The Progressive School Vol 04 Issue 01

There is a
need to bring
the physical
environment
aspect of EVS to
centrestage and
class III learning
outcomes
as defined
in NCERT
publication 2017
would be used
to show that all
expectations can
be met.
Based on the NCF 2005, EVS for primary
classes deals with the study of our environment
(physical, biological, social and cultural) with an
emphasis on its preservation and conservation.
It is an integrated multi-disciplinary subject,
with insights from sciences (physical, chemical
and biological), social studies (history, geography,
civics, etc.) and environmental education
(protection and conservation). EVS in the
NCERT textbooks is woven around six common
themes – Family and friends, Food, Shelter,
Water, Travel and Things we make and do.
Each theme begins by helping children
explore their immediate ‘self’ to include his/
her family (environment), neighborhood, the
locality and also the country. It helps children
to use the contents and methods of science
and social sciences and environment to solve
environmental problems or issues in future. The
learning situations or experiences of EVS help
children to explore and connect with their natural
and human made surroundings.
There is a need to bring the physical
environment aspect of EVS to centrestage
and class III learning outcomes as defined in
NCERT publication 2017 would be used to show
that all expectations can be met. Approach
could also be divided into three types of
learning experiences for the learner/ curricular
expectations.
Learning About the environment:
This experience should be able to raise
awareness about natural and environment
from lived experiences. The learner should
understand natural systems and its complexity
and the impact of human activities upon these
systems .The learner should foster environmental
awareness and concerns. Appreciate the
diversity in nature –Plants and animals in
different countries as well as tribal life in various
places, community eating etc. and respect them.
Suggested pedagogical processes arev
Observe and explore the immediate
surroundings, i.e., home, school and
neighborhood for different objects/plants/
animals/birds for their concrete/ simple
observable physical features (diversity,
appearance, movement, places of living/
found, habits, needs, behavior etc.)
v Discuss with elders and find out from where
we/birds/animals get water, food (plants/
animals, which part of the plant we eat etc.)
v Show sensitivity for plants, animals
v Describe need of food for people of different
age groups; animals and birds, availability of
food and water and use of water at home and
surroundings
Learning Through the environment:
The experiential hand on approach gives
reality, relevance and practical experience
to learning through direct contact with the
environment and develops important skills of
data gathering and field investigations.
Suggested pedagogical processes arev
Identifying simple observable features (e.g.
shape, colour, texture, aroma) of leaves,
trunk and bark of plants in immediate
surroundings
v Identifying simple features (e.g., movement,
at places found/kept, eating habits, sounds)
Of animals and birds) in the immediate
surroundings critically think to guess/
estimate and
v Predict about the happenings, situations,
events and the possible ways to check, verify,
test them
Learning For the environment
The learner under this approach should
understand the need to conserve and protect
the natural resources such as fuel, food, water,
electricity at home along with forests and
animals and develops an informal concern
and sense of responsibility for the environment
40 THE PROGRESSIVE SCHOOL oct-nov-dec 2019
www.progressiveschool.in