Welcome to the website of the Indian Institute of Ecology and Environment (iiee), New Delhi

When we talk of non-formal education and we try to see who we are trying to teach, we come face to face with people like these (see photo): People who are called “backward,” because they don’t wear Nike and jeans like we do. People who are called “underdeveloped” because they don’t have industries, cities and towns like we do. And maybe their level of hygiene isn’t as good as ours in terms of not having a flush toilet. But in terms of having full access to fresh air and water these are the people. In terms of indigenous knowledge systems, these are the people that we try to source from. We are talking of education and when trying to go to real people, and not just sit in a classroom and talk to a captive audience of school children saying, “You know children, this is water and this is sand and this is soil.” Trying to talk with people who are older than us in age. People that in everything they do is an issue of their survival. When we deal with such a diverse people, “Who are we to teach them?” This is a basic question we always ask ourselves first off before we even try to go into a program with them.

Creating a society of motivated citizens committed to conservation, preservation and protection of the environment and striving towards a life in perfect harmony with nature.

This mission could be achieved through nurturance of young minds by developing an awareness of and concern about the environment and its associated problems. In this process the learners will develop the requisite knowledge, skills, attitudes, motivation and commitment to work individually and collectively towards a better man-nature relationship. The objectives could be realized through appropriately designed expected learning outcomes, content, activities and projects, teaching-learning strategies, and evaluation procedures separately for each stage of school education. The following basic assumptions were identified for all the stages of schooling.

Basic Assumptions

* Environmental Education (EE) needs to be designed for all students regardless of their age, gender, and social, cultural and economic background.

* All students need to achieve the necessary awareness, knowledge, skills and competencies as specified stage-wise and grade-wise.

* All students need to be provided learning opportunities in the form of multiple experiences spread over the school years.

* The content of EE will begin with the experiential background and immediate environment of the learner and extend itself to the global perspective in a graded manner.

* Learners will internalize the concept of absolute human dependence on the environment and appreciate its value for survival of life.

* Pedagogy of EE needs to be culture specific, and commensurate with the developmental stages of the learner.

* Community involvement is integral to the process of teaching and learning of EE. School community mutuality needs to be established and strengthened.

* Every teacher has to be a teacher of EE and will also act as a curriculum constructor.

* Teacher education programmes, both pre-service and in-service, would have to be suitably reformulated.

* Specific evaluation procedures need to be evolved.

* Effective administrative and monitoring mechanisms need to be established.

The learner

* recognises common objects, plants and animals in the immediate surroundings;

* acquires skills of observation, collection of information, classification, description and self-expression concerning various phenomena of the environment;

* observes simple rules of healthy living, safe storage of food and water and practises proper ways of waste disposal;

* develops habits for protection of the self and surroundings;

* expresses love for the environment through drawing, painting, dancing, singing, gardening, tree plantation and other activities;

* takes care of and shows concern for all living beings;

* develops attitudes desirable for conservation of environment; and

* imbibes values like love for nature, respect for rights of animals, care of plants and other living beings and protection of the environment.

In Classes I and 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 and the Art of Healthy and Productive Living (AHPL).

* Child’s immediate environment (family and home, school and friends, animals, plants and objects)

* Common animals, birds and plants in the local environment

* Physical features of the local area like flora, fauna, landscape

* Need for food, water, shelter, play and recreation

* Protection from accidents, sharp objects, fire and the like

III. Cleanliness and Care of the Environment

* Personal cleanliness and good habits

* Keeping personal belongings neat and tidy

* Keeping the surroundings clean (home, play area, classroom and school)

* Taking care of plants and animals

Exemplar Activities

The activities given below are only suggestive and not exhaustive. Teachers may innovate and design activities suited to their own surroundings and the level and interest of children

* Providing opportunities to observe beauty, symmetry, rhythm and variety in nature

* Encouraging observation of plants, animals, objects, sites, situations, happenings and occurrences

* Encouraging collection of different types of objects from the environment

* Conducting nature walks

* Narrating stories and real life incidents

* Promoting use of charts, pictures, puzzles and cut-outs

* Encouraging care of plants and animals

* Encouraging participation in activities like clay modelling, paper cutting and folding

* Involving children in drawing and painting objects and pictures

* Helping children in taking care of self and maintaining cleanliness of surroundings

* Organising dramas, role plays and simulations

* Guiding children in developing proper healthy habits and strengthening these periodically through follow-up

* Sharing children’s experiences through simple discussions

* Conducting related to nature and environment games

* Organising recitation of songs and 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 and positive attitudes towards environment.

The opportunities are only suggestive and not exhaustive. Teachers may innovate and design activities suitable to their own surroundings and the level and interest of children.

* Providing experiences to observe beauty, symmetry, rhythm and variety in nature.

* Encouraging observation of plants, animals, objects, sites, situations, happenings and occurrences.

* Encouraging collection of different types of objects from the surroundings and their preservation.

* Conducting activities for comparison and classification of objects based on their simple physical characteristics.

* Conducting nature walks.

* Narrating stories and real life incidents.

* Promoting collection, preparation and use of charts, posters, pictures, puzzles and cut-outs.

Themes

Class III

Class IV

Class V

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 lightning, rainbow

* 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 human body and their functions

* Physical features of hills, plains, deserts, valleys

* General features of people, plants and animals of these regions

* Importance of plants and animals - land and water

* Weather and climate (local), their effects on daily life

II. Environment and Child’s Needs

Food, Water and Air

* Need for clean food, air and water

* Different types of food

* 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)

Shelter

Functions and Festivals

Health and Hygiene

Transport and communication

* 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)

* Need for clothes, types of clothes, keeping them clean

* Celebrations in the school and community singing

* Family functions and their importance

* Various means of recreation at home-story books, games, radio, television

* Need to take care of the different parts of the body

* Proper habits for personal cleanliness and good health

* Care of belongings and immediate surroundings (School, home and neighbourhood)

* Means of transport in the locality

* Modes of communication

* Need for following safety rules at home, at the school and on the road

* Natural resources air, water and soil

* Factors responsible for 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 into drains/water-bodies

* Care of plants and animals including pets in the locality

* Types of houses in relation to different climates

* Materials used to construct houses

* Sources of raw material for clothes (plants and animals)

* Different types of clothes worn in various physical and cultural environments

* Celebration of festivals and national days

* Types of recreational activities in the locality _ fairs, games, folk dances, music, weekly markets, story books, games, radio, television, drama and puppetry

* 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 in the neighbourhood

* 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 them

* 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 at the school

* Pollution of air, water, land and the factors responsible for this

* Ways of minimizing pollution re-use and recycling of waste material

* Local agencies responsible for waste disposal

* Care of the old, the sick, young children and children with special needs

* Need for taking care of public property

* Local agencies involved in community services and their roles

* Buildings in the locality - school, panchayat ghar, health centre, post office, railway station, police station. Need for their proper maintenance

* Different types of fibers and their sources (plants, animals and man-made)

* Various stages in making of fabrics

* Celebration of important national and international days

* Types of recreational activities in the locality - fairs, games, folk dances, music, weekly markets, story books, games, radio, television, drama and puppetry

* Some common infectious diseases-common cold, flue, diarrhea

* Precautions for maintaining proper health and protection against infectious diseases

* First aid as a safety measure

* Personnel responsible for community health and hygiene

* Effect of advancement in transport and communication systems on environment and human life

* Simple measures to be practiced to reduce pollution related to air, water and noise

* 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

* Care of parks, gardens, orchards, ponds, wells, sanctuaries, museums and historical monuments

* Simple safety measures in the event of fire, earthquake, flood

* Organising picnics and visits to different places (local sites, museums, historical monuments, parks, orchards, farms, gardens) and following them up with discussions.

* Encouraging care and adoption of plants and animals.

* Encouraging participation in activities like clay modelling, making masks, puppetry, paper cutting and folding.

* Involving children in drawing and painting objects and pictures.

* Helping children in taking care of self and maintaining cleanliness.

* Guiding children in developing proper healthy habits and 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 and at home.

* Involving children in planting and taking care of trees.

* Guiding observations regarding level of cleanliness of different sites and in labelling them as clean or dirty, hygienic or unhygienic and polluted or unpolluted.

* Organising individual and group activities for maintaining cleanliness of school and classroom.

* Promoting proper ways of waste disposal at home, at the school and in the neighbourhood.

* Making use of dry leaves, flowers, waste materials and natural products in decoration of school and home.

* Involving children in activities through eco-clubs, nature clubs, school health clubs and eco-corners.

* Conducting nature and environment related games.

* Organising recitation of songs and poems.

Teaching-Learning Strategies

At the primary stage strategies of teaching-learning EE would vary within different contexts and 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 and interactions.

* Encouraging learners’ participation in joyful activities utilising local resources.

* Providing opportunities for observation of natural phenomena and helping learners appreciate them.

* Creating curiosity among learners through teacher demonstrations.

* Helping learners acquire interpersonal and social skills through group activities.

* Providing opportunities for hands-on-experiences to learners.

* Encouraging learners to observe and experiment with their ideas.

* Providing opportunities for observation, collection, classification, estimation and measurement.

* Providing opportunities for drawing pictures, charts and maps.

4. Evaluation

The focus in evaluation of EE at this stage would be on assessment of socio-emotional development and behavioural patterns (actions) of the learners besides their cognitive learning. Continuous and comprehensive evaluation using learners’ profiles and assigning them grades would be desirable. Periodical assessment may be utilized for diagnosis as well as for planning remedial measures. Evaluation practices would be informal in Classes I and II and both informal and formal in Classes III to V.

Multiple approaches and instruments can be used for monitoring and 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 and field activities

* Using worksheets periodically

* Assessing learners’ progress through opinion of teachers, peers, parents and community members Using group evaluation

* Undertaking institutional evaluation

Upper Primary Stage

Classes VI-VIII

1. Expected Learning Outcomes

The learner

* understands facts and concepts concerning various aspects of the environment;

* recognises dependence of human life on environment; identifies local and region specific environmental problems;

* understands the role of individuals, society and the government in protection, preservation and conservation of environment;

* develops awareness about rules, regulations and legal provisions for protection, preservation and conservation of the environment;

* develops skills of observation, collection, comparison, classification, analysis and communication; makes judicious use of resources;

* adopts proper ways for management and disposal of waste;

* develops awareness, desirable skills and attitudes and appreciation for the protection, preservation and conservation of the environment and cultural heritage; and

* imbibes values like love and respect for nature and its laws, respect for the rights of others including animals.

2. Content

The content of EE will have to be further strengthened in its cognitive, affective and co- native components by providing additional inputs in the form of investigations, projects, co-scholastic activities and the like. This will facilitate development of necessary awareness, attitudes and skills for promoting positive participatory action.

* The environment - social and natural

* Human dependence on the environment

* Interdependence of plants and animals

* Natural resources - air, water, land (soil and minerals) and sunlight (energy); significance for growth, development and survival of all organisms

* Utilizations of resources for developmental and social activities _ production of food, electricity and fuels, construction and other infrastructure

* Overutilization of resources

* Generation of waste and its sources

* Types of waste - solid, liquid and gaseous

* Hazards of waste accumulation

* Waste, community health and sanitation.

IV. Management of Waste

* Waste and its disposal solid waste (physical removal and dumping), liquid waste (drainage and sewer system) and gaseous waste (discharged directly into air)

* Conditions for proper waste management co-operation of individuals and community; proper functioning of governmental and local bodies

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 cognizance of local environmental problems. The learners should be encouraged to initiate action on their own.

* Guiding learners to identify various sources from which items of daily use are obtained and helping them to group these as :

- plants and animals

- soil, air and water

- fuels

- plastics

* Organising visit to a nearby locality (market/colony/village pond) and guiding learners in collecting information about:

- prevailing sanitary conditions (littering or accumulation of garbage, absence or choking of drains)

- system for disposal of solid waste managed by the residents and civic agencies

- flies, mosquitoes and other insects, rodents and stray animals thriving on the accumulated garbage/stagnant water

This may be followed by organising discussions amongst learners on the sanitary conditions of the visited site and helping them infer possible Impact on the environmental conditions. Suggestions for improving the situation may also be invited.

* Encouraging learners to motivate residents to use dustbins or garbage pits

* Acquainting learners with various agencies responsible for maintaining civic facilities in the area and guiding them to seek their attention for maintaining cleanliness

* Arranging visits to nearby river, pond, well or community water tap/hand pump and guiding learners to collect information about

- the extent of wastage of water

- possible sources of the contamination or pollution of water

- condition of cleanliness and drainage

This may be followed by organising discussions to initiate appropriate follow up action to improve the situation.

* Encouraging learners to:

- check for leakage of taps at the school and at home and take appropriate measures to minimise wastage of water.

- switch off electric lights, fans, TV and other gadgets when not in use.

* Organising debates/discussions/exhibitions/talks on environment issues in the school and encouraging learners to participate in them.

* Water - a precious resource; essential for life and life activities, a habitat of plants and animals (fresh and marine), sources of water (fresh and marine) _ rain, snow, ponds, wells, lakes, rivers and seas.

* Air - atmosphere as reservoir of air; role of atmosphere _ a blanket for the earth, for maintaining humidity and temperature, a source of gases and medium for dispersal of gaseous wastes.

* Soil - a medium for growth of plants, types of soil, habitat for organisms, facilitator for percolation and retention of water.

* Forests - a habitat for plants and animals, an agent for percolation and retention of water; maintaining ground water level; prevention of soil erosion; maintaining air humidity; a source of firewood, timber, fruits, lac, resins and medicinal plants.