environmental education project class 11 pdf

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Lesson Plans, Teacher Guides and Online Environmental Resources for Educators

Find an array of environmental and science based lesson plans, activities and ideas below from EPA, other federal agencies and external organizations.  ​ Encontrar recursos para estudiantes y maestros.

Topics: Air | Climate Change | Ecosystems | Energy | Health | Waste | Water

Acid Rain: A Teacher's Guide   (PDF 56 pp, 4.6 MB) Lesson plan and activities from EPA for teachers on acid rain. Grades: 6-8 Type of Resource: Lesson plan

Acid Rain Student Pages Find the acid rain student pages, as well as general information for older students or adults. Grades: K-12 Type of Resource: Lesson plans and experiments

AIRNOW Get up-to-the-minute information about air pollution in your community, through a joint project from EPA, the National Oceanic and Atmospheric Administration, the National Park Service and other partners. The AIRNOW website includes maps, forecasts, and information about the health effects of air pollution. Grades: 9-12 Type of Resource: Website

AIRNOW Air Quality Resources  Find air quality curriculum materials and activities from AIRNOW, including a toolkit and workshop opportunities for teachers. Grades: K-8 Type of Resource: Curriculum guide

Measuring Air Quality Improvements from Vegetative Barriers This unit has been designed by EPA as a teaching aid on the topic of air quality; particularly, investigating the role vegetative barriers play in improving air quality for surrounding areas. Grades: K-5 Type of Resource: Lesson Plan

Carl Gets Some Rest (PDF 12 pp, 765 KB) This EPA coloring and story book, for children in pre-school through 2nd grade, teaches a simple lesson: there are many transportation alternatives to using a car. Grades: K-2 Type of Resource: Coloring Book

Creating Healthy Indoor Air Quality in Schools This EPA page provides information on indoor air quality in school buildings and how to order the Tools for Schools Action Kit. The kit shows how to carry out a practical plan of action to improve indoor air quality at little or no cost using common-sense activities and in-house staff. Grades: K-12 Type of Resource: Toolkit

EnviroAtlas Educational Materials These ready-made lesson plans can be used in formal and informal education settings and are aligned with Next Generation and State Science Standards. Grades: K-12 Type of Resource: Lesson Plans

Noise Pollution for Kids   (PDF 15 pp, 6.54 MB) This EPA booklet for your students will teach you how to identify which sounds are loud and ways to protect your hearing and health. Grades: K-5 Type of Resource: Activity book

Particulate Matter (PM) Air Sensor Kits Particle pollution known as particulate matter (PM) is one of the major air pollutants regulated by EPA to protect public health and the environment. A PM air sensor kit has been developed by EPA researchers as an educational tool to teach children about air quality and air science. Grades: 5-12 Type of Resource: Hands-on activity guide

Basic Ozone Layer Science Find a straightforward explanation of the ozone layer and ozone depletion. Grades: 9-12 Type of Resource: Website

AIRNOW's Ozone: Good Up High, Bad Nearby (PDF 4 pp) Ozone acts as a protective layer high above the Earth, but it can be harmful to breathe. This publication provides basic information about ground-level and high-altitude ozone. Grades:6-12 Type of Resource: Booklet/Brochure

Plain English Guide to the Clean Air Act A brief introduction to the 1990 version of the Clean Air Act, to help you understand what is in the law and how it may affect you. Grades: 9-12 Type of Resource: Booklet

RadTown USA EPA's RadTown USA is a virtual community that aims to educate students about the sources of radiation in our daily lives. Grades: 9-12 Type of Resource: Virtual activity

Teaching Kids to Conserve Energy at Home: Resources for K-12 teachers and parents This 11-minute presentation focuses on an introduction to energy and the environment, energy saving tips, how to use the Energy Star home energy yardstick, and homework ideas. Grades: K-12 Type of Resource: Video

Village Green Project These lessons provide a unique opportunity for students to learn about air quality as it relates to various topics of science appropriate to their grade level. The purpose of these lessons is to engage students of varying ability levels through hands-on and minds-on thinking. Each lesson is designed to focus around the topic of air quality; from issues of human health to career and 21st century skills. Grades: K-8 Type of Resource: Lesson Plan (PDF)  (52 pp)

Lea en español:  ¿Por qué Coco es de color naranja?

Why is Coco Orange? Coco has a problem. He is a chameleon, but he cannot change colors, and his asthma is acting up. Read how Coco and his friends at Lizard Lick Elementary solve this mystery as they learn about air quality and how to stay healthy when the air quality is bad. Grades: Pre K-2 Type of Resource: Book

Other resources

NOAA's Education Resources Website Explore this site to find the information you need to teach students about weather, climate change, and oceans. You'll find activities, background information, and much more! Grades: 6-12

National Park Service Education Resources Classroom materials, field trip opportunities and professional development programs for educators from the National Park Service. Grades: All

Climate and Health Lesson Plan and Toolkit by The American Public Health Association This lesson adopts materials developed by the National Institute for Environmental Health Sciences (NIH) to make it easy for public health professionals to guest teach at local high schools. For more resources aimed directly at teachers, see Climate Change and Human Health Lesson Plans by NIH. Grades: 9-12

EPA Publications

EPA has many publications on every environmental subject that you can download or order. See our predefined searches below on specific search terms to help you view our publication offerings from the National Service Center for Environmental Publications (NSCEP).

Predefined Search Terms:

• Activity Book
• Coloring Books
• Environmental Education
• Science Fair
• Students Home
• Community Service Project Ideas
• Science Fair Projects
• Homework Help and Activities for K-12 Students

NBSE Class 11 Environmental Education: Notes, answers, syllabus

Here, you will find summaries, questions, answers, textbook solutions, pdf, extras etc. of (Nagaland Board) NBSE Class 11 Environmental Education syllabus (Arts). These solutions, however, should be only treated as references and can be modified/changed. Please select the subject/chapter and proceed.

About NBSE Class 11 Environmental Education

The Nagaland Board of School Education (NBSE), committed to fostering environmentally conscious citizens, has introduced a vital tool in the form of the Class 11 Environmental Education textbook. The book seeks to bridge the knowledge gap between young learners and the environment, and prepare them to meet the emergent environmental challenges.

The book is premised on the philosophy that informed learners are more equipped to address and mitigate environmental issues. Consequently, the textbook embarks on a mission of education and empowerment, intending to instil in students the understanding and importance of environmental conservation, preservation, and protection.

Rooted in the wisdom of ancient Indian philosophers, thinkers, seers, and saints who vouched for the prudent use of natural resources, the book underlines the need for a sustainable relationship between humans and nature. It serves as a stark reminder of the significant damage inflicted upon our environment through reckless developmental practices, a lesson underscored by the current global consciousness about environmental preservation.

The textbook emphasizes the need for sustainable development, marrying the progress of science and technology with the conservation of the environment. It advocates for responsible consumption practices to ensure a healthy and joyous life for future generations.

Ron’e Dutta is a journalist, teacher, aspiring novelist, and blogger. He manages Online Free Notes and reads Victorian literature. His favourite book is Wuthering Heights by Emily Bronte and he hopes to travel the world. Get in touch with him by sending him a friend request.

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I want ENVIRONMENTAL EDUCATION NOTES ON EVERY CHAPTERS.

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Introduction to Environmental Education

• Open Access
• First Online: 30 September 2022

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• Wei-Ta Fang   ORCID: orcid.org/0000-0002-4460-0652 4 ,
• Arba’at Hassan 5 &
• Ben A. LePage   ORCID: orcid.org/0000-0003-3155-7373 4 , 6  

Part of the book series: Sustainable Development Goals Series ((SDGS))

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The concept of education is changing and that of the environment is also becoming different. Is environmental education: (1) a type of education to improve the environment; (2) education to improve the environment of education; or (3) a type of education to improve the education of people? In this chapter we focus on the ontology of the environment. In epistemology, we try to understand the nature and identity of the world around us and what environmental education is about. The purpose of environmental education is to cultivate citizens that: (1) have a working knowledge of environmental systems; (2) have concerns about environmental problems; and (3) have the capabilities to solve and actively participate in implementing solutions. Environmental problems must be solved through a root cause process, and environmental educators need to change the public’s mind on environmental issues using realistic and attainable education targets to establish environmentally friendly behaviors. Through outdoor, classroom, and nature-centered education programs, our goal is to establish important curriculum goals and novel learning methods for environmental education. Our goal is to have stakeholders consider environmental issues with open minds, understand the needs of other stakeholders, take a leadership role recognizing the existing and emerging environmental issues, and internalize them into specific environmental protective action plans.

All education is environmental education. By what is included or excluded, we teach students that they are part of or apart from the natural world. To teach economics, for example, without reference to the laws of thermodynamics or those of ecology is to teach a fundamentally important ecological lesson──that physics and ecology have nothing to do with the economy. That just happens to be dead wrong. The same is true throughout the curriculum. David W. Orr, What is Education for? 1991:52.

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Environmental Education

Learning Environments in Higher Education

1 introduction.

There are many definitions of education, but for education theory, Albert Einstein, who was a leader in pioneering educational reform point, had a unique point of view. He said: education is what remains after one has forgotten what one has learned in school (Fig.  1.1 ). Before the nineteenth century, education was the process of remembering or memorization. The  San Zi Jing  (Three-character Sutras) 《三字經》 that had been passed down to the people since the Southern Song Dynasty in China-proposed:

Education is what remains after one has forgotten what one has learned in school (Einstein 1879–1955) (Cheng-Jun Fang at the Busan National Science Museum, Busan, Republic of Korea, 2019) (Photo by Wei-Ta Fang)

Recite them with the mouth, and ponder over them in your hearts. Do this in the morning; do this in the evening.

Sun Zhu (孫洙) (1711–1778) of the Qing Dynasty once said:

After reading three hundred Tang poems, you can at least in tone poems even if you can’t write them.

It has always been the case that students learn as much as possible until they become familiar. However, there are other theories that have always been disgusted with learning. Einstein believed that real learning is the process of internalizing information. Wang Yangming (王陽明) (1472–1529) of the Ming Dynasty stated in the Book of Instructions for Practical Living and Other Neo-Confucian Writings 《傳習錄》 that the most important things reading requires is self-mindedness, understanding second, and finally memorization. A friend once asked him, “How can I read a book but I can’t remember,” Yangming’s response was:

As long as you know, how do you remember? To know that it is the second meaning, you need to know your own self-ontology. If you want to remember, you do not know; if you want to know, you don’t see your own identity in your mind.

In other words, the more a human learns, the more they have yet to learn. If the purpose of learning information is because of a test requirement, then the information stored in our short-term memory serves the purpose of taking the examination, but recalling the information is often not possible because the information is not true memory. As students we’ve all experienced memorizing an amazingly large amount of information for an exam and flushing these data from our minds as soon as the exam was over. However, there are instances where information can be recalled for no apparent reason. These remnants of information that we internalized is what was really learned. Therefore, education and learning were intended to convey human thought through books; however, history shows that we’ve endured at least seventeen global pandemics since the 1300’s (Piret and Boivin 2021 ) and two world wars in the twentieth century. Since then, all established education methods are constantly being recast. Recitation no longer has a place in the original meaning of education. Yuval N. Harari (1976–), the author of Sapiens : A Brief History of Humankind (2011), and Homo Deus: A Brief History of Tomorrow (2016), argued in 21 Lessons for the 21st Century (2018) that the existing education system should use critical thinking, problem solving, effective communication, collaboration, and creativity to replace the current emphasis on intellectual indoctrination (Harari 2018 ).

If the concept of education is changing, then the definition of the environment is also changing. David W. Orr (1944–), a professor of environmental and political studies at Oberlin College, once said: All education is environmental education (Fig.  1.2 ; Orr 1991 :52).

All education is environmental education (Cheng-Shun Fang at Fulong, New Taipei City, Taiwan, 2020) (Photo by Wei-Ta Fang)

When we teach environmental education, we often ask our students and ourselves: Is environmental education , the process to improve the environment , to improve the educational environment , or to improve the education of people? We need to understand the own body of human beings and to enhance the thinking from the original human engraved thinking. In the process of interpretation, we understand epistemology to understand the nature of matter and understand what the environment is.

1.1 The Environment is a Concept

The environment refers to the space in which human beings can perceive their surroundings. In space, you can perceive all things that change in structure and function over time. In other words, the true nature of all things must be in a certain environment, even a vacuum is regarded as an environment (Baggini and Fosl 2003 ). Therefore, the environment is a concept that is bounded by space. However, in phenomenology, the environment incorporates the concept of time. The Austrian philosopher Edmund Husserl (1859–1938) believes that the human impression of the environment and the world will not gradually disappear due to the evolution of time, and because of the memory function of the brain, the human impression of the deceased. Therefore, the existence of the deceased can persist in perpetuity in the world as long as the living still remembers those that came before because they are stored in the brain as a living impression. These existing memory phenomena gradually change the human imagination of the dead over time. The concept of the environment means different things to different people because every person has their own interpretation or understanding of their environment, which is based on the spatial and temporal elements that they’ve experienced. In an ideal world, the definition of environment would mean the same to everybody, but inevitably, each person’s view of the environment is different.

For phenomenon scholars, existence is a base on self-awareness of all phenomena. Therefore, the person’s environment is the perceptual medium of a living being to an external stimulus, including the systemic sum of space and time of the instinctive response to the external stimulus (Crowther and Cumhaill 2018 ). What a living organism understands about its environment includes the perception of elapsed time and distance in its space. Therefore, to understand the nature of things, we must also recognize or be cognizant of the changes in our environment through space and time (Baggini and Fosl 2003 ).

The definition of environment varies with context and discipline. For biological/ecological systems, the natural environment refers to the sunlight, climate, soil, hydrology, and other ecosystems in which animals and plants coexist and within which we live. The social environment refers to the constitutive state formed by the social, psychological, and cultural conditions associated with human life and culture. From the perspective of environmental protection, the environment refers to the earth on which human beings depend. Therefore, the effectiveness of achieved protection is a critical indicator for revealing environmental quality in a region (Huang et al. 2014 ). In addition, we also need to understand the definition of environment in terms of regulations.

1.2 Lost in Translation

As it turns out the words environment and education were originally considered nouns and verbs and later translated and adopted into Asian cultures about one hundred years after appearing in English culture. We began to think about the concept of environmental education after World War II. In their 1947 book Communitas , the Goodman brothers talked about the planning of urban space where they discussed the idea of establishing green belts around cities and the design of industrial spaces, which at the time were utopian concepts (Goodman and Goodman 1947 ). They believed that a large part of the environmental education of the children would be based on technology; whereas a child brought up in a modern suburb or city might not even know what work papa does at the office . They also criticized the idea of environmental education because they felt environmental education was very close to the construction education of a built environment. In fact, it was far from the concept of environmental education.

From 1965 to 1970, US industrial production grew at a rate of 18% and at the same time, it boosted the economies of its World War II allies. However, the over-emphasis on development led to increased environmental pollution and since the 1960s, environmental problems arising from industrial development continue to emerge (e.g., love canal, Fowlkes and Miller 1987 ). The green agricultural revolution widely used chemical fertilizers and pesticides and among them, Dichloro-Diphenyl-Trichloroethane (DDT) hindered the reproductive ability of birds and reduced biodiversity. The book, published by Rachel Carson’s book, Silent Spring ( 1962 ) pointed out the consequences associated with the use/abuse of pesticides, which become incorporated into food chains and webs, negatively impacting natural ecosystems and human health. Carson believed that human beings should treat the surrounding environment and animals with a life-loving vision. She said: The public must decide whether it wishes to continue on the present road, and it can do so only when in full possession of the facts (Carson 1962 :30). In the post 1960s, the slogan of environmental protection rang through the sky and the concept of the environmental protection movement gradually espoused the definition of environmental education in conservation.

2 Definition of Environmental Education

The term environmental education appeared in 1947. So, when did the earliest definition of environmental education come into being? The concept of environmental education in terms of modern pedagogy and its evolutionary history feels closely tied to our understanding and development of human psychology, sociology, and how humans learn. In this context, environmental education is a relatively recent field of study and predicated on the acceptance of our hypotheses by a small community of scholars.

If we look further back in time at the development of human cultures at a time when formal education systems did not exist, our ancestors then need to be recognized. In many/most indigenous cultures, the people learned about the environment within which they lived and passed their knowledge and skills to future generations, otherwise, they all died.

We, therefore, also need to identify several elements in indigenous cultures that are related to their knowledge base and resource management systems that could be of value to western science, but the semantic issues associated with Traditional Ecological Knowledge (TEK) and Traditional Ecological Management (TEM) can be overwhelming (Song et al. 2021 ). We may regard that TEK and TEM should be considered to be an element of the environment associated with indigenous cultures that is defined by their relationship and interactions with the environment, including all of the other biotic, abiotic elements present in their habitats. So, let’s take the definition way back and show how we used TEK and TEM to develop our knowledge systems relative to western science.

2.1 Initial Definition of Environmental Education

In 1962, Carson explained the importance of environmental protection and hoped to learn the ecological balance of nature through human awakening would achieve the purpose of harmonious coexistence between human and nature. In 1965 at an education seminar at the University of Keele environmental education was proposed as a theme, becoming the first conference in the UK to use the term environmental education (Palmer 1998 ). The meeting participants agreed that environmental education should become an essential part of all citizens , not only because of the importance of understanding aspects of their environment , but because of its immense educational potential in assisting the emergence of a scientifically literate nation . The meeting emphasized that teachers’ participation in basic education research should be strengthened to accurately determine the teaching methods and content of environmental education that are most suitable for modern needs. Therefore, the United Kingdom held a Council for Environmental Education in 1968.

In 1969, William Stapp (1929–2001), a professor at the University of Michigan, School of Natural Resources and Environment (SNRE), first defined environmental education as a process producing a citizenry that is knowledgeable concerning the biophysical environment and its associated problems , aware of how to help solve these problems , and motivated to work toward their solution (Stapp et al. 1969 :30–31). According to Stapp, the purpose of environmental education was to cultivate citizens who had environmental knowledge, were concerned about environmental problems, and had the ability to solve and actively participate in the resolving the issues. Environmental problems should be resolved using root cause analyses and environmental educators should change the minds of the existing education targets and establish environmentally friendly behaviors.

Stapp is considered the father of environmental education in the United States of America (USA). He helped plan the first Earth Day in 1970, drafted the National Environmental Education Act, served as the first director of United Nations Education, Scientific and Cultural Organization (UNESCO), the first director of the Environmental Education at UNESCO, and promoted the first inter-governmental meeting of 146 countries and territories in Tbilisi, the former Soviet Union, in 1978. In 1984, Stapp assisted students to investigate cases of hepatitis infections from the Huron River, identify the cause of the problem, and worked with the local government to find a solution. In view of the importance of river surveys, he founded the Global Rivers Environmental Education Network (GREEN) in 1989. He cooperated with elementary schools in Ann Arbor, Michigan, USA and conducted many field trips with local elementary students and they investigated and taught students about problems in the natural environment and how to interact with them. He cared about academic research and more about social services, and led college students to promote environmental monitoring programs and successfully rehabilitate the Rouge River. In western science, the roots of environmental education can be traced back 1960s as early as the eighteenth century when Jean-Jacques Rousseau stressed the importance of an education that focuses on the environment (Rousseau and Bloom 1979 ).

2.2 The Extended Definition of Environmental Education

Stapp and his colleagues promoted the definition of environmental education, which was based on American pragmatism. They believed that emphasizing environmental knowledge could change reality through the power of action. Therefore, practical experience in environmental education was considered important because it emphasized taking knowledge and using that knowledge and/or experience to solve problems on natural resource management (Disinger 1985 ; 1990 ). Thus, environmental action or doing was better than dogma, and environmental experience was better than rigid principles. Therefore, the concept of environmental education had evolved to become a critical and creative clarification for research questions and value clarification (Harari 2018 ), interpreting environmental knowledge as a process of assessing the real environment, and scientific exploration (Fig.  1.3 ). The spirit of humanity, the standard of conduct was then incorporated into the real environment of human beings.

Academic institutions need to provide environmental education-related courses such as basic environmental research and environmental science such as a study camp, Taipei, Taiwan, 2019 (Photo by Yi-Te Chiang)

To promote environmental protection, academic institutions needed to provide environmental education-related courses such as basic environmental research, science, planning, management, economics, society, culture, and engineering. At the grade school level, the students should be taught the history of environmental protection and environmental protection measures. The aforementioned courses are meant to be broad because the environment and the associated issues are complicated. The environment and its associated ecosystems are not one size fits all. Not only are ecosystems different from one another the variation within each is vast. As such, Wals et al. ( 2014 ) considered the learning content of environmental education to be multi-disciplinary, based on environmental problem assessment, critical thinking, morality, creativity, and make judgments on environmental issues. The process of environmental education helps observation and problem-solving, with the opportunity for individuals to promote environmental improvement actions to ensure positive environmental behaviors (Fig.  1.4 ). Therefore, environmental education includes the social, abiotic, and biological aspects, of the environment including natural resource conservation, environmental management, ecological principles, environmental interactions and ethics, and sustainability (Fig.  1.5 ).

Environmental education helps develop observation and problem-solving skills and provides opportunities for individuals to promote environmental improvement actions to ensure positive environmental behaviors (Audubon Nature Center, Rhode Island, USA, 2015) (Photo by Wei-Ta Fang)

The target of environmental education should include a continuum from primary school to the university and include theoretical, practical, indoor, and outdoor experiences. This is a group of people enjoying nature in a Swiss environmental education program in 2009 (Matterhorn, Great north faces of the Alps, Valais, Switzerland) (Photo by Wei-Ta Fang)

Environmental Education is defined in many ways, but each definition considers it to be a discipline or process that teaches us how to behave in a manner that promotes the responsible management of our environment and resources. This then helps the environment function in a more natural way, rather than healing anthropogenic wounds. We detected the Environmental Education Act in Taiwan (Republic of China), there is. …as a discipline that enhance the environmental awareness , environmental ethics , and responsibility of the nation taking as a whole, so as to safeguard the ecological balance of the environment , respect lives, promote social justice , and cultivate environmental citizens and environmental learning communities (The Environmental Education Act) (Ministry of Justice 2017 ). Therefore, in terms of education content, environmental education was intended to integrate aspects of biology, chemistry, physics, ecology, earth science, atmospheric science, mathematics, and geography as an integrated discipline toward an education for sustainability (EfS) (Evans 2020 ). Methods of educational research include the applied social sciences such as psychology, sociology, culture, history, anthropology, economics, political science, and information science.

The First International Working Meeting on Environmental Education in the School Curriculum was organized by the UNESCO, and the International Union for Conservation of Nature (IUCN) in Nevada, USA in 1970. A participant resolution developed the statement that the elements of environmental education are not completely combined by any single discipline. It is the product of partnerships built on sound science, public awareness, environmental issues, and outdoor educational methods (Fig.  1.6 ). UNESCO specifically stated that environmental education programs taught students a respect for the nature and natural environments and raised citizens' environmental awareness (UNESCO 1970 ). Therefore, the organization emphasized the importance of environmental education in protecting the society’s quality of life in the future by protecting the environment, eradicating poverty, minimizing inequality, and ensuring sustainable development. Cerovsky ( 1971 , p. 4) defined environmental education as.

…a process of recognizing values and clarifying concepts in order to develop skills and attitudes necessary to understand and to appreciate the interrelatedness among man, his culture, and his biophysical surroundings. Environmental education is also entailed practice in decision-making and self-formulation of code behavior about issues concerning environmental quality.

Environmental education also includes the dissemination of environmental education with outdoor media (Wei-Ta Fang, Ben A. LePage, and their students at Dagouxi Riverside Park, Neihu, Taipei, Taiwan, 2021) (Photo by Yi-Te Chiang)

The target of environmental education includes education in the school system, and education from primary, middle, vocational, and technical schools, universities, and research institutes. However, environmental education also includes the dissemination of environmental education, including print, books, websites, and other media. In addition, aquaria, zoos, parks, and nature centers in social environmental education should all provide ways to teach citizens about the environment (Fig.  1.6 ) (see Box 1.1 ).

Box 1.1: The Legal Definition of Environmental Education, Republic of China (ROC)

The Article 3 of Republic of China’s Environmental Education Act stated as Environmental education : Referring to the adaptation of educational means by which to culminate the citizens to understand their ethnical relationship to the environment , enhance the citizens ’ environmental protection awareness, skills, attitudes and values , and steer the citizens to emphasize the environment and adopt actions to achieve a civility education process that harbors sustainable development .

2.3 The Goals of Environmental Education

The attendees of the Tbilisi Conference in 1977 endorsed goals for environmental education into five categories (UNESCO 1977 ). They are:

Awareness: to help social groups and individuals acquire an awareness of and sensitivity to the total environment and its allied problems;

Knowledge : to help social groups and individuals gain a variety of experiences in and acquire a basic understanding of the environment and its associated problems;

Attitudes : to help social groups and individuals acquire a set of values and feelings of concern for the environment and the motivations for actively participating in environmental improvement and protection;

Skills: to help social groups and individuals acquire the skills for identifying and solving environmental problems; and

Participation: to provide social groups and individuals with the opportunities to be actively involved at all levels in working toward resolving environmental problems (UNESCO 1977 , p. 71).

Hungerford et al. ( 1980 ) organized and suggested that these goals should be operationalized within the school curriculum and categorized into four (4) levels (Table 1.1 and Figs. 1.7 , 1.8 and 1.9 ).

Goals of environmental education (adapted and modified after Hungerford et al. ( 1980 ) and revised by Wei-Ta Fang)

Harold Hungerford (left), Trudi Volk (middle), Arba’at Hassan (right) (Photo by Arba’at Hassan)

Harold Hungerford (left), mentor and advisor of Arba’at Hassan (right) (Photo by Arba’at Hassan)

3 Approaches to Environmental Education

In this section we discuss various methods/pedagogies used in the field of environmental education. Environmental education, like science education, is interdisciplinary and offers a variety of learning strategies, which are determined by learning resources, learning time, learning space, learning curriculum, and student attributes. These differences all affect education approaches in some way. We briefly describe outdoor education, classroom education, and nature-centered education. We include the following seven methods, including: school environmental education, school nature education, place-based education, and projects curricula; and nature center education in social and environmental education, science and environmental education in zoos and museums (Falk 2009 ; Falk and Dierking 2014 , 2018 ; Ardoin et al. 2016 ) or environmental education using surveys, assessments and actions on environmental issues (Hsu et al. 2018), and science-technology-society (STS) (Winther et al. 2010 ). Each approach addresses important curriculum goals and novel learning methods for environmental education. Therefore, environmental educators should choose and apply the most effective methods for their students and environment. We also explore sustainable development education from the perspective of environmental education. We also understand that a well-rounded curriculum aims to strengthen environmental awareness and environmental sensitivity, environmental knowledge, environmental ethics and values, environmental action skills, and environmental action experience. We explore values, topics, and learning in the context of Bamberg and Moeser ( 2007 ), Winther et al. ( 2010 ) and Dillion and Wals ( 2006 ).

3.1 Outdoor Education

Outdoor education is based on a place-based education and project curricula in the United States that include: the Project Learning Tree, Project WILD, and Project WET. In addition, surveys, assessments, and actions on environmental issues, as well as environmental education in STS that can be used for exploration, included the following methods (Braus and Wood 1993 ; Engleson and Yockers 1994 ).

3.1.1 Uses of the Senses

Let the learners use their senses to experience nature directly using their eyes, ears, nose, tongue, and body to feel the environment over the four seasons (Fig.  1.10 ).

Use of the senses (Photos by Arba’at Hassan)

3.1.2 Physical Exercises and Explanations

By using real examples, objects that can be obtained, and through practical methods, the natural or scientific phenomena contained in the environment are directly explained by practical performance, allowing learners to observe directly or actual experience (Fig.  1.11 ).

Physical exercises and explanations (Photos by Arba’at Hassan)

3.1.3 Surveys and Experiments

Let learners think about environmental issues and environmental phenomena through the steps of generating a hypothesis, survey, data collection, experiments, data collection, analysis, writing of small papers, briefings, etc., and actually discuss what happens behind various environmental phenomena problem.

3.1.4 Attractions Travel

Let learners go to various attractions and actually visit forests, mountains, seashores, wetlands and other areas to observe and obtain first-hand tourism and observation experiences (Fig.  1.12 ). Each observation and survey is a purposeful activity, and learners can learn about certain topics in advance through books, the Internet, and scenic spot information.

Outdoor education is based on a place-based education and project. The U.S. Environmental Protection Agency (U.S. EPA), North American for Environmental Education (NAAEE), and Environmental Protection Administration of the Executive Yuan, Republic of China (Taiwan EPA) are the key to promote environmental education as partnerships. They jointly launched the Global Environmental Education Partnership (GEEP) in 2014, with the vision of creating a sustainable future where people and the environment prosper together through the power of education. The GEEP established the Asia–Pacific Regional Center (APRC) in Taiwan as a network center for environmental education in Southeast Asia in 2019 (Toucheng Leisure Farm, Ilan, Taiwan, 2021; please see https://geepaprc.org/en ) (Photo by Wei-Ta Fang)

3.1.5 Research Questionnaires and Interviews

An issue questionnaire is performed through research methods for small papers. Through this approach, learners can obtain relevant environmental information. The perceptions and ideas of different interviewers, in addition to quantified research data, are to conduct interviews to understand qualitative information and to make more environmental issues for an in-depth discussion (Fig.  1.13 ).

Research questionnaire and interview (Photo by Arba’at Hassan)

3.1.6 Outdoor Observation of Nearby Places

Using the method of place-based education, selecting nearby places, conducting environmental surveys or observation activities, actually guiding learners to study in outdoor environments, and helping learners to understand the natural exploration, experience, and awareness (Fig.  1.14 ).

Outdoor observation at nearby mangrove places (Photos by Wei-Ta Fang)

3.1.7 Data Collection and Interviews

Let learners collect the data on specific environmental issues so that they can have a deeper understanding of related environmental issues or areas of study, through the library, Internet, photographs, and interview specific people to help clarify questions when facing environmental problems if more information is needed (Figs. 1.15 ).

Assembly photos. Left side: People need to help clarify questions when facing environmental problems (Yongchunpi Wetland Park, Taipei, Taiwan, 2021) (Photo by Yi-Te Chiang); Right side: Data collection and interview on the charcoal making from mangrove trees, 2008 (Photos by Arba’at Hassan)

3.2 Classroom Education

Classroom education in environmental education includes campus environmental education, which can develop place-based education, project curricula, and STS (Winther et al. 2010 ). During the learning process, teachers are encouraged to participate in professional learning sessions, and fully understand the learner’s learning role, that include:

3.2.1 Reading and Writing

In the classroom, students read environmental issues and events and write their thoughts and feelings in notebooks. Younger students can draw their thoughts and ideas (Fig.  1.16 ).

Reading and writing in the classroom (Photo by Arba’at Hassan)

3.2.2 Case Study

Let learners directly collect and integrate data on environmental issues or discuss and assess the environmental impact of related issues on our day-to-day lives and to think about how to deal with environmental damage (Fig.  1.17 ).

A case study of urban park (Photo by Wei-Ta Fang)

3.2.3 Value Clarification

Let learners use each other’s relationships between value and morality for discussion and communication. During the discussion, through mutual discussions, establish conclusions that everyone can accept to assist learners to establish correct environmental attitudes and values. That is, set up some ground rules so the environment remains safe.

3.2.4 Treemap and Brainstorming

Through brainstorming or treemap thinking, help learners connect different relationships, situations, ideas, and processes to understand the relationship of events (Figs. 1.18 and 1.19 ).

Value clarification (Photo by Arba’at Hassan)

Treemap and Brainstorming session (Photo by Arba’at Hassan)

3.2.5 Debate

Through debate activities, learners can learn from different topics facing the environment, and learn to use data collection, communication, and critical thinking skills (Fig.  1.20 ).

Debate on an environmental issue (Photo by Arba’at Hassan)

3.2.6 Group Learning

Through the process of group learning, in addition to being able to face environmental issues more effectively and conduct more in-depth discussions, learners can learn to establish team tacit understanding, self-social ethics norms, and know the thoughts deep inside themselves. This illustrates the importance of diversity and inclusion in the program (Fig.  1.21 ).

The group learning activity (Photo by Arba’at Hassan)

3.2.7 Environmental Arrangement

Through the environmental arrangement activities of the beginning of school, festivals, or parent-teacher talks, let learners participate in the creation and arrangement of teaching space. In addition, to help learners have a complete learning space, they can also learn to judge the overall environmental learning.

3.2.8 Comprehensive Discussions

Scout courses covering aspects of integrated geography, mathematics, nature, health and hygiene, or Chinese language learning areas, and in-depth research and discussion on environmental issues and issues (Fig.  1.22 ).

All students take part in comprehensive discussions (Photo by Arba’at Hassan)

3.2.9 Activity Workshop

Let learners guide the demonstration and teaching of personnel, learn to operate, or produce a kind of labor course that requires hands-on work, and use hands-on operations. The process of the drill included working experience in farming, forestry, fishing, insect hotel building, animal husbandry, and the creation of handicrafts (Figs.  1.23 and 1.24 ).

An activity workshop (Photo by Arba’at Hassan)

We are just another bug on this planet (Ben LePage at Taiwan Insect Hall, Taipei, Taiwan, 2022) (Photo by Swing Chan)

3.2.10 Game Learning

Game learning is different at different levels. This is important because it brings to mind what today’s youth think is important and fun. For example, we think memorization is boring and old school, what will the younger generation of student’s think about these new approaches in 50 years? 100 years? How do we keep our learning methods current in the face of rapidly changing technologies, norms, and values? In game learning, open-ended play is adopted. The rich teaching materials of games are the basis of learning. In modeled-play, learn using simulated creatures and playing with pets (Fig.  1.25 ). In purpose-framed play, games are used for experience and teacher-student interaction is used (Cutter-Mackenzie et al. 2014 ).

The outdoor game learning (Velsen Otte and the cat “Noodle”) (Photo by Wei-Ta Fang)

3.2.11 Environmental Action

Use STS learning methods to allow learners to participate in practical environmental actions such as ecological management, persuasion, consumerism, political action, and legal action, and work together to improve environmental issues (Fig.  1.26 ).

The Environmental action on wetland (Keita Furukawa, front person, and Jung-Chen Huang at Taijiang National Park, Tainan, Taiwan) (Photo by Wei-Ta Fang)

4 Development of Environmental Education

The implementation of environmental education is to adopt an infusion method and conduct integrated curriculum across learning areas to connect the relationship between the surrounding their environment. Environmental education professionals generally believe that the environmental education be integrated into the school curriculum of each school year, from kindergarten to grade 12 (K-12). However, discipline integration of environmental education has not occurred in countries around the world. How to integrate environmental education into the subject in the school curriculum requires the use of teaching materials and methods (Fig.  1.27 ). This may be related to the type of teaching in each subject (Simmons 1989 ). If the core of environmental education is to incorporate the behavioral decisions of governments, enterprises, families, and individuals into the education process, then the development of environmental education from kindergarten to grade 12 (K-12) needs to be considered and economic development, a parallel trend of environmental development that takes into account social development.

We have developed environmental education programs from kindergarten to grade 12 (K-12) from the supports of Ramsar Regional Center–East Asia and National Geographic Society during 2018 (Taipei, Taiwan, 2018) (Photo by Yi-Te Chiang)

The teaching model of traditional environmental education is centered on environmental issues. However, this kind of teaching method only focuses on knowledge transfer. It does not consider social emotional learning. At the same time, it does not consider the formation of environmental attitudes, and it is difficult to cultivate responsibility—environmental behavior students. Furthermore, environmental education places too much emphasis on analysis of issues, so that students learn learned helpless. It has a sense of despair and helplessness about the future development of the global environment. It is impossible to learn through a position of control—motivation and perseverance to change the world. In addition, emotional changes in environmental education are not easy to change through indoor courses, students are easily frustrated in the classroom, and it is difficult to learn the true meaning of pro-environmental behavior. If we say that the past education focused on one-way narrative transmission, we should then look at environmental issues with a healthy mindset. By caring about environmental protection issues, based on teachers’ pedagogical content knowledge and domain knowledge (Shulman 1986a , b ; 1987a , b ; Fig.  1.28 ), supporting the idea of ​​a sustainable worldview, strengthening the content of various disciplines in a common learning approach, and internalizing it into specific environmental protection actions.

The content of teaching content is a kind of comprehensive knowledge. It is the knowledge that teachers can use in teaching after integrating various kinds of knowledge (Illustrated by Wei-Ta Fang)

The so-called pedagogical content knowledge model, the content includes the teacher’s understanding of specific subject content, the teacher’s grasp and use of specific subject content representation, and the teachers ‘learning and learners’ understanding. The content of teaching content knowledge includes the content of subject knowledge and general teaching knowledge, and goes beyond the teaching material knowledge itself. The teaching content knowledge was proposed by an American educational psychologist, named Lee Shulman (1938–). He believes that the subject teaching knowledge goes beyond the scope of subject expertise and is subject matter expertise at the teaching level. Shulman pointed out that teachers’ knowledge can be divided into three categories, namely, pedagogical knowledge, subject matter knowledge, and pedagogical content knowledge (Shulman 1986a , b ; 1987a , b ). Teaching knowledge emphasizes the principles, methods, and strategies of teaching. Disciplinary content knowledge emphasized teachers’ knowledge on the facts, concepts, principles of the subject areas, and how they are organized. In addition, teaching content knowledge emphasizes that when teaching, teachers know how to use a systematic statement of their subject content knowledge, make it easy for students to understand the subject content through the most effective teaching method, and teachers can understand students’ previous concepts of the subject content, Reasons for learning difficulties and strategies for remedial teaching.

Shulman said: Teaching content knowledge means that teachers must be able to express what they are teaching. In the category of teaching content knowledge, teachers include the most taught topics and the most effective forms of expression in the subject.

They are the most powerful analogies, examples, illustrations, demonstrations, and clarifications. That is, teachers regroup in special subjects of the subject and behave in an appropriate way to promote students to understand the content of the teaching. Knowledge of teaching content also includes teachers understanding what factors make it difficult or easy for students to learn about specific concepts when learning, and to understand the concepts and prerequisite concepts held by students of different ages and backgrounds when studying these topics. (Shulman 1986b :9).

Communication environmental and educational concepts, goals, methods, and strategies are based on the concept of immersive environmental education. Explore the in-depth fields of environmental education according to the different cultural and social backgrounds of teachers (Fig.  1.29 ). Therefore, based on the critical analysis of the problem, the process of learning is more important than the outcome. Moreover, the limitations of environmental, social, and economic issues, are understood, thus the teaching content can be linked to the real world.

Exploring the in-depth fields of environmental education is crucial according to the different cultural and social backgrounds of teachers (Photo by Wei-Ta Fang)

Environmental education is not only about providing tools and technology but also necessary to cultivate students’ environmental literacy. Therefore, the teaching of environmental education, in addition to teaching knowledge, also needs to inspire students’ social responsibility. Therefore, environmental education needs to put forward values and strengthen the thinking of sustainable development in the curriculum. The main core lies in the fundamental values of “sustainable development education.” UNESCO defined the core according to the following topics:

Respect the dignity and human rights of all human beings worldwide and commit to social and economic justice for all;

Respect the human rights of future generations and promise intergenerational responsibilities (Kaplan et al. 2005 ; Liu and Kaplan 2006 );

Respect and care about the diversity of life in large communities, including the protection and restoration of the earth's ecosystem; and

Respecting cultural diversity and promising to build tolerance, non-violence, and a culture of peace locally and globally.

4.2 Exploration Topics

4.2.1 environmental orientation.

Environmentally oriented education needs to include attention on natural resources (like water, energy, agriculture, forestry, mining, air, waste disposal, toxic chemical treatment, and biodiversity), climate change, rural development, and sustainability. The purpose of mitigation and adaptation in the cities, disaster prevention, and mitigation are to strengthen the understanding of the fragility of resources and the natural environment, strengthen the understanding of the negative impact of human activities and decision-making on the environment, and include environmental factors. These factors must be considered in formulating socio-economic policies.

4.2.2 Economic Orientation

The Economic Oriented Education needs to focus on the issues of poverty eradication, strengthening the social responsibility of enterprises and universities, and strengthening the efficiency of the market economy. The purposes are to understand limitation, potential on an economic growth, and how they could affect the society, environment, and culture. The impact of environmental protection, culture, and social justice on the correct assessment of individual and social consumption behavior is consistent with the goal of sustainable development.

4.2.3 Social Orientation

Socially Oriented Education needs to include concerns about human rights, peace and human security, freedom, gender equality, cultural diversity, and cross-cultural understanding, as well as emphasis on social and personal health, and strengthening government management and people’s governance. Its purpose is to understand the role of social systems and environmental change in development and to strengthen models and institutions of democratic participation. The democratic participation system provides opportunities to express opinions, adjust conflicts, decentralize government, build consensus, and resolve differences. In addition, cultural assessments in society need to be strengthened to protect the values , practices, languages, and knowledge systems (Arenas et al. 2009 ). At the same time, the cultural foundations of social, environmental, economic, and the sustainable development, are seen as inter-connected. In other words, sustainable development emphasizes interrelationship through culture. In the process of sustainable development education, it is particularly necessary to pay attention to the diversity of culture and ethnic groups, and each ethnic group tolerates, respects, and understands each other in order to shape the values of equality and dignity.

We can know that the exploration of sustainable development education to embedding sustainability from environmental education can be an overlapping circle model, which is an intersecting system (Purvis et al. 2019 ). This model recognizes the intersection of economic, environmental, and social factors. Based on our research, we resized the circles to show that one factor has advantages over the other two. In the eyes of economists, economy is better than society and society is better than environment. This model means that economy can exist independently of society and environment. Therefore, we use the next more accurate system model for illustration (Fig.  1.30 ).

The environment-oriented, economic-oriented, and social-oriented rendezvous system (Illustrated by Wei-Ta Fang)

Because human beings cannot survive outside of their environment, they do not have an environment. It is just like a fish without water, which makes it difficult for them to survive. If we ask all the fishermen in the sea if overfishing the fisheries is a social disaster or an economic disaster, they will then say that it is all the above. Therefore, the nested dependency model reflects the reality of this common dependency. In other words, human society is a wholly owned subsidiary of the environment. An economic society, without food, clean water, fresh air, fertile soil, and other natural resources, we are “cooked.”

Environmental Education in the twenty-first century and Education for Sustainable Development have also regarded as the key to reconstructing ecologically responsible citizens to embrace a pedagogy grounded in ecosocialism (Arenas 2021 ). With the adoption of the 2030 Global Education Agenda, United Nations Educational Scientific and Cultural Organization (UNESCO) is now using the United Nation’s recently developed Sustainable Development Goals (SDGs) to strengthen the Global Action Follow-up Program on Education for Sustainable Development (i.e., GAP 2030). In general, the purpose of environmental education is to cultivate citizens who understand the biophysical environment and related issues, how to help solve problems, and actively understand the ways to solve problems (Stapp et al. 1969 ). Currently, we provided a wider range of services, strengthened appreciation of the multicultural and environmental systems around humanity, and ensure the sustainable development of human society. Shin Wang (1945–), the emeritus professor of the Department of Geographical Environmental Resources, National Taiwan University, once said: “Hometown is the beginning of learning. You need to be based on Taiwan to look at the world.” The transformation of social environment and silent environmental changes to the environmental protection of the aboriginal people has produced their own views of environmental redemption (Fang et al. 2016 ).

At the beginning of the writing of this book, we always told ourselves in the heart: “The environment and ecology are extremely vulnerable, and only those of us who are not fame and fortune environmentalists will help the speechless environment.”

In light of today’s social consumerism, inequality has occurred in three areas: environmental, social, and economic. We strengthen our creativity sharing our experiences within the education system with others to develop a shared social imagination. We communicate the concepts of the environment and education based on the concept of immersive environmental education. Therefore, the environmental education concepts, implementation processes, and education policies listed in this chapter have achieved the feasibility of environmental education in various fields through teaching, research, and practice. Environmental education is not just about providing tools and technologies, it is important to cultivate a learners’ environmental literacy. Therefore, the teaching of environmental education, in addition to teaching knowledge, also needs to inspire students’ social responsibility.

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Fang, WT., Hassan, A., LePage, B.A. (2023). Introduction to Environmental Education. In: The Living Environmental Education. Sustainable Development Goals Series. Springer, Singapore. https://doi.org/10.1007/978-981-19-4234-1_1

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Compulsory Environment Education at Junior College Level in Maharashtra State

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Class 11 Environment Chapter 1 Basic Concepts of Environment

Class 11 Environment Chapter 1 Basic Concepts of Environment  The answer to each chapter is provided in the list so that you can easily browse through different chapters  Assam Board HS 1st Year Environmental Studies Chapter 1 Basic Concepts of Environment Question Answer .

Also, you can read the SCERT book online in these sections Solutions by Expert Teachers as per SCERT ( CBSE ) Book guidelines. These solutions are part of SCERT  All Subject Solutions . Here we have given Assam Board Class 11 Environment Chapter 1 Basic Concepts of Environment Notes for All Subjects, You can practice these here.

Basic Concepts of Environment

UNIT – 1

ENVIRONMENTAL STUDIES

Textual Questions and Answers

1. What is environment?

Ans : “All the biotic or abiotic factors of a site is called the environment.”

Environment is the sum total of water, air and land, interrelationships among themselves and also with the human beings, other living organisms and property,

2. What are the different components of the environment?

Ans : The different components of the environment are:

(i) Abiotic component or non-living component.

(i) Biotic component or living component

(iii) Energy component The abiotic or physical environment is subdivided into three categories

(a) Lithosphere (solid)

(b) Hydrosphere (liquid)

(c) Atmosphere (gas)

The biotic components consists of flora and fauns, including man.

The energy component includes solar energy, geothermal energy, hydroelectric energy, atomic energy etc.

3. What are the different segments of the environment? 

Ans: The different segments of the environment are: There are four segments of the environment-

(i) Atmosphere

(ii) Hydrosphere

(iii) Lithosphere

(iv) Biosphere

4. Mention the major components of the atmosphere. 

Ans : The major components of the atmosphere:

Major components : Nitrogen (N2) 78.09%

                               : Oxygen (0) 20.94%

Minor components : Argon (Ar) 9.34×10-1%

             Carbon dioxide (CO) 3.25 ×10-20/0

Trace gases: Neon, helium, methane, water vapor.

krypton, nitrous oxide, xenon, hydrogen,

sulphur dioxide, ozone, ammonia, carbon

monoxide, nitrogen dioxide etc.

5. What is the role of ozone present in the stratosphere? 

Ans: The ozone (03,) present in the stratosphere plays an important role for us. It acts as a protective shield for life on earth from the injurious effects of the sun’s ultra violet radiations.

6. What do you mean by environmental education?

Ans: It can be said that environmental education is education through environment, about environment and for the environment. Environmental education is the educational process dealing with man’s relationship with his natural and man made surroundings and includes the relation of population, pollution, resource allocation and depletion, conservation, transportation technology and urban and rural planning to the total human environment. Environmental education is the process of recognizing values and clarifying concepts in order to develop skills and attitudes necessary to understand and appreciate the interrelatedness among man, his culture and his biophysical surroundings.

7. What are the broad guidelines of environmental education?

Ans: The broad guidelines of environmental education are:

(i) Awareness and sensitivity to the environment and environmental challenges. 

(ii) Knowledge and understanding of the environment and environmental challenges

(iii) Attitude of concern for the environment and motivation to improve or maintain environmental quality.

(iv) Skills to identify and help resolve environmental coal lunges. 

(v) Participation in activities that lead to the resolution of environmental challenges.

8. Mention the basic principles of environmental education.

Ans: The basic principles of environmental education are:

(i) Be interdisciplinary in its approach.

(ii) Consider the holistic environment.

(iii) Be continuous, beginning at preschool level and continuing through all the formal and non formal stages.

(iv) Examine the major environmental issues critically from the local. regional, national and international points of view.

(v) Dwell on the current and future environmental trends and scenario.

(vi) Help learners discover the symptoms and real causes of environmental problems and plan accordingly

(vii) Strive to promote the value and necessity of local, national and international cooperation in solving environmental problems.

9. Discuss the multidisciplinary nature of environmental education.

Ans: Environmental education is a multidisciplinary subject. In order to know the environment and its different complex phenomena, One requires knowledge form various disciplines. Subjects like botany, zoology, biotechnology, bioengineering, microbiology, genetics, biochemistry etc. help in understanding biotic components and their interactions. The basic knowledge of physics, chemistry, mathematics and statistics help in understanding the different phenomena in the environment. Computer and information technology is part and parcel of environmental education. Similarly, for control of pollution, environmental engineering is essential. Other branches of engineering e.g. chemical, civil, mechanical, including new innovative technologies, have been involved in protecting the environment. Green chemistry finds its distinct and well specified role in protecting the degraded environment, subjects like sociology, economics, education and philosophy are involved in a number of ways. Environmental laws are always enacted for the protection of the environment. So environmental education is of a multidisciplinary nature where different aspects are dealt with through a holistic approach.

10. How do environmental awareness help to protect our environment? 

Ans : The world today is confronted with the great problem of environmental degradation and pollution. Different types of pollution, fast depleting forest resources, rapid population explosion, expanding industrialization, unplanned urbanization, mining, soil erosion etc. have created ecological imbalances in recent years. Man’s quest for economic development has been mainly responsible for the ruthless exploitation of natural resources. Moreover, the highly materialistic, greedy and luxurious life style and attitude of the human race has led in indiscriminate exploitation and destruction of the natural resources. All these activities have become a threat to the very existence of a number of living organisms. So creation of public awareness is a must to protect the environment from further deterioration, Environmental problems can be best addressed if the people become environmentally aware. No government can solve these problems by simply implementing certain environmental protection rules if people do not coOperate. People are to be environmentally educated. They should learn that if we degrade our environment today, we will have to suffer tomorrow and our future generation will be in great danger. We are a part of the environment and it is our duty to protect it.

VERY SHORT TYPES QUESTION & ANSWER MARKS:

1. What do you mean by environment?

Ans: “Environment’ means a surroundings which provide to all the organisms the necessary conditions to live in harmony with each other.

2. What is original term of ecology? 

Ans: The original term of ecology is ‘oekologie.

3. Who first defined ecology?

Ans: German zoologist Earnest Hackle.

4. What is the meaning of ‘ecology?

Ans: The term “ecology” means “the study of house.

5. What is the thickness of biosphere?

Ans: It extends 6 km above the earth’s surface and 6 km below of the sea level.

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EVS Project (Class 11 ICSE): FYJC

February 27, 2022 by studymumbai Leave a Comment

EVS Project for ICSE Class 11 (FYJC) students.

Guidelines for writing project report

It is mandatory for the students to write project reports according to the following guidelines. A reference list of project topics is usually provided by the school/college. Evaluation of Project work is done according to the guidelines.

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Selection of the project topic (Introduction) : Student is expected to write briefly about the subject and the reasons for selecting the particular topic. Brief history, new updated information, current status of the topic should be included in introduction.

Importance of topic : Student has to write the precise importance of project work by identifying the present environmental, scientific and social value of the project topic.

Objectives of the project work : This should have the write up on what you will do in the project work and must write the appropriate objectives. The objectives of the project work should be in proper manner.

Project work methodology : A short description of how the information will be obtained under the practical approach. It is necessary to use a variety of data collection methods which includes survey, questionnaire, interviews, experiments, field observations, site visits, etc. The students should generally consider their local environmental issues for the project work (but not limited to). So that they can identify and formulate solutions to the problems surrounding them. Students should be encouraged to illustrate the problems of the selected environmental issue. Encourage use of the newspapers / self-drawn pictures/ photographs of the issues taken by the students themselves.

Observations : The data / information obtained from the selected topic should be depicted in the form of observation tables, graphs and brief points. The next part – conclusion is based on the observations recorded.

Analysis of data : It is an important step to analyze/evaluate the observations based on a various numerical or statistical methods, e.g. Mean, mode, median, correlation, average, percentage etc. Based on this analysis it becomes more accurate and effective. By this method, you can effectively indicate the numerical values through graphs, histograms, and images.

Results & Conclusions : The results should have interpretation and inference of the data / information obtained.

• Topic: Make a list of people who have worked in Maharashtra for environment conservation and document the work done by them.
• Topic: What is an Ecological Pyramid? Explain all the ecological pyramids given in the notes.
• Topic: Enlist some Do’s and Don’ts during respiratory group of diseases. What precautions should we take in case of current Covid-19 Pandemic?
• Topic: Collect the information about “Nobel Peace Prize” winner Environmentalists (at least two) and write about the work done by him/her and what message you get from this information.
• Topic: Collect the information regarding any one of the nationally recognized movements related to the environment and prepare a short report on it.

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Maharashtra Board Class 11 Environmental Education (पर्यावरण शिक्षण) Books in Marathi Medium

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Maharashtra State Board Class 11 Environmental Education (पर्यावरण शिक्षण) Book in Marathi Medium

Maharashtra Board Class 11 Environmental Education (पर्यावरण शिक्षण) Books in Marathi Medium helps students to improve their knowledge and growth in the academic curriculum. Environmental Education (पर्यावरण शिक्षण) is considered one of the most important and very useful subjects that guide students to improve their daily life experience along with the academic activities too.

Maharashtra Board textbooks are developed by the highly professional subject experts keeping in mind the usefulness of the subject in the student’s personal growth. Textbooks enable the learners to gather in-depth knowledge from the subject. It further contains the information that helps students to easily recall all the studied topics.

MSBSHSE Class 11 Environmental Education (पर्यावरण शिक्षण) Books (Latest Edition)

Students studying in Class 11th should always refer to the latest edition of books as it will enable them to gather new information and new changes (if any). Over the years the books are revised and various things are being updated. Therefore a maha board student should refer to the Latest Edition of MSBSHSE Class 11 Environmental Education (पर्यावरण शिक्षण) Books. The updated textbooks of Maha board class 11 Environmental Education (पर्यावरण शिक्षण) are available on Selfstudys platform. 

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Class XI Environmental Education (पर्यावरण शिक्षण) Book Based On Syllabus

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• Class 11th /

Class 11 Environmental Chemistry

• Updated on  
• Jul 9, 2021

Class 11 chemistry syllabus comprises a specific chapter on Environmental Chemistry which provides students with a critical analysis of the deteriorating conditions of the environment . The concluding chapter of Class 11 Environmental Chemistry, it sums up the syllabus on an awakening note on the environment and how the planet earth is facing and unravels the essential features of environmental chemistry. As the topic is completely theory-based, we have drafted simple study notes for your thorough understanding and to help you ace this chapter by enlisting all the key pointers you must know about. 

This Blog Includes:

Troposphere, stratosphere, thermosphere, hydrosphere, lithosphere, natural pollution, man-made pollution, biodegradable pollutants, non-biodegradable pollutants, tropospheric pollution, the greenhouse effect, class 11 environmental chemistry notes pdf, environment chemistry notes for jee, environmental chemistry class 11 project, environmental chemistry class 11 ppt, environmental chemistry class 11 questions , environmental chemistry class 11 ncert solutions.

NCERT Class 11 Environmental Chemistry PDF

Classification of the Environment

The topic essentially involves the classification of the environment under various layers of the atmosphere. The atmosphere is a mixture of a number of gases that surround the Earth and acts as its cover. Here are the layers of the atmosphere:

This is the first or the lowest layer of the atmosphere, ranging from the Earth’s surface to the Stratosphere. It contains water vapours and has the greatest influence on air pollution.

It is right above the Troposphere and below the Mesosphere. The ozone layer is also present in this region.

This is the third layer which is above the Stratosphere and below the Thermosphere. The Mesosphere is the coldest region of the entire atmosphere with a temperature ranging from -2 to 92 degrees Celsius.

The upper region of the atmosphere that is right above the Mesosphere is known as the Thermosphere. It is the hottest region of the atmosphere with a temperature of around 1200 degrees Celsius.

As per class 11 environmental chemistry, this is the top-most layer of the atmosphere which contains various ionic or atomic compounds of oxygen, hydrogen, and helium.

This is the aqueous cover or envelope around the Earth, which includes oceans, lakes, and other water bodies.

This is the rock-solid portion, which includes the mountains and other rocky bodies of the Earth.

This is the foremost biological envelope of the Earth that supports living beings like animals, birds, human beings, etc.

Environmental Pollution and its Types 

The very next topic of class 11 environmental chemistry notes is pollution.The contamination of the environment or the presence of unwanted/ toxic substances in natural resources or the environment is known as environmental pollution. The toxicity in the resources arises mostly due to human activities through natural disasters. All of these can highly contaminate the atmosphere, air, and soil.

As there are various types of pollutants and their causes, we will now study them in detail. Mentioned below is an advanced categorization of types of pollution:

Natural pollution is caused by natural resources or nature-based activities, for example, volcanic eruptions, methane gas release from the paddy fields, forest fires, etc.

Man-made pollution results from the excessive interference of humans in nature, or activities like burning fuel, industrial effluents, excessive use of pesticides and chemicals, deforestation, etc.

The substance which is either produced by natural activities or man-made activities that can potentially affect the natural composition of the environment is known as a pollutant. Pollutants also trigger pollution at a higher level. As per the class 11 environmental chemistry chapter, pollutants can be bifurcated into two categories depending upon their nature:

The pollutants that can be degraded by the microbial or biological actions of nature are known as biodegradable pollutants. For example, natural wastes, or domestic sewage.

The pollutants that cannot be degraded or acted upon by the biological on microbial activities are known as non-biodegradable pollutants. They undergo biological magnification which can be of two types such as wastes including glass, phenols, plastic, etc. and poison including pesticides, radioactive substances, heavy metals, etc.

The concept of environmental chemistry holds significant importance in class 11 chemistry syllabus. Tropospheric environmental pollution occurs due to the presence of toxic or undesirable gaseous or solid substances in the air. The major pollutants causing this pollution are:

• Gaseous Pollutants such as oxides of nitrogen, sulfur, carbon, hydrocarbons, ozone, hydrogen sulfide, oxidants, etc
• Particulate Pollutants including fumes, dust, smog, mist, smoke, etc.

Acid rain is a very high-scoring topic in class 11 environmental chemistry chapter. When the highly acidic compounds in the atmosphere react with rainwater, they increase the acidic level of water and result in acid rain. The pH level of rainwater is 5.6 , which is acidic due to the presence of the H+ ions formed by the reaction of acidic compounds present in the atmosphere.

H 2 O (Iiq) + CO 2 (gas) -> H 2 Co 3 (aq)

There can be several sources that result in acid rain, but it mostly occurs because of the burning of fossil fuels. This contains highly toxic nitrogenous or sulfur matter like coal, petrol, or diesel that produces sulphur dioxide or nitrogen oxides.

The SO 2 and NO 2 chemicals, after the oxidation reaction with water, resulting in acid rain. This polluted water contains a number of particulate matters that catalyze the oxidation reactions.

A large section of class 11 environmental chemistry chapter has a dedicated section to the greenhouse effect and its impact on the environment. Let us understand the same.

More than 70% of the solar energy entering the ecosystem of the Earth is absorbed by the Earth’s surface, which results in an increase in temperature. The remaining heat and solar energy radiate back to the Earth’s atmosphere. Some traces of the heat remain trapped by gases like methane, carbon dioxide, ozone, water vapour, or chlorofluorocarbon compounds. This further increases the temperature of the atmosphere and causes global warming. 

Greenhouse gases are one of the factors behind the increase in the Earth’s temperature and melting polar ice caps. Ultimately it results in the consequential submerging of the coastal landmass. The greenhouse gases are carbon dioxide, ozone, methane, chlorofluorocarbons, water vapour, etc. Altogether they increase the Earth’s temperature and the possibilities of the spread of infectious diseases.

Now that you are aware of everything related to class 11 environmental chemistry. Here are some class 11 chemistry environmental chemistry important questions for you to practice:

• Name the diseases caused by sulfur dioxide. 
• Explain different layers of the atmosphere.
• What are natural pollutants? Explain with examples
• What is the difference between biodegradable and non-biodegradable pollutants?
• What is acid rain?
• How is greenhouse gases affecting the climate?
• How is chemistry used in the environment?
• What are the ill effects of hydrocarbons?
• What are the ways to control water pollution?
• Explain green chemistry.

 It is the study of the environment and the chemical processes taking place and their corresponding effects through anthropogenic activities. 

This is the first or the lowest layer of the atmosphere, ranging from the Earth’s surface to the Stratosphere. It contains water vapors and has the greatest influence on air pollution. Tropospheric environmental pollution occurs due to the presence of toxic or undesirable gaseous or solid substances in the air. The major pollutants causing this pollution are: Gaseous Pollutants such as oxides of nitrogen, sulfur, carbon, hydrocarbons, ozone, hydrogen sulfide, oxidants, etc Particulate Pollutants including fumes, dust, smog, mist, smoke, etc.

Carbon dioxide, methane, nitrous oxide, CFCs are responsible for the greenhouse effect.

Thus, we hope that these study notes of class 11 environmental chemistry must have cleared all your doubts on this topic. Choosing the right career path after 12th is a crucial decision which needs meticulous research and expert guidance. Reach out to our Leverage Edu experts and we will guide you in making an informed decision from choosing the right degree course and university in your field of interest to helping you throughout the admission process as well. Hurry up! Sign up for an e-meeting now. 

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TS Inter 1st Year Environmental Education Study Material Telangana | TS Intermediate 1st Year Environmental Education Textbook Solutions Pdf

Here you will find Telangana TSBIE State Board Syllabus TS Inter 1st Year Environmental Education Study Material Pdf free download, TS Intermediate 1st Year Environmental Education Textbook Solutions Questions and Answers in English Medium and Telugu Medium according to the latest exam curriculum. The chapter-wise TS Inter 1st Year Study Material will help the students in understanding the concept behind each question in a detailed way.

Students can check the TS Inter 1st Year Environmental Education Syllabus & TS Inter 1st Year Environmental Education Important Questions for strong academic preparation. Students can use TS Inter 1st Year Environmental Education Notes as a quick revision before the exam.

TS Intermediate 1st Year Environmental Education Study Material Pdf Download | TS Inter 1st Year Environmental Education Textbook Solutions Telangana

Unit I Man and Environment

• Chapter 1 Dimensions of the Environment
• Chapter 2 Environmental Stakeholders
• Chapter 3 Population Explosion and its Consequences

Unit II Environment and Development

• Chapter 4 Factors Affecting Development
• Chapter 5 Effects of Industrial Development
• Chapter 6 Development in Telangana

Unit III Environmental Pollution and Global Issues

• Chapter 7 Types, Sources and Effects of Pollution
• Chapter 8 Natural and Man-made Disasters
• Chapter 9 Global Environmental Issues

Unit IV Energy

• Chapter 10 Demand for Energy and Energy Consumption Patterns
• Chapter 11 Conventional and Non-Conventional Sources of Energy
• Chapter 12 Energy Conservation

Unit V Bio-Diversity

• Chapter 13 Concept, Types and Threats to Biodiversity
• Chapter 14 Significance of Biodiversity
• Chapter 15 Conservation of Biodiversity

Unit VI Environmental Management

• Chapter 16 Environmental Impact Assessment (EIA)
• Chapter 17 Pollution Control
• Chapter 18 Environmental Audit (EA)

Unit VII Sustainable Development

• Chapter 19 What is Sustainable Development
• Chapter 20 Environment Laws and Policies
• Chapter 21 Global Conferences on Sustainable Development

Unit VIII Sustainable Agriculture

• Chapter 22 Conventional Practices of Agriculture
• Chapter 23 Sustainable Agriculture
• Chapter 24 Management of Agriculture Produce

TS Inter 1st Year Environmental Education Syllabus

Telangana TS Intermediate 1st Year Environmental Education Syllabus

Chapter 1 Dimensions of the Environment Meaning of the term “Environment”, Relationship between Man and Environment, Impacts of Man on the Environment, Dimensions of the Environment, Legacy for future generations, Water cycle, Bio-geo-chemical Cycle, and Oxygen cycle.

Chapter 2 Environmental Stakeholders Meaning of Environment stakeholders, Categories of stakeholders, ‘3Rs’ Approach, Benefits of the stakeholder consultation process, 4 case studies on the issue of stakeholder participation.

Chapter 3 Population Explosion and its Consequences Meaning of the term population and population explosion, Causes of population explosion, Consequences of population explosion, and Population control measures.

Chapter 4 Factors Affecting Development Understanding the term “Environment” and “Development”, Factors that affect Development – Physical, Social, Economic, Social evils – causes, effects, and solutions.

Chapter 5 Ill Effects of Industrial Development Pollution in terms of Industrial Development (Types), Reasons why pollution control measures are difficult to implement, Impacts of Industrial development and human activities on the environment, and Need for sustainable development.

Chapter 6 Development in Telangana Development in Telangana State – Agricultural Sector, Industrial Sector, Services Sector Telangana Industries – IT Sector, Mining, Pharma Industry

Chapter 7 Types, Sources and effects of Pollution Understanding the term Environmental Pollution, Sources, effects and control measures of air pollution, Sources, effects and control measures of noise pollution, Sources, effects and control measures of water pollution, Definition, causes, effects and control of soil pollution, Definition, sources, effects, control of thermal, nuclear and plastic pollution, Solid Waste definition, types, effects and handling of wastes.

Chapter 8 Natural and Man-made Disaster Understanding the term “Disaster”, Types-Natural and Man-made disasters, Natural disasters – Types, effects, damages, Man-made disasters – Types and their description, Disaster management, and Examples of Global Environmental Disasters.

Chapter 9 Global Environmental Issues Definition of Global Environmental Issues, Major current Environmental Problems.

Chapter 10 Demand for Energy and Energy Consumption Energy consumption (definition), Types of energy consumption, Energy consumption in India.

Chapter 11 Conventional and Non-conventional Energy Sources of Energy Sources of energy – Conventional sources of energy, Non-conventional sources of energy, Its advantages and disadvantages, Types of non-conventional sources of energy – Solar energy – Advantages – disadvantages, Wind energy – Advantages – disadvantages, Geothermal energy, Hydrogen energy, Tidal energy, Wave energy, Hydrogen energy – Advantages – disadvantages, Biomass energy – Advantages – disadvantages, Nuclear energy – Advantages – disadvantages.

Chapter 12 Energy Conservation Need for Energy conservation, Energy saving tips

Chapter 13 Concept, Types, and Threats to Biodiversity Definition of Biodiversity and its types, Bio-geo-graphical classification of India, Threats to Biodiversity.

Chapter 14 Significance of Biodiversity Benefits of Biodiversity

Chapter 15 Conservation of Biodiversity Measures to conserve Biodiversity – Insitu conservation, Exsitu conservation, Acts of Biodiversity.

Chapter 16 Environmental Impact Assessment (EIA) The environmental Impact Assessment Definition uses Methodology and an Environmental Impact statement.

Chapter 17 Pollution Control Air pollution control, Water pollution control, Solid waste management, Hazardous waste management, Biomedical waste management, E-waste management, Radio active management.

Chapter 18 Environmental Audit (E.A) Definition of Environmental Audit and its types.

Chapter 19 What is Sustainable Development Sustainable Development Definition, Uses, Threats, Sustainable Consumption Definition, the difference between Sustainable Development and consumption.

Chapter 20 Environmental Laws and Policies Environmental law of India – Its policies and activities, Pollution Control Boards.

Chapter 21 Global Conferences on Sustainable Development Environmental issues and problems, Stockholm Declaration – 1972, Brundtland Commission – 1983, The Rio Summit, Montreal Protocol – 1987, The Kyoto Protocol – 1997, The Paris Protocol – 2015.

Chapter 22 Conventional Practices of Agriculture Definition, Methods, Impact, Benefits, Impact of Conventional Agricultural Practices.

Chapter 23 Sustainable Agriculture Definition, Principles, Methods

Chapter 24 Management of Agriculture Produce Causes of Harvest loss and its solution, Steps involved in pre-Packing produce management.

We hope this TS Intermediate 1st Year Environmental Education Study Material Pdf Download in English Medium and Telugu Medium will be useful for students to attain the right approach for precisely answering the textbook questions. If there is any trouble in grasping the concepts related to TS Inter 1st Year Environmental Education Textbook Solutions Telangana, drop your questions in the comment and we will get back to you with a solution in time.

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Environment Education EVS

Enhance your understanding of Environmental Studies with 11th Commerce projects of maharashtra board. Download free PDFs

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ISC Class 11 Physical Education Syllabus 2024-25: Download PDF for complete syllabus

  isc class 11 physical education syllabus 2024-25:  in this article students can download the isc class 11 physical education syllabus 2024-25 pdf here. check out the complete syllabus to know the topics, course structure, and practical details and more. find the relevant details regarding syllabus..

ISC Class 11 Physical Education Syllabus 2024-25: Aims

• To gain an understanding and insight into the modern and emerging concepts as well as future prospects of Physical Education. 
• To create awareness of the necessity for vigour and efficiency through physical fitness. 
• To facilitate physical, intellectual, emotional and social development of students. 
• To develop an understanding of the physiological, socio-cultural and psychological factors which influence Physical Education. 
• To create awareness of the necessity to develop a good posture and physical poise. 
• Give special attention to physically challenged children. 
• To create opportunities to develop esprit de corps, courtesy, sportsmanship, social skills, democratic conduct and ideals. 
• To develop skills of planning as well as practical skills in order to perform effectively. 
• To develop the ability to relate practice to classroom learning and vice-versa.

ISC Class 11 Physical Education Syllabus Key Highlights

Isc class 11 physical education syllabus 2024-25, paper i- theory: 70 marks.

Any two of the following games are to be studied: 

- Cricket, Football, Hockey, Basketball, Volleyball, Badminton, Tennis, Swimming, Athletics. 

- The following aspects should be studied for each of the two games selected by the candidate.

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