATOX TRANSPORT/PLOUGHING FIELDSSHEEP WOOLBUFFALO MILKHORSE TRANSPORT

A NOTE TO THE TEACHER:

Students can be guided to plan and manage the activities themselves.

Teacher is always a guide by the side.

Total involvement and participation by students should be ensured.

Give ample time and opportunity for discussion for the students to revisit their previous experience and set tasks to construct

their own knowledge.

Every child has his/her own pace and way of learning. Encourage him to learn in whatever way he wants.

Use appropriate TLM for each activity.

Plan the activities well in advance and procure the things and keep them ready before you go to class.

Group activities are an important part of EVS. It needs perfect planning in advance.

The main aim of encouraging group activity is to develop team spirit. When many heads are put to gether, excellent results are

evolved. It also enhances learning because children learn better with peers. TEAM- Together Eachone Achieves More.

Task should be set and clearly instructed to children.

Every child should contribute to the activity and be completely involved.

Names to be given to each group. Number of children in each group to be equal.

Group leaders to be changed for each activity.

SUB UNIT IV

SUB UNIT IV

Assessment :

Continuous assessment of student learning against the outcomes will ensure a supportive classroom environment that will meet the

students’ individual learning needs.

Assessment is the ongoing process of identifying, gathering and interpreting information about students’ achievement of learning

outcomes.

All assessment must link to the learning outcomes. Teachers need to apply processes for assessment, recording and reporting that

enable them to determine which learning outcomes students have achieved, and to report these achievements to parents in ways that

make

Formal assessment tasks that use observation as the assessment method might include: oral presentations, role plays,

dramatizations, dance or musical performances, group work, practical activities.

Informal observations can occur while students are working on normal learning activities both inside and outside the

classroom. In this way more students are likely to be successful.

Students can also observe and give constructive feedback on each other’s performances using the same assessment criteria.

This is called peer assessment.

Assessment in Environmental Studies

The most effective way of assessing learning is to interact with students when the teacher can listen, observe, question and challenge.

The teacher should also provide evidence of students’ learning and involve them in the assessment process. Assessment tasks used by

the classroom teacher should provide a clear picture of each child’s learning development and their strengths and weakness in

achieving the outcomes. Information collected by the teacher should help to develop a clear learning profile for each child. The

teacher should discuss the assessment criteria with students well before they complete the assessment task so they have time to

develop the knowledge and practise the skills. This kind of interactive assessment enables a teacher to get maximum information

about each child and enables students to be successful.

Planning for assessmentWhen planning assessment tasks teachers need to:

• identify the learning outcomes that are being assessed

• identify the knowledge, skills and attitudes that students will demonstrate

• select appropriate assessment tasks that students will perform to demonstrate achievement of the learning outcomes

• develop assessment criteria and inform the students of these criteria

• allow time for students to carry out an assessment task

• draw evidence from ongoing observation of performance or from specific assessment tasks

.

Points to consider when assessingThere is a relationship between the learning activities and assessment.E nvironmental Studies highlights this relationship in the

following stages of planning. Assessment plans should be developed while developing units of work. Teachers need to think about the

following in relation to assessment:

• planning for learning and assessment

• selecting suitable assessment methods

• designing assessment tasks and developing assessment criteria

• collecting and recording evidence

• making judgments about students’ achievement of the outcomes

• reporting.

It is very important that teachers collect sufficient evidence of students’achievement of the learning outcomes. This evidence must be

gathered through continuous assessment using a variety of assessment methods. Teachers are in a better position to make fair

judgements when they are confident that they have sufficient evidence of students’ achievement of the outcomes. At each grade

teachers must use a range of assessment methods.

SUB UNIT V

SUB UNIT V

RESOURCES FOR ENVIRONEMNTAL STUDIES

INTERNET REOURCES THROUGH VIDEOSCLASS I

These videos  integrate across subjects which is essential , particularly at  the level of Classes I &II.These videos are integrated with English lessons  for classes I & II

1. Myself, name, brothers, sisters,   going to school http://www.youtube.com/watch?v=JlCnWVCnNxg&list=PL688E4179E60DB4F8

2. Morning Routine, Good Habits  http://www.youtube.com/watch?v=00ancgQ07lk&list=PL688E4179E60DB4F83. Going to School, the first day  to school, feelings and emotions associated with a little one going

for the first time to school  http://www.youtube.com/watch?v=_pFuo5OSEQ8&list=PL688E4179E60DB4F84. Activities in the School http://www.youtube.com/watch?v=A1AZOdZaGYI&list=PL688E4179E60DB4F85. A delightful video of a little girl who describes the scenes  and sights along the way to school . It

leads to focus on  various  action words http://www.youtube.com/watch?v=d7qM0p-09FQ&list=PL688E4179E60DB4F8

6. Living things grow, young ones of animals, each one is special http://www.youtube.com/watch?v=vmJfo3drGGs&list=PL688E4179E60DB4F8

7. Colours, mixing of colours http://www.youtube.com/watch?v=3hwwoOd6I7A&list=PL688E4179E60DB4F88. Rainbow, colours of the rainbow, simple opposites http://www.youtube.com/watch?v=Uh_-

Hm7G5SI&list=PL688E4179E60DB4F89. Smile  , do , spell http://www.youtube.com/watch?v=tNHjhMUHfuo&list=PL688E4179E60DB4F810.Cleanliness http://www.youtube.com/watch?v=cOXPdvzFMQU&list=PL688E4179E60DB4F811.Fruits http://www.youtube.com/watch?v=xm6C8Wg3Q34&list=PL688E4179E60DB4F812.Road Safety Rules http://www.youtube.com/watch?v=wmvZJqBCLKw&list=PL688E4179E60DB4F813.Our Helpers  http://www.youtube.com/watch?v=ZLzER9xYCjc&list=PL688E4179E60DB4F814.Clothes we wear  http://www.youtube.com/watch?v=N2ydK9g0aGU&list=PL688E4179E60DB4F815.Animals in the Zoo http://www.youtube.com/watch?v=-_BQ48Uw1sA&list=PL688E4179E60DB4F816.Our Festivals http://www.youtube.com/watch?v=RUL2V6-kolY&list=PL688E4179E60DB4F817.National Festivals http://www.youtube.com/watch?v=GTIRwXY9fp4&list=PL688E4179E60DB4F8

CLASS II

1. Concept of ‘all living things grow’ is introduced i.e. people, plants, animals etc. Also  different stages of growth. For eg. a small baby cannot walk or talk, does not have teeth but adults can walk, have teeth etc. http://www.youtube.com/watch?v=kUeO1bztuNU&list=PLEBDCA314712371F3

2. Different body parts and their functions in brief  http://www.youtube.com/watch?v=d6BXp3osCmA&list=PLEBDCA314712371F3

3. Basic shapes and things from the daily life of children that can be related to those shapeshttp://www.youtube.com/watch?v=Wuzr6UktcbM&list=PLEBDCA314712371F3

4. How cotton,wool etc are made into clothes,clothes of different states, uniforms of different people like postman, army, school  http://www.youtube.com/watch?v=5euLmyl3l1A&list=PLEBDCA314712371F3

5. Various good habits like being polite, not eating food from open, sorry, thank you, please, using dustbin, wearing clean clothes etc   http://www.youtube.com/watch?v=4UhFX694PpU&list=PLEBDCA314712371F3

6. Safety advice as to not to play with electricity, knives etc., not to go alone for swims in rivers, advice against bus top travel, playing in the road etc.  http://www.youtube.com/watch?v=tK6BJzvD4PY&list=PLEBDCA314712371F3

7. Left, right, east, west, north, south. Specially done with characters facing away from audience to help audience follow them exactly.   http://www.youtube.com/watch?v=y_16masgfaQ&list=PLEBDCA314712371F3

8. Days of the week, months of the year http://www.youtube.com/watch?v=S6fi0J824Is&list=PLEBDCA314712371F3

9. Talks of different types of houses, different people like mason, plumber etc, who help build a house  http://www.youtube.com/watch?v=jN9s1P9_gD4&list=PLEBDCA314712371F3

10.Awareness of facilities in the neighbourhood – like a post office, hospital, fire station, police station, market etc.  http://www.youtube.com/watch?v=dCu2LkXNXO8&list=PLEBDCA314712371F3

11.Basic seasons and food available during that season including festivals in that season http://www.youtube.com/watch?v=-Nsqa-65ano&list=PLEBDCA314712371F3

12.Harvest festivals of India like Bihu, Pongal, Baisakhi, Makar Sankranti, Onam etc.http://www.youtube.com/watch?v=5PiToRH5wQY&list=PLEBDCA314712371F3

13.Importance of healthy food – like eating vegetables, fruits, milk, eggs etc. http://www.youtube.com/watch?v=8FJOw9Ec6xU&list=PLEBDCA314712371F3

14.How air and water are required by all living things and the importance of conserving them http://www.youtube.com/watch?v=_s0Co5Jjft4&list=PLEBDCA314712371F3

15.Plants and what they need to grow – like air, water, sunlight etc http://www.youtube.com/watch?v=IK9-nT6-WWQ&list=PLEBDCA314712371F3

16.Talks about living and non living things and different types of seeds, leaves and also climbers and thick trunks http://www.youtube.com/watch?v=briBcMrpWiM&list=PLEBDCA314712371F3

17.Domestic, wild animals, birds, insects, water animals, what they eat and where they live http://www.youtube.com/watch?v=dG6epWRixL4&list=PLEBDCA314712371F3

Class III

1. Poonam’s Day Out     http://www.youtube.com/watch?v=qFFTJ-yvCkE&list=PL42E70B6AED8979C1

2. The Plant Fairy    http://www.youtube.com/watch?v=9qt59drz5Hc&list=PL42E70B6AED8979C13. Water O water  http://www.youtube.com/watch?v=6Tz9mEIAViU&list=PL42E70B6AED8979C14. Our First School http://www.youtube.com/watch?v=OiAJB9uydS8&list=PL42E70B6AED8979C15. Chhotu’s House  http://www.youtube.com/watch?v=E2MM2GNuEuw&list=PL42E70B6AED8979C16. Foods we Eat http://www.youtube.com/watch?v=q-BhwgjuYI8&list=PL42E70B6AED8979C17. Saying Without Speaking   Sense  organs and posture  http://www.youtube.com/watch?v=fyNoX-

n5ayU&list=PL42E70B6AED8979C18. Flying High http://www.youtube.com/watch?v=Y6MQt2uG–M&list=PL42E70B6AED8979C19. It’s Raining http://www.youtube.com/watch?v=i6DddNjfjps&list=PL42E70B6AED8979C110.What is Cooking http://www.youtube.com/watch?v=cKps3ySUygo&list=PL42E70B6AED8979C111.From Here to There http://www.youtube.com/watch?v=R-6VQgiR75Y&list=PL42E70B6AED8979C112.Work We Dohttp://www.youtube.com/watch?v=HCQKo8R9czo&list=PL42E70B6AED8979C113.Sharing Our Feelings  http://www.youtube.com/watch?

v=tUOpaKCxEUM&list=PL42E70B6AED8979C1&noredirect=114.The Story of Food  http://www.youtube.com/watch?v=U7yXRmvw1zI&list=PL42E70B6AED8979C115.Making Pots- Potter at work  http://www.youtube.com/watch?v=xejyiZUJkd816.Making Pots- The complete process-  http://www.youtube.com/watch?v=3_9A73UXETQ17.Pottery traditions  : http://www.youtube.com/watch?v=7QmIkx2v2EY18.Games We Play http://www.youtube.com/watch?v=Z-kIfXOhLqQ&list=PL42E70B6AED8979C119.Here Comes a Letter http://www.youtube.com/watch?v=XtMHAUHcG_c&list=PL42E70B6AED8979C120.A House Like This http://www.youtube.com/watch?v=Zkxag311ehY&list=PL42E70B6AED8979C121.Our Friends-Animals       http://www.youtube.com/watch?

v=roMKGzi9V0s&list=PL42E70B6AED8979C1        http://www.youtube.com/watch?v=ixIhcwKFeRQ&list=PL42E70B6AED8979C1

22.Drop by Drop http://www.youtube.com/watch?v=uXysUIce-Mc23.Left-Right http://www.youtube.com/watch?v=i0e4wb658pQ&list=PL42E70B6AED8979C124.A Beautiful Cloth http://www.youtube.com/watch?v=-ByYj5G4-Hc25.Web of Life http://www.youtube.com/watch?v=harlt3pOhlA&list=PL42E70B6AED8979C1

Class IV

1. From ear to ear http://www.youtube.com/watch?v=srLcJZglHtg2. The story of Amrita  http://www.youtube.com/watch?v=voaAQduPFnY&list=PL72CCA16A6B83BD01&index=33.     Story of Amrita :  http://www.youtube.com/watch?                 v=jydSW2HJKf4&list=PLBD389FBDD2503A1D4.       A River’s Tale- http://www.youtube.com/watch?v=lPcMIaaqAdI5. Anita and the Honeybees-  http://www.youtube.com/watch?v=4F_cw5eUS9M6. Beekeeping documentary  :  http://www.youtube.com/watch?v=XkLKT2oylnA7. Lifecycle of Honeybees: http://www.youtube.com/watch?v=sSk_ev1eZec8. Going To School- http://www.youtube.com/watch?v=KNJw0MR4Hnw9. A Busy Month - http://www.youtube.com/watch?v=fwKBcwz7X_k10.Eating Together http://www.youtube.com/watch?v=0Op4EghzpyA11.Changing families  http://www.youtube.com/watch?v=W-xju5hhsRI&list=PL72CCA16A6B83BD01&index=612.Hu tu tu tu  http://www.youtube.com/watch?v=Xrg8lwKFybw&list=PL72CCA16A6B83BD01&index=1513.Pochampalli http://www.youtube.com/watch?v=a7dUk7G8K5E&list=PL72CCA16A6B83BD0114.Pochampally documentary  http://www.youtube.com/watch?v=eYtDduRQYsw15.Pochampally English  http://www.youtube.com/watch?v=R1coZp84Eic16.Dyeing and different fabrics from different parts of India  http://www.youtube.com/watch?

v=a7dUk7G8K5E17.Defence officer  :  http://www.youtube.com/watch?v=8Oo-rl-wqdc&list=PL72CCA16A6B83BD0118.Abdul in the garden  http://www.youtube.com/watch?v=-otfHr9kiTA&list=PL72CCA16A6B83BD01&index=1119.The world in my home- good Touch and bad touch  http://www.youtube.com/watch?v=I87AFsMuwPw20.VALLEY OF FLOWERS:  http://www.youtube.com/watch?v=7yM4OHfQ_RI21.UTTARANCHEL SIMPLY HEAVEN- DISCOVERY CHANNEL http://www.youtube.com/watch?v=zNfVxQPGrvM22. Madubani paintings-  http://www.youtube.com/watch?v=gDJfNwtCGP0

CLASS V

1. ACROSS THE WALL-  http://www.youtube.com/watch?v=Gw8Uj8I9ka42. Super senses http://www.youtube.com/watch?v=wDBt9_M5zhA&list=PLC307A0C2767DBF9A&index=13. A SNAKE CHARMER’S STORY   http://www.youtube.com/watch?v=vPUgK9P_Mx8

4.  SNAKE CHARMING  ( cartoon)http://www.youtube.com/watch?v=6b34c5HrEGE5. SHELTER SO HIGH http://www.youtube.com/watch?v=uG5ePwJwp-o6. SEEDS AND SEEDS http://www.youtube.com/watch?v=CZhoIlT7vxI7. LIKE FATHER LIKE DAUGHTER   http://www.youtube.com/watch?v=9agw5Q9t-Tc8. FLOATS AND SINKS  http://www.youtube.com/watch?v=n4QJMAf6PRE9.   A SEED TELLS A  FARMER’S STORY -CHERAW DANCE http://www.youtube.com/watch?v=GojPu0KbRQ010.FROM TASTING TO DIGESTING  http://www.youtube.com/watch?v=ptzsrp_XWQw11.MANGOES ROUND THE YEAR http://www.youtube.com/watch?v=-zWWP1slUMI12.WHO WILL DO THIS WORK  http://www.youtube.com/watch?v=JMJf7EE3t9E13. SUNITA IN SPACE ( MOUNTAIN CLIMBING) http://www.youtube.com/watch?v=oWl1mkNCJmc14.SUNITA IN SPACE ( SPACE TRAVEL)  http://www.youtube.com/watch?v=do4wIy0ygB815.BLOW HOT, BLOW COLD http://www.youtube.com/watch?v=1zuEIMZqjv816.EVERY DROP COUNTS  http://www.youtube.com/watch?v=1zuEIMZqjv817.What if it finishes  http://www.youtube.com/watch?v=_nLQSLN86dM18.No place for us  http://www.youtube.com/watch?v=D8oyFBHhCh419.A TREAT FOR MOSQUITOES  http://www.youtube.com/watch?

v=uLEuyZUNTSA&list=PLC307A0C2767DBF9A&index=820.Whose forests ?  http://www.youtube.com/watch?v=PTIm0cB7zgE&list=PLC307A0C2767DBF9A&index=1821.WALLS TELL STORIES :  http://www.youtube.com/watch?v=ZciUB5SxreI

 A seed tells a farmer’s story – about the change in techniques of farming and other agricultural practices. It also talks about conventional methods of seed saving, seed banks, natural fertilizers etc. http://www.youtube.com/watch?v=kBd5QcnJqDk

INTERNET REOURCES THROUGH IMAGES

Tounge Zones:- http://www.google.co.in/search?hl=en&site=imghp&tbm=isch&source=hp&biw=988&bih=619&q=tounge+taste&oq=tounge+taste&gs_l=img.12..0i10l10.3918.11364.0.12835.12.12.0.0.0.0.1903.12125.0j1j0j1j1j0j3j4j2.12.0....0...1ac.1.24.img..8.4.2388.uTmPNdeBpno#facrc=_&imgdii=_&imgrc=Ya7v3TxmeczK2M%3A%3B5WwSu19QBHKt9M%3Bhttp%253A%252F%252Fmichaeldmann.net%252Fpix_10%252Ftongue.gif%3Bhttp%253A%252F%252Fmichaeldmann.net%252Fmann10.html%3B400%3B489

Taste Zones:- http://www.google.co.in/search?hl=en&site=imghp&tbm=isch&source=hp&biw=988&bih=619&q=tounge+taste&oq=tounge+taste&gs_l=img.12..0i10l10.3918.11364.0.12835.12.12.0.0.0.0.1903.12125.0j1j0j1j1j0j3j4j2.12.0....0...1ac.1.24.img..8.4.2388.uTmPNdeBpno#facrc=_&imgdii=_&imgrc=eHqXwr_5HZhM2M%3A%3BndSUbPXbiVl0OM%3Bhttp%253A%252F%252Fwww.bio.davidson.edu%252Fcourses%252Fmolbio%252Fmolstudents%252Fspring2000%252Fpatton%252Fonly%252F4tastes.gif%3Bhttp%253A%252F%252Fwww.bio.davidson.edu%252Fcourses%252Fmolbio%252Fmolstudents%252Fspring2000%252Fpatton%252Fonly%252Freview.html%3B440%3B182

Mosquitoe Life Cycle: http://www.google.co.in/search?hl=en&noj=1&biw=988&bih=576&tbm=isch&sa=1&q=mosquitoes&oq=mosquitoes&gs_l=img.3..0l10.173125.177011.0.177727.10.7.0.3.3.0.767.2258.0j2j2j2j6-1.7.0....0...1c.1.24.img..3.7.879.S07_xMat2X0#facrc=_&imgdii=_&imgrc=0CYnbmpBRs7axM%3A%3BLPuLgfnC_dmiYM%3Bhttp%253A%252F%252Fwww.msmosquito.com%252Fsites%252Fdefault%252Ffiles%252Fnewlifecyclecolor%252520copy.jpg%3Bhttp%253A%252F%252Fwww.msmosquito.com%252Fvectors-diseases%252Flocal%252Fwest-nile-virus-wnv%3B1884%3B1752

Mosquito: http://www.google.co.in/search?hl=en&noj=1&biw=988&bih=576&tbm=isch&sa=1&q=mosquitoes&oq=mosquitoes&gs_l=img.3..0l10.173125.177011.0.177727.10.7.0.3.3.0.767.2258.0j2j2j2j6-1.7.0....0...1c.1.24.img..3.7.879.S07_xMat2X0#facrc=_&imgdii=_&imgrc=y1at_bEnWAmOhM%3A%3Byp_3AixKpM60GM%3Bhttp%253A%252F%252Fstatic.ddmcdn.com%252Fgif%252Fmosquito-parts.gif%3Bhttp%253A%252F%252Fscience.howstuffworks.com%252Fzoology%252Finsects-arachnids%252Fmosquito.htm%3B401%3B280

Mosquito Cartoon: http://www.google.co.in/search?hl=en&noj=1&biw=988&bih=576&tbm=isch&sa=1&q=mosquitoes&oq=mosquitoes&gs_l=img.3..0l10.173125.177011.0.177727.10.7.0.3.3.0.767.2258.0j2j2j2j6-1.7.0....0...1c.1.24.img..3.7.879.S07_xMat2X0#facrc=_&imgdii=_&imgrc=784U3L8hzSiIGM%3A%3B7DhxBE-BO2Po3M%3Bhttp%253A%252F%252Fwww.northernhorse.com%252Fblog%252Fwp-content%252Fuploads%252F2011%252F07%252F201107Mosquito.jpg%3Bhttp%253A%252F%252Fwww.northernhorse.com%252Fblog%252Findex.php%252F2011%252F07%252F05%252Fgot-any-mosquitoes%252F%3B800%3B893

Human Digestive System: http://www.google.co.in/search?hl=en&noj=1&biw=988&bih=576&tbm=isch&sa=1&q=digestive+system+outline+diagram&oq=Digestive+System+outline&gs_l=img.1.1.0l2j0i5.171456.181875.0.183563.26.21.1.4.5.1.770.6504.3j6j2j4j3j1j2.21.0....0...1c.1.24.img..10.16.2505.6586YT-jmkc#facrc=_&imgdii=_&imgrc=9wHduvxc7dg6PM%3A%3Bjf1mGIFu-fqScM%3Bhttp%253A%252F%252Fhsc.csu.edu.au%252Fsenior_science%252Fcore%252Flife_chem%252F9_2_5%252FDigestSys.gif%3Bhttp%253A%252F%252Fhsc.csu.edu.au%252Fsenior_science%252Fcore%252Flife_chem%252F9_2_5%252F925net.html%3B454%3B447

Digestive System Outline: http://www.google.co.in/search?hl=en&noj=1&biw=988&bih=576&tbm=isch&sa=1&q=digestive+system+outline+diagram&oq=Digestive+System+outline&gs_l=img.1.1.0l2j0i5.171456.181875.0.183563.26.21.1.4.5.1.770.6504.3j6j2j4j3j1j2.21.0....0...1c.1.24.img..10.16.2505.6586YT-jmkc#facrc=_&imgdii=_&imgrc=ahCjsn-jYx3UHM%3A%3BvMXhTzevJPhP3M%3Bhttp%253A%252F%252Fwww.s-cool.co.uk%252Fassets%252Ftest_its%252Falevel%252Fbiology%252Fnutrition-and-digestion%252Fquest11.jpg%3Bhttp%253A%252F%252Fwww.s-cool.co.uk%252Fcategory%252Fsubjects%252Fa-level%252Fbiology%252Fnutrition-and-digestion%3B369%3B431

5 Senses: http://www.google.co.in/search?hl=en&noj=1&biw=988&bih=576&tbm=isch&sa=1&q=5+senses&oq=5+senses&gs_l=img.3..0l10.41867.43760.0.44049.8.8.0.0.0.0.320.921.2j2j1j1.6.0....0...1c.1.24.img..3.5.601.MEZmjkhu1BQ#facrc=_&imgdii=_&imgrc=dQX7yF0ZMifg8M%3A%3B153B19Tr5IQnJM%3Bhttp%253A%252F%252F4.bp.blogspot.com%252F-tiJbVJLOCc0%252FTZnsckHSodI%252FAAAAAAAAAAM%252FeuSmgUsUw5E%252Fs320%252F5-senses.jpg%3Bhttp%253A%252F%252Fwww.englishexercises.org%252Fmakeagame%252Fviewgame.asp%253Fid%253D6123%3B300%3B285

Sunita in Space: http://www.google.co.in/search?hl=en&noj=1&biw=988&bih=576&tbm=isch&sa=1&q=sunita+in+space&oq=sunita+in+&gs_l=img.1.0.0l3j0i10l4j0j0i10j0i24.59843.64017.0.65731.14.13.1.0.0.0.767.4532.1j3j3j1j2j2j1.13.0....0...1c.1.24.img..6.8.1999.DukVXTDU5N0#facrc=_&imgdii=_&imgrc=

53S2vfooamPAgM%3A%3Bml1alGbTDDOrKM%3Bhttp%253A%252F%252Fimages.jagran.com%252FSUNITA-10.jpg%3Bhttp%253A%252F%252Fpost.jagran.com%252Fphotogallery-Sunita-Williams-space-odyssey-1342261570%3B425%3B319

Astronout: http://www.google.co.in/search?hl=en&noj=1&biw=988&bih=576&tbm=isch&sa=1&q=astronaut&oq=astro&gs_l=img.1.0.0l10.1104565.1106466.0.1107906.5.5.0.0.0.0.1126.2575.1j4-3j7-1.5.0....0...1c.1.24.img..2.3.949.Nta9HTFaCbc#facrc=_&imgdii=_&imgrc=s2pguq-YHqpj4M%3A%3BZ0T8dhKP30VX-M%3Bhttp%253A%252F%252Fwww.arthursclipart.org%252Fspace%252Fspace%252Fastronaut%2525202.gif%3Bhttp%253A%252F%252Fwww.arthursclipart.org%252Fspace%252Fspace%252Fpage_01.htm%3B995%3B1842

Indian Political Map : http://www.google.co.in/search?as_st=y&tbm=isch&hl=en&as_q=political+map+of+india+outline+printable&as_epq=&as_oq=&as_eq=&cr=&as_sitesearch=&safe=images&tbs=isz:l&biw=988&bih=576&sei=cdEJUsyrDsWkkgX77YDwCg#facrc=_&imgdii=_&imgrc=bAjjXue_mxby_M%3A%3Bt3Rm2IIvFFVG1M%3Bhttp%253A%252F%252Fcampnfam.com%252Fgalleries%252Findia-map-outline-only-i15.JPG%3Bhttp%253A%252F%252Fcampnfam.com%252Fgalleries%252Findia-map-outline-only%3B973%3B1340

Seeds: http://www.google.co.in/search?q=seeds+and+seeds&bav=on.2,or.r_qf.&bvm=bv.50500085,d.dGI,pv.xjs.s.en_US.ciY8R2R6XC8.O&biw=988&bih=576&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=wi&ei=WNMJUoyWHYinkgXOqYG4Bw#facrc=_&imgrc=qLv7QfGjR2HkOM%3A%3BuscJ_yQfZXnzXM%3Bhttp%253A%252F%252Fplantphys.info%252Fplants_human%252Fseeds.gif%3Bhttp%253A%252F%252Fplantphys.info%252Fplants_human%252Fseedgerm.shtml%3B543%3B723

Twins: http://www.google.co.in/search?as_st=y&tbm=isch&hl=en&as_q=twins&as_epq=&as_oq=&as_eq=&cr=&as_sitesearch=&safe=images&tbs=isz:lt,islt:xga&biw=988&bih=576&sei=QdQJUuHVJMiDlQXJgYGYBQ#facrc=_&imgdii=_&imgrc=ChRc8pegerO69M%3A%3BEbj2Uj75t-1v_M%3Bhttp%253A%252F%252Fwww2.hiren.info%252Fdesktopwallpapers%252Fbabies%252Fcute-and-cuddly-twins-babies.jpg%3Bhttp%253A%252F%252Fwww.hiren.info%252Fdesktop-wallpapers%252Fbabies-pictures%252Fcute-and-cuddly-twins-babies%3B1024%3B768

like_father__like_daughter: http://www.google.co.in/search?as_st=y&tbm=isch&hl=en&as_q=political+map+of+india+outline+printable&as_epq=&as_oq=&as_eq=&cr=&as_sitesearch=&safe=images&tbs=isz:l&biw=988&bih=576&sei=cdEJUsyrDsWkkgX77YDwCg#as_st=y&bav=on.2,or.r_qf.&fp=8006dbefd83b1b6e&hl=en&q=like+father+like+daughter&sa=1&tbm=isch&tbs=isz:l&facrc=_&imgdii=_&imgrc=LBuWbhumtBwUzM%3A%3BxsIPQokH-

sa7QM%3Bhttp%253A%252F%252Fth04.deviantart.net%252Ffs71%252FPRE%252Fi%252F2012%252F338%252Fd%252F7%252Flike_father__like_daughter_by_aprilsierra-d5n0oee.png%3Bhttp%253A%252F%252Faprilsierra.deviantart.com%252Fart%252FLike-Father-like-daughter-340993670%3B1063%3B752

Bihu Dance: http://www.google.co.in/imgres?imgurl&imgrefurl=http%3A%2F%2Fwww.utsavpedia.com%2Fcultural-influences%2F&h=0&w=0&sz=1&tbnid=Do5L7giZ7_ijAM&tbnh=178&tbnw=284&prev=%2Fsearch%3Fq%3Dbihu%2Bdance%26tbm%3Disch%26tbs%3Disz%3Alt%2Cislt%3Axga%26tbo%3Du&zoom=1&q=bihu%20dance&docid=pZcP8_o-erAr6M&hl=en&ei=ndUJUs72NISOiAeKoYHACw&ved=0CAIQsCU

Earthquake: http://www.google.co.in/search?as_st=y&tbm=isch&hl=en&as_q=political+map+of+india+outline+printable&as_epq=&as_oq=&as_eq=&cr=&as_sitesearch=&safe=images&tbs=isz:l&biw=988&bih=576&sei=cdEJUsyrDsWkkgX77YDwCg#as_st=y&bav=on.2,or.r_qf.&fp=363c2d6265de5406&hl=en&q=earthquake&sa=1&tbm=isch&tbs=isz:l&facrc=_&imgdii=_&imgrc=ETBylSDpmKDa7M%3A%3BwdkJox-93aALZM%3Bhttp%253A%252F%252Fwww.tallyredcross.org%252Fwp-content%252Fuploads%252F2010%252F08%252Fearthquake.jpg%3Bhttp%253A%252F%252Fwww.tallyredcross.org%252Fdisaster-preparedness-library%252Fdisaster-preparedness-library-earthquake%252F%3B5601%3B3779

Untouchability: http://www.google.co.in/search?as_st=y&tbm=isch&hl=en&as_q=political+map+of+india+outline+printable&as_epq=&as_oq=&as_eq=&cr=&as_sitesearch=&safe=images&tbs=isz:l&biw=988&bih=576&sei=cdEJUsyrDsWkkgX77YDwCg#as_st=y&bav=on.2,or.r_qf.&fp=363c2d6265de5406&hl=en&q=untouchability+cartoons&sa=1&tbm=isch&tbs=isz:l&facrc=_&imgdii=_&imgrc=Nc18ROlH9jlX9M%3A%3B048J3uh7R1F0eM%3Bhttp%253A%252F%252F1.bp.blogspot.com%252F-p7UNkbWlKCs%252FUNJfpxb13dI%252FAAAAAAAADKI%252Fv4fwNceAUJI%252Fs400%252Fto%252Bbe%252Byourself.jpg%3Bhttp%253A%252F%252Fadventistperspective.blogspot.com%252F%3B1163%3B1600

Spice Tomato Cartoon: http://www.google.co.in/search?as_st=y&tbm=isch&hl=en&as_q=spices+cartoon&as_epq=&as_oq=&as_eq=&cr=&as_sitesearch=&safe=images&tbs=isz:lt,islt:xga&biw=988&bih=576&sei=69kJUqr9MYT5kAWMqYGwDQ#facrc=_&imgdii=_&imgrc=Ha-wJ0flNN3fsM%3A%3B4TZ1xUWRCrPa0M%3Bhttp%253A%252F%252Fus.123rf.com%252F400wm%252F400%252F400%252Fidesign2000%252Fidesign20001207%252Fidesign2000120700118%252F14662160-tomato-cartoon-character.jpg%3Bhttp%253A%252F%252Fwww.123rf.com%252Fphoto_14662160_tomato-cartoon-character.html%3B981%3B1200

Red-hot-chili-pepper-cartoon: http://www.google.co.in/search?as_st=y&tbm=isch&hl=en&as_q=spices+cartoon&as_epq=&as_oq=&as_eq=&cr=&as_sitesearch=&safe=images&tbs=isz:lt,islt:xga&biw=988&bih=576&sei=69kJUqr9MYT5kAWMqYGwDQ#as_st=y&bav=on.2,or.r_qf.&fp=363c2d6265de5406&hl=en&q=spices+chilli+cartoon&sa=1&tbm=isch&tbs=isz:lt%2Cislt%3Axga&facrc=_&imgdii=_&imgrc=5HGHwTiqBv1c5M%3A%3BUuej7b-9QKUPEM%3Bhttp%253A%252F%252Fus.123rf.com%252F400wm%252F400%252F400%252Fyayayoy%252Fyayayoy1109%252Fyayayoy110900018%252F10602002-red-hot-chili-pepper-cartoon.jpg%3Bhttp%253A%252F%252Fwww.123rf.com%252Fphoto_10602002_red-hot-chili-pepper-cartoon.html%3B1014%3B1200

SUMMARY

SUB UNIT I :Environmental Studies has emerged as a significant element within the school curriculum. Environmental education is the process through which students come to understand and appreciate the environment. It aims to develop the knowledge, skills and willingness to make decisions and take action to sustain the planet. Teachers must provide opportunities for students to use the process as part of their learning. Teachers must make decision about what they will teach and how they will then teach it, decisions that will achieve their purposes and address their students' needs. Rationale development should be part of thoughtful planning for classroom instruction. The main onjective of the subject is to locate and comprehend relationships between the natural social and cultural environment, to develop an awareness about environmental issues. New learning must be developed based on his prior knowledge.

SUB UNIT II sudents carry out their own investigations and construct their own understandings . It should connect students’ lived experiences and interests. And it should connect what they learn back to the real world, where they can put their new understandings to work. Essential question cannot be answered by a quick and simple “yes” or “no” answer. Key concepts are the ideas and understandings that we hope will remain with our students long after they have left school. Students need time and opportunity to explore these concepts.Based on the key concepts the lessons were prepared in different classes. Theme is the one that links the outcomes. This helps to make learning activities interesting, relevant and appropriate for the students. Many student-centred activities can also be created from whole texts for students to learn.

SUB UNIT III Introduce the relevant idea/concept through an activity/game/story/discussion/PPT (Visual clips) etc. Consolidate

the idea/concept through activities for the whole class on the blackboard. Discuss the relevant page of the book, talk about pictures etc.

linking the idea/concept from day-to-day life . Ask the children to read the relevant page silently for language comprehension

followed by activities for articulation of the given facts through observation and recording, identification, analyzing, drawing

inference. Ask the children to connect the facts observed or experienced with their day-to-day life. The theme/sub theme of the lesson

to be highlighted and related to day-to-day life underlining the importance of value

SUB UNIT IV Continuous assessment of student learning against the outcomes will ensure a supportive classroom environment

that will meet the students’ individual learning needs. Assessment is the ongoing process of identifying, gathering and interpreting

information about students’ achievement of learning outcomes. All assessment must link to the learning outcomes. Teachers need to

apply processes for assessment, recording and reporting that enable them to determine which learning outcomes students have

achieved, and to report these achievements to parents in ways that make.

SUB UNIT V Resources for the subject both video and pictures

CONCLUSION

EVS class rooms will need to provide opportunities to children to be able to progressively ask higher order questions that require

different levels of reasoning and investigations by planned activities and exercises.Guiding to discover facts and draw conclusions,

arousing curiosity, encouraging critical thinking, enhancing creative skills,increasing observational and identification skills are the

primary concerns of an EVS teacher. Familiarise the child to its immediate environment –school, home and link lessons effectively

with his daily experience.Conduct classes outside the class-room to let them first know and understand the things in their school.

Develop scientific attitude that is do and understand.

A SUCCESSFUL EVS teacher is one who inspires children to PERFORM and not INFORM.

BIBILIOGRAPHY

http://www.education.gov.pg/Teachers/prim/lower/teachers-guide-lower-primary-environmental-studies.pdf http://www.kvsangathan.nic.in http://kvsangathan.nic.in/HTMLPages/cce-primary.htm www.zietmysoreprt.wordpress.com http://ncert.nic.in http://www.google.co.in/search?gs_rn=25&gs_ri=psy-

ab&cp=17&gs_id=1v&xhr=t&q=environmental+studies&bav=on.2,or.r_qf.&bvm=bv.50723672,d.dGI&biw=1034&bih=875&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=wi&ei=oxILUqrEPIv9lAXE9YDoBQ#facrc=_&imgdii=_&imgrc=0sIA1rwxVBM7NM%3A%3BTq9CPGl23FC4tM%3Bhttp%253A%252F%252F1.bp.blogspot.com%252F-GdjyQu2dgPs%252FUTMBFpSyiAI%252FAAAAAAAAAXg%252FthR6hK4BLHU%252Fs400%252Fes.jpg%3Bhttp%253A%252F%252Foscareducation.blogspot.com%252F2013%252F03%252Fmeaning-and-definition-of-es.html%3B589%3B300

Be PROUD, a TEACHER effects ETERNITY.