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COMPULSORY
SUBJECTS
ENVIRONMENTAL EDUCATION (802)
CLASS XII
There will be two papers in
the subject: Paper I: Theory – 3 hours …70 marks
Paper II: Practical/Project
Work – … 30 marks
PAPER I - THEORY
There will be one paper of
three hours duration carrying 70 marks. The paper will have
two Sections: Section A (Compulsory) will contain short answer
questions covering the entire syllabus. Section B will consist
of questions, which will require detailed answers. There will
be a choice of questions in this section.
1. Biodiversity
(i) Concept and value of
biodiversity. Understanding the concept of biodiversity. To
appreciate various reasons for valuing and conserving
biodiversity (ethical, moral, economic, aesthetic). (ii) Types
of biodiversity - species, eco and genetic. Understanding each
of the above with a few examples of each type. (iii) Balance
in nature. Understanding the criticality of maintaining
balance in nature and the consequences of interfering with
natural cycles; study of an example where the balance was
disturbed due to human interference, e.g. trawling and its
impact on marine ecosystems. The self sustaining quality of
undisturbed ecosystems. (iv) Biodiversity for sustenance of
mankind. The various roles played by biodiversity in
sustaining mankind - as a source of food, medicine, pollution
control. (v) Resource limitations. What are the various
factors that are responsible for limiting the resource
availability /consumption. (vi) Ecological role of
biodiversity. Understanding that each and every species plays
a unique role in the functioning of an ecosystem, the concept
of ecological niche (producers, consumers in the food chain
and food web). (vii) Interdependence between different
species. A basic understanding of different kinds of
relationships – predation, competition, symbiosis, mutualism,
commensalism, parasitism. (viii) India as a mega diversity
nation. Appreciating that India with its varied climate and
landscape is home to a variety of unique ecosystems and
endemic species e.g. the largest mangrove forest in the world
- the Sundarbans, vast mountain forests in the Himalayas,
tropical evergreen forests in the western ghats and the north
east region, desert vegetation in Rajasthan, thorn and scrub
forests in the plateaus, etc. (ix) Economic potential of
biodiversity. Evaluating the economic potential of
biodiversity from several view points such as food, medicine,
clean air, water, etc. (x) Loss of biodiversity - threatened,
endangered and extinct species. Understanding the implications
of loss of biodiversity. Categorizing species in different
groups like - threatened, endangered and extinct. Examples of
plants and animals. (xi) Strategies for conservation of
biodiversity - insitu and exsitu. Looking at various in-situ
and ex-situ strategies for their efficacy and viability.
In-situ - protected areas (biosphere reserves, national parks,
wildlife sanctuaries). Ex-situ - captive breeding, zoo,
botanical garden, gene banks. (xii) Mitigating people- wild
life conflict. Evolving strategies to mitigate people-wildlife
conflict, especially for the communities staying close to
forests or even within forests - fences or trenches around
communities, building waterholes within forests, providing
food for animals during times of drought to prevent them from
straying outside the forest areas, maintaining a buffer zone
between forest and human habitation, preventing human
encroachment into forests. Preventing poaching by creating or
increasing livelihood opportunities, involving local people in
conservation by providing suitable incentives.
2. Environmental
Management
(i) Need for environmental
management vis-ŕ-vis development. Understanding that from the
development point of view, environment may mistakenly be seen
as a ‘resource’ to be exploited, whereas, environment needs to
be viewed as a ‘capital’ that needs to be managed carefully.
(ii) Aspects of environmental management - ethical, economic,
technological and social. Understanding different aspects of
environmental management as mentioned above. Ethical - e.g.
ensuring inter and intra generational equity, gender equity,
etc. Economic - e.g. Extended Producer Responsibility [EPR]
taken up by companies in several countries - the
producer of a product takes responsibility for the product
after its life is over e.g. battery companies taking back
batteries after its life. Technological - developing
technologies that do not harm the environment - alternate
technology products like solar cooker, solar car, biogas, etc.
Social - processes and policies that ensure social equity -
use of commons and forests, urban land use, equitable
representation and participation in local governing
bodies. (iii) Legal provisions for environmental management.
Understanding the role of legal provisions like – The
Environment Impact Assessment [EIA] 1otification; The
Hazardous Waste (Management and Handling) Rules (1989), The
Hazardous Bio-medical Waste (Management and Handling) Rules
(1998), the Recycled Plastic Manufacture and Usage Rules
(1999), The Ozone Depleting Substances (Regulations) Rules
2000. Ecomark scheme, Bharat standard for vehicular emissions.
Students are expected to be aware of existence of these Rules
and the role they play in environmental management. They are
not required to go into details of the Rules. (iv) Approaches
for environmental management - economic policies,
environmental indicators, setting of standards, information
exchange and surveillance. Emphasis on E1VIS, ISO14000 and
Environmental Indicators. Economic policies implemented by the
government of India such as, penalties and subsidies.
3. Sustainable
Development
(i) Concept of sustainable
development. Understanding the concept of sustainable
development. (ii) Concept of sustainable consumption.
Understanding the concept of sustainable consumption. (iii)
Need for sustainable development for improving quality of life
for the present and future. Developing an understanding of the
need for sustainable development - looking at the
deteriorating quality of air, water, food over time,
developing an appreciation to sustain at least what exists for
the generations to come. (iv) Challenges for sustainable
development - social, political and economic considerations.
Listing and understanding the challenges in each of the areas
mentioned above, e.g. social - having to overcome resistance
among people in the society to bring about changes in
lifestyle (that will be needed for sustainable development to
happen); political - to convince the Government to take hard
unpopular decisions; economic - need for a change in economic
viewpoint in order to implement sustainable development. (v)
Support base for sustainable development - political and
administrative will, dynamic and flexible policies,
appropriate technologies, comprehensive review and revision
mechanism, humane approach. Understanding the need for a
support base. Study a few noteworthy examples of sustainable
development e.g.- Barefoot College in Tilonia, the work of
1GOs like DDS in Andhra Pradesh in promoting
self-sustenance in rural communities through developing seed
banks, cultivation of millets and through promoting
microfinance in the Grameen bank model. (vi) Developing
skilled manpower. Understanding that there is a need for
skilled manpower in the fields of agriculture and industry in
order to carry out sustainable development. (vii) Role of
individual and community. Self explanatory. An example from
the local community to be studied along with an inspiring
story from across the country. (only
for the purpose of discussion
and not for testing). (viii) Role of national and
international agencies. (both governmental and
non-governmental). Understanding the role of agencies in
creating awareness, framing policies, implementing laws and
mobilising people.
4. Sustainable
Agriculture
(i) Need for sustainable
agriculture. Understanding that modern agriculture is causing
increasing amounts of land to be desertified, through the need
to produce ever increasing quantities of food to feed the
growing population. To understand that on the one hand the
demand for food is increasing
due to population growth and on the other hand the land
available is decreasing due to the impact of modern chemical
farming. (ii) Green revolution - impact on environment.
Introduction to Green revolution - Development of High
Yielding Varieties (HYV); introduction of fertilizers and
pesticides; consequences of using fertilizers; consequences of
using pesticides on population of living organisms;
contamination of soil, water, food, impact on human health;
long term effects - increased incidence of cancer,
malfunctioning of endocrine system, etc. Study of the impact
of DDT. (iii) Importance of soil for crops. Role of soil biota
in maintaining health of soil. (iv) Irrigation systems, use of
manure and fertilizers. The role of irrigation in traditional
agriculture. Traditional irrigation systems (micro, indigenous
systems) vs. modern systems like large dams with their vast
canal systems. Advantages of such macro systems, (like larger
areas of cultivation) and disadvantages (like water logging).
(v) Crop protection - measures for control of pests–
agrochemicals. Study of a few traditional methods of pest
deterrence vis a vis modern methods of pest control -
viability of traditional methods in today's scenario and
limitations and dangers of modern methods. Role of
agrochemicals in increasing food production.
(vi) Impact of agrochemicals
on environment. Study of a few commonly used agrochemicals
and their impact on soil,
water and air. (vii) Elements of sustainable agriculture
-mixed farming, mixed cropping, crop rotation, biological and
economic consideration, use of bio-fertilizers and
bio-pesticides, biological pest control, integrated pest
management. Self-explanatory. (viii) Application of
biotechnology in crop improvement. The scope biotechnology
offers in developing favourable traits in crops, like pest
resistance, drought resistance, salinity resistance. (ix)
Management of agricultural produce - storage, preservation,
transportation and processing. Understanding the dynamic of
movement of
agricultural goods from
producers to consumers - understanding that tremendous amount
of grain is lost to rats and spoilage due to poor storage
facilities; food processing increasingly seen as a favourable
option as it has a larger shelf life and brings about more
revenue.
PAPER II –
PRACTICAL/PROJECT WORK
Classes XI and XII
The practical/project work
carrying 30 marks needs to be undertaken under the guidance of
the teacher. The project will be evaluated by a Visiting
Examiner (who has specific expertise in the content of the
project work) appointed locally and approved by the
Council.(For Class XI, Project Work may be evaluated by the
teacher). Exemplar Projects and Activities It is expected that
the students will undertake at least two projects or
activities in each year, one of which should be undertaken
individually and prepare a report in each case. Projects and
activities may be planned and designed depending upon the
local situations, available resources and environmental issues
of concern. The projects and activities given below are only
suggestive and not prescriptive. 1. To study the changes that
have taken place in a given land area of a
city/village/locality/market during the last five years in
respect of at least five parameters like number of houses,
residents and families, food habits, number of household goods
in a family, consumption of water, electricity and fuels
including that for personal vehicles by a family, sources of
noise (public address systems being used, television, radio
and vehicles on the road), common facilities like number of
schools, hospitals, shops, theatres, public convenience,
public utilities, public transport; number of' factories,
industries and/or the facilities for, production and
processing of goods, loss of water bodies, types and quantity
of wastes, their disposal and treatment facilities with a view
to discussing the patterns of changes and impact on the
environment and quality of life. A specific project on these
aspects may be: - To study the changes that have taken place
in a given land area during last five years in respect of
number of houses, residents and families and prepare a report
on their effects on civic amenities like availability of
water, electricity and fuels; drainage-system, disposal of
wastes including night soil. 2. To study the
environmental profile of a town/locality/village in respect of
population density, green cover, educational level of
residents, social problems and sources of pollution and their
effect on air, water and soil. 3. Improvise two models of
greenhouses of same dimensions made from low cost / no cost
materials. Place them in open under identical conditions and
put some potted plants in one of them. Note the temperature
inside and outside both the greenhouses every two hours from
dawn to dusk for two weeks. Explain the reasons for the
differences in temperature, if any, between the two green
houses. 4. Collect data on monthly consumption of electricity
and fuels from at least five families, any two commercial
establishments and for public utilities in a given locality.
Plan strategies to educate consumers to economize the
consumption of electricity and fuel by reducing their over
use, misuse and improper use. 5. To study for a period of one
month the status of sanitary conditions and methods of waste
disposal of a given locality vis-ŕ-vis the role of Panchayat,
Municipality or Corporation and prepare an action plan to make
the conditions more environment friendly. 6. To investigate
impact of an industry or a large manufacturing unit on local
environment. The parameters could be land use, ratio of
covered area and open space, raw materials used for
production, inputs like electricity, water or any 22 other,
types of waste generated and modes of waste disposal, use of
environment friendly and efficient technology, types of
pollutants emitted or discharged, average health status of the
employees and residents in the area. 7. To study the impact of
changes in agricultural practices or animal husbandry
including poultry, piggery, fishery, apiculture over a period
of time in a given locality or village on local environment.
The components for analysis may include: types of crops, land
area under cultivation, mechanization, use of electricity,
mode of irrigation and agrochemicals, agro- astes and their
disposal, types of breeds and animal feed, types of shelter
and health care, methods of preservation and processing of
products, animal wastes and their disposal. Suggest an action
plan to modify the prevailing practices so as to make them
environment friendly and sustainable. 8. Collect samples of
water from different sources and study their physical
characteristics like turbidity, colour, odour; measure of pH,
nature of suspended and dissolved impurities and pollutants,
presence of toxic materials by testing presence of mercury,
lead, arsenic, fluorine and presence of living organisms. Test
the presence of toxic materials and living organisms with the
help of local laboratory or institution may be taken, if
available. Identify the most polluted sample of water and
locate the sources of its pollution. Devise an action plan to
mobilize public opinion for checking the pollution. 9. To
study the practices followed in the region for storage,
preservation, transportation and processing of perishable or
nonperishable farm products and to assess the extent of
wastage due to faulty practices. 10. To study the status of an
endangered species listed for the region by collecting
information through different sources and observation, if
possible and to assess the reasons for its diminishing number.
Suggest ways and means to protect the species. 11. To prepare
a status report on prevalence of child labour in a given area
through simple surveys on children engaged as domestic help
and as workers in farms, commercial establishments and
manufacturing units. The survey may be in respect of age
group, education, wages, working hours, working conditions,
safety in work place, health, handling hazardous materials and
the like. Units dealing with hazardous materials and processes
may be identified and an action plan to mobilize public
opinion against practice of child labour may be prepared. 12.
Conduct a survey of plants and trees in the locality and
collect information about their cultural, economic and
medicinal values from local people and available literature.
Prepare an action plan for the propagation of trees that are
most valuable in terms of their cultural, economical and
medicinal use. 13. Prepare a flow chart to show different
steps involved in the supply of tap water from source (river,
bore well) to houses in the locality. Collect information from
the concerned authorities about the quantity of water
processed and the amount of energy required at each stage.
Compute the energy spent for supplying 1 kilolitre of water to
the consumer. Plan and execute a campaign to educate the
community members about the implications of wastage of water
in terms of energy. 14. Make a list of raw materials used by
the family for preparing different types of dishes. Identify
the plants and animals and their parts from which each food
material is obtained. Also make a list of plants on which the
animals in the list depend for their food. Name the processes,
if any, in which action of microorganisms is made use of.
Identify those plants and animals, which are found in the
locality. Prepare a report supported with
diagrams/photographs/pictures/graphs to focus on the
importance of biodiversity in providing food to human
population. NOTE: o question paper for practical work will
be set by the Council. For list of Prescribed
Textbooks, see Appendix I.
Go back to
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PAPERS FOR India, Syllabus of Indian School, colleges and
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