spiritual values is well captured in the tenets of Gross National Happiness, the .... Minister Lyonchhoen Jigme Y. Thinley; 13th education conference 10 January 2010, ...... considering National Parks as example. ...... Mr Dorji Tshewang.
Curriculum Framework of Environmental Science From Class Pre Primary to XII 2013
A Draft Compiled by Centre for Environment Education, India With the support of Department of Curriculum Research and Development, Ministry of Education, Bhutan and Royal Society for Protection of Nature, Bhutan
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Curriculum Framework of Environmental Science from Class Pre Primary to XII 2013
A Draft
Compiled by Centre for Environment Education, India With the support of Department of Curriculum Research and Development, Ministry of Education, Bhutan and Royal Society for Protection of Nature, Bhutan
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The Curriculum Framework of Environmental Science has been compiled by the Centre for Environment Education (CEE), India with support from Department of Curriculum Research and Development, Ministry of Education, Bhutan and Royal Society for Protection of Nature, Bhutan. This project is funded by Bhutan Trust Fund for Environmental Conservation (BTFEC).
Royal Society for Protection of Nature (RSPN) was founded as a citizen based non-profit, non-governmental environment organization in 1987 to support environment conservation in Bhutan. RSPN has a mission to inspire personal responsibility and active involvement of the people of Bhutan in the conservation of the Kingdom's environment through education, research and sustainable livelihood opportunities. www.rspnbhutan.org
Centre for Environment Education (CEE) is an internationally recognized institution engaged in programmes with a mandate to promote education for environmental conservation. As a Centre of Excellence supported by the Ministry of Environment and Forests (MoEF), Government of India, it identifies the educational interventions in the developmental programmes and implements innovative educational programmes tailor made for various stakeholders. www.ceeindia.org Department of Curriculum Research and Development is the apex body in the Ministry of Education, Royal Government for the development of school curricula for the schooling system in Bhutan. DCRD initiates innovative curricular changes through indepth research studies on the school curricula and their implementation. Based on the needs, DCRD also provides professional development opportunities for teachers, particularly, to effect the curricular changes. www.curriculum.bt
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Contents Foreword
1. Introduction to the Study of Environmental Science 2. The Background 3. Development of the Curriculum Framework 3.1The Process
4. Structure of the Curriculum Framework 4.1. The Design 4.2. The Levels Organisation 4.3. The Goal 4.4. Objectives 4.5. Key Learning Outcomes
5. Enabling conditions 6. The Curriculum Framework 6.1. Key stage 1 6.2. Key stage 2 6.3. Key stage 3 6.4. Key stage 4 6.5. Key stage 5
7. Assessment 8. Annexure 8.1 Classes IX & X key concepts 8.2 Contributors 9. Key References
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Foreword The environment in totality encompasses those that are living and nonliving, tangible and non-tangible that includes materialistic, religion and culture. These are indispensible for the prosperity and the wellbeing of all living things. The inter-relationship of people with the environment guided by the social and spiritual values is well captured in the tenets of Gross National Happiness, the developmental philosophy of Bhutan. The 21st Century world, sees excessive dependence of people on the environment and its resources to satisfy the ever increasing demand. The unabated exploitation of the natural world will not exhaust the resources but culminate to the gross pollution of air, land and water, detrimental to the health of every living things and wellbeing of the world at large. One of the powerful machineries is educating young generation with the knowledge, awareness and the sustainable use of the natural environment. Therefore, the Environmental Science as a subject provides an insight into the interrelationships; helps analyze the actions of human societies; and guides policies and practices to improve the quality of environment on the planet for the wellbeing of all life forms including humans. The study exposes students to fundamentals of physical, chemical, geological, biological, and social processes that interact to shape the environments of the planet that we inhabit. Stemming from this is the holistic understanding of the environmental systems that students gain, promoting students to draw and relate their learning from other disciplines. This helps students to connect various processes in the system together, which is extremely important in treating the challenges as a whole and not in isolation. The activity packed learning opportunities in this subject is to ensure that every student takes responsibility in their learning, and instil positive attitude and values towards the environment.
(Mingbo Dukpa) MINISTER Ministry of Education
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1. Introduction to the Study of Environmental Science Environmental Science is the study of environmental systems, the threads of life that every life form is linked with. It offers an integrated, quantitative, interdisciplinary and studentscentered approach. The multidisciplinary nature of the study integrating physical , chemical, biological and social sciences , peppered with cultural and spiritual belief of human societies brings the holistic perspective, making it unique and interesting among the widely taught school courses. It connects the concepts and principles of various sciences to the real life situations promoting practice. This quality of direct applicability attracts students to environmental science course as it touches students’ lives enhancing its value to students and the society as well. This also makes environmental science easy to engage students in the demanding process of learning compared to other traditional disciplines. The study of Environmental Science provides an insight into the interrelationships; helps analyze the actions of human societies; and guides policies and practices to improve the quality of environment on the planet for the wellbeing of all life forms including humans. The study exposes students to fundamentals of physical, chemical, geological, biological, and social processes that interact to shape the environments of the planet that we inhabit. Stemming from this is the holistic understanding of the environmental systems that students gain, promoting students to draw and relate their learning from other disciplines. This helps students to connect various processes in the system together, which is extremely important in treating the challenges as a whole and not in isolation. The study of environmental science relies heavily on application, and hence will equip students with skills and competencies that are necessary to explore, analyse and build knowledge base on various aspects of environment. It engages students in hands on experiences, exposes students to complex challenges, encourages critical thinking, and assists students to develop problem solving skills. Since field studies require students to work together, it promotes team skills on one hand and leadership qualities on the other. With this array of skills, ES prepares students for a wide variety of career opportunities. The training that students undergo helps in their general education as well. Ultimately, the study of environmental science aims to empower students to make right choices for sustainable future with global perspectives, and transform them to be responsible and productive citizens in the 21st century world.
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2. The Background The Rationale for the study of environmental science in schools of Bhutan
“Throughout the centuries, the Bhutanese have treasured their natural environment and have looked upon it as the source of all life. This traditional reverence for nature has delivered us into the twentieth century with our environment still richly intact. We wish to continue living in harmony with nature and to pass on this rich heritage to our future generations ” The above statement summarizes the essence of the need for the study of environmental science in Bhutan. Environmental education is not new to Bhutan. Conservation is a way of life for every Bhutanese. It is embedded in the religion, culture, values and beliefs that they follow and is integral to the spiritual attainment. It is evident in the constitution. 1. Every Bhutanese is a trustee of the Kingdom’s natural resources and environment for the benefit of the present and future generations and it is the fundamental duty of every citizen to contribute to the protection of the natural environment, conservation of the rich biodiversity of Bhutan and prevention of all forms of ecological degradation including noise, visual and physical pollution through the adoption and support of environment friendly practices and policies. 2. The Royal Government shall: (a)
Protect, conserve and improve the pristine environment and safeguard the biodiversity of the country;
(b)
Prevent pollution and ecological degradation;
(c)
Secure ecologically balanced sustainable development while promoting justifiable Economic and social development; and
(d)
Ensure a safe and healthy environment.
3. The Government shall ensure that, in order to conserve the country’s natural resources and to prevent degradation of the ecosystem, a minimum of sixty percent of Bhutan’s total land shall be maintained under forest cover for all time. The constitution of the Kingdom of Bhutan, Article 5, section 1 and 2 (pp-11) The development strategy in Bhutan is planned around the environment, and accords environment as one of the major pillars of GNH.
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The commitment to conservation has been expressed in its National Vision, “Bhutan aspires to be a self-reliant, environmentally sustainable, democratically governed, and culturally vibrant nation whose citizens are highly skilled, capable of responding to the emerging global challenges and contributing to equitable and sustainable socio-economic development and well being of the community in which they live and the country at large.” However, the vision 2020 of Bhutan – A vision for Peace, Prosperity and Happiness (1999) cautions thus, “Although our heritage is still largely intact, we cannot take it for granted and the conservation of the natural environment must be added to the challenges that will need to be addressed in the years ahead. There is already evidence of mounting pressures on the environment. In some areas, extraction rates of fuel wood, timber and other forest products are already approaching unsustainable levels, and in areas close o population centres an estimated ten percent of forest area is already degraded as a result of heavy natural resource utilization. The progressive removal of vegetation cover, especially in critical watershed areas, is beginning to affect the hydrological balance, leading to the localised drying up of perennial steams and flash flooding. In some cases, this has been aggravated by poorly conceived new road construction and irrigation systems. These pressures will certainly increase in the years ahead and the increase will occur in one of the most fragile ecosystems to be found anywhere on earth...” This situation gives out a warning signal to the younger generation to prepare them to face and respond to the challenges. The process of empowering younger generation to respond to the challenges and to make right choices for sustainable future must begin now, before it is too late. There is no other powerful and sustainable tool of human resource development than Education. “…an educated and enlightened society of ‘gyalong gakid peizon’ at peace with itself, at peace with the world, built and sustained by the idealism and the creative enterprise of our citizen.” Vision and mission of Ministry of Education, Bhutan Is there a better place than school to begin this process? Schools have the responsibility and moral obligation to transform younger generation to be responsible and productive citizens. They as the agents of change should use this opportunity to train and prepare the younger generation to respond to the pressures on the environment and meet the challenges. “The future of the nation lies in the hands of our younger generations. It is, therefore, crucial that they live up to our high expectations and ensure the continued well-being (of the people) and security of the nation.” - His Majesty King Jigme Singye Wangchuck The National Education Policy (1975) also envisages that students develop an understanding and awareness of the health, agricultural and environment practices in Bhutan. Thus, it mandates the incorporation of aspects of environment across the school curricula at all times. The approval for the introduction of Environmental Science (ES) as an optional subject for Classes IX to X was accorded by Honourable Secretary, Ministry of Education, in the month of May 2013. 9 | P a g e
3. Development of the curriculum framework With the above rationale, the Royal Society for Protection of Nature (RSPN), Bhutan in consultation with the Department of Curriculum Research and Development (DCRD), Ministry of Education, Bhutan undertook the task of developing curriculum framework with the financial support coming from Bhutan Trust Fund for Environmental Conservation (BTFEC). The goal of this task was to provide a comprehensive framework on environmental science curriculum for schools, starting from Pre Primary (PP) class to class XII with the learning standards in order to facilitate the teaching and learning processes.
“... when we talk about the quality of education, I think we’re talking about, essentially, the quality and relevance of our curriculum and the content of our education.” - Hon. Prime Minister Lyonchhoen Jigme Y. Thinley; 13th education conference 10 January 2010, Kuensel. The objectives of the curriculum framework development were
To improve the EVS course for classes PP to III To strengthen the infusion of environmental concepts and practices for classes IV to XII To develop curriculum framework for optional courses on environmental sciences for classes IX to XII
3.1. The Process The process adopted was highly participatory and consultative involving several stakeholders and approaches. Stakeholders participated in this process represented Government, NGO and Educational Institutions. Participants included (a) Teachers (b) Students (c) Curriculum development officers from DCRD Representatives from (d) Government departments (e) Colleges (f) RSPN (g) BTFEC (h) NGOs (i) Centre for Environment Education (consultants from India) The approaches adopted included i. Situational analysis: This encompassed focus group discussions with school and college teachers, curriculum analysis and desk review of policies to find out the current status of the environmental science teaching and practice in the system.
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Situational analysis report showed that there is a need for subject enrichment and improvement in the classroom transaction of the environmental concepts. The need for introducing ES in the formal system also came up very strongly due to the emerging environmental challenges besides pedagogical up-gradation.
ii. Preparation of draft framework: The results of situational analysis led to the preparation of the draft curriculum framework for environmental science teaching learning for all the classes starting from PP to XII. iii. Desk review: The desk review of the situational analysis report, draft framework, Bhutan’s vision document, Status of environment report, text books and other related documents were undertaken to improve the curriculum framework further. iv. Review workshop: A two-day workshop was organised inviting 18 teachers representing most of the classes (PP to XII) and subjects , curriculum developers from DCRD to make suggestions on the draft framework keeping classroom situation, students understanding levels and logical flow of the topics. v. Framework improvement 1: Desk review along with the workshop outcomes became the basis for improving the curriculum framework further. vi. Consultative meeting with the Technical Advisory Committee (TAC): The improved version of the curriculum framework was discussed with the TAC members comprising of representatives from government departments, colleges and NGOs, set up by RSPN for this purpose. vii. Framework improvement 2: The inputs given by the TAC members were incorporated in the draft curriculum framework.
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4. The Curriculum Framework “The volume of education…continues to increase, yet so do pollution, exhaustion of resources, and the dangers of ecological catastrophe. If still more education is to save us, it would have to be education of a different kind: an education that takes us into the depth of things.” - E.F. Schumacher Keeping with this view, the curriculum framework has been prepared. Woven around the goals of education, vision and developmental philosophy of Bhutan, the framework has considered the challenges of that the environment of Bhutan. It captures the inputs of all the consultative processes, desk research, and outcome of the meetings. 4.1 The Design The Environmental Science Curriculum Framework provides goals, objectives and 12 learning outcomes with holistic perspectives. The development of environmental science curriculum is guided by six criteria as illustrated in Figure 1. These six criteria collectively are essential to students to develop relevant environmental knowledge, skills, values, and attitudes. i. Environment in totality: The environment integrates almost all disciplines - the physical, biological, social, cultural and spiritual spectrum. The holistic understanding of the environmental systems is important for students to draw and link their learning from other disciplines. Students to connect various processes in the system together and not in isolation. The understanding of interrelationships helps students to identify environmental concerns, and enables them to assess alternative solutions for resolving the challenges. ii. Inter-disciplinary: The environmental science, by its nature, contains the concepts and principles from different disciplines such as biology, geography, physical sciences, social sciences, mathematics, history, and economics and so on. The study of environmental science, therefore, needs to provide students with the opportunity to extend their understanding of disciplines better. Environmental science curriculum, therefore, must draw the essential concepts and principles from these disciplines. iii. Life long process: Environment is part of everyday life as people live in it and live by it. There needs to be continuous interaction and interdependence of all living things with each other and the habitat. Environmental science perceives the learning about the environment as a continuous life long process, beginning at the pre-school and continuing through formal and non-formal stages, for people to take conscious decisions towards the use, preservation and conservation of the environment. iv. Environmental issues based: The diverse learning context and approaches are crucial for the meaningful learning. Students should explore the natural environment engaging themselves in hands-on activities, including the laboratory activities, to gain deeper understanding of the issues and concerns. Students should be able to examine major environmental issues from local, national, regional and global spheres with 12 | P a g e
focus on the current emerging environmental situations. The content need to be effectively conveyed when embedded in a local context, giving students a chance to explore and experience what is around them. Effective environmental education should empower students with skills to address environmental issues, with a sense of personal and civic responsibility. v. Pursuit of GNH: The GNH, which is the country’s developmental philosophy accords importance to the environment. Therefore, environmental sciences while deliberating on the elements of the environment need to incorporate the principles of GNH in the delivery process of the content.
Fig. 1. Important criteria influencing the environmental Science curriculum vi. Community involvement: It is evident that the communities are the custodians of the local environment; and they possess wider knowledge about the local environment that had been passed on through many generations. Communities also play a major role in local environmental conservation. The study therefore needs to engage students with the local communities to gain better understanding of the local environment. This understanding should serve as platform to apply to wider context. 13 | P a g e
4.2. .The Levels Organisation The curriculum framework is organised broadly at two levels Key stages: Representing Classes (levels). Strands : Representing major themes. Related learning objectives under each strand are further grouped under sub-themes in each strand. Modes of assessment environmental science are important and have been presented. 4.2.1. The Key Stages Key stages represent classes (levels). Key stage 1: Classes PP to Key stage 2: Classes IV to Key stage 3: Classes VII to Key stage 4: Classes IX to Key stage 5: Classes XI to
III VI VIII X XII
Learning standards are given to each key stage Key Stage 1: PP to III This period is best described as the ‘symbolic mastery’. In the early years of this key stage, students will be developing observation skills using their senses to gather and record information, identify patterns, and talk about their ideas. They communicate their ideas and observations orally, by drawing, singing and so on. Hence, at this key stage they should be allowed to explore and to work with materials that nourish the human intelligence. During Key Stage 1 the students should be able to observe, explore, appreciate and ask questions about their immediate environment. Curriculum encourages these ideas. Key Stage 2: Classes IV – VI The students at this stage develop a new quality of mind. They start understanding perspectives as their memory capacity increases. Therefore, the students are capable of making mental operations, think logically, and are ready for a deeper understanding of different subject areas. Students discover a wider range of things and phenomena, though still predominantly focused on their immediate environment and concrete every day experiences. They begin to make links between ideas and to explain things using simple models and theories. Therefore, they think things that are more abstract. They apply knowledge of environment to their daily life. Curriculum has considered this development. Key Stage 3: Classes VII - VIII In the adolescent years, there are significant developments, mainly the movement towards abstract thinking, dealing logically with multifaceted situations and the development of Meta 14 | P a g e
cognitive abilities. During Key Stage 3, students build on their environmental knowledge and understanding and make simple connections with different phenomena. They use basic scientific ideas and models to explain phenomena and events, and to understand a range of familiar applications of other disciplines in environmental science. They also apply their basic environmental knowledge to improve the health of their environment to improve their quality of life. They think about the positive and negative effects of socio-economic developments on the environment. They do simple quantitative work, like investigating the sources and causes of environmental pollution in the local environment. They select and use a wider range of reference materials and begin to be aware that these sources of information can be biased, which will influence the validity and reliability of the information in answering questions. They communicate clearly, and they can assess the significance of their work. They also realise the key role of experimental evidence and creative thought in developing and testing environmental ideas and theories by drawing on examples from past and present discoveries. Key Stage 4: Classes IX - X During key stage 4, students demonstrate significant developments in terms of logical and abstract thinking; and are able to comprehend complex situations. During this stage, students develop basic knowledge and understanding of the concepts and skills. Students discover a wider range of scientific ideas that support the environmental science, and consider them in greater depth, laying the foundations for further study in the subject and apply these ideas in the new contexts to solve problems. They explore how developmental activities are related to the degradation of environment. They consider the power and limitations of technology in addressing social, economic and environmental issues; and how different groups in the community and beyond may have different views about the role of environment. They make informed judgments on statements and debates that have environmental basis, and use their learning for planning positive action for the welfare of themselves, others in their community and the environment. When they carry out investigations, working either on their own or with others, students draw on increasingly diverse and complex sources of information which they select taking into account the issues of reliability and validity to plan their investigation or inquiry. They use a wider range of techniques to carry out their plans and investigations, which will be quantitative in nature. They evaluate critically all the evidence collected to draw conclusions. In drawing these conclusions, they compare, contrast, analyze, synthesize, question and critique the information from different sources. They communicate their ideas clearly and precisely in a variety of ways including the use of ICT. Key Stage 5: Classes XI – XII At this key stage, the students have advance cognitive abilities and an understanding of the natural world around them. Students with young and maturing minds are moving towards making critical and informed decisions about a career and becoming a productive member of the society. During Key Stage 5, the students develop essential knowledge and understanding of the concepts of ecology, environment, economics and society, and the skills needed for the use of these in new and changing situations. They will be able to use theories, models and ideas to develop and modify scientific explanations to explain the environmental phenomena. In investigative work, they will be able to demonstrate a high level of responsibility in the 15 | P a g e
management of a wide range of tasks in different contexts and in the management of their own learning. They will be able to plan and manage complex investigations, where they will clarify goals and approaches in relation to the information they need to access and collect. They will be able to show initiative, creativity, perseverance and problem solving skills in these investigations, and be able to compare and evaluate information and ideas from different sources, such as the internet; and critically select and synthesize information to answer environmental questions and address the local environmental issues. They will use ICT in imaginative and creative ways in investigations and communicating their understanding. They appreciate the role of the scientific community in validating new knowledge and ensuring integrity and the ways in which society tries to manage the environment and its resources sustainable. The environmental science course for Bhutan is organized in four strands: Physical world, biological world, environment and society, which are content related strands; and working scenically is a process strand. These strands are cross cutting in all key stages. However, the strand “working scientifically” is not to be taught as a separate topic, rather must be integrated in rest of the three content strands. The following section provides the overarching description of the strands. 4.2.2. The Strands Strands represent major themes. Strands also show logical flow of learning, starting from the concepts to environmental concerns to management to sustainability. There is progressive development of concepts from PP to class XII, according to the abilities described above. Learning outcomes are given to each strand for each key stage Strand 1: Systems in Nature Strand 2: Environmental Issues and Concerns Strand 3: Natural Resource Management Strand 4: Sustainable Development Strand Strand 1: Systems in Nature This strand gives the basic understanding of the ecosystem, its structure, and function. Students will learn basic concepts like food webs, trophic levels, energy flow, and biogeochemical cycles and so on. They will learn about the organisation in ecosystems, types of ecosystems, the diversity of flora and fauna, and the adaptations they make to survive. They develop an understanding of how ecosystem functions and its carrying capacity. Students will recognise that the components of ecosystems and interdependent and the nature maintains a balance. Any imbalance in nature will lead to degradation of environment. They realise that the earth’s resources are limited.
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Strand 2: Environmental Issues and Concerns From the understanding of balance in ecosystems, students now move on to the imbalances, and how these imbalances are created. They understand the interactions of human societies with environment for subsistence, livelihood and luxury. They also realise how human societies over the years have over harvested the Earth’s resources, and have interfered in the ecosystem processes creating imbalance in nature. Students will study the consequences of such imbalance such as the environmental degradation, depletion of natural resources, various types of pollution and how incidences of natural disasters are increasing due to such interferences. This strand gives students a feel of the issues and concerns of environment and human relationship with nature. Strand 3: Natural Resource Management Students after recognising the issues of environment caused by human actions will now move on to learn how to manage the ecosystem and its resources. They understand the meaning of terms like conservation, management. They also are introduced to the ways and methods including technologies to solve the some of the problems arising out of the human actions. Students will respect traditional knowledge and appreciate traditional practices in the management of natural resources. They will also appreciate the steps taken by the government, communities, other institutions and individuals to protect the environment and its resources like biodiversity, soil, land, water, and air. Students will be motivated to participate in the activities resulting in the conservation of resources such as energy conservation, soil water management, and waste management. They will also learn how their lifestyle affects the environment and increase the ecological foot print. Students realise that they need to change their consumption pattern. Strand 4: Sustainable Development Students after learning the conservation and management methods, will now understand the concepts of development, its measurement, indicators, how environment is a part of development and not interference. Students will appreciate the contribution of natural resources in the development of the country. They will also realize that human resources are also very important in the growth of the country. Finally, they move to the concept of sustainable development understanding the fact that environment , economics and society are the three major pillars needed to sustain any development and they must see them in totality. They will link sustainable development concepts to GNH, the development philosophy of Bhutan. The perspective across the strands From local to global While the learning progresses from local environment to regional to national to global understanding, students realise that the concerns at local level impacts the nation and the world at large. They realise that the actions at the local level is important and they as students can contribute significantly to the process of environmental conservation. 17 | P a g e
From understanding to action Since environmental science is application oriented, approaches to teaching and learning are extremely important. The curriculum recommends development of various skills among students through activity-based approach including indoor, outdoor activities, hands on experiences, experiments, case studies, surveys, debates, discussion, team work, folk art and so on. It encourages teachers to engage students continuously in experimentation, investigation, and project works, design of different experiments and associated principles, reasoning and arguments with scientific evidence, analyzing and interpreting data to develop coherent knowledge and understanding. The curriculum emphasizes techniques of focused observation, recognition of a scientific questioning that can be investigated, the need for repeated measurements and skills in devising measurement processes, ways of recording data and representing data for analysis; (e.g. understanding ‘sample size’ in making observations in the field), and reporting. In the early stages of student development, that is key stage I, the curriculum recommends only strand 1, which is understanding environment using all their senses and appreciate the component of environment and develop a sense of respect towards them. The curriculum does not recommend introduction of any concerns and issues and management related teaching at that level. Once students develop the sense of value, they at the later stages (key stage 2 to 5) will develop concerns towards the natural resources and come forward to take actions for their protection is what the curriculum believes.
4.3. The Goal The goal is to build a cadre of young people equipped with knowledge, skills and values to engage them in the conservation of natural heritage, promoting sustainable and equitable use of natural resources, preventing all forms of environmental degradation in the pursuit of GNH. 4.4. Objectives i.
To develop knowledge and skills for conserving the natural heritage including rich biodiversity.
ii.
To equip them with tools for addressing sustainable production and utilization, and equitable distribution of natural resources.
iii.
To instil positive attitudes and values towards the environment so that they demonstrate environment friendly behaviour in the sustainable management of the environment.
iv.
To motivate them to take actions towards environmental conservation and uphold the principles of GNH.
v.
To empower them to make right choices for sustainable future with global 18 | P a g e
perspectives and transforming them to be responsible and productive citizens in the 21st century world. vi.
To contribute towards the general education of learners.
4.5. Key Learning Outcomes At the end of the course, students will be able to: i.
Appreciate the components of environment, their relationship, interdependence and their importance.
ii.
Understand concepts of ecology and key socio – economic concepts related to sustainable development.
iii.
Acquire knowledge and scientific skills to understand environment.
iv.
Apply the concepts and skills to explore environment - use the scientific methods and basic technologies to gain understanding.
v.
Investigate and analyse the impacts of human actions on the environment and natural resources, and their effect on socio-economic development.
vi.
Explore and evaluate solutions to environmental issues and make informed choices..
vii.
Interpret various related policies and their relevance in the sustainable management of environment.
viii.
Analyse the relevance of environmental conservation to the principle of Gross National Happiness (GNH).
ix.
Propose strategies to address the environmental issues in pursuit of GNH.
x.
Demonstrate values and positive attitudes towards environment and behaviour as responsible individuals contributing to conservation and sustainable use of natural resources.
xi.
Communicate environmental information and ideas in different forms, including the use of ICT.
xii.
Participate in the community’s endeavours to safeguard the local environment.
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5. Enabling Conditions The report, ‘Bhutan - Towards Sustainable Development’ in a Unique Environment submitted to Earth Summit held at Rio in 1992 captures the need for the enabling environment for Environmental Studies (EVS) by stating,, ‘EVS is not a subject but an approach to education in which children are encouraged to learn skills, concepts and attitudes through organized investigation of their own environment.’ The school system has to create an enabling environment that facilitates achievement of the objectives with which the subject of Environmental Science is being introduced in the country. The environment along with textbooks as one of the tools will only help achieve the outcomes. The context for the change will need the following:i.
School leadership that understands and believes the importance of preparing the students with knowledge, skills and abilities, provides the time, scope and resources required for giving the required learning experience of problem solving.
ii.
Learning environment built around student in the constructivist approach that complements the textbooks and includes the hardware that is required to practice the knowledge and skills.
iii.
Capacity building of teacher to the unique learning environment where teacher act as facilitator helping the students understand the experiences and give a context for change.
iv.
Assessment and evaluation that are designed to capture the learning outcomes in its various domains of learning and inform the learner and facilitators in real time to take the corrective action.
v.
Inclusive environment that encourages equity in diversity in its all aspects including culture, thoughts and opinions.
vi.
Partnerships of stakeholders, especially practitioners to enrich the learning experiences where teacher might not have all the knowledge and experiences.
vii.
Student leadership for engagement as active learners in the environmental context.
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6. The Curriculum Framework
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6.1 Key Stage 1: PP and I Learning Standards Students will 1. 2. 3. 4. 5. 6.
Appreciate things around them. Observe and display curiosity towards living and non-living things in their surroundings. Identify plants and animals. Display empathy towards living things around them. Demonstrate environmental friendly practices. Participate in cultural events and celebrations – environmental days, festivals.
Strand
Pre Primary
I
Learning Outcomes Strand 1: Systems in Nature Student will be able to Enjoy being in nature Appreciate colours and shapes in nature Display curiosity towards objects in nature Show care towards plants and animals Learning objectives Ecosystem: Structure and Function (Experiencing environment/Explori
Name colours in their surroundings Sort the objects on similarities like shape, size and colours in their surroundings. Feel flowers in their surroundings. Listen and imitate animal calls Fill colours in outline of the flowers/fruits/animals.
Describe their home. Name relationship in family. Share different work done by family members. Recall uses of water in their locality. Illustrate the different places in the community. Name plants of their locality.
ng my surroundings)
Name their favourite food. Name animals in their surroundings. Water a plant Develop cleanliness habits – washing hands, personal hygiene, and put waste in dustbin. Name – mountain, river, sun, moon, clouds and stars
Write names of animals of their locality. Name homes of the animals of their locality. Sort out fruits according to their taste. Name of vegetables and fruits in the locality. Describe their favourite animal. Colour the sketches of animals/plants.
Describe your favourite vegetables/fruits. Take care of a plant in a pot – watering, weeding Practice cleanliness habits – washing hands, personal hygiene, and put waste in dustbin. Display habit of turning off switches and taps. Describe river, mountain, sun, moon, clouds, and stars.
Strand
II
III
Learning Outcomes Strand 1 Systems in Nature Student will be able to Recognize the importance of various components of environment. Appreciate the variety of living beings and their habitats. Describe plants and animals in his/her locality Develops values towards environment and its components. Participate in actions for conserving their locality. Learning objectives Ecosystem: Structure and
Recognise the importance of the family and neighbours. Name different weather conditions in a day. Name trees in the locality.
Name different festivals celebrated in family. Display sensitivity towards elders, sick, people with special needs, animals and plants. 1 | P a g e
Function (Experiencing environment/Explo ring my surroundings)
Label the parts of plants. Identify the use of plant using pictures. Observe and describe animals. Classify domestic and wild animals. Describe ways of caring of domestic animals. Group food based on plant and animal sources. Identify sources of water in their locality and uses. Realise the need of water by plants and animals. List the basic personal needs. Explain the personal hygiene practices they follow. Pick right practices on safety. Describe the environment around their school/house/ neighbourhood. Describe the shape of earth. Classify habits as friendly and unfriendly. Participate in maintaining a garden at school and home.
Inculcate the societal values – planting, littering Describe physical appearances, food and habitat/location (including water) of animals (birds, fish, insects, mammals, reptiles). Describe physical appearances and habitat/location including water of plants. Classify the plants based on their height and stem size. Identify the differences and similarities between plants and animals. Observe food habits of different animals. List different types of waste generated and their disposal methods. Participate in keeping the school and home clean. Measure the quantity of water being used at home – activity wise. Measure the distance of their source of water. Define Seasons. Identify seasons of Bhutan. Describe taking care of drinking water. Trace the journey of food they eat to source/farm. Explain the need of balanced diet. Explain why plants need water. List birds of your locality.
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6.2 Key Stage 2: Class IV, V and VI Learning Standards Students will 1. 2. 3. 4. 5. 6.
Identify the components of environment. Appreciate the rich diversity in nature Develop sensitivity towards relationships in nature Understand that human activities cause conditions leading to degradation Recognize the need for continuous involvement in conservation related activities Respect that every species has right to live like human beings Strand
IV
V
VI
Learning Outcomes Strand 1 Systems in Nature Student will be able to Explain the components of natural environment. Appreciate adaptation of various life forms for their survival. Understand the relationship of different elements in environment. Differentiate between natural and man made things. Learning objectives Ecosystem: Structure and Function
List components of environment. Classify components as living and non living. Identify natural and man - made things.
Explain food chains in a habitat. Define food web. Illustrate food chains on a food web. Differentiate between primary and
Represent the food chain in the form of food chain pyramid. Identify trophic levels in a pyramid. Describe the climate, physical 3 | P a g e
Balance in nature
Describe different land forms of Bhutan in simple terms. Define habitat. Define adaptations with examples. Classify organisms on the basis of their food habit. Differentiate between prey and predators. Illustrate simple food chain. Explain the use of green house. Compare the life in a desert with that of his/her location. Explain relationships between components of environment.
secondary consumers. Identify humans in a food chain based on food habits. Classify food that we eat into energy, growth and protection. Illustrate the formation of rain Identify some animals living in different landforms of Bhutan.
Describe the interdependence in nature (Photosynthesis and Respiration concepts in plants to be clarified).
features of flora and fauna of the zones of Bhutan. Compare the life in ocean with that of his/her location.
Understand earth as the habitat of all forms of life including the humans.
Strand 2 Environmental Issues and Concerns Student will be able to Understand the dynamic nature of environment. Explain pollution and its impact. Realize the extent of dependency of people on natural resources. Summaried concerns about status of environment of Bhutan. People and Understand that the raw materials used in Identify the livelihoods of people in daily life are derived from the natural your locality that depend on Environment resources. resources of environment. List the differences in the use of raw List communities residing in the material from nature among forest areas of Bhutan. urban/rural/indigenous communities.
Trace the path of farming practices in your locality. List the changes in farming practices. Write the impact of these changes on natural environment of your locality. 4 | P a g e
Natural resource degradation
Hypothesize the consequences of the degradation of natural resources in a given scenario.
Pollution
Identify activities that make water unsafe for consumption. Identify unpleasant sound and its sources in their environment.
Engage in safe practices during picnics in various locations. Practice green picnic habits to protect environment. Strand 3 Natural Resources Management
Disasters
List down the environmental problems in your locality. Identify the factors that lead to degradation of forest. Investigate the major impacts of forests loss (Loss of flora and fauna, livelihoods, spiritual values) Evaluate the impacts of different modes of transportation in Bhutan on environment and society. Name threatened plants and animals of Bhutan. Understand the meaning of pollution and its impacts Identify the impact of water pollution on aquatic life forms.
Identify the natural hazards in your locality. Discuss causes of floods and their effect on villages or towns.
Express views on the environmental concerns of Bhutan. Suggest methods of reducing impacts of transportation on environment and society. Survey the uses of resources in their locality. Discuss the affect of over using resources.
Explain types of pollutions. Illustrate causes and effects of pollution. Discuss how micro organisms affect the health/cause diseases. Investigate the extent of use of plastics and suggest solutions to reduce the use. Describe the effects of natural disasters in Bhutan. Know the emergency plans.
Student will be able to Display sensitivity towards the need for managing the resources. Appreciate the initiatives taken by various agencies including communities for environmental conservation. 5 | P a g e
Communicate simple methods to manage the resources. Take actions at their level leading to environmental stewardship. Biodiversity Appreciate the richness of the forests and List the initiatives taken by the its resources. government, community and others Conservation to protect the environment of Recognise the benefits that they derive Bhutan. from the forests. Identify traditional practices that are Value the need for conservation. environment friendly. Participate in the activities related to Explain community forests/sacred plantation and maintenance of trees in their groves. school/home/localities. Build different types of nests, bird feeders.
Land and water management
Energy Conservation
Define degradable and non – degradable things. Explain waste. Segregate waste in their homes as degradable and non degradable. Collect segregated waste in 2 separate bins for disposal in school/home. Mention ways to make water safe for drinking. Design a poster to safe guard the water resources of the locality. Communicate the messages of sanitation and hygiene to peer/family/neighbours. Identify sources of energy. Display habits of electricity saving.
Explain the importance of maintaining cleanliness of land and water resources. Design a poster sharing the measure taken to prevent pollution related diseases. Practice composting in school and home. Differentiate watershed and wetland Explain the roles of wetland. Discuss the ways to conserve wetlands Define energy. List the different forms of energy. Identify the methods of saving energy.
Investigate the extent of forest cover over the years in Bhutan. Infer the status of forest cover Discuss the advantage of having a having a strong forest cover to safe guard the country. Appreciate people’s movements to protect their forests. List plants and animals which have come from other countries and their uses. Explain the four R’s of waste management. Practice four R’s Organise a campaign to reduce littering. Illustrate watershed management though a model.
Distinguish between renewable and non renewable energy sources. Explain the major energy sources of Bhutan. 6 | P a g e
Practice ways to save energy at their level. Strand 4. Sustainable Development Student will be able to Differentiate between needs and wants. Respect the values (cultural, religious, spiritual, aesthetic) and practice towards nature and its conservation. Develop a sense of commitment towards the protection of environment. Care and share resources. Environment and Enjoy listening to sounds of nature. List the things he/she uses. Relate livelihoods of people to Development environment. Identify the natural elements in art, music, Classify things used as need or want craft etc. (greed). Appreciate the environmental dimension embedded in the religion Appreciate the beauty of their Identify an influence that and culture. locality/Bhutan. encourages use/buy things that are not needs. Respect the culture and traditions of Identify the needs for survival living in harmony with nature. Trace the origin of one of the things Care and share resources. used.
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6.3 Key Stage 3: Class VII and VIII Learning Standards Students will 1. 2. 3. 4. 5. 6.
Understand earth as the habitat of all forms of life including the humans. Appreciate interdependence between life forms and non living components. Recognize the values of natural resources for human being and progress of country. Understand environmental issues in their region and country. Comprehend relationships between the natural, social and cultural environment. Participate in the conservation and management of environment. Strand
VII
VIII
Learning Outcomes Strand 1 Systems in Nature Student will be able to Define ecosystem and describe types of ecosystem. Describe adaptation in living world. Understand different climatic zones with their flora and fauna. Recognize the interrelationships between biotic and abiotic components maintaining the balance in ecosystem. Learning objectives Ecosystem: Structure and
Define ecosystem Identify the components of ecosystem and their relationship. Identify autotoph and hetrotroph in a food web
Explain different types of ecosystems. Describe types of adaptation. Illustrate bio-geochemical cycles and energy flow in 8 | P a g e
Function
Balance in nature
Explain the interrelationship between different food chains in a food web. Explain adaptations Describe different climatic zones of the world and the flora and fauna in these zones State the major forest types in the climatic zone of Bhutan List the major flora and fauna found in these forest types. Identify different landforms of Bhutan using contour maps. Explain the role of plants in maintaining oxygen and carbon dioxide balance in nature. Summarise impact of disturbance in ecosystem on ecological balance.
an ecosystem. Identify the natural resources. Differentiate between renewable and non renewable resources.
Illustrate water cycle Describe the interrelationship between abiotic and biotic components of environment. . Evaluate the changes happening around them leading to imbalance in nature.
Strand 2 Environmental Issues and Concerns Student will be able to Analyse the relationship and interaction between humans and environment State the status of natural resources of Bhutan and reasons for the degradation Assess the influence of urbanization and industrialization on the natural resources Explain various types of pollution and its causes Practice drills and related exercises to reduce the impact of disasters People and Relationship between humans and environment Analyse the consequences of keeping large number of livestock. Give reasons for the alterations that humans have made in Environment natural ecosystems List the uses that human beings derive from biodiversity in general and forests in particular Give examples to demonstrate scarcity of resources Trace the evolution of Human habitats and resource consumption pattern Natural resource Explain natural resources of Bhutan and the status Relate urbanization and industrialization with environmental issues. List the factors responsible for the degradation of natural 9 | P a g e
degradation
resources. Name plants and animals which are under threat in Bhutan Investigate how the non-degradable waste pose a great threat to Bhutan’s pristine environment.
State the factors (forest fires included) that lead to the degradation of forest and the impacts Analyse the consequences of mineral extraction on the environment
Pollution
Understand pollution. Summarize various types of pollution including sound pollution.
Understand the phenomenon of climate change. Explain causes and effects of various causes of pollution. List down the measures to prevent different pollution. List the measures taken to reduce risks from disasters. Practice drills and related exercises to reduce the impact of disasters.
List the major disasters of Bhutan. Participate in the mock drills to reduce the impact of disasters. Strand 3 Natural Resources Management
Disasters
Student will be able to Comprehend the meaning of conservation Debate on the various conservation initiatives. List various steps taken in Bhutan towards conserving natural resource Participate in conservation related activities such as planting , waste management Biodiversity Explain the meaning of conservation. Discuss the importance of conserving forest Identify the various initiatives taken for conserving List down ways to preserve forest. Conservation environment . List the different protected areas of Bhutan Engage in plantation activities. Land and water Explain the conservation of soil. Debate on how unscientific developmental activities like construction of roads can be harmful to Apply methods of proper disposal of waste. management environment and society State ways to prevent the contamination of water. Energy
Differentiate between renewable and non renewable 10 | P a g e
Conservation
sources of energy. Analyse the areas where non-renewable sources may be used .
Strand 4. Sustainable Development Student will be able to State the differences between development and sustainable development Recognize the potential of human beings as resources in sustainable development processes Define their roles and responsibilities along with that of other individuals/ groups in environmental conservation Understand the vision and the values of the constitution with regard to environment Spreads message of conservation of environment and its invaluable resources Environment and State the general understanding of development Recognises natural resource distribution, Development conservation and utilization as integrated aspects of Explain the how environment can support development. national development Initiate discussion on how human beings as resources can contribute to the National development. Describe how overuse of natural resources affect the development Sustainable Appreciates the inclusion of environmental conservation in Illustrate the understating of sustainable development the constitution of Bhutan through a simple diagram Development – List the major challenges of Bhutan in environmental Explain the ways to reduce resource consumption Concept and conservation and change the life styles to achieve sustainable Practice development List steps Bhutan is taking to move towards sustainable development Explain their roles and responsibilities and other individuals/ groups as well in environmental Propose debate on nature brings peace to people. conservation Design a model of their local environment applying sustainable development perspective Interacts with elders for guidance and share experiences 11 | P a g e
Spreads message to protect nature and its invaluable resources
6.4 Key Stage 4: Class IX and X Learning Standards Students will 1. 2. 3. 4. 5. 6.
Understand concepts of ecology and environment. Develop concerns towards environment by exploring the status of environment and challenges for the human well being. Apply environmental management practices in their context. Develop competencies of critical thinking, analysis and decision making in relation with Sustainable Development. Demonstrate ability to communicate environmental information and ideas. Participate in the community’s endeavours to safeguard the local environment. Strand
IX
X
Learning Outcomes Strand 1 Systems in Nature Student will be able to Explain ecosystem, ecological concepts and interdependence Classify different levels of organization in the ecosystem Differentiate the relationships in the ecosystems Describe ecological successions with examples 12 | P a g e
Analyze the relationships in nature Learning objectives Ecosystem: Structure and Function
Recall definition and various components of ecosystems Differentiate between environment and ecology Explain concepts of ecology such as species, population, community, ecosystem, biome Illustrate biomes on a world map. Distinguish between habitat and niche Classify different levels of organization in the ecosystems. Compare different types of ecosystems. Explain spheres of the earth and their components atmosphere, hydrosphere, lithosphere and biosphere
Recall food web and food chain, Recall different trophic levels and ecological pyramid Explain Bio geo Chemical Cycle(Nutrient cycles) Illustrate energy flow with example Categorise various symbiotic relations in nature with examples (mutualism, commensalism, and parasitism, prey – predation) Explain biodiversity including endemism Distinguish with examples the levels of diversity List the Endemic species of Bhutan Evaluate the species richness in Bhutan. (Suggested pages: 12-15 )
(Suggested pages: 12-15 ) Balance in nature
Recall roles of producers, consumers decomposers Illustrate interdependence Display a model to explain green house effect (Suggested pages: 6-8 )
Explain carrying capacity Find a case study/situation to explain the carrying capacity Assess situations to illustrate balance in nature Relate species diversity with ecosystem stability (Suggested pages: 6-8 )
Strand 2 Environmental Issues and Concerns
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Student will be able to Discuss human interaction with the natural ecosystem Evaluate the changes happening around them Recognize that the earth resources are limited Classify different types of pollution Relate environmental degradation to human wellbeing. People and Discuss human interactions with natural ecosystems/resources Environment List the natural resources that are used by human Identify the livelihoods dependent on natural resources including traditional health care. Summarise the dependence of humans on natural resources. Evaluate the changes happening around with examples Analyse the migration pattern in Bhutan
Monitor your lifestyle in context to resource consumption Apply concept of ecological footprint to estimate your resource consumption Generalise the concept of ecological footprint at country level. Evaluate changing lifestyles/resource consumption over 3 generations Identify sectors with problem of over harvesting (Suggested pages: 8-10 )
(Suggested pages: 8-10 ) Natural resource degradation
List the various pressures on natural resources Explain impact of the pressures on biodiversity, land/soil and water, energy sources. Summarise the impacts of human activities on natural resources with examples.
Identify various pressure on natural resources in Bhutan Explain the impacts of these pressures on land, water, air, biodiversity and energy through case study Examine one of these impacts in your locality Illustrate that the carrying capacity of the earth is limited. (Suggested pages: 6-8 )
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(Suggested pages: 6-8 ) Pollution & Climate Change
Define pollution List various types of pollution Explain air pollution (Including Indoor Air Pollution)– causes and effects Identify factors responsible for the phenomenon of acid rain Explain water pollution – causes and effects. Describe eutrophication and bio magnification. Suggest ways to prevent pesticides pollution. Explain land pollution –cause and effects Summarise ways to control pollution. Participate in pollution control drives. (Suggested pages: 12-15)
Conclude that enhanced green house effect leads to global warming Recognise causes of ozone depletion and its effects Understand Climate Change Identify the causes of climate change Explain effects of climate change – global and country level List the measures for reducing climate change Identify their role in national climate change action plans Initiate measures for reducing climate change and its impacts. (Suggested pages: 12-15 )
Disaster & Environment
Explain environmental disaster. Differentiate between the human induced and natural disasters Identify some of the common environmental disasters in Bhutan. Explain the causes of environmental disasters in Bhutan .
Relate environmental degradation with disasters Explain impacts of environmental disasters on human wellbeing Explain important strategies in preventing disaster Design a disaster risk reduction plan for your home/school Explain emergency plans. (Suggested pages: 6-8 )
(Suggested pages: 6-8 )
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Strand 3 Natural Resources Management Student will be able to Understand various management practices for conservation and management of natural resources. Select the best options for environmental management in various contexts. Apply the options in their context. Share ideas with others using charts, ICT, writings, folk arts, etc. Design models of technologies. Biodiversity Define biodiversity Discuss the advantages of having greater biodiversity Explain various conservation initiatives of Bhutan (Including invasive Evaluate the species richness in Bhutan Conservation species) Discuss the geographical distribution of flora Interpret the role traditional/indigenous practices in and fauna in Bhutan biodiversity conservation. Describe biodiversity hot spots Summarise the role of communities in forest Map the global biodiversity hot spots management/conservation Define biodiversity hot spot in Bhutan Describe Ecotourism considering National Parks as example. List benefits of ecotourism Discuss protected area system in Bhutan and Identify organizations in the field of ecotourism in Bhutan biological corridors in Bhutan Locate protected areas and biological/wildlife (Suggested pages: 12-15) corridors in Bhutan Write the function of protected area and Biological corridors (Suggested pages: 12-15) Land and water management
Describe Watershed Evaluate relevance of watershed to Bhutan Investigate the health of watershed of your locality. Design a model of watershed
Explain various uses of land in Bhutan Explain the traditional agriculture practices in Bhutan Compare the traditional farming with the modern farming methods Assess Municipal waste management systems (solid and liquid). 16 | P a g e
Examine various strategies to address issues related to the health of the watershed. (Suggested pages: 10-12)
Implement a programme on solid waste management in school/home/neighbourhood. Evaluate the impact on the environment due to change in land use (Suggested pages: 10-12)
Energy Conservation
Remember the classification of renewable and non-renewable resources. Identify common energy sources in Bhutan Evaluate the advantages and disadvantages of renewable and non-renewable resources.(Wind, Water, Solar, Fossil fuels, Biomass). (Suggested pages: 8-10)
Strand 4. Sustainable Development Student will be able to Describe the concepts of sustainable development. Relate environment and development. Assess the law and policies in Bhutan’s development context. Identify sustainable development practices and challenges. Create models of sustainable development. Environment and Explain various perspectives of development Sustainable Describe – HDI, MDGs, GNH (Equity and Development Justice) Relate environment and development Understand the perspectives of Sustainable
Evaluate environmental impacts of hydroelectricity in Bhutan Assess the relevance of solar and wind energy to Bhutan Demonstrate the method of use of solar energy. Examine various methods of conserving energy (Suggested pages: 8-10)
Explain sustainable resource consumption. Explain how equity in resource distribution and consumption promote sustainable development. Appreciate international efforts (convention and treaties) and their relevance to Bhutan. 17 | P a g e
Development Trace the history/evolution concept of sustainable development. Identify different pillars/dimensions of sustainable development. (Suggested pages: 8-10)
Discuss Bhutan’s SD efforts - Laws and Policies, indicators, development plans. Investigate Sustainable Development Practices and Challenges in Bhutan (Sustainable resource consumption, Equity in resource distribution and consumption promote sustainable development, Sustainable Agriculture, Urban and rural planning, Energy, Forest) Discuss conservation priority as one of Bhutan’s national development philosophy (Suggested pages: 12-15)
6.5 Key Stage 5: Class XI and XII Learning Standards Students will 1. 2. 3. 4. 5. 6.
Understand concepts of ecology and environment. Develop a global perspective in relation with Sustainable Development. Evaluate status of environment and challenges for the human well being. Demonstrate environmental management competencies in their context. Demonstrate ability to communicate environmental information and ideas. Appreciate the uniqueness of Bhutan and take actions to safeguard the local environment. Strand
XI
XII 18 | P a g e
Learning Outcomes Strand 1 Systems in Nature Student will be able to Explain ecological concepts and interdependence Describe the uniqueness of biosphere Appreciate the rich biodiversity of Bhutan Describe biomes, ecosystems and ecological successions with examples Analyse/Evaluate the self-sustaining nature of ecosystems Learning objectives Explain spheres of the earth and their layers atmosphere, hydrosphere, lithosphere and biosphere. Differentiate between Biomes and Ecosystems. Compare the flora and fauna of various Biomes. Identify ecosystems of Bhutan and their characteristics. Describe various forms (Physical, Chemical and biological) of adaptation in both plants and animals (hydrophytes, mesophytes, xerophytes and halophytes. hydrocoles, mesocoles and xerocoles) with examples. Balance in nature Explain how ecosystems are self-sustaining (Energy flow, Nutrient cycle, Carrying Capacity, Relationships) Strand 2 Environmental Issues and Concerns Ecosystem: Structure and Function
Define Biodiversity, Endemism Explain different levels of biodiversity with examples Describe the Biodiversity at Global levels. Explain the rich biodiversity of Bhutan with provisional, regulating and cultural values. Illustrate types of forests in Bhutan.
Describe ecological succession with examples Discuss primary and secondary succession
Student will be able to 19 | P a g e
Relate the dependency of human society on natural resources for livelihoods Discuss the impact of human interaction in modifying ecosystems Explain over exploitation of resources in relation with carrying capacity. Evaluate the effects of major types of pollution on the health of living beings and also on the socio economic factors Adopt disaster management preparedness and practices in Bhutan People and Analyse the impacts of human interactions on natural Explain the concept of ecological footprint resources Compare ecological footprint of different countries in Environment relation to Bhutan Summarize the livelihoods and communities dependent on natural resources in Bhutan. Discuss the environmental impacts of urbanization. Evaluate the changing relationship and values of Evaluate the impact of industrialization Globally and in Bhutan humans with the environment Map the locations of the industrial plants in Bhutan and evaluate the suitability Natural resource Explain over exploitation of resources in relation with Describe the phenomenon of land degradation carrying capacity. (desertification, salinization, and alkalinization). degradation Evaluate the impact of forest and forest products on Outline the major causes of land degradation. economics, environment and society. Analyze the social, economic and environmental impact of land degradation.. Identify the causes of Biodiversity erosion. Assess the impacts of biodiversity erosion on Investigate status of fresh water resources economics, environment and society Discuss fresh water availability, accessibility and equitable distribution Classify the endangered species of Bhutan based on the criteria described in the Red data book Access the issue of over utilization of ground water Pollution Explain the phenomenon of pollution Analyse the impact of climate change – Global and National Context List out the causes of major types of pollution Define GMO and give examples Describe the effects of major types of pollution on the health of living beings and also on the socio Analyse the positive and negative impacts of GMO economic factors of the country Find out about the GMO crops in Bhutan (include global warming and climate change ozone Discuss the environmental impact of use of fertilizers and depletion, acid rain, eutrophication and pesticides biomagnification. 20 | P a g e
Disasters
Define disasters. List types of disasters and causes. Explain the causes, nature and intensity of the impacts of various types of disasters on the socio- economic structure and environment. List out the common disasters that occur in Bhutan. Investigate the recent most disaster of Bhutan and his/her experience. Participate in drills for risk mitigation. Communicate the messages during emergencies
Classify pesticides including persistent organic pollutants (POP’s)..on the basis of their chemical nature and the harmful impact Discuss various stages of disaster responses Explain disaster management practices , policies and preparedness in Bhutan Describe international declarations on Disaster management List out the organisations at International, national and local levels and their role in disaster management.
Strand 3 Natural Resource Management Student will be able to Analyze various management practices in biodiversity conservation Discuss issues concerning protected area management such as human – wild life conflict, equity, poverty Apply scientific methods and tools to monitor the land and water for better management practices Implement methods to manage waste in schools/ home/ neighbourhood Demonstrate the method of energy audit in the school/home / neighbourhood Biodiversity Describe various conservation programme of Bhutan Analyse Legislations/policies/ national biodiversity action (Including government, traditional communities ) plans related to conservation Conservation Review conservation programmes in the light of Suggest measures to promote biodiversity conservation. Bhutan’s national development philosophy Employ these measures in day to day life List protected areas and biological/wildlife corridors Debate the human – wild life conflict in Bhutan and significance of each one Discuss protected areas and poverty and equity 21 | P a g e
Land and water management
Explain the need and the goals of water conservation. Identify and evaluate water conservation initiatives at the local and national level. Prepare a list of conservation practices to be followed at home, village and at national levels. Demonstrate entrepreneurship by reuse and, recycling, of waste. Describe sanitary landfills and sewage treatment Compare the waste management methods employed at national and village level – both solid waste and sewage. Implement methods to manage waste in schools/ home/ neighbourhood Describe e-junk. Suggest ways to manage e-junk in Bhutan
Apply scientific methods and tools to monitor the land and water for better management Design the models of contour bunds, Demonstrate irrigation techniques for water conservation like drip irrigation Discuss the importance of water Analysis and water quality monitoring , methods and their use
Energy Conservation
Demonstrate the method of energy audit in the school/home / neighbourhood Formulate a plan for school/home / neighbourhood to reduce the energy consumption
Suggest the substitutes to improve the energy efficiency Demonstrate the use of the substitute like CFL bulbs Communicate the energy conservation message to promote environment friendly energy sources, products and technologies at national and local levels.
Strand 4. Sustainable Development Student will be able to Describe the perspectives of development and sustainable development. Recognise environment as an integral part of development as stated in GNH. Analyse the law and development policies of Bhutan in the context of sustainable development. Explain green economies in the context of sustainable development. Assess major international conferences and outcomes on sustainable development.
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Environment and Development
Discuss various views of development Explain the indicators of development Draw linkages between environment and development Understand the changing perspective of environment and development
Sustainable Development – Concept and Practice
Comprehend the sustainable development perspectives. Explain the dimensions of sustainable development. Differentiate the terms sustainable development, sustainability, sustainable futures Describe the economic instruments Analyse the developmental policies and strategies of Bhutan from the point of sustainable development and identify the areas that need change Discuss sustainable development in the context of GNH
Explain green economies Apply Environmental impact assessment (EIA) tool to plan for sustainable development Critically evaluate urban planning rules and norms of Bhutan for sustainability aspects and point out the areas for change Design a model village based on the dimensions of sustainable development Discuss sustainable industries (resource use pattern) and sustainable agriculture Assess major international conferences and outcomes on sustainable development Construct a scenario for a decade from now, considering the present consumption and production pattern and state the changes if required to be made today to achieve sustainable development in future .
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7. Assessment
Assessment is the process of gathering and interpreting evidence to make judgments about student learning. It is the crucial link between learning outcomes, content and teaching and learning activities. Assessment is used by learners and their teachers to decide where the learners are at in their learning, where they need to go, and how best to get there. 7.1 Purpose of assessment The purpose of assessment is to improve learning, inform teaching, help students achieve the highest standards they can and provide meaningful reports on students’ achievement. Students are assessed for quite a range of different reasons – motivation, creating learning opportunities, to provide feedback, to grade, and as a quality assurance mechanism (both for internal and external systems). However, assessment should: be regarded as a key professional skill for teachers. be part of effective planning of teaching and learning. promote commitment to learning goals and a shared understanding of the criteria by which they are assessed. be recognised as central to classroom practice. focus on how students learn. provide constructive guidance about how to improve. develop learners’ capacity for self-assessment so that they can become reflective and self-managing. take account of the importance of learner motivation. be sensitive and constructive because any assessment has an emotional impact. recognise the full range of achievement of all learners. The assessment of a subject or domain is guided the by the understanding of the broad objective of the subject. The objectives of Environmental Science emerge from the objectives agreed at the 1977 UNESCO-UN Environment Programme (UNEP) Intergovernmental Conference at Tbilisi. The broad objectives are defined as:1. Awareness: To help social groups and individuals acquire an awareness of, and sensitivity to, the total environment and its allied problems. 2. Knowledge: To help social groups and individuals gain a variety of experience in, and acquire basic understanding of, the environment and its associate problems. 3. Attitudes: To help social groups and individuals acquire a set of values and feelings of concern for the environment, and the motivation for actively participating in environmental improvement and protection. 4. Skills: To help social groups and individuals acquire the skills for solving environmental problems. 5. Participation: To provide social groups and individuals with an opportunity to be actively involved at all levels in working toward resolution of environmental problems.
The assessment of Environmental Science needs to assess the learners on the different domains of education outcomes expressed above. North American Association of environmental Education has suggested a framework in 2011, with the following areas for assessment. 1. Competencies: Competencies are clusters of skills and abilities that may be called upon and expressed for a specific purpose. These include the capacity to: Identify environmental issues – including the ability to describe and provide evidence for the dimensions of the issue, human disagreements central to it, and factors that cause or contribute to it; Ask relevant questions – about environmental problems as well as human dimensions and historical or geographical features of an issue. This also includes the ability to ask higher-order questions aimed at discovering conditions that have implications for the issue; Analyze environmental issues – the interpretation and use of knowledge regarding physical, ecological and sociopolitical systems, and of information about stakeholders, their positions, beliefs and value perspectives. Also, this includes the ability to determine relevant factors and to discern interactions among those factors, and to predict likely consequences of issues; Investigate environmental issues – by gathering new information about an issue as well as locating and using relevant sources of additional information, synthesizing, and communicating the outcomes of the investigation; Evaluate and make personal judgments about environmental issues – constructing dispassionate evaluations and explanations based on available information and the beliefs and values of stakeholders, and articulating views about actions that may be warranted. Critical thinking is at the core of this competency; Use evidence and experience to defend positions and resolve issues – constructing and defending a sound evidence-based argument about what it will take to resolve or help resolve an issue; and Create and evaluate plans to resolve environmental issues – by assuming the responsibility for acting, frequently with others, and engaging in planning based on the environmental conditions, available resources, and sociopolitical contexts to resolve or help resolve issues. 2. Knowledge: Environmental literacy entails knowledge of: Physical and ecological systems—such as interdependent relationships in ecosystems; cycles of matter and energy transfer in ecosystems; interaction among earth’s major systems; the roles of water in Earth’s surface processes; climate change and how the effects of human activities on Earth’s climate are modeled; conservation of energy and energy transfer. This area also includes humans as variables in ecosystems and Earth systems, which includes concepts associated with: the ecosystem services and natural capital on which humans (and all life) depend; adverse human impacts to these systems; and humans as agents in the protection and restoration of these systems; Social, cultural and political systems-- an understanding of the various social, cultural, and political systems (e.g., kinship, agricultural, transportation, economic, and legal systems), as well as the historical (temporal) and geographic (spatial) contexts in which they have developed and now function. This area also includes civic participation and the beliefs/practices associated with environmental problem-solving; 1 | P a g e
Environmental issues—including (1) knowledge of a variety of environmental situations that arise from biophysical impacts apparent in the natural world, and the causes and effects of those impacts; and (2) knowledge of environmental issues that arise from human conflicts about environmental problems and solutions, including the causes and effects of those conflicts; Multiple solutions to environmental issues—including knowledge of past, ongoing, and current efforts, as well as of proposed and future alternatives, aimed at helping to solve environmental problems. This category of knowledge includes the legacy of efforts-both success stories and failures--aimed at solving environmental problems using a number of dimensions (from scientific and technical to economic, regulatory or educational efforts); Citizen participation and action strategies--forms of citizen participation, action, and community service intended to preserve or improve the environment. Action strategies include restoration projects; consumer and economic action; effective communication strategies; political action; and collaborative solution seeking. 3. Dispositions: Dispositions are important determinants of behaviors, both positive and negative, toward the environment. Learners’ dispositions toward the environment are thought to influence their willingness to recognize and choose among value perspectives, as well as their motivation to participate in public deliberations about environmental issues. They include: Sensitivity--caring and positive feelings toward the environment; Attitudes, concern, and worldview--learned predispositions to respond in a favorable or unfavorable manner toward objects, events, and other referents; Personal responsibility—a personal commitment and thoughtful processes that lead individuals to avoid or reduce behaviors that contribute significantly to negative environmental impacts as well as undertake behaviors that contribute significantly to positive impacts; Self-efficacy--the belief and/or feeling that people hold that they individually or collectively will be able to influence or bring about the environmental change for which they are working; and Motivation and intentions—willingness and verbal commitment to act based on beliefs or attitudes. The learning standards/outcomes/objectives defined as part Environmental Science framework have included all the above mentioned domains, 7.2 Principles of assessment Reliability If independent assessors using the same criteria and mark scheme arrives exactly the same judgment about a given piece of work, then a particular assessment is reliable. Explicitness in terms of learning outcomes and assessment criteria is vitally important in attempting to achieve reliability. Validity Just as important as reliability is the question of validity. Does the assessed task actually assess what you want it to? Just because an exam question includes the instruction ‘analyse and evaluate’ does not actually mean that the skills of analysis and evaluation are going to be assessed. They may be, if the student is presented with a case study scenario and data they have 2 | P a g e
never seen before. We often assess the things which are easy to assess, and tend to be basic factual knowledge and comprehension rather than the higher order objectives of analysis, synthesis and evaluation. Relevance and transferability There is much evidence that human beings do not find it easy to transfer skills from one context to another. It is also true to say that academic assessment has traditionally been based on a fairly narrow range of tasks with arguably an emphasis on knowing rather than doing; it has therefore tended to develop a fairly narrow range of skills. For these two reasons, when devising an assessment task it is important that it addresses both the skills to be developed by the student and ability to relate to real purpose of task particularly in environmental science where the goal is to see the behaviour of conserving environment. Criterion versus norm referenced assessment In criterion-referenced assessment, particular abilities, skills or behaviours are each specified as a criterion, which must be achieved. Norm-referenced assessment makes judgments on how well the individual did in relation to others who took the test. The logic of a model of course design built on learning outcomes is that the assessment should be criterion-referenced at least to the extent that sufficiently each outcome is achieved. The learning outcomes defined for each class gives an indication of the outcomes set as standards or criterion. Writing and using assessment criteria Assessment criteria describe how well a student has to be able to achieve the learning outcome, either in order to pass, or in order to be awarded a particular grade; essentially, they describe standards measured by learning outcomes at each key stage, and learning objectives in each class. A key aspect of making the assessment process reliable and internally reliable is by the use of consistent use of assessment criteria that are different for every tool used. 7.3 Types of assessment Assessment in Environmental Science includes both formative and summative processes. Formative assessment in Environmental Science is used to provide feedback to students and for teachers to understanding the effectiveness of the teaching and the relevancy of the instructional materials. The evidence based assessment can promote further learning and improvement. On the other hand, summative assessment is used to contribute to the judgment of student learning for reporting and certification purposes.
Formative assessment Formative Assessment is assessment for learning. It is administered throughout the process of instructional hours, wherein teachers assess and provide task based guidance and feedback. Formative assessment also includes assessment as learning, where students reflect on and 3 | P a g e
monitor their own progress. As students reflect on and monitor their progress, this process facilitates to set goals for their learning. The information gained guides teachers’ decisions in how to enhance teaching and learning. Diagnostic tools are also used to determine what students already know, and identify the gaps and misconceptions. Summative assessment Summative is assessment of learning. It is administered at the end of instructional periods to gauge the level of students’ achievements and performance. The task assigned for the assessment includes set of questions, or the task to demonstrate their mastery and knowledge of the course content. Summative assessment data provides teachers with information about the students’ level of learning and grade students; and to infer how effective the teaching strategies have been. 7.4 Assessment strategies Environmental Science is an inter-disciplinary subject, and hence unique subject. It demands various types of assessment strategies to ensure that the performances of student are assessed at the cognitive and procedural levels. Therefore, the suggested assessment strategies in Environmental Science include:
Anecdotal records: objective narrative records of student performances, strengths, needs, progress and negative/positive behaviour. Games: games are excellent opportunities for simulations and small and large group assessment. Self and peer evaluation: assessment by students about one another's performance relative to stated criteria and program outcomes Portfolios: collections of student work that exhibit the students' efforts, progress and achievements in one or more areas Simulations: the use of problem-solving, decision-making and role-playing tasks Student journals: personal records of, and responses to activities, experiences, strengths, interests and needs Individual project: An extended investigation carried out by an individual student into a topic agreed on by student and assessor. Assignment: A learning task undertaken by students, allowing them to learn a fixed section of the curriculum, predominantly through independent study. Different methods of presenting the results can be used dependent on the nature of the task – a report (oral or written), a newspaper or magazine article, a taped radio programme, a video, a poster, a research bid, a book review, a contribution to a debate, etc Research study: Students at Classes XI and XII are mandated to embark on a small-scale formal research study on the local environmental topics. It will be substituted by project works in Classes IX and X, with the focus on assessing students on the procedural skills. 4 | P a g e
Essay: An answer to a question in the form of continuous connected prose. The object of the essay should be to test the ability to discuss, evaluate, analyse, summarise and criticize.
However, in assessing students’ learning and performances as objectively and criterion based as possible, tools such as paper and pencil test, observation checklist and rubrics shall be deployed. Rubrics are a set of guidelines for measuring achievement. Rubrics should state the learning outcome(s) with clear performance criteria and a rating scale or checklist. The teacher observations checklist is a regular, first-hand observations of students, documented by checking the presence or absence of the qualities of learning.
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8. Annexure
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8.1. Environmental Science: Class IX Strand 1: System in Nature Students will 1. Understand concepts of ecology and environment. 2. Develop concerns towards environment by exploring the status of environment and challenges for the human well being. 3. Apply environmental management practices in their context. 4. Develop competencies of critical thinking, analysis and decision making in relation with Sustainable Development. 5. Demonstrate ability to communicate environmental information and ideas. 6. Participate in the community’s endeavours to safeguard the local environment. Theme: Ecosystem: Structure and Function Learning Objectives Recall definition of ecosystem Remember various components of ecosystems Differentiate between environment and ecology Explain concepts of ecology such as species, population, community, ecosystem, biome Classify different levels of organization in the ecosystems. Compare different types of ecosystems. Illustrate biomes on a world map. Distinguish between habitat and niche Recognise spheres of the earth and their components atmosphere, hydrosphere, lithosphere and biosphere Describe biosphere Identify different layers of atmosphere Chapters
Questions
Key concepts/Scope
1. Ecology and Environment
a. What is environment? b. What is ecology? c. What are species, population, community, ecosystem, biome, habitat, and niche?
Explanation of environment and ecology and differences between the two. Definitions of species population, community, ecosystem, biome, habitat, and niche. Difference between niche and habitat.
2. Ecosystem
a. What are components of ecosystems? b. What are the levels of organization in ecosystem? c. What is biome?
Mention definition of ecosystem and it various components, different level of organization in ecosystem (species, population, community, ecosystem, biomes and biosphere), types of ecosystems, classification and types of 7 | P a g e
biomes. 3. Spheres of Earth
a. What are different layers of earth b. What is lithosphere? c. What is hydrosphere?
Different layers of earth, definition of lithosphere, hydrosphere, atmosphere and biosphere..
Recall roles of producers, consumers decomposers Illustrate interdependence Display a model to explain green house effect Chapters 4. Balance in nature
Questions a. What are the roles of producers, consumers, decomposers? b. How are they dependent? c. What is Green House effect? d. How does it maintain the temperature on earth?
Key concepts/Scope Mention the roles of producers, consumers and decomposers, interdependence between these, concept of green house effect. The role of green house effect in maintaining the balance of heat on earth.
Strand 2: Environmental Issues and Concerns Theme: People and Environment Learning Objectives Discuss human interactions with natural ecosystems/resources List the natural resources that are used by human Identify the livelihoods dependent on natural resources including traditional health care. Summarise the dependence of humans on natural resources. Evaluate the changes happening around with examples Analyse the migration pattern in Bhutan List the reasons for migration. Chapters
Questions
Key concepts/Scope
5. People and Environment
a. What is the nature of interactions of humans with nature? b. What are the natural resources we use in our daily life? c. What are the livelihoods built around environment?
Types of interactions with nature (economic, health care, social, cultural, spiritual), types and use of resources in daily life, livelihoods from natural resources. Concept of dependency on nature.
6. Changing Environment
a. What are the changes that are happening around you? b. What is migration? c. What are the reasons for migration? d. What patterns of migration?
Changes in environment, drivers of change (social, economic, lifestyles, education, policy, technologies etc.), migration, reasons of migration, pattern of migration, changing patterns of migration over time 8 | P a g e
in Bhutan.
Theme: Pollution Leaning Objectives Define pollution List various form of pollution Explain air pollution (Including Indoor Air Pollution)– causes and effects Conclude that enhanced green house effect leads to global warming Recognise causes of ozone depletion and its effects Identify factors responsible for the phenomenon of acid rain Explain water pollution – causes and effects Describe eutrophication and bio magnification Explain land pollution –cause and effects Summarise ways to control pollution Chapters
Questions
Key concepts/Scope
7. Pollution
a. What is pollution? b. What is pollutant? c. What are the different types of pollution? d. What is air pollution? e. What are the causes and effects of air pollution? f. What is enhanced green house effect? g. How does it lead to global warming? h. What is ozone depletion? i. What are the causes and effects? j. What is acid rain? k. What is water pollution? l. What are cause and effect of water pollution? m. What is eutrophication? n. What is bio magnification? o. What is land pollution? p. How land pollution is caused? q. What are the effects? r. What are the methods to control pollution? s. How can students participate to reduce pollution?
Definition of pollution, types of pollution (air, water, land, sound), pollutant, causes and effects (including health) of air water and land pollution, enhanced green house effect, global warming, ozone depletion – causes and effects, acid rain and its effects, eutrophication (fertilizer), biomagnification (pesticides, industrial affluents), measures to control pollution including policies, acts. Traditional regulation to stop pollution, individual actions including communication to reduce pollution.
Theme: Disasters 9 | P a g e
Learning Objectives Explain disaster List disasters of Bhutan Chapters
Questions
Key concepts/Scope
8. Disasters
a. What is a disaster? b. Types of disasters? c. What are the disasters of Bhutan? d. How to handle emergencies?
Disaster, disaster cycle, types of disasters, causes and impacts of disasters, disaster risk reduction. Measures of reduction. Major disasters of Bhutan. Steps taken o reduce the impact of disaster, emergency plans and drills.
Strand 3: Natural Resource Management Theme: Land Water Management Learning Objectives List water harvesting systems. Describe a Watershed Evaluate relevance of watershed to Bhutan Design a model of watershed/RWH Explain the ways to prevent soil erosion in Bhutan Suggest ways to prevent pesticides pollution. Explain traditional practices in agriculture Compare organic and inorganic farming Assess Municipal waste management systems (solid and liquid). Implement a programme on solid waste management in school/home/neighbourhood. Chapters 9. Watershed Management
10. Waste Management
Questions a. What are water harvesting systems? b. What are the types of water harvesting systems? c. What is a watershed? d. How does it prevent/reduce water run off and soil erosion? e. What is its relevance to Bhutan? f. What is the soil and water management practices in traditional and modern agriculture practices? a. What is municipal waste? b. What constitutes
Key concepts/Scope Water harvesting systems – traditional and modern, roof water harvesting systems. Watershed, role in soil and water conservation, watersheds of Bhutan, soil-water management practices in traditional and modern agriculture including organic and inorganic farming practices.
Municipal waste (solid and liquid), composition, sources, collection methods, management, people 10 | P a g e
Municipal Waste? c. What are the sources of Municipal waste/ d. How municipal waste is collected? e. How municipal waste is managed? f. What are the treatment processes for MSW? g. How can students implement waste management programmes in school/home and neighbourhood?
involved (including garbage collectors), rural/urban management practices .Treatment processes for waste, precautions in handling waste, planning waste management programme for school/neighbourhood. Role of different stakeholders (including schools and students) in waste management and community participation.
Theme: Energy Conservation Learning Objectives Recall sources of energy Remember the classification of renewable and non-renewable resources. Evaluate the advantages and disadvantages of renewable and non-renewable resources.(Wind, Water, Solar, Fossil fuels, Biomass) Chapters
Questions
Key concepts/Scope
11. Energy
a. What are the various sources of energy? b. What is renewable energy? c. What is non renewable energy? d. What are the advantages of renewable and non renewable sources of energy? e. What are the disadvantages of renewable and non renewable sources of energy? f. What are the possibilities of employing renewable sources of energy in Bhutan and the extent of use?
Energy, sources of energy, classification of renewable and non renewable sources of energy, advantages and disadvantages of each energy source, energy sources in Bhutan’s context. Extent of possibilities of employing renewable energy sources in Bhutan. Energy technologies, renewable energy technologies in particular.
Strand 4: Sustainable Development Theme: Environment and Development Learning Objectives Explain various perspectives of development Describe – HDI, MDGs, GNH (Equity and Justice) 11 | P a g e
Relate environment and development Chapters
Questions
Key concepts/Scope
12. Environment and Development
a. What is development? b. What are the various perspectives of development? c. What is HDI? d. What is MDG? e. What is GNH? f. How are these used to indicate development? g. How do you see environment in development? h. How do these development indices relate to environment? i. Is environment a part of development?
Concept of development, various perspectives of development, HDI, MDG, GNH, criteria used in these indicators. Application of these indices to measure progress, criteria in these indices that measures environmental health. Role of environment in development.
Theme: Sustainable Development – Concept and Practice Learning Objectives Understand the perspectives of Sustainable Development Trace the history/evolution concept of sustainable development. Identify different pillars/dimensions of sustainable development. Chapters
Questions
Key concepts/Scope
13. Sustainable Development
a. What is sustainable development? b. What are the different perspectives of sustainable development? c. How did concept of sustainable development evolved? d. What are the different dimensions of sustainable development? e. What are the indicators for sustainable development?
Sustainable development, perspectives of sustainable development, evolution of sustainable development (1972 Stockholm and 1992 Earth Summit, 2002 WSSD, 2012 Rio+20) , dimensions of sustainable development including environmental, economic, socio cultural aspects. Indicators for sustainable development.
8.2. Environmental Science: Class X 12 | P a g e
Learning Standards Students will 1. Understand concepts of ecology and environment. 2. Develop concerns towards environment by exploring the status of environment and challenges for the human well being. 3. Apply environmental management practices in their context. 4. Develop competencies of critical thinking, analysis and decision making in relation with Sustainable Development. 5. Demonstrate ability to communicate environmental information and ideas. 6. Participate in the community’s endeavours to safeguard the local environment. Strand 1: System in Nature Theme: Ecosystem: Structure and Function Learning Objectives Recall food web and food chain, Recall different trophic levels and ecological pyramid Explain Bio geo Chemical Cycle(Nutrient cycles) Illustrate energy flow with example Categorise various symbiotic relations in nature with examples (mutualism, commensalisms, and parasitism, prey – predation) Explain biodiversity including endemism Distinguish with examples the levels of diversity List the Endemic species of Bhutan Evaluate the species richness in Bhutan Chapters 1. Variety in Nature
Questions a. What is Biodiversity? b. What are levels of Biodiversity? c. What is endemism? d. What is the richness of biodiversity in Bhutan?
2. Nutrient Cycles
a. What is Biogeochemical Cycle? b. What is Carbon Cycle? c. What is Oxygen Cycle? d. What is Nitrogen Cycle?
3. Energy Flow
a. b. c. d.
What is Producer? What is Herbivore? What is Carnivore? What is Decomposers?
Key concepts/Scope Mention of food chain, food web and trophic levels. Definition of biodiversity, species richness, genetic diversity, species diversity, ecosystem diversity, endemism - with examples, richness of biodiversity in Bhutan in numbers and comparison with the world data Definition of bio geo chemical cycle, mention of photosynthesis, respiration, decomposition, combustion, emission, spheres of earth, introduction of assimilation, denitrification, ammonification and nitrogen fixation. Sun is primary source of energy, role of producers, role of herbivores, role of carnivores and role of decomposers. Introduction to terms like autotrophy, heterotrophy. 13 | P a g e
4. Relationships in Nature
a. b. c. d.
What is mutualism? What is Commensalisms? What is Parasitism? What is Prey – predation?
Relationship between trophic level and loss of energy at each level. Explain the ecological relationships such as mutualism, communalism, and parasitism, Clarify that all of these are symbiotic relationships. These are the ways by which they are adapted. Prey predation as basis of food chain.
Theme: Balance in Nature Learning Objectives Explain carrying capacity Find a case study/situation to explain the carrying capacity Assess situations to illustrate balance in nature Relate carrying capacity with ecosystem stability Chapters 5. Carrying Capacity
Questions a. What is productivity, population and consumption? b. How is Equilibrium maintained? c. What are the Limiting and Regulatory Factors? d. How is carrying capacity calculated? e. How carrying capacity is related with ecosystem stability?
Key concepts/Scope Concept of productivity, population, consumption, equilibrium, limiting and regulatory factors. Measures of carrying capacity calculation. Relationship between carrying capacity and balance in nature with case studies. Natural phenomenon in the ecosystem work together to bring in the balance in nature.
Strand 2: Environmental Issues and Concerns Theme: People and Environment Learning Objectives Monitor his/her lifestyle in context resource consumption Apply concept of ecological footprint to estimate his/her resource consumption Generalise the concept of ecological footprint at Country level. Evaluate changing lifestyles/resource consumption over 3 generations Identify sectors with problem of over harvesting Chapters 6. Ecological Footprint
Questions a. What is lifestyle? b. How does lifestyle link with consumption? c. How has lifestyle changed over generations? d. What is ecological footprint?
Key concepts/Scope Consumerism, lifestyle and consumption, ecological footprint, footprint calculator, ecological footprint as an indicator, issue of equitable consumption (availability, accessibility and distribution of resources), changing lifestyles overtime 14 | P a g e
e. What are the factors that effect ecological footprint? f. How ecological footprint as an indictor to measure health of environment? g. What is over harvesting? h. Which are the sectors that overuse resources?
and places, factors influencing lifestyles and consumptions, over harvesting of resources and impacts on environmental resilience.
Theme: Natural Resource Degradation Learning Objectives List the various pressures on natural resources Explain impact of the pressures on biodiversity, land/soil and water, energy sources. Illustrate that the carrying capacity of the earth is limited. Summarise the impacts of human activities on natural resources. Chapters 7. Pressure on Earth/Environ ment
Questions a. What are the pressures on natural resources? b. What are the impacts of pressure on various resources? c. What are the anthropogenic pressures? d. How human pressures accelerate natural degradation process? e. How does carrying capacity support the pressures? f. What is the impact on environmental resilience?
Key concepts/Scope Pressure, anthropogenic pressures, impacts on biodiversity, land/soil and water, energy sources, limiting and regulating factors, carrying capacity of earth.
Theme: Pollution Leaning Objectives Understand Climate Change Identify the causes of climate change Explain effects of climate change – global and country level List the measures for reducing climate change Identify their role in national climate change action plans Initiate measures for reducing climate change and its impacts. Chapters 8. Climate Change
Questions a. What is climate change? b. What are the causes of climate change?
Key concepts/Scope Heat, atmosphere, green house effect and its enhancement, global warming and climate change. Climate change causes, 15 | P a g e
c. What are the Effects of climate change? d. How can climate change be reduced? e. What is national action plan for climate change? f. What are the that students can take?
effect at global and national level (impacts in short and long term), evidences, recommended actions (adaptation and mitigation), actions national action plan for climate change and its salient features, carbon footprint, ranking of countries. Local actions students can take.
Theme: Disasters Learning Objectives Relate environmental degradation with disasters Design a disaster risk reduction plan for your home/school Chapters 9. Disasters
Questions a. How does environmental degradation increase disasters? b. What is disaster risk reduction? c. What are the measures of disaster risk reduction? d. How are DRR plans made?
Key concepts/Scope Environmental degradation and disasters, disaster risk reduction, DRR methods, national DRR plans, methods of designing local DRR plans.
Strand 3: Natural Resource Management Theme: Biodiversity Conservation Learning Objectives Describe biodiversity hot spots Map the global biodiversity hotspots Explain importance of biodiversity in Bhutan Explain various conservation initiatives of Bhutan (Including invasive species) Locate protected areas and biological/wildlife corridors in Bhutan Interpret the role traditional/indigenous practices in biodiversity conservation. Summarise the role of communities in forest management/conservation Describe Ecotourism List benefits of ecotourism Identify organizations in the field of ecotourism in Bhutan Chapters 10. Biodiversity hot spots 11. Biodiversity conservation
Questions a. What is a hotspot? b. Where are the hotspots located? c. How is Bhutan a hotspot? a. What is the importance of biodiversity in Bhutan? b. What are the conservative initiatives of Bhutan? c. What are protected areas? d. What are biological corridors? e. Where are protected areas and
Key concepts/Scope Concept of hot spot, hotspots of the world, biodiversity of Bhutan. Contribution of biodiversity in well being, conservation initiatives in Bhutan (Government, NGOs, CNOS, communities), protected areas, traditional communities and conservation practices. 16 | P a g e
f. 12. Eco Tourism
a. b. c. d.
biological corridors located in Bhutan? What is the role of communities in biodiversity conservation? What is eco tourism? What are the impacts of eco tourism? How eco tourism important for Bhutan? Which are the organization involved in Eco tourism?
Perspectives of eco tourism, case studies, impacts of eco tourism, organization in the field of eco tourism. Contribution of eco tourism in Bhutan.
Theme: Energy Conservation Learning Objectives Evaluate environmental impacts of hydroelectricity in Bhutan Assess the relevance of solar and wind energy to Bhutan Demonstrate the method of use of solar energy. Chapter/s 13. Renewable Energy
Questions a. What are the impacts of hydroelectricity? b. What is the relevance of solar and wind energy to Bhutan?
Key concepts/Scope Advantage and disadvantage of hydroelectricity, hydroelectricity development in Bhutan, relevance of solar and wind energy, use of solar energy. Uses of solar energy in our daily life. Technology of solar and wind energy.
Strand 4: Sustainable Development Theme: Sustainable Development – Concept and Practice Learning Objectives Appreciate international efforts (convention and treaties) and their relevance to Bhutan. Discuss Bhutan’s SD efforts - Laws and Policies, indicators, development plans. Investigate Sustainable Development Practices and Challenges in Bhutan (Sustainable resource consumption, Equity in resource distribution and consumption promote sustainable development, Sustainable Agriculture, Urban and rural planning, Energy, Forest) Chapter/s 14. Towards sustainable future
Questions a. What are the international initiatives in sustainable development? b. How are these relevant to Bhutan? c. What are the international agreements on sustainable development signed by Bhutan? d. How Bhutan’s policies and
Key concepts/Scope Mention sustainable development and its dimensions, international initiatives including conventions such as – UNCBD, UNCSD, UNCCD, CSD. International agreements signed by Bhutan on SD. Policies of Bhutan related to Sustainable Development. Steps taken by Bhutan towards sustainable development. Challenges faced by Bhutan. Perspective of equity. Sustainable planning 17 | P a g e
developmental plans promote sustainable development? e. What are the steps take by Bhutan for sustainable development? f. What are the challenges Bhutan’s faces in the implementation of SD?
– agriculture, urban and rural planning, energy and forest.
8.3 Contributors 18 | P a g e
Name Participants 1. Mrs.Pushpa Pradhan 2. Mrs.Phuntsho Wangmo 3. Mr.Tshering Dorji 4. Mrs.Rupashree Gupta 5. Ms.Chhimi Wangmo 6. Mrs.Phuntsho Choden 7. Mr.Kelzang Tenzin 8. Mr.Jamyang Tenzin 9. Mrs.Tshering Pemo 10. Mr.Yeshi Nidup 11. Mr.Indra Lal Luital 12. Mrs.Kaka Choden 13. Mrs.Pema Zangmo 14. Ms.Kinley Dema T 15. Mr.Choki Dorji 16. Ms.Sonam 17. Mr.Jai Narayan Sharma 18. Mr.Tshewang Jamtsho 19. Mr Thubten 20. Mr Dorji Tshewang 21. Mr Bhoj Raj Rai 22. Mr Kinley Namgyel Facilitators 23. Dr Shalija ……… 24. Mr Pramod …….. 25. Mr Wangpo Tenzin 26. Mr Surjey Lepcha 27. Mr Ugyen Lhendup
Agency Khangkhu MSS Khangkhu MSS Motithang HSS Motithang HSS Shaba MSS Shaba MSS Shari HSS Shari HSS Drukgyal HSS Drukgyal HSS Shaba PS Shaba PS Woochu LSS Woochu LSS Drukgyal LSS Drukgyal LSS Khasadrapchu MSS Khasadrapchu MSS Curriculum Officer, DCRD Principal Curriculum Officer, DCRD Chief, Pry Curriculum Division, DCRD Chief, Sec Curriculum Division, DCRD Consultant, CEE, India Cpnsultant, CEE, India Principal Curriculum Officer, DCRD Curriculum Officer, DCRD EE Programme Officer, RSPN
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9. Key
References
Centre for Environment Education (2011), Paryavaran Mitra Teacher’s Handbook Council for Environmental Education (2008). Project Wild: K-12 Curriculum & Activity Guide, Houston Centre for Environment Education (2005). Environmental Education handbook: Standard VI – VIII, Ahmedabad Department of Curriculum Research and Development, (2013). Science Curriculum Framework for Classes PP-XII, Ministry of Education, Royal Government of Bhutan, Paro.
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