al Te ENVIRONMENTAL EDUCATION IN SCHOOL CURRICULUM fH STATUS OF ENVIRONMENTAL EDUCATION ie JN SCHOOL CURRICULUM ’ inthe present situation, man and environment are interrelated and there is interdependence in them | nature Or environment becomes a cause of man’s jon, if it is degraded. Therefore, the need of _.-oduction of environmental education in school jculum is widely recognised. Our country has accepted the need for environmental education with the recomendations of the tiwari Committee (1980). The urgent need for environmental education has been thoroughly discussed | atseveral national and international seminars, workshops ‘nd conferences. After the deliberations of these conferences, an International Workshop was held on Environ | Education at Belgrade (Yugoslavia) in 1975 ‘organised by UNESCO. Later in 1977, at Tbilisi in USSR, an inter Governmental Conference on Environmental Education was held. In India, the International Conference on Environmental Education was held at New Delhi, in 1987. Mrs.India Gandhi observed that Environmental Education Kavyamala Publishers @ Professor.Dr. A. Meenakshisundaram |. Kavyamala Publishers * Professor.Dr. A. Meenakshisuna is to help in arousing social consciousness and in Thins community aware of the fact that the good of Ing individual and that of the community are both Raina e ecological disruptions. The need of environm 2 ‘education in school curriculum is determined b ; following factors: ¥ the 1. There is no awareness about y environmental issues among the people should be created from school students it attain the favourable outcomes. 2. The students can be made environmentally literate and by acquiring environmental awareness, they can make sutiable measures to save the environment. 3. The attitude for the conservation of environment among the school students has to be developed, 4. There is a need to provide the knowledge about ecological systems and ‘cause and effect’ relationship to the school students. 5. Environmental education is needed to study the problems of population explosion, health hazards, hygiene etc. and suitable remedies to eliminate such problems. It is needed to develop constructive attitudes towards the: environment, in both the philosophical and programmatical sense, which have not yet become an ingredient in everybody's thinking and acting. isundaram) Lis Publishers « Professor.Dr. A. Meenakshisun | arious and it Self to =— i a te mvironmental Education in School Curriculum [Earn Publishers « Professor.pr. A. a _7. In order to develop awareness of and concern 5 about, the environment and its associated problems, and to develop knowledge, skills, attitudes, motivations and commitment to work individually and collectively towards solutions of current problems and prevention of new ones, environmental education is needed. Thus, environmental education as an important. discipline has to be included in the school curriculum in order to create sufficient awareness among the school students, as they are the right cultivation land to sow the seeds. Today, environmental education in school curriculum is widely appreciated at all levels. The review Committee on curriculum of environmental education has stressed the need for more environment based education. The review of courses indicates that main emphasis has been given on physical and biological components of the environment. The problems, interrelationship and interdependence of their components have been emphasized in environmental’ studies. The main focus of environmental education is to improve the quality of environment and also the quality of man. It involves physical, social, biological and cultural environment. The orgnaisational climate of a school is the significant factor which contributes in the development of child personality. In the state of Tamil Nadu, Environmental eduction has been introduced in school curriculum at Kavvamala Publishers ¢ Professor.Dr. A. MeenakshisundaramEnvi i 216 Ironmental Education * Professor. Or. A.Meenakshisundara Kavyamala Publishers Professor.Dr. A. Meenakshisundara Pre-school level, elementary level and highe ' secondary level both in state board schools ang i central board schools, . 5.2. ENVIRONMENTAL EDUCATION AT DIFFERENT LEVELS OF SCHOOL EDUCATION 5.2.1 Environmental Education at Pre-Primary Education level At this level, children are provided with Moral Stories and rhymes concerning the worth of nature and environment. They are given proper knowledge about the things*that are around us. Through various colourful pictures and posters and diagrammatic representations, a general awareness about the personal hygiene and environmental cleanliness are introduced in a simplified version. At this stage, children are made to show love and compassion for all the living organisms. 5.2.2 Environmental Education at Primary Education level At this stage, the curriculum for environmental education has the major objective of building up awareness among the children. This may be followed by real-life situation and conservation. Thus attempt should be only sensitize the child about environment ie, the concept of environmentis introduced. The focus is stressed towards the environmental cleanliness. The relationship between the childand environmentis emphasized, The child understands that it is sorrounded by air, land, water a various kinds of plants and animals. The role of environmen Kavyamala Publishers ¢ Professor.Dr. A. Meenakshisundaramironmental Education in School Curriculum ] Wamala Publishers « Professor.Dr. A. Meenakshisundaram| 217 ‘brought out through story telling and poem reciting. “Thus, the content to be used are sorrounding from home to school to outdoorsituations. 5.2.3 Environmental Education at Secondary ‘Education level The Tamilnadu Textbook corporation prepares textbooks for secondary level school students also. These textbooks are developed according to the syllabus framed by National Council for Education Research and Training _(NCERT). At the secondary level, objective must be real-life experience, awareness and problem identification. The contents to be used are those used at Primary School supplemented with general science. At this level, inscience subjects some of the physical and biological components of environment are included. In soical studies, the cultural, social and political components of the environment are included. Thus, for the secondary level, human dependence on nature, adaptability of animals and man to their environments, ecological succession and eco-crisis, population and conservation, health and hygiene are included from simple to complex order. 5.2.4 Environmental Education at Higher Secondary Education level ‘At this level emphasis must be conservation, assimilation of knowledge, problems identification andEnvironmental Education * Professor. Dr. A.Meenakshisundaran] bre eormanis hes ee Pre-school level, elementary level and higher Secondary level both in state board schools and jn central board schools, 5.2 ENVIRONMENTAL EDUCATION AT DIFFERENT LEVELS OF SCHOOL EDUCATION t 5.2.1 Environmental Education at Pre-Primary Education level At this level, children are provided with Moral Stories and rhymes Concerning the worth of nature and environment. They are given proper knowledge about the thingsthat are a round us. Through various colourful Pictures and Posters and diagrammatic representations, @ general awareness about the personal hygiene and environmental Cleanliness are introduced in a simplified version. Atthis stage, children are made to show love and Compassion for all the living organisms. 5.2.2 Environmental Education at Primary Education level At this stage, the curriculum for environmental education has the major objective of building up awareness among the children. This may be followed by real-life situation and” conservation. Thus attempt should be only sensitize the child about environment i.e. the concept of environment is introduced, The focus is stressed towards the environmental cleanliness, The relationship between the childand environmentis emphasized, The child understands that it is sorrounded by air, land, water and various kinds of plants and animals, The role of environment Kavyamala Publishers * Professor.Dr. A. Meenakshisundarameral ea Soa Cry —— Vala Publishers + Professor.Dr. A. - ght out through story agai eee i s, the content to be used are sorrounding haat , school to outdoorsituations. 193 Environmental Education at Secondary ‘Education level The Tamilnadu Textbook corporation prepares pooks for secondary level school students also. These stbooks are developed according to the syllabus framed fy National Council for Education Research and Training INCERT). At the secondary level, objective must be fe experience, awareness and problem identification. contents to be used are those used at Primary School plemented with general science. Atthis level, in science subjects some of the physical and biological components of environment are included. In soical studies, the tural, social and political components of the vironment are included. Thus, for the secondary level, human dependence on nature, adaptability ofanimalsand man to their environments, ecological succession and co-crisis, population and conservation, health and ne are included from simple to complex order. 5.2.4 Environmental Education at Higher r _ Secondary Education level At this level emphasis m : ilation of knowledge, problems identification and nskills, The content used may be science-based and n-oriented work. In general, at this level, those who selected science subjects are mala Publishers # Professor. ‘Meenakshisundaram ust be conservation, only exposed toEnvironmental Education * Professor. Dr. A.Meenakshisy Kavyamala Publishers # Professor.Dr. A. Meenakshisunda;= environmental education so far. But today, a separ zy . ‘ ‘at supplementary text is issued for all the higher second fe students as ‘Environmental Education’ Prescribed Si Tamil Nadu Textbook Corporation. At this le he environmental education is concerned with Pollut ecology, population ecology and the role of Science ‘ technology in eliminating or minimizing the a environmental problems, Bus 5.3 INNOVATIVE METHODS OF TEACHING ENVIRONMENTAL EDUCATION 5.3.1 Group Discussion Method j There are various methods of teaching which can be effectively used in environmental education for awareness and understanding environmental problems, but group discussion is the most suitable method for creating awareness among the students. There is no comprehensive definition of ‘group discussion’ but it is considered as a democratic teaching strategy. The pupils are more active in it. Teacher’s job is restricted to supervise, and to provide guidance to the activities of the pupils. It is a child-centred teaching method. Group discussion may be of two types: By the teacher and By the students. The former type of discussion is more autocratic in style, where as in the latter situation, discussion is more permissive and democratic in style. The group discussion is organised formally ob informally. In formal group discussion, proper schedule is { Kavyamala Publishers ¢ Professor.Dr. A. Meenakshisundaram_) © 218 dara]aro amental pareaicn in School Curriculum pata PTE + POROTD A. Heenan 219 epared In the absence of the teacher, pupils have to lect a student to act as a leader of the group. The leader ¢ the group Prepares a plan for discussion. The topic for giscussion should be chosen with due care and thought. It should commonly be of general nature-neither very imple nor very complex but which involves some thinking and interpretation on the part of the pupils. For example, the topic, ‘What can you do to save te earth?” will make the students putforth their ideas. In the group discussion, due, weightage should be given to the answers and questions of the pupils. Every student should pe provided an opportunity to participate in the discussion. Students should be encouraged and motivated | and irrelevant criticism should be avoided. Group discussion is based upon certain principles of teaching such as principle of active participation, principle of freedom for work and principle of group work. While the group discussion session is going on, the teacher has to look after that the discussion does not deviate from the main topic and he should check the domination of few students. Any contraversial point should be settled by the teacher at the proper time. Atthe end of the discussion, the relevent points to the topic should be expressed in a logical sequence by any of the Students or by the teacher himself. 5.3.2 Seminar Seminar is: one of the most effective teaching Strategies, Seminar is a structured group discussion, that Kavyamala Publishers ¢ Professor.Dr. A. MeenakshisundaramEnvironmen son'® euronne ——— Seretessot a aaricenakshisundara may proceed or follow a formal lecture een Shaner of extempore speeches or paper sed nin the fo classroom, the individual students are Baan Ina papers and speak on certain topics be saison to present The student who take seminar has to Seite ai expressed by the audience regardi e doubts audience critically evaluat as e topic. The over it later. © Ba ercnrandidsciss € The teacher has to induce the students to prepare on various topics. He has to allot topics some days before itself for preparation. It includes collection of relevant materials, library reference works, organising ideas in sequence etc. The objectives and purpose of the seminar should be clearly clarified to the student by the teacher, The presentation should be effective. The student has to present fluently with audible voice. The duration of the presentation is determined by the nature of the topic. Usually the time duration may be 30 to 45 minutes for presentation and 10 to 15 minutes for follow-up activities. For this method of teaching, feedback isthe mostimportantin which the presentation is analysed and evaluated by the audience. 5.3.3 Workshop: The process of gathering a group of like minded people, educate them for their common objective, produce same product physical or mental is called workshop. Environment education can be given through such workshops also. There will be debate on the subject 220 rm A. Meenakshisundaram Kavyamala Publishers * Professor.Dr.Environmental Education in School Curriculum favyamala Publishers « Professor.Dr. A. Meenakshisundaram| 221 and also the activity of production. We not only educate people but also produce resource persons through such workshops. So, workshops are conducted to limited number of people say 40-50. We can conduct workshop on environmental education for the following purposes. 1. to prepare wall posters and slogans. 2. to prepare teaching aids and material for teaching 3. to prepare nature songs, nature plays, make their cassettes etc. 4. to give information about environment education in other countries the uses of avoiding pollutions, the harm of pollution etc. 5. to trains to organise environment awareness movements. To conduct such workshops a lot of planning and money is needed. It is better to give a kit on the subject to every participant. We can produce environment workers in every Village by these workshops. 5.3.4 Dialogue Dialogues in the classroom make the classroom atmosphere more active. This aspect of teaching develops creativity among the students. Usually children take immense delight and pleasure in role playing. They assume different roles and talk as if they are actually performing those roles in real life. Fox example, the teacher has to ask two students to assume the roles of Kavyamala Publishers ¢ Professor.Dr. A. Meenakshisundaram[Environmental Education ¢ Professor. Dr. A.Meenakshisundaran] |Kavyamala Publishers Professor.Dr. A. Meenakshisundaram| any two characters and discuss over the topic like, ‘The necessity to return to natural way of cultivation’. Dialogue is a drama-like activity in which the students take different roles in a typical situation. This activity is used to give learners practice to express their ideas and concepts freely. The teacher has to provide such Opportunities of free conversation and ask the students to speak naturally. 5.3.5 Problem solving : Problem solving is an important method in which many new ideas, concepts, solutions are emerged. Moreover, new inventions are invented as a result of this method. Problem solving method is otherwise called as Scientific method as it is a method of solving a problem Scientifically. The should be taught and well trained in the method of attacking a problem. Once the students are trained in this method they will approach all the problems in the same way, even if they are in a situation which they are quite ignorant. This method of problem solving involves reflective thinking, reasoning and utilising certain skills, abilities and attitudes, 5.3.6 Field Survey and Field Trips ‘ Field survey is a very effective method in teaching especially in this discipline of environmental education. Emphasizing the need and importance of the method, Rousseau said, “Natural observation is the best method of teaching as compared with classroom teaching, learning and studying books”, Field surveys to polluted Kavyamala Publishers ¢ Professor,Dr, A, Meenakshisundaram 222Environmental Education in School Curriculum jenna Publishers Professor.Dr. A. N LSAT ant jaram| 22s| areas would create awareness among the students. In fact, real awareness is provided by this method. Observation of geographical conditions, historical places, remains, industrial areas and natural vegetation makes the student acquire first hand knowledge. Field trips provides the real experiences about the - aspects of environmental education to the learners. Based on psychological principles, the awareness ofenvironmentis provided through the perception of the students. As field trips involve keen observations by the students, imagination and ability of discovering the cause effect relationship among the environmental components are developed. The feeling of cooperation and group work is developed. Moreover the observation to tourist places develops the feeling of appreciation. 7 Projects “Project method is anew teaching strategy andit has n evolved as a result of social tendency of education. foject method was devised by Kilpatrick and was givena fect shape by Stevenson. This is based on the osophy of pragmatism. The main focus of this gy is to socialize a child and to develop the ability of m solving. ~ Thus, a project is a kind of life experience which is tcome of a desire of the students. Teaching by this id is therefore, based upon the use of that desire. ing by living” is the better meaning of project d, because life is actualy full of projects and e is trying to carryout these projects everyday. Publishers @ Professor.Dr. A. MeenakshisundaramEnvironmental Education * Professor. Dr, A.Me : . Dr. A.Meenakshi Kavyamala Publishers ¢ Professor.Dr. A. eae laram In a project method of teachi the real problems related to a eee students. They are asked to prepare a plan for ssh He problem. The students collect sequel iiforinstions ¥6i solving the problem. The teacher’s job is to provide guidance. The students themselves make an effort to seek solution of the problem by studying the materials. 5.3.8 Exhibition Exhibition is one of the interesting ways of making students indulge in learning activities. Exhibition is displaying or showing off the materials relevant to the subjects meant for. Regarding environmental education, exhibition has a great scope in attracting the students. Exhibition shows valuable things, objects, models specimens, photographs etc. ’ Organising exhibition need proper planning and it demands great efforts. The organisers should collect materials from various sources. ‘It needs much time and expense. Rare things and objects in the exhibition attracts more people towards them. Exhibitions provide two different activities to the students. They can be the hibition as well as the audiences: ly in this and show their ain about ental 224 organisers of the ex Students will take part very activel abilities. They also develop their ability to expl the materials displayed and about the environm problems and remedies. While organising exhibitions adequa needed should be provided. Financial assistance te facilities to such rs ¢ Professor.Dr. A. Mee!vironmental Education in School Curriculum famala Publishers Professor.Dr. A. Meenakshisundaram 225 mittee should be formed to organise the exhibition. teacher should instruct them and assist them enever they need his help. Work should be distributed nong the students. The items displayed in the exhibition Id have something to say about. Students should pete each other to display their things and valuable rks related to the subject. The audience should be ied, properly when they ask questions.. For that the udents should be well prepared. If properly planned and ed, exhibitions have great scope in creating awareness garding the environmental aspects. 3.9 Media The role of media in environmental education is very cant. The major objective of environmental tion is creating awareness. Media is the most ble means to achieve this objective. The ement of science and technology made e to easily access the devices of the media. People media in their daily life toa great extent. They an inevitable part of modern society. So it is nt to utilise them in creating awareness about tal crises. day, education is not as such in the olden days. vations in the field necessitates new tools and Distance education as a part of non-formal equires media toa great extent to teach the s well as in the formal education too, the role f lishers # Professot MeenakshisundaramEnvironme : 226 onamale Pobighee * Professor. Dr. A.Meenakshi ishers ¢ Professor.Dr. A. Meenskshiumee Ndaram of media today is imm i ee of people at * praeee ihn ins Ag ice in the educational process. Itis an offe “Shee Stieiae things, as it catches and parent shee an any other means. Not only the students vironmental education are benefitted by this me of education but also the general public a environmental education and awareness is esential ey everyone, there is a great need for the implementation of media in it. 5.3.9(1) Print Media This is the pioneer after the invention of printing ma' the habit of search for informatio materials. It resulted in various types Wi dailies, weeklies, magazines, pamphlets, bills etc. Allthese have the unique function of transmitting information. Today, though the electronic media occupy 4 major position, print media has its own importance. The reading habit of people is increased even better now. The environmental issues are expressed through various type of print medium. People get aware of environmental problems through this media. -!n the distance education programme, the media has 4 remarkable role. To utilise the print media more purposefully, teacher has to assign S' to the students. He can ask the regarding environmental aspects in newspap' form of media. In those days, chine, people developed n through printed hich include books, ers. H isher:Environmental Education in School Curriculum amala Publishers Professor.Dr. A. Meenakshisundaram| 227 sist them to collect pictures related to environment blished in the papers, books and journals to make a icture album. This will result in favourable outcomes. Film is an important device of mass media. Itis more fective than any other media. Nobody can deny the ense value of films for educational purposes. mally, these are considered as a means of jtertainment but these can serve the purpose of lucation also. In films, there is such a blend of light, und, dialogue and action that leaves unforgettable ession on the listeners. It is said that a good film is th hundred books, as it can be seen as well as listened are very important in learning activity. ~ The films for educational purposes should be ted according to the need and mental level of the dents. Educationally useful films related to ronmental education can be procured from NCERT, es of Education, Education Departments, Universities, onDepartments and Embasies etc. There are many ims and documentaries in this area of environment made by various environmental orgnaisation and entalists. is not always possible to make the students real life situations through field trips and field But films can provide the solution for this defect. nple it is difficult to take the students to show the the river Ganges but there are number of ala Publishers Professor.Dr. A. Meenakshisundaram[Environmen 5 [Kavyamala ma eaten Professor. Dr. A.Meenakshisunda: ishers Professor.Dr. A. sireuaishtcinaars, nl im documentari ie: is i is wi ee S related to this issue. This will provide th i ents the first hand experience. It will ee ‘ : @ ao be of water pollution. Films are useful in showing udents the past happenings related to the second world war, Chernobyl incident etc. Thus, Films are effective means * to teach environmental education. As films enhance interest among the students and leave impressions for long, they are better than any other devices of mass media. 5.3.9(3) Television. - Television is an impo activities. Television has bee audio-visual aids. Today televisi comer. It is accessible to most of all the people. Television provides an effective communication to all. The educational television is a system that present programmes regarding various subjects. So! educational television programmes are: Secondary School.” Television Project, Higher Education Television Project of UGC, Delhi Agricultural Television Project, Satellite Instruction Television Experiment etc. Apart from the educational programmes, there are many commercial television channels telecaste programmes related to environment. Discovery Channel, Animal Planet, National Geographic Channel are some of these kind of channels which are telecastin programmes related to this subject. They brought natural environment as it is, that increase aesthetic sense oft nN nN rtant medium for.educational n described as queen of ‘on has reached to every so ae) Me ~—cenakshisundaramgale PUSHES Profesor & Meerateeonara) 229 "awers and they appreciate the natural beauty. Many i iornmental issues and Crises are also telecasted in such shannels. Thus, televisions are effective tools to educate ple through the media. There are many educational grammes in commercial televisions also which are led by various educational agencies. .9(4) Role of Information Technology “This is the age of Information technology, which s to affect every area of our lives and it can also find Data Bases: The analysis of past events provides he required information for future decisions. Data " mining predicts future trends and behaviour changes in many branches of enviornment science. "So there must be adequate database. graphic Information System (GIS): itisa database anagement system for mapping and analyzing things that exist and events that happen on earth. ae challenges such as over-population, pollution, deforestation and natural disasters may be monitered by GIS. 1 mote Sensing Satellites: They estimate the Ural resources such as water, forest, fuel, eral etc. They collect datain the form of images provide specialized capabilities for manipulating, lyzing and visualizing those images. They Professor.Dr. A. Meenakshisundaram230 [Environmental Education + Professor. Dr. ~ |Kavyamala Publishers « P or. Dr. A.Meenakshisundaran] . rofessor.Dr. A. Meenakshi provide useful information for oe management. ental iv. Global Resource Information Database (GRID): in 1985, the United Nations Environmental Programme (UNEP) established this Global Resource Information Database. It helps to exchange the ~ environmental views and news among the countries. The technologies of the developed countries for the protection of environment can be used by the developing countries through this. Thus, the role of information technology is vital in environmental protection and conservation. Apart from these, the print and electronic media, to which people has easy access, have a very significant role to play in spreading awareness on environmental issues. 5.6.10 Campaigns Campaign.is one which includes people with knowledge on the subject, with plenty of information who take up awareness programmes on the subject in a big way. It must have good intentions campaigns on environmental education, population education, literacy programmes are not for grabbing power or for twisting muscles, instead, they are for building awareness and good intentions in people. Some examples of environmental campaigns are-Campaign against Kudremukha mining, Save Bhadra, Save Narmada, Campaign against Sardar Sarovar. Chipto etc. Sunderlal Baduguna, Meda _Patkar internationally known environmentalists. Kusuma Sorab, are Kavyamala Publishers ¢ Professor.Dr. A. Meenakshisundaram ——The people involved in this field should have amitment and deep knowledge of the field if not the ement fails. 4 Nature Songs “Everything surrounding us which is not made by may be called nature. Which means, except things uildings, loads, bridges and like things, all others which aturally grown like trees, plants,inserts and all such ings include nature. As long as these natural things are original, natural form, life is heaven. When they ‘orted life is hell. Nature has always inspired man. It ; been a secret, a puzzle to man. Because of its beauty, ulness and magnanimity it is revered by man. , MBeronstration This is an important method used in ( ide such Meo wiedse which can be immediately tood and memorised. is method can be used to o teach now water, air, soil pollute, how it is urified rain students to. prepare audio visual aids to h environment. Publishers + Professor,Dr. A. Meenakshisundaram232 |Kavyamala Publishers ¢ Professor.Dr. A. MaaiseNsaee 5.3.13 Role play In this method some problem or subject related to environment is rendered into a play and is enacted by players or actors before public. Trees animals, factory all becomes roles of the play and people act it. Plays written to bring environmental awareness come under this group. Skits of 15-20 minutes are written and enacted. This gives opportunity to students to take part in the drama. A ‘discussion is followed by a skit or drama. This helps to consolidate ideas and remains for a long time in the memory. 5.3.14 Nature Games ; - We can evolve games on events that take place in nature and make students play it. We can teach how each link is important in the environment. A creative teacher can evolve such plays by himself. One such game is Bio-Web or Eco-Web. This process of this game is i) Students stand in circle. Each one is given the name of an animal or plant. ii) Allthe students sit in a circle, being forth their thumb. Tie a thread to the thumb of one student and link if to opposite student, then link the same thread to person sitting at 45° and then to his opposite continue the process till all. are connected. This is Eco-Web or Bio-Web. iii) Only when your until it in the reverse order you can remove it completely. Now it is easy to explain the dependency of each entity in the nature. [Environmental Education ¢ Professor. Dr. A.Meenakshisuni (_Kavyamala Publishers * Professor.Dr. A. Meenakshisundaram Ee Sts eelronmental Education in School Curriculum ishers » Professor.Dr. A. Meenakshisundaram| ~ PROBLEMS FACED IN TEACHING ENVIRONMENTAL EDUCATION There are many hurdles and constraints in lementing environmental education at school Many studies regarding this shows some major ints. In U.S.A Childress (1978) studied this and ck of fund as the important constraint. The study icted by Tewksbury and Harris (1982) reported the of time for the teacher as the most prevalent aint. i "Some major constraints for implementation of onmental education at school level are: Lack of funding: In a developing country like India, cconomy is the major cause for the proper implementation of environmental education at school level. The government has to provide adequate funds to carry out this programme effectively well. Lack of time for teachers: In schools, teachers have no adequate time to teach environmental education, as they are very busy with their own ubjects. Being a_interdisciplinary subject, there is ‘no specific teachers to teach environmental education alone. . Inadequate pre-service and in-service training: “Teachers have no proper training to teach “environmental education. As the subject is “ambiguous which include contents of many a Subjects, proper training is essential. 233 la Publishers ¢ Professor.Dr. A. MeenakshisundaramEnvironm i bss annie * Professor. Dr. A.Meenakshisundara; ublishers ¢ Professor.Dr. A. a 4. Lack of appropriate expertise: This.is an another major constraint. for the implementation of environmental educationatschool levels. Teachers lack adequate efficiency regarding this subject. 5. Lack of interest in teachers: This is an another - constraint, as the teachers show not much interest in teaching such additional subjects. They consider it as extra burden to them. Thus, the lack of acceptance by teachers hurdles the proper implementation of this study. 6. Lack of resource materials: There is insufficiency in resource materials in implementing environmental education. Asa result of this, implementing it inthe schools becomes a difficult task. These are the major constraints for implementation of environmental education at school ls. These factors should be taken into consideration while introducing this subject in schools. 5.5 ROLE OF UNDEP IN PROMOTING ENVIRONMENT EDUCATION The United Nations Environment Programme (UNEP) was set up in 1973 by the United Nations General Assembly as a result of recommendation form the United Nations Conference of the Human Environment heldin Stockholmin 4972. Its mission is : “To provide leadership and encoura in caring for the environment by inspiring, Kavyamala Publishers * Professor.Dr. A. Meenakshisundaram level: ge partnershiP informing a"‘Environmental Education in School Curriculum ] \Kavyamala Publishers » Professor.Dr. A. Meenakshisundaram| 239 ‘enabling nations and peoples to improve their quality o life without compromising that of future generations”. Governance of UNEP: is UNEP is governed by a Governing Council and global ‘Ministerial Environment Forum. the governing Council was established i in December 1975. Governing Council reports to the General Assembly of the United Nations through ‘the Economic and Social Council. 58 members of the Council are elected by the General Assembly, for four years terms. The Global Ministerial Environment Forum is ‘convened annually to review important and emerging policy issues in the field of the environment, with the Governing Council constituting the forum either in its regular Sessions or special sessions. Main functions and responsibilities of the Governing ‘Council of UNEP are: 1. To promote international cooperation in the field of ' the environment and to recommend, as appropriate, policies to this end. 2: To provide general policy guidance for the direction | and coordination of environmental programmes within the United Nations system. To receive and review the periodic reports of the "Executive Director of UNEP on the implementation ~ of environmental programmes within the United Nations system. To keep under review the world environmental situation in order ensure that emergingKavyamala Pu nvironmental Education ¢ Prof r. Dr. E Ed rofessor. Dr. A.Meenakshisundaram| bss Kavyamala Publishers ¢ Professor.Dr. A. Mesnakshisania ‘am Se VicbeceHeeE ABE o wide international i : priate and adequate consideration by Governments. 3 ae promote the contribution of the relevant international scientific and other professional communities to the acquisition, assessment and exchange of environmental knowledge and information and as appropriate, to the technical aspects of the formulation and implementation of environmental programmes within the United Nations system. . To maintain under continuing the impact of national and international environmental policies and measures on developing countries in the implementation of environmental programmes and projects, and ensure that such programmes and projects shall be compatible with the development plans and priorities and those countries. . Toreview and approve and programme of utilization of resources of the Environment fund UNEP has eight divisions and six regional offices, including the regional office for Asia and the pacific, located in Bangkok. UNEP also houses a number of convention Secretariats, such as the ozone secretariat, which is secretariat for Vienna convention for the protection of the ozone layer and for the Montreal protocol on substances that deplete the ozone Layé blishers ¢ Professor.Dr. A. Meenakshisundaramronmental Education in School Curriculum ENVIRONMENT EDUCATION 1. The Centre for Environment Education (CEE), Ahmadabad, is:a national Centre and was established by the Ministry of Environment and Forests, Government of India, in 1984 under its scheme of promoting Centers of Excellence. The Centre plays a pivotal role in the nationwide effort _ to increase environmental awareness. . The main objective of CEE is to create environmental awareness amongst children, teachers, youth and the general community. To achieve this, CEE _ develops innovative programmes and educational _ materials and field tests them for their validity and effectiveness. The aim is to provide models that could be replicated elsewhere in the country with modifications to suit local needs. : environmental education in schools and teacher training » institutes : vironmental Monitoring Programmes. CEE has set up its regional cells in different parts of country to cater to specific environmental| Environmeni i 238 hovers en Professor. Dr. A:-Meenakshisundara ishers ¢ Professor.Dr. A. Ragenisishisundarart cae i of the regions. The cells, have been wanaheenesih = number of EE activities in tune eeds of their respective regions, 4. Inthe last fourteen years, CEE has developed several types of EE materials for various target groups. School students, teachers and teacher elucatonr have been one of the important target groups. 5. Among the materials developed for schools and school teachers, some of the significant ones include activity/handbooks on themes such as a) Water b) Floods and Drought c) Conserving our water resources, d) Approaches to Environmental Education, e) Joy of learning | and Il, etc. Besides, CEE has been instrumental in training more than 60,000 teachers and resource persons in the country over the last few years as part of its in-service teacher training programme. 6. With the experience of CEE in organizing training programmes and workshops for teachers and recognizing the role of teacher training colleges in the promotion of EE, the Centre, during the year 1995, initiated an important project to evolve and institutionalize a curriculum in Environmenta Education (EE) at the B.Ed level for student teachers. ROLE OF NCERT IN PROMOTING 5.7 ENVIRONMENT EDUCATION Both the CBSE syllabus and Tamilnadu state Syllabus are prepared based on the curriculum develo for ir. A. Meenakshisundaram Kavyamala Publishers * Professor.DWironmental Education in School Curriculum mala Publishers » Professor.Dr. A. Meenakshisundaram| 239 ironmental education by National Council for Education, earch and Training (NCERT). The level-wise topics are low: : er Primary Level (Class I-V) ronmental Studies-Science (Class III) ‘Things around us: Living and non-living things around us, categorization into natural and man-made things, plants and animals, observation _and study of a few common plants and animals in the vicinity. Plants and animals are natural resources ~ and need of protection. ). Animals and their way of life: Familiarity with parts of common animals (feet, ~ teeth, beak, mouth, parts of a butterfly); shelters "like nests of birds, ant holes, beehives etc. Our body: Parts of the human body, functions of each part, e food our body requires, kinds of food items. Cleanliness of surroundings: Personal hygiene, environmental sanitation in observation of weather, water avaporation, water cycle, effect of weather on our P lishers @ Professor.Dr. A. Meenakshisundaram, - - .——_—ee 7. The seasons: Winter, 2. Care and prote 3. Food and 4. Safe water: ee } Environ i lea } mental Education * Professor. Dr. SS mi) Kavyam. i lala Publishers Professor.Dr. A. Meenakshisundarai summer, monsoon, ob i i i é serving plants and animals in different seasons, (ii) Environmental Studies-Science (Class IV) 1. Uses of plants and animals: Elementary ideas about food, timber and other products from plants and farm animals: ction of plants and animals: Role of plants in exchange of oxygen and carbondioxide, use forests, van mahotsava, social forestry protection of forests from seases, idea of national important of pesticides, for afforestation; indiscriminate felling, park and wild sanctuaries of India. Food Sanita constituents, role of co preservation and storage- Water in living organisms, uses of bathing); contamination of water; through water, prevention of le methods of purification fireand di: life sanctuaries, tion: Food items and their nstituents of food; food water (washing spread of diseases pollution of water, simp of water. 5. Sanitation and diseases: hecking disease carrier Disposal of waste water, © te oa like mosquitoes, 8a! scr ae of spread of dise ‘od contamination. bage dumping, steps ases through wa- ; Kavyamala P; hi shers_* Professor Dr, A. MeenakshisundaramEnvironmental Education in School Curriculum |Kavyamala Publishers « Protessor.Dr. A. Meenakshisundaram 2at| 1. 4. is 6.. Weather and its influence on life: Water, air, temperature as factors of weather, rainfall, evaporation, idea of smoke, fog, hail, effects of weather changes. Soils and Crops: Soil study:- sand, clay, loam, humus, crop rotation, use of manure. iii Environmental Studies-Science (Class V) How living things adapt themselves: Living organisms on land, in water and air, ‘habitat, aquatic plants and animals, amphibious organisms, adaptation of fish, frog, camel, cactus, waterlily in cold climate. Deficiency diseases and communicable diseases: ” Food requirement of different age groups; symptoms of protein -carbohydrate deficiency, vitamins and their deficiency diseases, role of bacteria in spreading common diseases, vaccination. Community sanitation: Waste materials, open dumping and burning of wastes, land-fill, proper disposal of wastes. Soil conservation: Soil erosion-by wind and water; prevention of soil erosion, terrace cultivation. Air-Its uses and pollution: Air composition, exchange of oxygen and carbon dioxide, role of oxygen and nitrogen in plant growth, { Kavyamala Publishers + Professor.Dr. A. MeenakshisundaramEnvironmental Education ¢ Professor. Dr. A.Meenaksh 242 anaes 7 her @ Proi OA = fi Professor.Dr. A. Meenakshisi 7 laram| air pollution-smoke from industries, automobj fuel burning, prevention of air pollution ms 6. Energy: Fossil fuels (coal, petrol), wind energy, sol energy, biogas. eho. 7. Science and environment: Progress of science and technology, production of consumer goods, over-use of natural resources, (8) Upper Primary (Class VI to vill) ; The environment components at this level are integrated in science and social studies. (i) Science (Class vi) , 1. Components of Env 2. Balance in nature-inte! food chain, human interfel need of balance in nature. (ii) Science (Class vil) 1.. Energy: Forms of energy, transformation of energy, conservation of enerey, renewable and non-renewable sources of energy- 2. Water: Salinity; sources of pollution pollution. 3. Air: Composition, prevention. ironment-Air, Water and Energy. dependence of organisms, rence in nature, pollution, prevention of water urces and uses, air pollution-its 50 rs ¢ Professor.Dr. A. Meena Kavyamala Publishe!Environmental Education in School Curriculum Kavyamala Publishers 4 Professor.Dr. A. Meenakshisundaram| 243 4. Health and diseases: 5. Deficiency diseases, balanced diet, food contamination. Soil: Composition, types, soil formation, soil pollution, soil as a natural resource. (iii) Science (Class VIII) . Carbon and Its compounds: Carbon in living organisms, carbon cycle, fuels, combustion, minerals and water, man made materials from nature. Microbial world: Microbes around us, various kinds of microbes and their role in diseases and decomposition of dead organisms. Agricultural practices: Crops, use of soil, pesticides and fertilizers. Useful plants and animals: Interdependence between plants and animals, useful and harmful plants and animals. Evolution: Past environment, origin of life, evolution of life. Conservation of natural resources: Natural resources,limits of natural resources, soil, water, air, nitrogen cycle, forest resources, forest conservation, habitat conservation, recycling of renewable resources, repair and use, economy, destruction of natural resources. Kavyamala Publishers ¢ Professor.Dr. A. MeenakshisundaramEnvironmental Education * Professor. Dr. A.Meenakshisundaram] 244 Kavyamala Publishers ¢ Professor.Dr. A. Meenakshisundaram| (C) Secondary Level At secondary level (Class IX-X) the environmental ‘components are mainly covered in science and social studies. (i) Science (Class 1X) 1. Ways of living: Living places and organisms: Habitat, microhabitat, interdependence, land, water and arboreal habitats, man’s manipulation of habitats. 2. Ways of living birds: Our common birds-their habits and habitats 3. Levels of organization in the living world: Hierarchy of levels and basis of organization. 4. Human beings: Structure of the human body and its uniqueness, exploitation of environment by man, (ii) Science (Class X) 1. Energy: Man and energy; heat as a source of energy, heat and mechanical energy, accounting energy. 2. Fuels: biomass as a fuel, fossil fuels, characteristic of fuels, ideal fuel. 3. The Sun and Nuclear Energy: Composition of sunlight, sources of sun’s _ energy, nuclear fission, chain reaction, nuclear reactor, pollution, energy crisis. Kavyamala Publishers ¢ Professor.Dr. A. Meenakshisundaram> 10. Environmental Education in Schoo! Curriculum yamala Publishers « Professor.Dr. A. Meenakshisundaram| 245 Nutrition: Balanced diet; components of food, deficiency diseases and factors, food adulteration. Health: Community and personal health, factors affecting health, food poisoning, pollution related diseases, diseases related to habit forming thereby affecting social environment, preventive measures and health education. Food production and management: Agricultural practices, trends in food production and * pre-post harvest practices, control of pests, ‘wastage of food resources. Universe and Earth system: Formation of earth, beginning of the universe, organisation of earth system, coal deposits, atmosphere, oceans. Metals and Non-metals: Occurance, extraction and uses of non living resources in the environment. Carbon and its compounds: Sources of carbon compounds, man made materials, recycling. Biosphere: Structure and functioning of the ecosystem; biosphere, food chains, flow of energy, pyramids, cycling of materials. Kavyamala Publishers ¢ Professor.Dr, A. Meenakshisundaram11. Man and his environment: ndarsR Human activities, the earth's atmosphere. ; relationship, living sources and their mana . iNtep effects of over-exploitation and industrial ent, recycling of waste materials, ecological balanoe of recycling. Tole 12. Energy: Hamessing solar energy, solar heating devicas energy, hydroelectricity, energy from the og 13. Water: Occurance, sources of water, origin of life water, water for activities of living, Water a solvent, sea water as habitat of organisms, usec 3 » Wing Cans, water. 14. Air: Atmosphere protects the living from radiations composition of air, water and particulate matter i, air, carbondioxide and its effects on living organisms effects of acidic gases on historical monuments harmful effects of carbon monoxide, harmful effects of metallic particles in the atmosphere, air pollution, radio-activity and sources of pollution, noise pollution. : (D) Higher Secondary Level Environmental components are intensively covered in subjects like Biology, Geography, Chemistry, Economics and Sociology. : Kavyamala Publishers + Professor.Dr. A. Meenakshisundarammental Education in School Curriculum oe ublishers Professor.Dr. A, Meenaks isundararh 267| ‘oiosy (Class xl) cies and Population: 4 origin of species; interaction; factors affectin ylation; human population. ~ 8 otic Community: interaction within and among the species; celationshins like predation scavenging, parasitism, i mensalism, sym 1Osis ompetition, biotic stability; changes in acommunity (succession and different series); orimar and secondary succession; dominance of species. The Ecosystem: Organisation of the ecosystem; biotic components; food chains, producers, consumers and Gecomposers: food web, pyramids of numbers, biomass and energy; abiotic components (temperature, water, light, humidity, wind, pH, mineral elements, topography), habitat major ecosystems OF biomes: tundra, taiga, deciduous forests, tropical rain forests, chapparal, tropical savannah, grassland (prairies, steppes) desert attitudinal biomes, aquatic ecosystems marine environments (the opensea coastal region, fresh water lakes, ponds, steams, rivers) man made ecosystems, agro ecosystems; boundaries of ecosystems, biosphere. 4, Biosphere: Hydrosphere, lithosphere; atmospher; biosphere; spaceship (open and close system); matter and enegy’ recycling of materials (carbon cycle, oxygen cycle, ( Kavyamala Publishers Professor.Dr. A. Meenakshisundaram24g Environmental Education * Professor. Dr. A.Meenakshisundaram| Kavyamala Publishers ¢ Professor.Dr. A. Meenakshisundaram nitrogen cycle, water cycle, phosphorus cycle, sulphur cycle and cycle of other materials); flow of energy; primary productivity and secondary productivity. 5. Natural Resources and their utiliztion: Natural resources (inorganic, organic, mixtures); renewable and non-renewable, exhaustible and inexhaustible energy sources-plants and animals, atmosphere (ozone layer, ionosphere); water resources; land resources (soil-types and properties, humus, soil erosion); mineral resources (important minerals both metallic and non-metallicand their utilization); living resources (plants, animals, micro-organisms); alterations inthe environment (physical conditions, biological communities); depletion and deterioration of resources; consequences of alteration-environmental imbalance. 6. Environmental Pollution: Atmospheric pollution - pollutants; sources of air pollution; mobile combustion sources; industrial processing and other sources, effects of air pollution (human health, damage to vegetation, injury to animals, aesthetic insults, deterioration of materials) changes in climate, global warming, green house effect, control of air pollution conversion of pollutants. 7. Water pollution: Pollution of water and type of pollutants; sources of man-made pollution; community waste waters, industrial pollution, agricultural pollution sources, Kavyamala Publishers » Professor.Dr. A. Meenakshisundaramenvironmental Education in School Curriculum ] avyamala Publishers » Professor.Dr. A. Meenakshisundaram| 249 | marine pollution, effects of water pollutants; thermal pollution, control of water pollution. 8. Soil pollution and Land Degradation: Pesticides, salination of soil; control of soil pollution; recycling and recovering land degradation, soil erosion, floods, deforestation, shifting cultivation; desertification, development activities, control of land degradation, land and water mangement in India; wasteland development. 9. Radioactive Pollution: Nuclear weapons reactors and nuclear fuels; other sources (radioactive isotopes, X-ray, and radiation therapy); effects of radiation pollution;control of radiation pollution, problems of radioactive waste disposal. 10. Noise Pollution: Sources of noise pollution, effects of noise pollution especially on human health, control of noise Pollution. 11. Wildlife and Forests Conservation: Importance of wildlife, causes of extinction of species, concept of threatened species (endangered, vulnerable, rare, threatened), conservation of wildlife, conservation strategies, protected areas in India, forests (importance, forests in India, deforestation, conservation of forests). (ii) Chemistry (Class XI) Earth as a source of elements in the living system; elements in sea. Kavyamala Publishers ¢ Professor.Dr. A. MeenakshisundaramEnvironmental Education * Professor. Dr. A.Meenakshisundaram Kavyamala Publishers ¢ Professor.Dr. A. Meenakshisundaram 250 Sources of Energy: Fossil fuels (coal, hydrocarbons); hydroelectric power; nuclear power; wind, tidal waves; ocean currents; geothermal; conservation of energy sources; alternative sources of energy; pollution associated with conservation of fuels. (iii | Chemistry (Class XI) Application of radioactivity, age of minerals and _tocks; radio carbon dating, hazards of nuclear radiations. So . implication of all above contents in curriculum enables people to enjoy good health and a high quality of life, for which itis vital to prevent harmful effects to human health or damage to the environment caused by pollution of air, water and soil, noise, vibrations, noxious smells etc. It will also help in maintaining ecological balance by the individuals. Thus, the need for environmental education in the school curriculum is highly felt. As the school children have the potential to acquire things as quickly as possible, only through them, the public can be given proper awareness to protect and conserve the environment. “ environmental educationas animportant discipline has to be included in the school curriculum in order to create sufficient awareness among the school students, as they are the right cultivation land to sow the seeds, Kavyamala Publishers ¢ Professor.Dr. A. MeenakshisundaramFerrante Pl Education in School Curriculum jamala Publishers « Professor.Dr. A. Meenakshisundaram| 251 | @ The main focus of environmental education is to improve the quality of environment and also the quality of man. “ There are various methods of teaching which can be effectively used in environmental education for awareness and_ understanding environmental problems, but group discussion is the most suitable method for creating awareness among the students. , * Dialogues in the classroom make the classroom atmosphere more active. This aspect of teaching develops creativity among the students. * Problem solving method is otherwise called as scientific method as it is a method of solving a problem scientifically. % Field survey is a very effective method in teaching especially in this discipline of environmental education. Emphasizing the need and importance of the method, Rousseau said, “Natural Observation is the best method of teaching as compared with classroom teaching, learning and studying books”. Field trips provides the real experiences about the aspects of environmental education to the learners. * Exhibition is displaying or showing off the materials relevant to the subjects meant for. Kavyamala Publishers ¢ Professor.Dr. A. Meenakshisundaram % %| MODS RT Kavyamala Publishers ¢ Professor.Dr. A. Meenakshisundaram * The role of media in environmental education is very significant. The major objective of environmental education is creating awareness. Media is the most probable means to achieve this objective. REVIEW QUESTIONS Short Answer Type Questions 1. Narrate the status of environmental education in school curriculum: 2. What is the need for environmental education at different levels of school education? | 3. What are the innovative methods of teaching \ environmental education? 4. What are the problems faced in teaching environmental education? 5. What is the role of teachers in promoting environmental education? Essay answer type questions 1. Explain environmental education at primary education level. 2. Explain any two innovative methods of teaching environmental education. 3. Explain the role of media as one of the mehtods of environmental education. 4. Explain the role of CEE in promotion environmental education. 5. Explain the role of NCERT in promoting environmental education. bse {erwronmenta Education * Professor. Dr. Sea BHBwaw Kavyamala Publishers _ Professor.Dr. A. Meenakshisundaraminiversity exam model question paper f]avyamala Publishers « Professor.Dr. A. Meenakshisundaram| 253 3 PART A : Answer ALL Question Objective Type of Questions 1. Ecology means a) Ecological system bb) Sorrounding conditions c) Ecological sensitivityd) Biotic system _ 2. The most usable renewable energy resource is a) Water b) Land c) Air d) Forest .3. The reason for earthquake is a) Earth crust b) Tectonic plates of rock friction c) Sudden vibration on earth surface d) Disequilibrium caused by volcanic eruptions 4. One of the environmental problems is a) Exploitation of natural resources b) Threat to bio diversity c) Global warming d) Ozone layer depletion ‘5. The chief innovative methods of teaching environmental education is -a) Discussion b) Seminar c) Media d) Exhibition Kavyamala Publishers ¢ Professor.Dr. A. Meenakshisundaram )= rh . len PART B = (3X5=15 Marks) Answer any THREE Questions Maximum 250 words or2 1/2 page for each question 6, What is meant by environmental education? 7, What is meant by natural resources? 8. What are different types of environmental pollution? 9. What is meant by extinction of Flora and Fauna? 10. Mention the problems faced in teaching environmental education. PART C - (5X10=50 Marks) Answer ALL Question Maximum 500 words or 5 pages for each question 11. a) Explain the need and importance of environmental education. (or) b) Explain the scope of environmental education. 12. a) Explain preventive measures of exploitation of minerals (or) b) Suggest the possible measures to alternative energy resources : 13. a) Explain kinds of envrironmental degradation. ~ (or) b) Explain Solid waste pollution and its preventive measures, gibo’ Kavyamala Publishers + ProfessorDr. A. Meenakshisundaram “255 | j ama 4, a) Explain National environmental policies and programmes, (or) b) Describe International NGOs and environmental protection. 45. a) Explain environmental education at primary education level. (or) b) Explain media as one of the methods of teaching environmental education. BGWewew A KIND REQUEST Don't xerox this book. Never depend on the xerox copies. During the course of study buy text books of your own and study. Be benefitted. The money spent on books is nota matter at all. Prof. Dr. A. Meenakshisundaram BWBWEEW ] Publishers « ProfessorDr. A. Meenakshisundaram