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9 Environmental Science Modern Methods part 4


Different Stages or Source Method
1. Primary Stage
According to Dr. Keatings original sources can be used for creating atmosphere in the
lower forms as such a use does not necessitate any great exposition. For example, reading
of Guru Gobind Singh’s Zafarnama will make the pupils realize the atmosphere lead to his
death. Reading of couplets of Bhakti movement will help them to realize the causes leading
to it.
2. Secondary Stage
Sources can be profitably used in the secondary stage to encourage pupils to collect,
examine and correlate the facts and to compare and rationalize different conflicting accounts
of characters. To begin with the exercise should be fairly simple.
Following points should be borne in mind to achieve satisfactory
1. The children themselves must read an original source carefully. The source book
is not available to all the pupils. Cyclostyled copies of the extracts should be pasted
on the blackboard to be copied by them.
2. Use of Library after the oral work by the teacher is over the pupils should go to
study the source books in the library
3. Now a separate time should be fixed when the teacher, along with his pupils, could
discuss the sources.
4. After the discussion is over, the teacher may give the assignment to the pupils. At
the initial stage it is better to give a little practice in giving well-considered answers.
The pupils should be asked to write their own impressions and inferences.
Use of Sources at Various Stages of the Lesson
1. At the pre-lesson stage sources can be used to motivate the pupils for a particular
lesson. For example, while dealing with the Ranaissance Movements in India and
highlighting its causes the teacher may quote Raja Ram Mohan Ray and Keshab
Chandra Sen. To prepare the pupils for the study of Bhakti Movement he may
recite a number of couplets of Bhakti saints.
2. Sources can be used for developing the lesson. For example, the teacher may quote
the following extracts from the accounts of Hieun Tsang while teaching about the
people of India during Harsha’s period.
3. Although they are naturally light-minded, yet they are upright and honorable.
They are not deceitful in their conduct and are faithful in their oaths and promises.
In their rules of government, there is remarkable rectitude.
4. Such extracts may create more appeal they may impart reality and vividness to the
lesson and reinforce the impact of teaching. As curiosity of the pupils is whetted
they are eager to learn more and more.
5. Sources can be used when the teacher finishes the lesson he may give to the
students interesting and useful extracts from the original or secondary sources.
The students may be asked to write answers to some questions on this basis.
Sources are particularly useful for the gifted students who can be encouraged to
pursue their interest in a particular topic make critical thinking, analysis and
prepare, an account of study.
Advantages of the Source Method
1.Creating a sense of vividness and reality
Use of sources in the teaching of Environmental Science gives a touch of realism to the
subject.
2. Satisfying the Curiosity of Children about the Question
Sources give the children an insight into the methods by which Environmental Science
have been built up. The sense of curiosity so important for a student of Environmental
Science can be particularly developed through this method.
3. Creating a Right Type of Atmosphere
The sources vitalize the subject and create a congenial and motivating atmosphere for
its study.
4. Mental Exercises
These include right thinking, and imagination, comparing and analyzing, drawing
inferences, self-expression and discussion.
5. Illustration and Supplementation
The original sources can be used to illustrate more important points in support of an
oral lesson or to supplement the one-sided picture of historical, political, economic and social
accounts.
6. Initiation in Research
The method initiates the pupils in research, which can later prove useful.
7. Use at all Stages
Though most suitable .for the pupils of higher classes this method can be used by the
pupils of primary classes also with advantage.
8. Meaning
The study of Environmental Science through source method makes’ the subject more
concrete and meaningful.
Limitation of Source Method
1. It is not a possible way for the teacher of schools to have easy access to the original
sources.
2. Use of sources is not easy for the teachers who are not trained in their use.
3. Source method is too complex and technical. Its use is difficult at the junior stage
and at the senior stage also its frequent use is doubtful.
4. As the sources are available in many languages and scripts covering a period of
more than three thousand years, the teachers cannot be conversant with sources
in different scripts. This makes their use difficult.
5. There is also the difficulty of sifting the suitable evidences from a multiplicity of
sources for their use.
Suggestions
In the case of use of source method in Environmental Science, “The road traveled is
more important than the destination reached.” Use of the method for selected topics may
make the study of Environmental Science more real and interesting. The use of sources
should be well planned and purposeful, well directed and geared to the need of the subject
and to the specific skills and understandings it seeks to develop. Finally, there is no single
method of teaching Environmental Science under all topics’ and all situations. There are
many and varied methods, which may be used depending upon the ingenuity of the teacher,
available resources and receptivity of the pupils.
5. SOCIALIZED RECITATION
Socialized Recitation is an ideal classroom procedure, aiming at Eliminating of the
traditional formal and lifeless classroom atmosphere. Generally speaking, the wider the
participation of the pupils, the greater and quicker the learning on the part of the pupils.
Socialized Recitation meets this demand. It promotes better relationship among pupils and
between teacher and pupils along with a sense of freedom and spontaneity. Under this
method pupils achieve better, results with less strain upon their energy.
Objectives of socialized recitation
According to Harold Benjamin the following are the main objectives of Socialized
Recitation :
1. To develop techniques useful in-group work.
2. To stimulate reflective thinking.
3. To supplement previous knowledge.
4. To encourage creative expression.
5. To practice the techniques of co-operative thinking.
1. The chief evil was the old-time recitation of emphasis on teacher activity, to the
neglect of pupil activity. The subject matter occupied the most important place in
teaching. The main function of the teacher was the drilling of the facts into the
minds of the pupils. As no worthwhile attitudes or skills were developed the pupils
felt indifferent lifeless and dull under such a procedure. It was almost impossible
to motivate study under these conditions. Pupils regarded their lesson as a tedious
and tiresome task.
2. Many proposals were made against this passivity and listlessness in the classroom.
Shaken from the teacher emphasis was placed on the pupils who become the centre
of educational process. The old system of teaching was replaced by a new procedure
of socialized recitation, which brought about more pupil activity a liberation of
school control and a new era in the classroom, which made the pupil and his
activities more prominent than the teacher or the subject matter. The traditional
class was transformed into a socialized one not dominated by a few individuals but
belonging to all members of the class. In fact, Socialized Recitation is “Group
consciousness and the feeling of individual responsibility towards the group.” Group
discussions became very common. Various devices and aids of teaching supplemented
textbook. The pupil’s personality developed in a natural way under such conditions.
Incentive was provided for exercising initiative, originality and independent thinking.
Group thinking was developed. The classroom becomes a unit of dynamic group life
in an atmosphere of freedom and spontaneity.
3. Committee Meeting. Varying from a simple informal organization to a complex
parliamentary one informal Socialized Recitation may assume any form. It may be
a sort of committee meeting in which the members decide on an agenda freely
express their ideas willingly share their information and arrive at some definite
conclusions about a certain issue or problem.
4. It may be a form of socialized group discussion in which members of the group elect
their own chairman to guide the discussion.
5. It may have a president, a secretary and to the reflected officials to carry on the
discussion in a parliamentary procedure. However, no procedure can be used exactly
the same for all teachers as both teachers and classes have different characteristics.
A wise teacher should evaluate these forms and use them in building up a technique
of his own.
General Plan of socialized procedure. In a general plan of socialized procedure used
with success in many schools the lesson or topic is divided into four or five parts and the
classes also divided into four or five groups. Each group of students is assigned one part of
the lesson under its chosen student leader. Each group plans its own work and executes it
according to its own plan. The teacher approves planning though he does not dictate. Questions
are asked, comments are offered and discussions are held freely and frankly in groups. The
members of the group may discuss any point that is not clear to them. After the group has
completed the discussion, the leader offers additional information that he thinks essential.
Members of the groups place there, observations and conclusions before the whole class.
Then the teacher offers his own remarks if he feels that certain points have not been
touched upon by the pupils or if define conclusions have not been reached. The leadership
should be changed from lesson to lesson to provide equal opportunities to all pupils. This
creates confidence in even intellectually backward students.
Role of the teacher in Socialized Recitation
The success of socialized recitation depends upon the role of the teacher. He sets the
stage, gives the promptings as and when necessary and then sums up the conclusions or
generalizations, arrived at. Socialized Recitation succeeds due to the careful planning and
judicious guidance of the teacher who no longer dominates the scene but acts simply a
member of the group. He retains control of the class as a guide, a leader, an adviser and
a helper rather than a traditional master.
Limitation of Socialized Recitation
1. Proper attitudes skills and ideals. As important classroom procedures Socialized
Recitation develops proper attitudes, skills and ideals. As the aims of education-are
constantly changing today attitudes and ideals are emphasized more than mere
knowledge in Environmental Science in _which the development of right attitudes
is the major aim of teaching.
2. Socialization of the child. Socialized Recitation trains pupils for participation in a
social environment, which implies freedom in conversation, readiness to mix in
friendly groups and ability to work with others for a common cause. Under the
stimulus of group consciousness, the child develops a spirit of initiative, organization,
co-operation, courtesy and goodwill.
3. Training in leadership. Socialized recitation method imparts training in initiative
and leadership. In ordinary classroom procedure, training in these traits of character
is very much neglected. In Socialized Recitation, ample opportunities are provided
for pupil leadership and pupil planning. Each individual is given a chance to express
what he feels and thinks.
4. Spirit of co-operation. Socialized Recitation is possible only when pupils are cooperative with one another as well as with their teacher. This develops the spirit
of co-operation. In our present day complex society, the feeling of inter-dependence
and the spirit of willingness to sacrifice self for the group are needed more than
anything else. As Socialized Recitation contributes greatly to this ideal, it occupies’
an important place in our educational programmed.
5. Clear thinking. The pupil was not expected to think at all under the old system of
recitation. He was required to produce what was given in the textbook. In new
Socialized Recitation method only pupils are provided with opportunities to discuss
to criticize and to evaluate problem facing them. This creates clear thinking so
much needed today. In a newly born democracy sound judgment and constructive
criticism are not possible without clear thinking.
6. Self-expression. Socialized Recitation method provides ample opportunities to pupils
to express their thoughts in an atmosphere of freedom and spontaneity. If the
pupils are provided chances to express themselves” better understanding prevails
in the learning process. It develops the power of talking and expressing oneself.
7. Motivation. Socialized Recitation provides motivation. The pupil is engaged in a cooperative task with the list of the group. Each pupil begins to feel his responsibility.
In accomplishing the work at hand everyone tries to do his very best for the group.
This motivates learning essential in all teaching procedures. .
Delimitation of Socialized Recitation
1. Inadequate acquisition and mastery. The use of this method is not adequate for the
acquisition and mastery of subject matter. Much time is uselessly wasted in
Socialized Recitation procedure.
2. Wandering away from the subject. This method creates the tendency of the class to
wander away from the subject. By careful guidance the teacher must lead the class
to the point at issue through his tact and resourcefulness. He should be merely a
stage-setter and a passive spectator of the lesson.
3. Futile discussion. Socialized recitation may lead to futile discussion. Some students
argue things for the sake of argument. Others argue simply to prove their point,
though it has no direct connection with the lesson and topic in hand. Here the
teacher should be alert enough to prevent useless debates.
4. Domination by a few assertive pupils. Here while few pupils may dominate the
entire lesson such domination is not conducive to the values that should result
from the use of this method. It is the duty of the teacher to plan recitation in such
a way that a few students do not monopolize the lesson. The teacher must ensure
the socialization. Of all the pupils and not merely a few of them.
5. Exclusive use of socialized recitation. The exclusive use of this method at all times
is a dangerous move. There are times when it should not be used at all. Every
lesson should be more or less socialized in the sense that students are given chances
to actively participate in it. However, mere socialization cannot serve the purpose
in Environmental Science.
Suggestion to Make Socialized Recitation Effective
1. It should centre round a topic important from the pupil’s point of view and in which
pupils express interest.
2. The teacher should prepare how to handle possible conflicts and reduce tensions
and blocks in good human relations. The planning should be flexible enough to
permit adjustment as the socialized recitation proceeds.
3. A friendly atmosphere should prevail during the period of socialized recitation.
Each pupil should be made to feel that he has something significant to contribute
and that his ideas are valuable. The teacher should help pupils to understand that
one. May disagree without being unpleasant or destructive.
4. The teachers should have adequate control over the procedure. He should be able
to see that socialized recitation “keeps on the track” and the class moves from
discussion to decision’ and from decision to action. The degree of control to be
exercised by the teacher depends on maturity of the group, previous practice in
self-direction, interest and spirit of cooperation among pupils.
5. Socialized recitation should never be used to spread prejudice. Pupils should be
encouraged to substantiate their own personal opinions with accurate information
and typical thinking about the topic or issue. Each pupil should be given an
opportunity to clarify his point and to convince the groups of the wisdom of his own
insight to truth. Monopolized by a few students. The teacher must ensure the
socialization of all the pupils and not merely a few of them.
6. The exclusive use of this method at all times is a dangerous move. There are times
when it should not be used at all. Every lesson should be more or less socialized
in the sense that students are given chances to actively participate in it. However,
mere socialization cannot serve the purpose in Environmental Science.
6. SUPERVISED STUDY METHOD
Immediate surroundings and community afford many opportunities for supervision.
Concrete tangible, visible and describable data on cultural, industrial, political and geographic
facts and relationships prove invaluable for the teaching of Environmental Science.
Observation lends vitality to the subject matter of Environmental Science. Direct experiences
are more effective in the process of learning they are also retained for a longer period of
time. As rich, full-bodied purposeful experiences seen, handled, tasted, touched, felt and
smelled. They are the unabridged version of life itself. A trip to a monument, a fort, a
temple, an institution, provides its first-hand experiences, which are real. The children can
see them, ask questions about them and examine them. Such experiences are highly conducive
to learning.
Utilization of Supervised Study Method
Under the careful guidance of Environmental Science teacher’s supervision provides
the pupils ample opportunities for asking questions, gathering data and pooling information.
Visit to telephone exchanges, newspaper and telegraph offices clarify ideas about
communication. Study trips to airports and their transportation centre show how people and
goods are moved about. Production and consumption can be understood better when pupils
see the stores, the markets and factories of the community.
Techniques for Supervision Study
1. Field Trips
Field Trips are under taken for securing information, changing attitudes, awakening
interests, developing appreciation, promoting ideas and enjoying new experiences. Used to
initiate a unit Method of Teaching of study they may be a part of its core and they can give
it the final touch.
2. Community Surveys
Community surveys foster comprehensive understanding of community structure and
processes in their everyday operation, interaction and complexity. In stimulating depth of
insight into vital community problems and trends, which have been influenced by past
conditions, present developments and future prospects community surveys are very useful.
3. Community Service Projects
Community service Projects involve individual activity of an integrated, mental, physical,
emotional and spiritual nature. They are of genuine educational value to the pupil as well
as to the society.
There can be no difficulty in preparing a catalogue of the available resources for proper
and detailed study if the teacher is resourceful and the class is enthusiastic and clever. The
resources, which need to be observed by the pupils, vary from community to community.
There may be classified under various heads such as resources of geographical, historical,
cultural, economic and scientific interests.
Suggestion for Supervision Study
Supervision study is a most scientific and new teaching method adopted by the Indian
Education system. Under this method the subject teacher observed and supervised the
student to study. With the help of subject teacher students prepared their program and
completed their content.
This method cannot be successful with out the help of subject teacher but due to its
limitation it is not much successful in Indian education system.
Conclusion
Used with other methods and procedures such as supervised study Socialized Recitation
may be profitably used for review-work and for problem solving. The socialized recitation
procedure can use all the devices, projects, problems and activities available under other
methods.
It is not a solution to all classroom problems but only a procedure to be frequently used
by the teacher too much advantage. As teaching is not a mechanical process anyone method
can be recommended for all occasions. To summarise success in the use of Socialized Recitation
depends upon the class, the teacher and the aim of the lesson that teacher keeps before him.
QUESTIONS
1. Describe the various methods adopted for the teaching of environmental science in the
primary classes. Which is the best and why?
2. Describe the various methods. Which can be adopted for the teaching of environmental
science in the secondary classes? Which is the best and why?
3. Discuss the characteristics of the lecture method of teaching environmental science. Point
out its advantages and disadvantages.
4. Discuss the advantages and disadvantages of supervised method of teaching environmental
science.
5. Socialized recitation method is one of the best methods of teaching environmental science.
Discuss.

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9 Environmental Science Modern Methods part 3

Advantages of Discussion
1. Useful both for the Juniors and Seniors
Junior children learn through conversation and discussion, to take turns, listen
attentively, act cooperatively, speak distinctly, stand and sit correctly, respect the ideas of
others, share interests, ask pertinent questions, utilize simple information and comprehend
the problem before the group. Senior children plan and discuss problems with the entire
group and in smaller units. The group learns together and presents important information,
makes suggestio
ns, shares responsibility, comprehends the topic, evaluates the findings and
summarizes results.
2. Clarification and Sharpening of the Issues
In discussion new ground is discovered both for agreement, disagreement, and old ideas
and new ones may replace values.
3. Increase in Knowledge
Through discussion children crystallize their thinking and identify concepts needing
further study. Therefore, their knowledge of Environmental Science becomes clear.
4. Moderation
Through discussion students know and understand that difference in perspective need
not result in disaster and that people may believe in the same thing for different reasons.
5. Knowledge of Limitations
The student discovers what he did not know, what he has overlooked and wherein he
was mistaken both as to facts and the method of interpreting them. He may find out what
he knows and the surety with which he knows it.
6. Intellectual Teamwork
Discussion represents a type of intellectual teamwork resting on the principle that the
pooled knowledge, ideas’ and feelings of several persons have greater merit than those of a
single individual.
7. Tolerance
Discussion engenders toleration for views, which are at variance from those one holds.
8. Discovering Leaders
Discussion helps the teacher in discovering students with a potential for becoming
genuine leader.
3. PROJECT METHOD
The most concrete of all types of activity methods Project method provides learning
experiences suited to individual differences. Now here is a question that what is a project?
We can explain in these words that project is an activity willingly undertaken by the pupils
for the solution of a felt problem and leading to learning as prescribed in the curriculum.
It is concrete activity directed towards the learning of a significant skill or process. Having
a wide connotation project includes any activity like dramatics, pageants, making models,
drawing maps and charts, collecting pictures, preparing scrap books, going on historical
tours and exhibitions, preparation of Environmental Science wall newspaper, organization
of debates, etc. The project method transcends the subject -barrier because it is possible to
learn some literature, mathematics, art, etc., also while undertaking a project of
Environmental Science.
Basic Principles of the Project Method
1. Activity: The project involves mental or motor activity.
2. Purpose: Project should be purposeful, a felt need of the pupils.
3. Experience: Project should provide varied type of experiences to the pupils such as
manipulative, concrete, mental, etc.
4. Reality: Project should provide real experiences.
5. Freedom: the pupils should be free to undertake the different activities connected
with the project.
6. Utility: the activities undertaken in a project should be useful.
Steps of Project Method
1. Providing a situation
First of all, the project provides a suitable situation where the pupils feel a spontaneous
craving for carrying out a useful activity through conversation, discussion or exhibition of
pictures and models etc. the teacher discovers the interests, needs, tastes and aptitudes of
the children. While telling a story or taking the pupils out on a field trip initiates the pupils
to the world of projects, they are exposed to so many situations and they determine the
selection of the project. Enough opportunities should be given to the children to express
their ideas and to have discussions among themselves, as well as with the teacher. The
situations or problems provided to the pupils should be social as these provide better social
training and greater satisfaction.
2. Choosing
One of the important duties of the teacher is to so guide the pupils that they may
choose a good project.
3. Purposing
Kilpatrick has well said that the part of the pupil and part of the teacher in the most
of the school work depends largely on who does the purposing. It is practically the whole
thing. Purposing is the most important thing about a project. The teacher might fall a prey
to the temptation of making the choice of the project himself due to desire to get quick and
good results. This violates the most important principle of the method. The pupils should
make the final selection of the project. By self-choice and self-imposition pupils work
wholeheartedly and energetically. Thorough execution and successful completion of the project
they are stimulated to better planning. The teacher’s guidance to pupil-effort should not
hinder the development of the pupils who must make the final choice of the project. The
purpose must be common and acceptable to the whole class. The project “must enlist the
whole-hearted enlistment of the student.”
4. Teachers Role
The teacher should see that the projects satisfy a real felt need of the children and also
have educative potentialities. He should check that the’ pupils may not make a wrong
choice. He should forestall ill feelings arising out of failure. He should lead the students
tactfully to give up that choice and to make another. He should expose the pros and cons
of the project and1et the students reconsider their decision if the choice is not good. He
should resist the temptation of imposing his own idea on the pupil. Pupils do not take
interest in an activity thrust upon them.
5. Freedom and Utility
The pupils should be free to undertake the different activities connected with the
project. The activities undertaken in a project should be useful. Execution of the project
requires a lot of pupil activity. It is the longest of all steps. A series of activities have to be
taken up by the pupils such as collecting information, visiting places and peoples, interviewing
important personalities, consulting labels, observing specimens and curios, preparing maps
charts, diagrams and graphs of the data collected by various groups, surveying the locality,
studying books, keeping records, calculating prices, inquiring rates, writing letters, and
‘Thank you’ notes. The teacher should guide the pupils about the sources of relevant
information. He should provide them with necessary information sought for. He should
supervise the activities and watch the progress of the project. He should co-ordinate the
knowledge to be imparted through a project. He should see how an activity such as the
production of a play or a concert involves elocution, music, literature, craft-work, needleworld and art, along with the many calculations required in planning expenditure, keeping
accounts and producing a balance sheet or the practical science involved in stage lighting
and effects. The teacher should see that pupils get a variety of experiences and learn a good
deal as they undertake the activities.
6. Evaluation
In evaluation or appraisal of the work done the pupils must find out their shortcomings
and good points and review their work to find out that nothing has been omitted and that
the work has been carried out in accordance with the plan laid down. He should see that
mistakes committed are noted to serve as eye-openers for the future: Useful experiences and
successes should be reviewed to serve as good examples. The pupils should critically appraise
their work.
7. Recording
As impressions left unrecorded are likely to be wiped away from memory, pupils should
maintain a complete record of all activities connected with the project. Everything should
put down in the project book such as the choice of the project, ‘the discussions held, proposals
advanced and accepted, duties assigned, books and journals consulted, information sought
for, work undertaken, difficulties felt and experiences gained, short and long-term gains
obtained, self-appraisal important guidelines and future references etc. Thus, project-book
embodies the valuable experiences of the group. Well-prepared project books may be awarded
prizes to encourage the-pupils.
Teacher’s Role in the Project
1. As the teacher has got mature experience, deeper and broader knowledge than the
pupils, his guidance and prompting is indispensable. As the pupils are out on a
venture they need suggestions arid guidance at every step.
2. The teacher should save the pupils from faltering and floundering. He should give
help whenever it is required.
3. As a good prompter, just behind the curtain, the teacher should not make his
appearance on the stage for the stage is meant for the pupils.
4. As a keen observer and a true sympathizer the teacher should win the goodwill of
the pupils so that the pupils feel encouraged.
5. As a storehouse of information and knowledge the teacher should be able to anticipate
the difficulties and suggest remedies as and when necessary. The pupils might look
to him for help, guidance, solace and affection. As no method, however, good, is
superior to teachers, the need for devoted teachers is established.
Some examples of projects:
1. Story of Transportation through the Ages.
2. Akbar and his Age.
3. Mohammad and Islam.
4. The Age of the Ramayana.
5. The Mughal Age.
6. The Indian Renaissance.
7. Communication through the Ages.
8. One World,
9. Our Country.
10. Our City.
11. Our Food
12. Nationalist Movement in India.
13. Achievement After Independence in India.
14. The Socialist Movement.
15. Stages of Evolution of Human Beings.
Advantages of Project Method
1. Psychological.
Project method is planned in accordance with the psychological laws of learning. It
provides the most natural conditions of learning. Therefore, the child remembers the principles
learnt for a longer time.
2. Freedoms and Self-direction
Project method has an element of freedom. It is a method of self-direction. In it the
child learns to improvise, to invent, to experiment, to know in all ways possible and to
translate the knowledge into action. Thus, it develops the creative mind.
3. According to Maturity
According to the psychological concepts of maturation the Project method provides
learning material that suits one’s particular stage of mental development. While the more
mature pupils are given abstract and difficult features of the task in hand the simple leaner
are left to the others who are slow learners.
4. Social Benefits
As separate groups take responsibility for making their own contributions, which are
subsequently pooled and become the class effort, project method results in social benefits.
5. Training
Project method provides training for social adjustment. It develops the pupil’s capacity
to adapt themselves to their environment, to make use of whatever is available and to meet
a situation resourcefully.
6. Doing after Knowing
In project method the pupils learn and do because they understand the value of what
they learn and do in the carrying out their purpose. .
7. Democratic
Project method trains children in a democratic way of life. It encourages them to cooperate, to think and act together of a common goal. Teaching students to be responsible,
it gives them freedom within the framework of cooperative democracy.
8. Practical
Project method provides learning through practical problems by encouraging pupils to
achieve a deeper insight into principles through actually seeing them in operation.
9. Growth
Both the student and the teacher grow through project method. Stimulated by and
encouraged in his exploration of many materials the student approaches other areas of
learning in a similar manner. The teacher also grows in his understanding of a child’s
creative development.
10. Evaluation
An intrinsic standard of evaluation is set up in project method. As the pupils learn to
evaluate their own work, this evaluation reveals the mistakes and helps in rapid progress
and true learning.
Limitations of Project Method
1. Less Knowledge
While children taught by the project method often show astonishing knowledge of
details in odd things but they reveal real ignorance outside the projects. For example, while
an Environmental Science project may deal with construction of an ancient house with great
thoroughness yet the pupils may have no knowledge of the administration of Chandra
Gupta Maurya.
2. Difficult to Formulate
At a later stage of education, it is not easy to formulate projects having a satisfactory
degree of width and comprehensiveness.
3. Lack of Progress in Instruction
There is much difficulty in ensuring any kind of systematic progress in instruction.
4. Requires High Qualification of teachers
Very highly qualified teachers are required for success in this method. Teachers should
be zealous and well prepared.
The spirit of the project method is, in the words of Raymont, “whole-hearted purpose
on the part of the pupil.” It gives a wonderful practical approach to the learning of both
theoretical and practical problems. The responsibility of the success or otherwise of project
method rests with the teacher.
4. SOURCE METHOD
According to source method, pupils build up historical, political, social and economic
accounts, with the help of available sources, documents, historical accounts, biographies and
inscriptions, coins, travel accounts, religious and secular literature, etc. Pupils learn to know
about particular events to understand the process through which they arrive at the product.
Use the source method does not aim at converting the school children into full-fledged
historians and social scientists.
Objectives of Source Method
1. To enable the pupils to develop critical thinking by using the Sources and weighing
the evidence. .
2. To enable the pupils to form their own independent judgment through a critical
analysis of sources.
3. To develop skills of collecting data, sifting the relevant data organizing them and
interpreting them.
4. To create proper atmosphere to make the people and events of bygone times more
real to students.
5. To stimulate the imagination of the students for reconstruction of the past.
6. To develop and promote proper interest and right perspective inthe study of
Environmental Science.




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9 Environmental Science Modern Methods part 2

2. LECTURER CUM DISCUSSION METHOD
Lecture method is a one of the best method but it cannot be used every time and it is
not suitable for each and every topic and also for subjects. It can use as a main method and
other teaching methods can be used with it. The discussion method is the supporting method
and it can be used with the lecture method. Some social scientist says that it is a one of the
most valuable methods of teaching Environmental Science is discussion and “two heads are
better than one”. Wonderful results are achieved when a number of heads combine to solve
a problem.
Advantages
1. This method is best for a problem, an issue or a situation in which there is a
difference of opinion. In the discussion method of teaching Environmental Science
there is exchange of opinion accompanied by a search for its factual basis.
2. Speech is free and responsible. And values are created not quarreled about. The
participants are engaged in a process of competitive cooperation. Agreement is the
declared purpose of discussion that is an ordered process of collective decisionmaking.
3. If agreement is not reached, discussion has the value of clarifying and sharpening
the nature of agreement.
Objectives of Discussion Method
As a method of teaching Environmental Science discussion may be used for the following
Objectives:
(i) To lay plans for new work;
(ii) To make decisions concerning future action;
(iii) To share information;
(iv) To obtain and gaining respect for various points of view;
(v) To clarify ideas,
(vi) To Inspire interest; and
(vii) To evaluate progress
Steps in Discussion
1. In the case of problems
(i) Locating and defining problems of common interest and significance;
(ii) Working together to find ways of solving the problems;
(iii) Allocating responsibilities for the solutions suggested; and
(iv) Evaluating the effectiveness of the suggested solutions and their implementations.
2. In case of plans for projects and programs
(i) Deciders on the programmed and the particulars such as date, time and place;
(ii) Enumerating the jobs to be done in organizing the programmed;
(iii) Allocating duties to the members of the group; and
(iv) Evaluating the results.
FORMS OF DISCUSSION
There are many types of discussion defined in the teaching of Environmental Science
but important methods are given below, which are mostly used in Indian schools:
1. Informal discussion.
2. Classroom discussion.
3. Debate.
4. Symposium.
5. Panel discussion.
6. Brain storming
1. Informal Discussion
When we discuss political matter in the tea stall or a group of students or people near
the road discuss about their problems or when we discuss our personal problems with our
friend with an objective that discussion is considered as informal discussion because that
discussion is only for talk and after discussion we are not finding any result. So such type
of discussion is under the Informal discussion category.
2. Classroom Discussion
Most of the time students discuss their problems with the teacher in the classroom and
that is for caused based problem or some time students discuss their problems related with
the teaching and such type of discussion is objective based and after discussion we try to
find out some result. This type of discussion comes in the category of Classroom discussion.
3. Debate
In the program of debate two or more students holding contradictory opinions present
arguments on a particular problem. They also rebut the opposite side. Finally the rest of the
class is encouraged to ask questions from the debaters or engage in a brief discussion with
them. A debate requires a moderator. The teacher should work both with the debaters and
the. Class in order to get significant results.
Some Topic for Debate
(i) Globalization is necessary for the economic development of India.
(ii) Capitalism is responsible for the poverty of our country.
(iii) Five Year Plans have failed to generate proper development.
(iv) Democracy is the best form of government.
(v) For forms of Government let fools contest that which is governed least is best.
(vi) Democracy in India is more formal than real.
(vii) Fundamental rights are of no use in India.
(viii) Used needs total disarmament.
4. Symposium
In a symposium the participants present to the audience through speeches or proper
reading their views about various aspects of a selected problem or topic. To quote Struck,
“We think of a symposium as a. group of comments, either, spoken or written; which portrays
contrasting or at least different points of view”.
Objective of Symposium
The objective of the symposium is to clarify thoughts upon controversial questions. The
audience listens to the discussion. Each person forms his own conclusions concerning the
validity of the points of view presented. The ideal number of pupil participants in a symposium
is four or five.
Some Suggested Topics for Symposium
1. Proper organization of the community project is necessary for rural economic
development.
2. Profit is the dominant motive in all-economic ventures.
3. Mahatma Gandhi and his thoughts.
4. The achievement of the Aryans in the fields of science, literature, government, art
and the life of an ordinary Indian.
5. Super leader in Indian History Pt. Jawaharlal Nehru.
6. Declaration of assets and liabilities of the Members of Parliament.
5. Panel Discussions
It is a discussion among selected group persons, large enough for variety and small
enough for purposeful deliberations. The ideal number may be four to six persons. The
participants in a panel discussion are usually eminent persons in their fields. They present
various points of view before an audience, which subsequently joins in the discussion.
Purpose of Panel Discussion
The purpose of panel discussion is to get important facts from different angles, to
stimulate thinking and lay a basis for wide participation. The members among them make
no speeches only informal conversations take place.
Rotation System
The rotation system may be followed in a panel discussion. Each member expresses his
opinion in turn or the members speak briefly as the thought comes to them one after the
other.
Advantages
Panel discussion method provides a natural setting in which people get the opportunity
to ask questions, to evaluate replies and to contribute constructively. Some topics for Panel
Discussions are:
1. The role of planning in economic development.
2. Nationalism can no longer solve the problems of under-developed countries.
3. Nowhere was the achievement of the Aryans greater than in social organization.
4. “The President represents the nation but does not rule the nation. He is the symbol
of the nation and his place in the administration is that of the ceremonial device
or the seal by which the nation’s decisions are made known” ____ B.R. Ambedkar.
5. An active king, whose, opinions were a matter of public concern, is unthinkable
within the framework of our (England’s) constitution” Laski Herold.
6. The role of planning in economic development.
7. Nowhere was the achievement of the Aryans greater than in social organization.
6. Brain Storming
In this form of discussion the brains of the participants are stimulated to create a storm
of ideas and give suggestions regarding the topic without any deliberation to find whether
or not they are meaningful and purposeful. When the brain is let go thus without social
institutions, it would be able to give expressions to some of the most useful and practical
suggestions. For example “Small saving could do a lot to strengthen the savings movement”
is a good subject for brainstorming.
Method of Discussion
1. To make proper use of the discussion method the teacher and student representatives
should do considerable planning. In planned and well-directed procedure discussion
the whole process may be divided into three stages-preparation, discussion and
evaluation.
2. For through preparation for the discussion the teacher should read wide and deep
purposefully and critically and prepare the material conscientiously. Arranged
logically points to be discussed should be written on the chalkboard for guidance.
If the students do not initially feel the need of the problem to be discussed they
should be made to do so.
3. The conducting the discussion should be disciplined. The arrangement of seats
should ensure face-to-face talk. The strength of the discussion is obtained from the
information and viewpoint of all members of the group. All should contribute to its
progress as it is a thinking-together process which breaks down if one member of
the group dominates it. Ensuring that every member of the group participates the
teacher should encourage sincere questions and comments. He must gear the
discussion to the realization of specific objectives and development of proper skills
and methods:
4. A relaxed and informal climate is essential to achieve desirable results. As the
discussion is truly a cooperative experience not a competitive quarrel. The teacher
must continually discourage attack upon persons and seek to bring the participants
to focus their comments on the proposition not the person. He should be ensured
that discussion is objective-oriented, the questions should be skilful and direction
sound. A happy rapport should be established between the teacher and the taught.
5. Discussion results in expanding information or lessening or removing prejudices,
changing attitudes or ideals, increasing the range of interest, altering ideas
concerning national and international policies, or causing a member to become a
more active citizen. One must evaluate the discussion with these motives in mind.

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9 Environmental Science Modern Methods part 1


INTRODUCTION
“Even the best curriculum and the most perfect syllabus remains dead unless quickened
into life by the right methods of teaching and the right kind of teachers.” According to
Secondary. Education Commission. As the means of reaching predetermined ends method
forms the most important link in the total teaching-learning chain. It is middle link connecting
the objectives with its value. It determines the quality of result. The Environmental Science
is a very important subject at the higher secondary level and for its teaching teacher should
have to select effective methods and effective strategies to teach them. Some important
strategies and methods are explained below:
Meaning of Teaching Strategies
“Teaching strategy is generalized plan for a lesson, which includes structure, desired
learner behavior in terms of goals of instruction and an outline of planned tactics necessary
to implement the strategy. The lesson strategy is a part of a larger development scheme of
the curriculum.” E. Stones and S. Morris.
Type of Teaching Strategy
It may be able to be classified under the following two major heads:
1. Autocratic styles
A. Lecture
B. Lesson Demonstration
C. Tutorials, and
D. Programmed Instruction
2. Permissive Styles
A. Question-Answer
B. Project Strategy
C. Review
D. Group Discussion
E. Role Playing
F. Discovery
G. Brain Storming
H. Leaderless Group
Autocratic style of teaching strategies is traditional. These strategies achieve different
objectives more than permissive styles of teaching strategies. The autocratic style strategies
are content centered, teacher remains more active, and students are passive listeners. The
autocratic teaching strategies realize cognitive and effective while permissive teaching
strategies tend to achieve effective objectives. The main emphasis is on presentation. These
strategies do not consider the student abilities, interests and personality of the learner.
There is no freedom for the learner in the teaching process. These are highly subjective and
conventional styles of teaching process.
Permissive style of teaching strategies is based on “Modern Theory of Organization
of Task and Relationship centre”. This style seems less conventional. It is mainly childcentered; the pupils largely determine content. The affective objectives are mainly achieved
by permissive style strategies. These strategies create situations for student and teacher
interaction and both remain active in teaching. Teaching is organized with the consideration
of student interest, abilities and values. These strategies encourage the creativity of the
pupils.
Importance of Instructional Strategies
1. These are highly subjective and conventional styles of teaching process.
2. Teachers are more active and students are passive listeners.
3. Teachers are free in their classroom teaching.
4. It establishes class rapport, remedial help and educational guidance to the learner.
5. It creates a new link with the previous knowledge of learner.
6. It gives more emphasis to achieve learning objectives rather than students’ interest.
7. The learning conditions and learning objectives should be achieved.
Objective of Teaching Methods
Teaching procedures in Environmental Science should be governed by the objectives of
its teaching. The specific goals or purpose as well as the nature of the content of a unit
determine the methods to be used in teaching it. Suitable methods are needed for the
achievement of comprehensive objectives of teaching Environmental Science such as to
expose the pupils to knowledge and experiences helpful in the development of understandings,
critical thinking, practical skills and interests discussed earlier. Methods also give training
in constructive thinking, reasoning and critical judgment. The goal expectations in the
teaching of Environmental Science involve deeper and extensive participation of students.
Besides the lecture or question-answer method, students should be exposed to a variety of
learning experiences involving book learning, observation, interviewing, surveying,
interpreting, reviewing, recording, reporting, and evaluating. Learning experiences should
be geared to the type of growth and behavior changes to be brought about in the student
and the need to make him an enlightened, discriminating, dynamic, productive and democratic
citizen.
Need of Modern Methods in Environmental Science
1. There are many roads to successful learning to be tried for meeting particular
needs and situations. To make the subject interesting, vital and living the teacher
should also use permutations and combinations of methods, devices, and techniques
for example to lend color to class teaching. He may use lecture or discussion method
or a combination of these two. The teacher should be conversant with a variety of
methods of Environmental Science.
2. Different lessons or units should be taught by different methods of teaching. It can
be very monotonous to use the same methods for every circumstance. In the past
few decades a tremendous increase in equipment materials, means and teaching
procedures has been witnessed. These should be utilized to provide variety and
color to teaching Environmental Science. To create and maintain their interest and
avoid monotony children should be exposed to varied experiences.
3. No single method can be the best for all situations, and for all teachers and pupils.
The suitable method should emerge out of the abundance of information and skill
of the teacher. It should be harmonized with the content to be taught. Every
teacher of Environmental Science should be familiar with the different means for
reckoning the desired ends.
Characteristics of Good Teaching Method
1. Group Related Experiences and Activities
A good method should provide a group of related experiences and activities, arranged
on an individual as well as group basis, particularly designed to produce changes’ in terms
of knowledge, understanding, habits, attitudes and skills, and behavior of the students.
2. Scope for Creative Expression
A good, method should provide scope for the creative expression of the child’s
individuality.
3. Interests in Content
Rather than be a mechanical device for passing on facts and figure a good method
should rouse a large range of interests in the minds of the students.
4. Shift in emphasis
Through purposeful, concrete and realistic situations a good method should shift
emphasis from verbalism and memorization to learning.
5. Training in Self-Study
A good method should train the, students in the techniques of self-study and the methods
of acquiring knowledge through personal effort or intuition.
6. Stimulation and Awakening Interest in Study
A good method should stimulate the desire for further study and exploration. A good
method should awaken interest in the materials and techniques of Environmental Science.
It should give pupils peep into the workshop of the Environmental Science to enable them
to know the varied interpretations of events and clash of characters.
DIFFERENT METHODS OF TEACHING ENVIRONMENTAL SCIENCE
After selecting the content or subject matter, the teacher should see that the subject is
properly taught, learnt and experienced, with the application of most effective methods of
teaching. As methods are closely related to aims and objectives of teaching a particular
subject the major specific aims of teaching Environmental Science must be remembered.
There are:
1. Lecture Method
2. Lecturer cum Discussion Method
3. Project Method
4. Source Method
5. Socialized Recitation
6. Supervised Study
1. LECTURE METHOD
The lecture method means, “Teaching by means of the spoken word”. It means a formal
talk by the teacher. It may be known as “Telling of Story or Conversational method” with
primary and lower middle classes. With higher secondary and college classes it may be
known as “Lecture Method”.
The lecture method may be safely used at higher and college stages. Even at this stage
the lecture must not be dry but well prepared and well presented to stimulate interest and
mental activity of the students. The students should be prompted to ask questions at the
end of the lecture. Their questioning is a sure proof of the success of the lecture.
Lecture Method at School Level
Based on traditional authority lecturing is a time-honored device for imparting
knowledge. But it has fallen into very ill repute as a method for secondary school pupils. A
good teacher of secondary school is careful not to talk too much. He does not dominate the
learning process. Assuming major share of the responsibility for planning and guiding a
number of activities, experiences and situations the teacher provides functional learning for
the group of pupils in his class. For carefully selecting the proper techniques to meet the
needs, interests and capacities of his pupils at a particular time and particular situations
a lecture may be taken as a technique of description, explanation and clarification.
Utilization of Lecture Method
1. Ineffective Method
A spoken word is always more effective than a printed one. By his tone, gesture and
facial expression the teacher can indicate the exact meaning that he wishes to convey
dramatizing a scene, a story or a message, he wishes to give but he can add color and
vividness to his talk, which a printed book cannot do.
2. Quickly Repeated and Modified
If a teacher feels that his talk is not being followed or appreciated by his pupils, he may
repeat the ideas or expand arid modify his statement. He should never like, to “talk over
the head” of his pupils.
3. Experiences in Learning by Hearing
In democratic countries children in schools must be trained for adult life so that they
may participate fully and effectively in affairs of national and international importance as
democratic citizens. Lectures and talks play an important part in adult life whether one is
a leader or follower. Children are to be prepared from the school stage for this through
occasional talks and interesting lectures arranged for all types of school children.
4. Saving of Time and Energy
Sometimes because of their complicated nature, facts of Environmental Science are not
clear to students in their textbooks as details are seldom given and sometimes interpretations
may also be wrong in textbooks. The students may spend a lot of their valuable time and
energy in going through other sources for the clarification of such complicated points. Here
a well-presented lecture by the teacher is most helpful.
5. Stimulation for Students
As a lecture, demands a lot of preparation on the part of the teacher, its advantages
are transferred to the class as a whole. Teachers own preparation, his enthusiasm and his
interest stimulate good students. They may now like to pursue projects, problems and other
such activities to gain “more and more knowledge.
Objectives of Lecture Method
1. To stimulate students.
2. To clarify concepts.
3. To supplement the knowledge, of pupils.
4. To sum up the findings of pupils.
5. To prepare the students to undertake an assignment, a project or an activity.
Limitations of Lecture Method
1. Unnatural Way of Learning
Not usually considered to be a natural way for the pupils to learn Lecture Method
places them in the position of passive listeners. During the course of the talk, they may
wander off to some more pleasant thoughts and may not attend to the talk at all.
2. Requires Trained Teachers
Many teachers do not know how to lecture in an effective way. They cannot prepare and
deliver well-connected and relevant talks on the topic given in the textbook. Only trained
teachers can succeed in this method.3. A Heavy Teaching Load on Teachers
A teacher who is required continuously teach in the school from the first period up to
the last and not lecture in each period. He will not have the capacity to prepare so many
simple and interesting lectures each day. It is physically possible for him to speak continuously
for four or five hours a day. Hence, lecturing period should be very limited.
4. Harmful Extensive Use
The lecture method tends to substitute the teacher for the textbook is used extensively.
Only occasional and informal talks may be desirable for realizing definite purposes in view.
5. Monotonous and Dullness
Only exceptional teachers can stimulate interest through their talks at all grade levels.
To avoid dullness and to give effectiveness to the lesson they use a variety of methods and
not only one or two of them. The lessons may become dull and dry if only the lecture method
is used.
Effectiveness of Lecture Method
As lecturing is an art, its successful performance depends upon the teacher’s knowledge
and upon his awareness of interest and motivation. Primarily meant to reinforce key ideas
and facts and to place them in a context of thought a lecture seeks to present a whole out
of many related fragments of information obtained piecemeal by other means. People flock
by thousands to listen to interesting, fascinating, inspiring, informative and exciting lectures.
Similar type of talks should be presented in the classroom to ensure success. A teacher
should follow these points:
1. Giving background of a topic.
2. Giving as over-view of a large unit.
3. Creating interest in the people.
4. Explaining and correcting some faulty ideas or introducing an intelligent assignment.
Delimitation of Lecture Method
1. Sometimes, the teacher can give a hint about some topic or unit to be developed
in some later lecture. Pupils, thus, can be led to anticipate a lecture with eagerness.
2. The teacher should prepare a synopsis of the lecture and give it to the pupils before
lecturing. Besides saving the teacher from pointless digression it will help the
pupils to pay undivided attention to the lecture.
3. While delivering the lecture teacher should speak clearly and slowly so that the
pupils may keep pace with him. He should talk to the students rather than lecture
to a class. Rise and fall in his voice is also necessary to lay emphasis on a point
and also to attract the pupils. Frequent but natural changes of positions help him
to feel at ease, and to ensure that every member of the class gets an equal opportunity
to see and hear.
4. Lecture should be full of humor enlivened by analogies, comparisons, illustrations
and anecdotes, which bear upon the topic. The lecture is made interesting by aids
such as pictures, films, filmstrips, slides, diagrams, etc.
5. Lecture may be followed by a written test to measure the success or otherwise of
the lecture. The lecture is successful if the pupils have learnt well. The teacher can
revise his methods if the lecture does not seem to affect.
Suggestions
Lecture method is a very effective method but it has own limitation after some changing
and innovation according to Indian schools we can use this method effectively. Lecture
should be subject based and it should be in limited time. Listener should be given time to
think and they should ask the questions from time to time it means the listener should
participate in the lecture. Presentation should be effective and audio-visual should be used
during the lecture.


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8 Environmental Science : Field Trip part 2


Advantages of Utilizing Environment Resources in Environmental Science
1. Natural way of imparting education. A study of the Environment is useful for
imparting education in a natural way. Proceeding from the known to the unknown
and from the near to the distant it is natural process of establishing relationship,
particularly suitable to young students.
2. Growth of new interests. A survey of the Environment and a study of its problems,
provide opportunities for the growth of new interests, which are natural and creative,
not imposed from outside but developed from within.
3. Choice of vocation. Study of Environment offers a wide choice of vocation to school
children who observe various groups of people in the Environment engaged in
different economic activities for the welfare of the Environment. This observation
creates interest and urge in the minds of some boys to explore industries, means
of transport and communication, trade, commerce, business, agriculture and so on
in their adult life. Some girls may feel inclined to home nursing, preparation and
distribution of food, teaching or religion. Thus, a choice of vocation for adult lifemay be made by students right from the primary or secondary school stage.
4. Social use of leisure. Interested in the Environment outside the school, the student
would spend his spare time in the study of some specific portion of the Environment
life. Carrying this interest beyond school days, he may acquire a technique for
using the increased leisure at his disposal creatively and usefully.
5. Development of skill and attitudes. After studying the problems of one’s Environment,
one may think of development of one’s city, town or countryside. The students may
grow into useful citizens, anxious of tackling social problems: They may build, a
sense of values and take pride in participating in their own Environment life.
Friendships and appreciations may develop. Skills may be fostered. A sense of
security may give a sense of pride in one’s Environment past achievements and a
reasonable degree of faith in its future possibilities. Emotional values arise from a
sense of attachment to the Environment.
Suggestion
Environment experience enrich social study instruction, in order to achieve the purpose
of Environmental Science, the child must become a real part of the Environment in which
he lives, interact with it and contribute to it. He must become a responsible member of
Environment with civic attitudes and ideals compatible with the spirit of democracy. Again,
venturing into the Environment, gives children an opportunity to observe and to participate
in the basic human activities that characterize living in the social group under the careful
guidance of the school and of cooperating Environment groups and field trip is the best way
to develop these type of skill in the students at school level.
QUESTION
1. How can the environment enrich and support in the learning of environmental science in
schools?
2. Explain the importance of good environment, home and school relationship.
3. What are the duties of the environmental science teacher in this regard? Explain in your
own words.
4. Discuss the ways and means to arrange a field trip in the secondary school students of class
VIth.
5. What information would you collect to acquaint your students with the life of the local
environment and how would you collect it?


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8 Environmental Science : Field Trip part 1

Introduction
Today, educationists have come to realize that the immediate Environment is a wonderful
curriculum laboratory providing extremely dynamic, interesting and real life opportunities
for learning. In its historical records every Environment has the stories of people and
resources woven into the pattern of national development. Basic social processes and problems
operate in every Environment in action for or against. As we investigate social problems
they become concrete in our own communities. Thus, the Environment provides concrete
data on cultural, industrial, political and geographical facts and relationships. As these data
are tangible, seeable and describable the school should take itself to the Environment,
regard it as laboratory, discover its resources, understand its culture, appreciate its problems
and also suggest solutions to these problems. Through the use of resource people, field trips,
environment surveys, service projects, etc. it should open doors for experience for a child to
have knowledge about the factories and farms, social agencies and museums, council sessions
and union meetings.
The school and the Environment must work together in the process of education in a
co-operative and collective quest. In the absence of this living, dynamic relationship between
the two, education will be anemic, unreal, and unable to make any abiding impact on the
mind and character of children. The life of the Environment is powerfully influenced by
social purposes the techniques of production, knowledge and culture. Not able to keep pace
with these changes and adjust its programmers to them the school becomes an outdated,
backward looking agency. Modern school cannot be an island in the midst of the Environment.
It must enrich the Environment and the Environment must support it. The two-way traffic
should not only be possible but also pleasant and useful.
“Let us study the Environment, use the Environment, serve the Environment and
involve the Environment in the educational process.” Let Environment Education reform
shall start with the relining of the school to Environment and the restoring the intimate
relationship with the environment.
Methods of Utilizing Environment Resources
There are basically two ways in which the teacher may make use of environment
resources—
A. Taking the school to the Environment
B. Bringing some of the Environment to the school
A. METHODS OF TAKING THE SCHOOL TO THE ENVIRONMENT
The emotions of children are most easily reached not by words but by sights and
sounds. This is possible through field trips, surveys, camping, service projects, etc.
1. Field Trips
Environment Education teaching programmers are not complete without a field trip.
Field trips may be undertaken for securing information, changing at des awakening interest,
developing appreciation, promoting ideals, enjoying new experiences. Initiating a unit of
study they can be a part of the core of it or they can give it the finishing touch. They are
a means of getting first-hand knowledge and confirming and supplementing second-hand
knowledge. They are a means for sharpening observation, testing principles and doing
everything, which Environmental Science requires.
Types of Field Trips
1. Complex undertakings—These require elaborate transportation, full-day planning,
and additional adult helpers. These longer trips to historical sites and special
events beyond the local Environment have exciting destinations to be explored for
problem-solving and project executing the offer valuable opportunities for observation
of the easily planned visits to factories, radio stations, newspaper plants, wholesale and retail establishments, libraries and the like.
2. Simple undertaking—These may be embarked at the moment of conceiving the
idea—the walk around the block to see nature and man getting ready for winter,
the Journey to the neighboring farm, the walk through the park to gather some
needed specimens etc.
Uses of Field Trips
(i) Stimulating imagination and laming through sensory perceptions—Some examples
are the taste of fresh milk, the breathtaking heat of a glass furnace, the metallic
hum of a weaving room, the sight of real things in the real world of adults.
(ii) Integrating classroom instruction—This is done by exposing the artificiality of
traditional subject-matter divisions and enabling the pupils to view facts and forces
as they exist in their everyday relationship in living communities.
(iii) Environment Realization through the field trips the student may come to realize
Environment in ways different from bookish laming. They may come to know, see
and feel their Environment as a way of life, “acting with vividness”
(iv) Laming the art of living with others—Traveling in the same conveyances, sharing
rooms, sitting at the same table, participating in the same experiences are helpful
on marking. Character qualities and defects come to the surface.
(v) Expanding emotional and intellectual horizons—This may be done making us
acquainted with people whose manner, customs, living standards, outlook and
interests may be quite different from our own.
Procedure of Field Trip
1. Preparation
A field trip should be planned democratically, organized properly, and executed carefully.
Permitting our pupils an immediate reconciliation with “life in the round” requires a preface
and follow-up connected with and extend to classroom study. It should be much more than
“going to places and seeing things.”
2. Objective
Every pupil, as well as the teacher, should become fully aware of the objective why this
particular trip is being planned, and of how it is related to his own classroom experiences
and activities.
3. Guidance
Appropriate audio-visual aids may be used both for initial motivation and for general
orientation to what will be seen on the trip itself. It will be better if the teacher suggests
guide questions, which the pupils might put, while approaching Environment leaders from
whom they want useful information about the various aspects of Environment life. Major
purposes should be clarified and made specific.
4. Information
The teacher should be thoroughly familiar with the best route, bus stops provisions for
guide service, things to be seen and done by the group, aspects or phases of the resource
centre to be stressed or ignored, eating arrangements, time needed at each stage of the trip,
etc.
5. Definite follow-up activities
These also form an integral part Utilizing Environment Resources in Teaching
Environmental Science of any well-arranged trip. They may take the form of reading books
on the places observed, writing reports or descriptive accounts, preparing scrap-books, panel
or forum discussions.
6. Evaluation
Trips should be evaluated in terms of the originally established purposes. Mistakes and
difficulties should be diagnosed; the conduct of the group should be discussed. The letters
of thanks should be written to the persons concerned.
ENVIRONMENT RESOURCES
Environment Surveys
Environment surveys provide excellent educational experience to senior pupils. They
constitute an organized and systematic method for an accurate determination of social or
physical data.
1. Surveys foster comprehensive understanding of Environment structure and processes
in their everyday operation, interaction and complexity.
2. They are extremely useful in stimulating depth of insight into vital Environment
problems, which should be met.
3. They suggest possibilities for student participation in the affairs of the Environment.
Such constructive participation imparts training to the pupils in democratic
citizenship.
4. They develop awareness of human inter-dependence and of the practical necessity
of general civic cooperation in carrying on successful individual group living.
5. Existing conditions can be critically examined and the way it is prepared for superior
citizenship.
Scope of Environment surveys
1. Any aspect of the Environment, which has meaning for young people.
2. Past history of the locality, the social institutions, the customs, the traditions, the
conventions, the ceremonies, the folk ways, the folk songs, and folk stories.
3. Problems of the Environment such as the problems of housing, health, sanitation,
employment, taxes, traffic is some problems in which pupils will be interested.
Use of Environment Surveys
1. Procedure
Environment surveys can be useful only if they are conducted properly. The actual
survey should be preceded by much discussion and framing of questions, for the best results
are obtained, when the investigators have got warmed up to problems and seek answers and
solutions to questions that have stirred in their minds.
2. Teachers
They should possess definite awareness of directions and possibilities before the group
undertakes such explorations. They should spend as much time as possible in personal
observations of the Environment in order to get the feel of it.
3. The interest of the pupil
The -teacher should arouse interest by relating the proposal for a survey with factors
that touch the life of the pupils. He should see that survey has its basis in the good and bad
achievements of people. Instead of starting with statistical summaries he should start with
people.
4. Objectives preparation
(i) The purpose of the survey must be made clear.
(ii) The problem must be properly analyzed.
(iii) Practical limits to the survey should be set.
(iv) Techniques to be used for collecting data should be decided upon.
(v) Data once gathered should be verified.
(vi) Collected data should be recorded for future use
5. Teacher’s attitude
The teacher should have an encouraging attitude, never an “I have been through all
this before” attitude. The teacher and pupils should work co-operatively together in a spirit
of shared research. Environment survey ought not to be a one-man job. The entire staff on
a continuing basis should carry it on co-operatively, year after year. The pupils and the
teachers can approach local experts, old residents and social workers by collecting data.
Various types of important persons can be interviewed; places of interest can be visited.
6. Resources
The resources, uncovered in the survey, should be grouped in a logical way such as local
industries, places of historical interest, governmental agencies, civic establishments, places
of geographic importance, – persons to interview, persons of cultural significance and similar
categories.
3. School camping
The drift to cities and the rapid tempo of modern living is creating a need for developing
a closer relationship between human beings and natural resources. Called a classroom in
the woods, the camp is a part of the larger Environment. The outdoor environment, in and
around the camp, offers tremendous possibilities for true education. The opportunities to
learn, work and play amidst the natural resources of the area stimulate interest and concern
for the protection and wise use of the natural resources of the Environment.
Advantages of School Camping
1. Learning by doing
School camping encourages direct learning experiences and has potential life-situations
that are conducive to the most effective teaching methods, through learning by doing, seeing,
hearing, testing, smelling and feeling with a minimum of answers given by teachers and
resource leaders.
2. Miniature environment
The school camp is a miniature Environment with the campers and teachers as citizens.
Many of the problems, faced by the Environment are inherent in the camp social as the
handling, preparation and eating of food, sanitation, sewage disposal, housing health habits;
social and cultural differences and the process of representative government.
3. Democratic group life
Camping experience, is democratic group living, which proves useful in inculcating
good qualities in the pupils. It enables the pupils to understand the physical environment
and to use natural resources wisely. It provides additional real situations including workexperiences, where may be applied many of the ski1I and attitudes developed in the classroom.
4. Duration and types
Duration of the camping will depend upon the age of the pupils. Camping can be taken
during school time for a one-week period, two weeks or a longer period. Similarly, the types
and patterns of camping will vary according to the .age of the pupils. Appropriate activities
can be taken up by the campers depicting the, folklore and history of the area, Indian life,
transportation, correction of soil erosion, excavation of relics, etc.
5. Environment Service Project
The pupils for civic welfare involving individual activity of an integrated mental, physical,
emotional can take up Environment Service projects and spiritual nature, Service-projects
are of educational value to the pupil as well as to society.
Examples of Service Projects
1. Social service among the backward population of the town. This includes cleanliness,
‘anti-mosquito campaigns, bathing young children, attending on the sick.
2. School labour service being organized on special occasions. These may be Republic
day, Independence Day, Gandhi Jayanti and Gandhiji’s Death Anniversary. Activities
like planting of trees, road repairs and erection of platforms, cleaning of drains,
digging of manure pits and drain, may be taken up.
3. Animal welfare. This may be done through provision of water facilities, fodder and
medical aid.
4. Beautification of villages. This may be done through’ planting of trees, laying out
of avenues, clearing up of public paces like streets, temples, drains, etc.
5. Relief Parties. Relief parties consisting of teachers and pupils may go out in the
service of the Environment at times of natural emergencies such as floods, epidemics,
fire, earthquakes, etc., They may leave their classrooms to plant trees in out-of the
way places of the Environment. They may help the Environment on fairs, festivals,
and elections. They may undertake anti-mosquito campaigns, attend the sick, etc.,
or work on fund raising for the welfare of the poor.
Advantages of Environment Service Projects
1. They lift education from the dull routine of leading each generation in the footsteps
of its predecessor, to earnest yet joyous adventures in cooperative welfare.
2. They help in raising the status of the pupils. Their all-round growth and development
is stimulated. Service projects help in making world citizens out of provincial
youngsters because they lift the imagination from personal matters of the moment
of the enduring life concerns of all peoples everywhere.
3. Children have a hunger for participation, which may be fed by experience.
Schoolroom walls should disappear. The school and Environment must combine to
meet the challenges of the crises that may beset the Environment so often.
Precautions in Use of Environment Projects
1. Service projects undertaken by the school should not be too complex, costly,
dangerous, involved or delicate. These should be discovered through Environment
surveys and other informational learning activities.
2. Education weeks, clean-up weeks and youth weeks, projects in public safety, civil
beauty, health, agricultural and industrial improvement, local history and protection
of resources are some of the projects through which the pupils and Environment
can mutually benefit.
3. Teachers of foresight and patience shall do much to provide functional, realistic
and democratic education through such Environment service programmers.
4. Service projects must be planned, executed and evaluated with extreme care.
Form of Environment Project Information Card
Type:
Data needed:
Person to call:
Equipment needed:
Expenses:
Age of children:
Educational value:
Length of time:
Comment:
B. METHODS OF BRINGING THE ENVIRONMENT TO THE SCHOOL
1. Lectures by resource persons
People as well as books are desirable sources of information and inspiration. In every
Environment no matter how small or isolated, the scores of person of rich and varied
background, who can open doors to vivid learning experiences? These include the banker,
the doctor, the engineer, the merchant, the artist, the sarpanch, the municipal commissioner
and the editor. These are Environment’s human resources, which can be utilized by the
enterprising teacher to enrich and vitalize the school programmed. These distinguished men
are resource persons who can explain to students their own important role in the Environment
and services rendered by them to Environment in the different directions. Important persons
from other towns, states and countries can also be invited to create better understanding
of different types of people. This will help students identify themselves with other people
and their problems.
Lectures by resource persons provide the students opportunities for developing social
skills in real life-situations such as letter writing, making introductions, receiving guests,
carrying on conversations, listening attentively and leading discussions.
Form of Data regarding the resource persons Name:
Address and phone:
Subject:
Has child in school- Yes/No
Class:
Comment:
2. Parent-teacher associations
It has been well said that people “care when they share”. Parent-teacher associations
create a constructive involvement of parents in the school policy and programmed planning,
execution and evaluation. They co-operate in making the school a real Environment centre,
to locate and list resource visitors to the classroom, to assist with field trips and surveys and
to develop the Environment programmed generally. Parents’ participation in the school
programmed is also an intrinsically rewarding process for them. They know what is going
on in the school and what is expected of their wards. When the parents of the children in
his charge appreciate the work of a teacher, it gives him encouragement and inspires him
towards better and greater efforts. Thus, parent-teacher associations serve as two-way
channels of communication between school and Environment.
In these associations, parents meet the pupils in the school and relate their experiences.
Their success serves, as mottos and failures as eye-openers for the pupils. When they ‘talk’
to children in the school the gulf between and Environment is bridged.
The experiences from the parents may be used in socio-drama in which children play
the role of parents and other important characters of the Environment. The characters acted
out by the children can be made use of in teaching to give factual information regarding
skills, biographical comparisons, local customs and individual’s peculiarities. It can be a rich
source of conveying social, economic and moral values.
3. Social service activities
The school furniture; the rooms, the playgrounds, the school hall, the school gymnasium
and audio-visual aids may be lent to the adult Environment for purposes of education and
recreation. School can be made the centre of social education. Bulletin Boards may be set
up, containing daily news and other useful information about the local Environment in
particular and the country in general. .
4. Celebration of festivals and national days
Environmental Science teaching can be improved with the help of fairs, festivals and
national days celebrated in the Environment. Every child is told about the significance of
these social events, which provide opportunities for dynamic, interesting and real life learning.
Celebrations of the birth and death anniversaries of great men like Janm-Ashtami, Good
Friday, Easter Day, Shabe Barat, Id-ul-Zuha, etc, make the children familiar with the noble
ideas and deeds of the great men. These can tell the children about the different religions
and the beliefs of India. Familiarity with them can develop in the children a noble ideal of
toleration and a spirit of accommodation. Cultural festivals like Raksha Bandhan may help
to give an insight to the children into Indian culture. Festivals like Lohri and Basant
Panchami, national days and U.N. Day, Human Rights Day and Red Cross Day may develop
international understanding and make the children understand the life of human beings
allover the world. Celebration of Children’s day may enable them to realize their own
charter of rights. Observance of Social Education Day may show them the magnitude of
illiteracy in our country.
5. Local fairs and festivals
A number of local fairs and festivals are celebrated in every locality. These can enlighten
the pupils about the local traditions and local customs. Interesting talks may be arranged
on how to celebrate local fairs.
6. Talks on National and International Problems
The school authorities may arrange talks on current problems of national and
international interest. Members of the Environment may be cordially invited to listen and
participate in the discussion.
7. Financial aid by the Environment members
Well-to-do-members of the Environment may be asked to help the school enterprise
financially.
8. Apprenticeship
Local trades can provide apprenticeship experiences to the students. The Role of Teacher
in liaising Environment Resources the role of the teacher for the proper utilization of the
Environment resources is very important. There is always a likelihood of the existence of
evil trends like favoritism, nepotism, dishonesty, hypocrisy, etc. in the Environment life.
The teacher should bring home to the pupils the idea that children should study the
Environment life, and fight these evil trends. The teacher should make a wise and judicious
study of Environment life to build reasonable pride on its past achievements, and faith in
its future possibilities. He is required to make the pupils alert about the processes of the
Environment. He must develop the right attitudes towards the Environment local, national
and international. By displaying initiative and resourcefulness, foresight and patience to,
build the Environment understanding of the pupils, he can prepare them to be worthy
members of the Environment.


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7 Human Population and Environment part 5

Information and Electronic Revolution
With the beginning of the electronic age in recent years, Our world has become a place
where information and communication are regarded as the most valuable resources. Our
world has now shrunk to a ‘global village’ and we now have access to places our grandparents
didn’t know existed. Information from cosmopolitans to unexplored frontiers are all now
available at a drop of a hat, it’s just a matter of mouse-click. Data flows at the speed of light
in today’s wired world, or shall, we say the wireless, paperless and non-messy world. The
advent of the Internet has, in a way, brought continents together once again.
Modern technology has also minimized our utilization of resources; e.g. today’s,
sophisticated engineering has replaced the blind usage of metals in every production. Thanks
to the marvel of lightweight alloys and composite building materials, automobiles now
require half as much metal as they typically used to do a generation ago. Today 1,000 soft
drinks cans are manufactured with around 6 kg of aluminium, which once used to require
50 kg of steel. In the 1970’s, when the fear of an impending shortage of metals gripped the
world, countries like the United States began stockpiling essential minerals to keep their
resource inventory up-to-date. Copper for electric wiring, telephone cables, and electric
motors were in short supply. But then glass-fibre optic cables, ceramic magnets, microwave
relay systems and satellite communication networks were invented. We now have a copper
surplus.
Similarly, technology has also cut down our fuel consumption. Diesel engines replaced
coal-based steam engines in locomotives, which were, further replaced by more efficient and
pollution-free electric engines. The popularity of high-mileage yielding, fuel-efficient vehicles
have made the gasoline guzzling vehicles obsolete in the market. Such advancements in the
field of information technology have made distance between two places immaterial. Today,
people can communicate via teleconference and transmit data through fax machines and
computer networks, and save precious time & fuel wasted earlier in traveling for meetings
and business appointments. It is no longer necessary for all workers to commute to an office
building in the congested city to do their work. Increasingly, workers have home offices
linked electronically to co-workers, clients, libraries, databases, and business opportunities
elsewhere in the world. Commercial establishments are moving away from the brick-andmortar set-ups to more affordable, cost-efficient, far-reaching virtual offices on the Internet.
Suggestions
Almost every country in the world is spending more & more in the information technology.
Just-in-time delivery systems and recycling further reduce the amount of virgin materials
we use. We will probably never reach a point at which we don’t need to extract resources
from nature, but we may greatly lower our consumption rate as well as the rate at which
we produce wastes and pollution. This would surely have important environmental benefits.
QUESTIONS
1. What do you understand by the population growth and population explosion? Explains.
2. What is the relation between the environment and human health?
3. Write about the human rights and value education in 500 words.
4. How we can prevent the HIV/AIDS in the world?
5. What is the Role of information echnology in environment and human health and how it
helps the population?

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7 Human Population and Environment part 4

Civil rights are based on positive law: they are derived from laws and judicial decisions.
Civil or legal rights are those granted by a government.
The entitlements are defined in the Universal Declaration of Human Rights adopted by
the United Nation’s General Assembly on Dec. 10, 1948, as “a common standard of
achievement for all people and nations”. It urged the right to political, economic, social and
cultural self-determination the right to peace, the right to live in a healthful and balanced
environment and the right to share in the Earth’s resources.
Here, we are dealing with that part of Human natural rights which encompasses
protection of environmental issues as these ultimately govern human health and survival:
(i) The right to life.
(ii) The right to an adequate standard of living and social security.
(iii) The right to education.
(iv) For children, the right to freedom from exploitation.
(v) The right of access to health-care services, with States aiming to reduce infant and
child mortality and abolish traditional practices prejudicial to health.
(vi) The right of access to clean air to breathe.
(vii) The right of access to drink-clear and clean water.
(viii) The right to live in noise pollution free environment.
(ix) The right of access to gifts of nature/ resources.
(x) The right to live in a disease free environment.
VALUE EDUCATION
Aims of Health Education
The aims for community health education are as follows:
(i) Healthy practices in day-to-day living should be inculcated among the children
from a very early age. This is how they will be able to understand the importance
of health, hygiene and sanitation. .
(ii) The knowledge about our body and various organs of our body and their functions
helps a person to understand the disease, its causes and common ailments.
Such factors which affect the health standards like smoking, eating tobacco, drug
addiction intake of liquor etc., can be checked by resorting to some law and
amendments to Improve the health standards. .
(iii) In order to create a clean environment in a city or town, people should be encouraged
and awareness be created. Clean and safe drinking water system, good sanitary
lavatories be provided at crowded places.
(iv) Proper arrangements for providing better health services to the people should be
ensured and they should be introduced to various governmental health programmes
like mother and child welfare, child welfare services, family planning, etc.
(v) Training programmes for officers, health workers, private doctors, nurses, midwives,
etc. should be undertaken from time to time.
(vi) Health education can be imparted in an effective manner by personal contact
programmes.
(vii) Personal hygiene, regular exercise and rest, importance of nutritive foods, ventilation
and its effect on health, clean sanitary environment, causes of pollution and its
prevention are some of the general topics for health education.
(viii) Practical knowledge should be provided about communicable diseases, serious health
problems and first aid and emergency services.
Principles of Health Education
Every individual learns and understand some thing from his culture and social
background. Based on school health programme adult-education programme is planned
accordingly. Before understanding various teaching methods one should know the principles
behind learning. These principles are as follows:.
(i) Every individual has learning capacity throughout his life.
(ii) Learning capacity is not affected by advancing age of an individual, but by lack of
interest and desire for learning.
(iii) For learning the same material, all individuals will not learn the same way. This
variation is due to the background experiences and individual’s circumstances and
exposure.
(iv) Individuals own effort will play a significant role in making a change in habits and
concepts. Learning is not the outcome of one individual saying something to other
individual, but it is learnt through his own efforts and willingness.
(v) An individual learns for love, satisfaction. and basic human needs of survival, food
and social approval. .
(vi) People learn faster when they are acquainted with the objectives and goals. Means
of achieving those goals and use the resources properly should be clear.
(vii) An individual take an appropriate time to learn something new, so one should be
given enough time to absorb what he has learnt.
Purification of water at domestic level
Purification of water at domestic level can be achieved by the following methods:
1. Distillation
2. Boiling
3. Filtration
4. Chemical method of sterilization
5. Ultra-violet sterilization.
(i) Distillation: In the process of distillation water is heated and evaporation takes
place, whereby water changes back to water when cooled. This process is called
condensation. The condensed water is the purest form of water, free from microbes
and impurities.
(ii) Boiling: It is boiled for ten minutes to kill the microbes present in it and also
removes the temporary hardness of water.
(iii) Filtration: Different varieties of filters are used to purify the water at domestic
level.
Chemical methods for water sterilization
(i) Aluminium sulphate: It is largely used to purify muddy water.
(ii) Chlorine: Chlorine gas or tablet is added to destroy disease-producing germs. It
is a very cheap and convenient method.
(iii) Potassium permanganate: It oxidises the organic matter and destroys 98% of
the microorganisms in four to six hours.
(iv) Purification by the use of ultra-violet rays: Ultra-Violet rays have the power
of destroying microorganisms from the water without any chemical change. They
exert their action only when the water is fairly clear and bright.
VENTILATION
Ideal ventilation is possible only when there is sufficient pure air. Ventilation is defined
as the “Science of maintaining atmospheric conditions which are comfortable and suitable
to the human body.” Ventilation incorporates comfortable and appropriate balance of gases,
also optimum temperature adequate humidity, movement or flow of air and free from disease
producing microorganisms.
(a) Internal Ventilation
Proper ventilation of the rooms is known as ‘internal ventilation. Lack of efficient and
adequate ventilation leads to many discomforts and diseases. When the carbon-dioxide
concentration exceeds 0.04% and reaches 0.06% then the air in the room gets suffocating.
Every person needs 3000 cu feet of air every hour and if the impurities in the air exceed
0.02%, the air is regarded as impure and unhealthy.
(b) External Ventilation
Fresh air flows into the house from the surroundings and open space. This type of
ventilation is known as external ventilation. This is ensured by making the streets wide and
straight, providing open space, parks and gardens.
Artificial Ventilation
Artificial ventilation is easily controlled and, installed. The means of artificial ventilation
are coolers, air conditioner, which are more frequently, used equipments. Humidifiers and
dehumidifiers are used where there is problem of humidity. Exhaust fans also play an
important role in bringing in fresh air and flushing out polluted and impure air.
Inadequate Ventilation and Health
Inadequate ventilation has following effect on the occupants of the room:
(i) Lack of oxygen leads to early fatigue and reduces alertness.
(ii) Results in sweating, heat exhaustion and faintness.
(iii) Foul odours from skin, mouth, stomach and clothes produces uneasiness, sickness
(iv) Unventilated environment leads to digestive disorder loss of appetite, anemia,
metabolic disturbances, etc.
(v) Cold, cough, infectious diseases, influenza, pneumonia etc. are some of the problems
of inadequate ventilation.
(vi) Gases from exhaust vehicles and industries damage the eyes and trachea.
The Aids Pandemic
The AIDS (Acquired Immune Deficiency Syndrome) virus has caused a worldwide
epidemic, which can be called a pandemic because it continues to spread throughout the
world. Millions of people have been infected. The virus was first identified as the cause of
AIDS in the late 1970s. Since then, individuals with the infection have been reported in
nearly every country in the world. Estimated mortality rates are about 60 percent, according
to the U.S. Centres for Disease Control and Prevention. The disease is spread through direct
physical contact, between individuals in which body fluids containing the, virus enter the
bloodstream. Sharing of contaminated needles among intravenous drug users and sexual
contact are the most-likely methods of passage. In the United States, the disease was once
considered a problem only for the homosexual community and those who use intravenous
drugs. This perception is rapidly changing. Many of the new cases of AIDS are being found
in women infected by male sex partners and in the children of infected women. In parts of
Africa, the disease has always been primarily a heterosexual disease.
In the poor countries of central Africa, many believe that permissive sexual behaviour
and prostitution have created conditions for a rapid spread of the disease. In addition, there
is little opportunity for medical care. Many people have already died from the disease.
Others who are currently infected will die in the near future. Some villages are already
beginning to notice a change in the structure of their populations. With the death, of young
infected’ adults, villages are composed primarily of older people and children. The disease
is spreading at an alarming rate, and, it has no cure as yet and no vaccine so far. The
disease is almost fatal. People in the age group 20-39 are more susceptible to getting AIDS.
Causative germ of AIDS is a virus named HIV (Human Immunodeficiency Virus). It
has been detected in body fluids like blood, semen, saliva, tears and urine. It attacks the
immune system (i.e. the’ cells that fight against infections) and the patient suffers seriously
from even minor infections of other diseases. Even cancers appear when the immune system
fails.
Incubation period i.e. the time between receiving the infection and the’ appearance
of symptoms may even be more than 10-12 years. During this period the persons show
positive results for HIV infection and they are popularly called HIV-positive. Most individuals,
when AIDS is fully developed, die within 3 years from other infections or cancers. Symptoms
during this period may include swollen lymph nodes, fever, night sweats and weight loss.
Transmission of Aids
The AIDS virus is highly infective. It is transmitted by any one of the following methods:-
(i) Sexual intercourse between a man and woman, when anyone of two is infected.
(The virus occurs in the fluids of the reproductive passages). Prostitution is the
biggest source to spread the infection. Safest is the single partnership wife and
husband relationship
(ii) Homosexual intercourse (anal sex) with an infected person. The disease is more
common in homosexual males.
(iii) Contaminated blood transfusions. In many situations the patients have to be
given blood transfusions as in excessive bleeding resulting from injury, or during
surgery, etc. Some children are born with the disease thalassemia with defective
hemoglobin of the blood. Such children have to be given regular blood transfusions
usually every 3-4 weeks and very often the blood transfused is from professional
donors.
(iv) Mother to child transmission. The germ from the infected mother may cross
through the placenta and reach the embryo in the womb.
(v) Injection needles if shared by more than one person may introduce the virus
from one individual to another. The disease is quite. common in drug abusers. For
the same reason, doctors in hospitals now use only disposable syringes, which are
used just once. AIDS is not transmitted by contact with patient’s clothes and other
articles, shaking hands, eating together and sharing bathrooms and toilets.
Women and Child Welfare
Women and Environment
As child bearers, family caretakers and consumers; as food-products, fuel and water
gatherers and users; as field, forest, factory and office workers, women are primary managers,
and often preservers of natural resources. Women’s work is generally undervalued. As a
result, women constitute a disproportionate number of the poorest groups of people and are
victims of hunger, illiteracy, poor health, scarce social and technical services, inadequate
population policies and other consequences of poverty. In addition, women’s participation
and influence is inadequately represented in decision-making spheres concerning environment
and development issues affecting the quality of their lives.
Child Power
Children begin to acquire an extremely important economic role. They do many crucial
tasks like caring for younger children, fetching fuel, fodder and water and grazing animals,
so that the adults can undertake waged labour. “Children have become the unwitting victims
of the continuing energy hunger in a family below the poverty line, is compelled to meet its
energy needs only by producing several children.” But this will not only have important
implications for the education, health and nutrition of children but also for the country’s
massive family planning programmes and the health of women. If underfed and overworked,
women are also expected to bear many children, the impact on their health will obviously
be drastic.
Some organizations working for women and child welfare are:
• National Institute of Public’ Co-operation and Child Development (NIPCCD)
• World Health Organization
• Central Social Welfare Board
• Voluntary Health Association of India
• Indian Council of Child Welfare
• United Nations Children’s Fund and others
(A) Central Social Welfare Board
Central social welfare board was established in 1953 under the social Welfare Ministry.
It generally assists in the improvement and development of social welfare activities. Grant
in aid programme, welfare programme development, control and evaluation work, training
and motivation are the main objectives of the social welfare board. Its functions are:
(a) The spirit of continued partnership between statutory and voluntary welfare services
to act as complementary and supplementary to each other.
(b) Provides technical and financial aid to the Panchayati Raj Institutions in accordance
with the schemes and principles approved by the government of India.
(c) Promotes social welfare activities intended for family, women, children and the
handicapped. Assistance in case of unemployment, under employment, old age,
sickness, disablement and other cases of under served organization.
(d) It is change over from un-organized charity to the systematic line of support by
state government wherever considered necessary or desirable.
(e) Need for rationalizing the system of rendering financial assistance to voluntary
organization for the uncovered areas.
(f) Conducting of regular surveys regarding the needs and requirements of the social
welfare organization.
(g) Co-ordination and cooperation among the voluntary organizations functioning at
all levels, amongst themselves and with the governmental agencies, between the
concerned government departments at central and state level, district and local
levels.
Other functions of Central Social Welfare Board
(i) Mahila Mandal Programme: Various voluntary Mahila Mandals are getting
assistance from the central social welfare board.
(ii) Holiday Homes for Children are organized for 15 days for socially and economically
backward families. The camp aims at giving training to children in discipline, sense
of group living and team spirit, help in national integration, apart from exposure
to new surroundings.
(iii) Creches Programme: This programme provides day care services for children of
working and ailing mothers.
(B) VHAI-Voluntary Health Association of lndia
Indian Women’s Sabha: The Indian Women’s Sabha organizes Maternity and child
health centres. The branches of this Sabha ate found all over the country, clinics, hospitals,
adult education centres, milk distribution centres and family planning programmes are
managed by the women’s sabha.
(C) Indian Council of Child Welfare (ICCW)
Indian council of child welfare was established in 1952 for the welfare of children and
providing health services to them. The council has its branches in every state with its head
quarters at New Delhi. The main functions of the institution are:
(i) Initiate, undertake or aid directly or through its branches or affiliated bodies schemes
for the furtherance of child welfare in India.
(ii) It provides dissemination of knowledge and information and to educate public
opinion for child welfare programmes on a scientific basis.
(iii) Establish a central bureau for the study and collection of data and statistics in
respect of child welfare work.
(iv) It cooperates with national and international organizations having similar objectives.
(D) United Nations Children’s Fund (UNICEF)
It is an international agency, a subsidiary body of the General Assembly. It came into
being on 11th December 1946 after the Second World War. Now the words ‘international’
and ‘emergency’ have been dropped from the name of the organization. It is now called
United Nations Children’s Fund but abbreviation in vogue is still UNICEF. UNICEF has
completed 48 years of service in India. UNICEF is not financed through the regular U.N.
budget, but by voluntary contributions from the member countries, besides individual
organizations. 10% of its resources come from the sale of UNICEF greeting cards. Aid is
given only for those projects, which aim to prevent disease and promote health of the
mothers and children.
India and UNICEF
UNICEF has completed 48 years in the year 1997 and has provided assistance, training
programmes and many regional projects started from time to time. UNICEF has changed
many facets and programmes for the ever-changing health standards. In 1959 WHO and F
AO along with UNICEF started a nutritional programme for the children of less than 5
years of age. Then it was changed to Extended Nutritional Programme, which was organized
through Mahila Mandals. In 1963 this programme was made more useful by giving nutrition
to children and also to pregnant and lactating mothers and named as Applied Nutrition
Programme. In the decade 1980-90, UNICEF expanded its services to remote rural areas.
Functions of UNICEF
(i) Child Development and Survival
UNICEF provides priority to infant and children’s health and nutrition programmes.
Child and infant mortality rate during the decade 1985-95 declined from 110/1000 children
to 8711000.
(ii) Universal Immunization
Expanded Programme on immunization (EPI). This programme was started by the
W.H.O. in 1974 for providing immunization against six fatal diseases i.e. measles,
poliomyelitis, diphtheria, whooping cough or pertusis, tetanus and tuberculosis. This fulfils
the concept of providing primary health protection for all children.
(iii) Nutrition
UNICEF assist in conducting the Applied Nutrition Programme by establishing nutrition
centres, school and community gardens. Provides funds for training and nutrition programme
at rural level.
(iv) Primary Health Care
The UNICEF sponsors Child health care programmes. It provides funds for the training
of doctors, nurses, and public health officers, health workers. UNICEF is providing equipment
and material for primary health centres and sub-centres as well as hospitals and laboratories,
which support them.
(v) Formal and Informal Education
UNICEF provides stipends for refresher training to teachers including primary-school
teachers.
(vi) Water and Sanitation
Water and sanitation are part of health programming and UNICEF co-operates in
programmes to supply safe water and improved sanitation.
(vii) Urban Services
UNICEF provides stipends to more women and girls for training in child care, homecrafts, food preservation and income-earning skills and provide stipends to train local leaders
to help organize activities in their own villages and communities.


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7 Human Population and Environment part 3

Chemical Method
• Jellies, creams and foam: A number of different spermicidal jellies, creams,
and foams are available for use of contraceptive agents. These jellies, creams
or foams are inserted into vagina five to fifteen minutes before copulation to
take place. Oral contraceptive: These are popularly known as pill are
combinations of synthetic sex. Hormones (estrogens and progesterone) e.g.
overall, mala. They suppress the production of ovum by hormones and alter
the adulatory cycle.
• Sterilization: It is surgical technique by which the passage of sperms or
ovum is disconnected. Both men and women can be sterilized without loosing
their ability to function sexually.
• Vasectomy: In man the sterilization procedure is called a vasectomy. In this
procedure the vesa differentia, the tubes that lead from the testes to the
ejaculatory ducts, are cut so that the sperm produced in the testis cannot
reach the ejaculatory ducts to enter the ejaculate.
• Tubectomy: In females tubectomy is done. In this procedure, the fallopian
tubes, which transport the egg from the ovaries to the uterus are cut and tied
off.
Environment and Human Health
Webster Collegiate Dictionary defines health as “the state of being hale and sound in
body mind or soul especially from physical disease or pain. The concept of health incorporates
physical state free from diseases, social and mental caliber of a human being. Community
refers to a group of persons living at one place that shares and have social contact. A healthy
man is an asset to the country, but a sick man is a burden. Community health services
provide medical treatment of various diseases, controls the spread of communicable diseases,
control of pests and insects, social welfare health service, maternity and child welfare services,
school medical services, hospital, research institutions etc. Lack of nutrition, clothing and
improper housing, etc. spread many communicable diseases. Maternal and infant mortality
rate raises poverty also leads to child abuse, liquor and drug addiction, exploitation and
crime against women, etc.
Environment and health are inter-dependent. Physical environment include climate,
sound and radioactive pollution sunrays and heat, air pressure, water and air directly or
indirectly affect our health. A person is surrounded by biological environment where insects
and many other biological microbes, which in turn spread diseases. Social and economic
environment also determine the standard of health. Man’s social environment is developed
in a family and family is the basic unit of a society. Small-sized families where family
members are happy and prosperous their health will be in good condition. In large families
rearing of children become a difficult task. Meeting the demands of nutritious food and
health are not given priority with the result children’s personality and overall development
suffers.
(i) Socio-economic factor
Leads to inadequate family resources, which cannot fulfill the wants and thus reduces
the health standards and food problem is more prevalent in poor families. Lack of sanitary
habits and inappropriate nutritional food will develop communicable and harmful diseases.
Illiteracy is one of the major defects to raise the standard of living, sanitation and health.
(ii) Communicable disease problem
In India communicable diseases generally spread on a large scale. The contaminated
food and water intake, dirt, sewage waste, improper light and pure air, Improper ventilation
arrangements in the house, stagnant water and dirt, over crowding, lavatory and cleanliness
are some of the causes for the spread of diseases. Communicable diseases may spread
through air, contact, contaminated food and water directly. Cholera diarrhea, typhoid etc.,
are some of the diseases. Insects and microbial parasites spread malaria and plague like
diseases.
IMPORTANCE OF ENVIRONMENT
Vegetative plants and trees are called autotrophy because they can produce their own
food through the process of Photosynthesis, this category is primary productive unit and
their entire living organism depends on the vegetation for acquiring food. Photographs like
insects, animals, birds and all human beings cannot produce their own food. Some
microorganisms like bacteria, fungus, microbes, etc., derive food from dead plants and animals.
Thus, all the living organisms are interdependent for their survival.
Human being is always adjusting to the ever-changing environment and in the past he
has never attempted to alter it. But after twentieth century there has been a tremendous
increase in physical wants and desires. Fast development in every sphere of life has undergone
with the ever-increasing wants and demands for food products. Ever increasing pressure on
land has caused forestland to be utilized for cultivation.
There is all-round development and progress in the field of science and industries, new
technology is being introduced and I variety of products are now being produced. As a result
environmental pollution has increased. New technology has provided us goods to make our
lives happier, more comfortable and luxurious, pollution hazards and its ill effect are being
observed in every sphere of life. There is general reduction in physical power and energy,
also deterioration of health standards. Development and destruction are co-related and give
rise to many problems due to environmental pollution, water pollution, air pollution,
destruction of forests, disappearing wild life, radiation effect, on living organisms.
Man is acquiring essential resources from the nature itself. Hence, it is essential to
protect and preserve the natural resources. Natural disaster and destruction have increased
the temperature on the earth is steadily rising. Certain drastic steps are needed in order
to save our planet.
DISEASES
(a) Through respiration: By nose, mouth, lungs, cough, sneeze, spit, spreads cold,
measles, tuberculosis, pneumonia, etc.
(b) Through intestine: Human excreta spread typhoid, diarrhoea, intestinal worms,
cholera, poliomyelitis, etc.
(c) Skin: Scale of the skin, skin pus like smallpox, measles, etc.
(d) Through blood: AIDS, malaria, yellow fever, dengue, filarial, etc., are some of the
diseases which spread through blood.
1. DIPHTHERIA
It is an acute infectious and communicable disease caused by involvement of respiratory
system. The microorganisms of this disease attack the tonsils, trachea, nasal passage and
sound box and secrete a false membrane of oxotoxin, which cause inflammation. In severe
conditions it causes difficulty in breathing. This disease is quite common among the children
of the age of 6 months to five years. It can also occur up to the age of 15 years. The mortality
rates are 50% in respect of diphtheria occurring below the age of 5 years.
Pathogenic organism: The microbes spreading diphtheria belong to bacillus group and
are of three types:
1. C. Diphtheria gravies
2. C. Diph. Intermedius
3. C. Diph. Miti
Mode of spread: The spread of this disease may be by:
(a) Direct contact chiefly through the carriers, whether sick or healthy. Nasal
carriers are more dangerous than throat carriers.
(b) Indirect transmission through infected articles such as, clothes, toys, utensils,
etc.
Incubation period: It is of 2 to 5 days duration when the microbes enter the body.
Infective period: After the patient shows the symptoms of diphtheria and the period
when microorganism leave the body is of 2-5 weeks on an average.
Symptoms: Initially the patient feels weak, nausea, and loses appetite and alertness.
Immunization: D.P.T. (Diphtheria, Whooping cough, Tetanus) vaccine is introduced to
the child at the age of 6 weeks to 9 months in three doses. This vaccine is given at the
interval of one month. A booster dose is given at the age of 2 years.
Prevention and Control
• The patient should be isolated.
• Disinfections of the home, bedding clothes, toys, utensils, etc., is done thoroughly.
2. WHOOPING COUGH OR PERTUSIS
Whooping cough or pertusis is an acute respiratory infections disease caused by Bacillus
pertusis involving trachea, bronchi and bronchioles creating intense cough. Whooping cough
occurs in all ages. Effect of cold weather and in colder regions enhances the incidence of
disease.
Spread of disease: Since it is an infectious disease main source is the nasal discharge
and cough. It spreads directly from person to person.
Incubation period: It is of seven to fourteen days.
Infective period: Three weeks after the symptoms are observed. Symptoms: The patient
coughs frequently and its severity increases at night loss of appetite insomnia, weakness
persists. Immunization: Vaccine is prepared from dead bacillus and is administered along
with D.P.T. (Diphtheria, pertusis, tetanus).
3. TUBERCULOSIS
It is a chronic bacterial disease and highly infectious. Tuberculosis spreads through air
and affect the lungs of the person. It is caused by tubercle bacillus. This is prevalent both
in tropical and temperate climate.
Spread of disease: Tuberculosis spreads in the following manner:
(a) The infection spreads by inhalation of droplets expelled by the patient through,
sneezing, coughing, yawning etc.
(b) Through direct contact
(c) Infected articles, clothes, utensils, etc. may spread the disease.
Incubation period: Incubation period is about four to six weeks.
Symptoms: Initially, the patient feels easily exhausted, fatigue doing ordinary work and
feels excessive fatigue. Loss of appetite, hoarseness of throat, pain in the chest due to
infected lungs. Patient sweats profusely at knight and feels weak.
Immunization: Child should be given B.C.G. (Bacillus Chalmette Guerine) vaccine by
intra-dermal injection within the first three months of age.
Control and prevention: Following steps need to be undertaken to control the spread of
tuberculosis:
• Health and general sanitary conditions of the community should be taken good care
of. Every human being should live in fresh air and sunshine.
• Workers of cotton and ginning mills, coalmines, tobacco bidi making etc. should
wear protective shield to prevent inhalation of dust or silica dust.
• Patient should be isolated. The disinfections of clothes, utensils, articles rooms etc.
should be properly ensured.
4. CHOLERA
Cholera is an acute infectious disease caused by the infection of intestinal canal,
characterized by sudden vomiting, watery diarrhea, cramps in legs and leads to fast
dehydration.
Pathogenic organisms: Cholera producing microorganisms are Vibrio species and they
can belong to two sub-groups:
1. Vibrio cholerae
2. Vibrio El tor
Vibrio cholerae: Vibrio cholerae is found in stools and vomits of the patient. It is active,
mobile and grows in alkaline medium. It dies at 55°C in minutes. In contaminated water the
organism can survive for two weeks. Insects, particularly housefly disseminates this disease.
Vibrio El tor: The other germ Vibrio el tor spreads in the Bay of Bengal and coastal
areas in large scale through direct contact, unhygienic conditions, over-crowding, fair and
feast on festivals incubation period: The duration of incubation period is very short, ranging
from a few hours to five days.
Period of communicability: Lasts until the patient is free from cholera germs.
Symptoms: Patient starts vomiting and suffers loose motions. This may lead to loss of
water and minerals in the body.
Immunization: Vaccine is prepared from dead Vibrio cholera and is given when there
is a danger of spread of cholera.
Prevention and Control
• All deject should be collected in the can in which quick lime is placed at the bottom.
• Anti-fly measures should be adopted.
• Avoid eating of rotten fruit, boiling of water and milk, protection from flies and
dust.
• Phenyl, bleaching powder and other disinfectant should be sprayed in the area.
• Segregation and disinfections of soiled clothes, articles used by the patient.
5. MALARIA
Malaria spreads in the rainy season. The malarial parasite is a protozoon named
‘Plasmodium’. It survives in the red blood corpuscles of the human blood. Man acquires
infection by the bite of an infected female anopheles mosquito, which inject the malarial
parasites in the form of spores.
The malarial parasite is of four types:
(i) Plasmodium: It has a life cycle of 48 hours causing fever after every two days. .
(ii) Plasmodium malaria: It has a life cycle of 72 hours causing fever after every three days.
(iii) Plasmodium falciparum: Irregular fever may occur after every ’48 hours. The
symptoms are very severe and of malignant type: high fever, delirium and death
(iv) Plasmodium ovale: This virus produces mild kind of malaria. They are found mostly
in Africa.
Incubation Period: The time when the insect bites and till the symptoms appear is
called incubation period, which is as follows:
1. Plasmodium vivex—14 days
2. Plasmodium malaria—30 days
3. Plasmodium falciparum—12 days
Spread of disease: Female anopheles mosquito spreads malaria disease. For the spread
of the disease, the optimum conditions are a mean temperature of 20° to 30°C with 63%
humidity. Economic conditions, insufficient food, over-crowding, increase the incidence of
malaria. Irrigation, leakage in canals, water logging, and rice cultivation may serve as the
breeding place for mosquitoes.
SymptomsThe cold stage: The patient feels cold and suffers from fever, headache, nausea andvomiting.Anemia and enlargement of spleen and liver are the after- effects of the disease.Prevention of Malaria:Malaria can be prevented in the following manner:• Proper drainage, removal of stagnant water.• To destroy mosquitoes at some stage of his life cycle i.e., during larva stage, oradults. Use of oil, diesel, kerosene. Gammexane, etc. can destroy the breeding.• Cutting of vegetation, which has grown thickly, and servers as a breeding place inthe daytime. Putting net, wire grill on doors and windows.
6. TETANUS
A toxin of tetanus bacillus induces tetanus or lockjaw, followed by wound. Tetanus
bacillus lives in the contaminated soil of road, gardens and agriculture land. These microbes
survive in the intestinal track of horses and cattle. They attack the nervous system and
causes instant death.
Spread of disease: The bacillus enters the body through various wounds and spread
their toxin in the blood stream like during operations, unhygienic deliveries of babies, etc.
Incubation Period: Generally it is of 8 to 10 days.
Immunization: Tetanus toxoid vaccine is given along with D.P.T. (Diphtheria, Pertusis,
Tetanus). Intra-muscular injection is given in three doses at the interval of one month. One
booster dose is given at the age of 5-6 years and another booster dose is repeated when the
child is 10 years and 16 years of age. Tetanus vaccine is given as a preventive measure.
Prevention
All wounds should be treated carefully especially if there is a fear of contamination with
refuses or soil wound should be thoroughly cleaned with disinfectant or 3% iodine solution.
In addition, ATS (Anti Tetanus-serum) injection should be given.
Human Rights
A right may be defined as something to which an individual has a just claim. Human
rights are those that individuals have by virtue of their existence as human beings. The
right to life itself and the basic necessities of food and clothing may be considered fundamental
human rights. Human rights traditionally have been put in two categories as:
(i) Natural rights and
(ii) Civil rights.
Natural rights are those that belong to individuals by virtue of their humanity: the
right to remain alive, to sustain life with food and shelter and to follow the dictates of their
conscience.



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7 Human Population and Environment part 2

Population explosion: The very great and continuing increase in human population
in modern times. This is a great hazard to the development and prosperity of a
nation.
Consequences of population explosion:
(i) It can lead to depletion of resources.
(ii) Severe competition for food and space.
(iii) Increase in psychological stress and strain.
(iv) Rapid pollution of environment.
(v) Large scale unemployment.
To meet the demands- of growing population, forests are cut, oceans are exploited and
the entire natural equilibrium gets disturbed. A growth human population first faces the
problem of food, then shelter and thirdly other socio-economic problems. Even if enough food
is produced and the population growth does not show a steady slow growth but explosions
then many secondary problems will certainly arise which are more persisting and problematic.
Like in increase in competition for shelter, education, medical, rise in price index, ecological
crisis etc.
Human Population: Malthus’s Human Population Theory
In 1798 T.R. Malthus published an essay on population, the great economist outlined
the problem of population graphically and stated that human population tends to increase
in geometrical pattern (1-2-4-8…….) whereas the food production increases by arithmetic
progression (1-2-3-4………). This is called as theory of human population growth proposed by
Malthus. For nearly 150 years Malthus view was nearly forgotten as the advancement of
technologies to place. The world population during Stone Age was only 10 million as indicated
in records. Earlier the annual growth rate, in last three centuries was roughly 0.4 = 0.5%
where as it reached. to 2% in last two decades. The doubling time (the time required by a
population to double itself) reduced from 200 years in 1650 A.D. to merely 35 years in 1980.
During 1800 A.D. the birth rate and death rate was almost balanced.
Table 7.1: World Population Increase
S.No. Date Population (million)
1. 5000 B.C. 50
2. 800 B.C. 100
3. 200 B.C. 200
4. 1200 A.D. 400
5. 1700 A.D. 800
6. 1900 A.D. 1,600
7. 1965 A.D. 3,200
8. 1990 A.D. 5,300
9. 2020 A.D. (estimate) 8,230
Source: Population Reference Bureau, Inc., Washington, DC
Current Population Trends
Currently, the world population is over 5.5 billion. By the year 2010, this is expected
to increase to just over 7 billion people. In Africa, Asia, and Latin America, which already
have nearly 80 percent of the world population. The total population of Africa, Asia, and
Latin America will increase from the current 4.4 billion to over 7 billion by 20 I 0, when they
will contain 83 percent of the world’s people. These regions not only have the highest
population growth rates, but also have the lowest per capita gross national product (GNP).
The GNP is an index that measures the total goods and services generated within a country.
This large difference in economic well being is reflected in a dissimilarity in the standard
of living, an abstract measure of the degree to which necessities and comforts of daily life
are met.
Table 7.2: Population growth rates in selected countries (1993)
S.No. Country Births Deaths Infant Rate of Time Needed
per 1,999 per 1,000 Mortality natural to double
Rate (deaths increase population
per 1,000) (annual %) (years)
1. Germany 10 11 6.7 0.1 –
2. Belgium 13 11 8.4 0.2 330
3. United Kingdom 14 11 7.1 0.3 267
4. Japan 10 7 4.7 0.3 217
5. Sweden 14 11 6.2 0.3 210
6. USSR (Former) 16 11 2.8 0.6 123
7. United States 16 9 8.6 0.8 82
8. Canada 15 7 6.8 0.8 87
9. Argentina 21 8 25.6 1.3 53
10. Turkey 29 7 59.0 2.2 32
11. Paraguay 34 6 48.0 2.7 26
12. Afghanistan 49 22 168.0 2.8 25
13. Ethiopia 47 20 127.0 2.8 25
14. Zimbabwe 41 11 59.0 3.0 23
15. Guatemala 39 7 59.0 3.1 22
16. Syria 45 7 48.0 3.8 18
Source: Enger & Smith, 1995
Consequences of Continued Population Growth
As the human population continues to increase, the pressure for the necessities of life
will become greater. Differences in standard of living between developed and less-developed
countries will remain great because most population increases will occur in less-developed
countries. The supply of fuel and other resources is dwindling. The pressure for these
resources will intensify as the industrialized countries seek to maintain their current standard
of living. People in less developed countries will continue to seek more land to raise the
crops needed to feed themselves unless major increases in food production per hectare occur.
Developed countries may have to choose between helping the less developed countries while
maintaining their friendship, or isolating themselves from the problems of the less developed
nations.
Even if the industrialized countries continue to get a disproportionate share of the
world’s resources, the amount of resource per person will decline as population rises. It
seems that, as world population increases, the less developed areas will maintain their low
standard of living.
Table 7.3: Twelve most populous countries in 2025 (population in millions)
S.No. Country 1950 1992 2025
1. China 554.8 1,165.8 1,590.8
2. India 357.6 882.8 1,383.1
3. United States 152.3 255.6 295.5
4. Indonesia 49.5 184.5 285.9
5. Pakistan 79.5 121.7 281.4
6. Brazil 39.5 150.8 237.2
7. Nigeria 53.4 90.1 216.2
8. Bangladesh 32.9 114.4 211.6
9. Russia 41.8 149.3 170.7
10. Iran 16.9 59.7 159.2
11. Mexico 28.0 87.7 143.3
12. Japan 83.6 124.4 124.1
Source: Data from the Population Reference Bureau, Inc., 1993.
Environmental Implications of Food Production
The human population can increase only at the expense of the populations of other
animals and plants. Each ecosystem has a finite carrying capacity and, therefore, has a
maximum biomass that can exist within that ecosystem. There can be shifts within ecosystems
to allow an increase in the population of one species, but this always adversely affects
certain other populations because they are competing’ for the same basic resources. When
the population of farmers increased in the prairie regions of North America, the population
of buffalo declined.
When humans need food, they turn to agricultural practices and convert natural
ecosystems to artificially maintained agricultural ecosystems. Mismanaged agricultural
resources are often irreversibly destroyed. In most cases, if the plants were fed to animals,
many people would starve to death. In contrast, in most of the developed world, meat and
other animal protein sources are important parts of the diet. Many suffer from over nutrition
(they eat too much); they are “malnourished” in a different sense. The ecological impact of
one person eating at the carnivore level is about ten times that of a person feeding at the

herbivore level. If people in the developed world were to reduce their animal protein intake,
they would significantly reduce their demands on world resources.
The current situation with respect to world food production and hunger is very
complicated. It involves the resources needed to produce food, such as arable land, labour
and machines, appropriate crop selection, and economic incentives. It also involves the maldistribution of food within countries. This is often an economic problem, since the poorest
in most countries have difficulty finding the basic necessities of life, while the richer have
an excess of food and other resources. Improved plant varieties, irrigation and improved
agricultural methods have dramatically increased food production in some parts of the
world. In recent years, India, China and much of southern Asia have moved from being food
importers to being self-sufficient, and in some cases food exporters.
Population trends in India
India accounts for nearly. 1.5 per cent of the world population. Population has undergone
an approximately three-fold increase during the last 80 years. According to the census of
1901, there were 235,396,327 people in this country. The number slightly came down in
1921 as a result of some epidemics. In ‘1951, the population was 361,008,0,90, which went
up to 439,234,771 and 548,159,652 in 1961 and 1971, respectively. The main reason for the
rapid growth is fall in death rate as a result of better medical care. The sex ratio in India’
in 1981 was 1071 males per 1000 females. In Punjab in 1981, there were 1138 males per
1000 females whereas the number of males to females in Kerala was 969: 1000. The age
ratio of Indian population shows that there is high proportion of young people belonging to
the pre-reproductive age group i.e. 42.2 per cent in the age group of 0-14 years.
Table 7.4: Population estimates for some of the states in India (1991)
S.No. State/Union territory Population
1. Uttar Pradesh 1,38,760,417
2. Bihar 86,338,853
3. Maharashtra 78,706,719
4. West Bengal 67,982,732
5. Andhra Pradesh 66,304,854
6. Madhya Pradesh 66,135,862
7. Tamil Nadu 55,638,318
8. Karnataka 44,817,398
9. Rajasthan 43,880,640
10. Gujarat 41,174,060
11. Orissa 31 ,512,070
12. Kerala 29,011,237
13. Assam 22,294,562
14. Punjab 20,190,795
15. Haryana 16,317,715
16. Delhi 9,370,475
Measures to Control over Population
Various methods for discouraging population growth in shortest period are:
(i) To educate the people about the abuses of overpopulation (Population education),
food production, self-employment.
(ii) To provide free family planning aids (Family planning methods).
(iii) Motivating people to undergo sterilization process (Birth control) .
(iv) More incentives to families observing family planning norms (Limited family)
(v) By imposing legal restrictions (by laws).
(vi) Over-population is one of the numerous problems facing India. The solution of the
population problem is very urgent. The population problem can be solved by major
steps, which are given below:
(a) Education: The enormous rate at which Indian parents have been producing
children is because of illiteracy and ignorance. People should be educated
about the consequences of over-population and uses of planned and small
family.
(b) Family planning: The expression family planning means a deliberate effort,
and the adoption of suitable methods, to restrict the growth of family. That
is to say family planning involves a deliberate limitation on the size of family.
Following are some of the important family planning measures:
• Use of contraceptives (Mechanical, Chemical and Natural methods):
Contraception means the prevention of conception. There are many
contraceptive techniques available for use e.g. Today etc.
• Sterilization
• Abortion
• Use of other natural methods
Mechanical method
• Condom (For male’s use): The condom is a sheath of rubber, which fits over
the erect penis. It is placed on the penis of male before it is introduced into
the vagina for copulation.
• Diaphragm (For female’s use): The diaphragm is a rubber cup stretched over
collapsible metal spring coil. It is designed to fit over the cervix (the mouth
of uterus).
• Intrauterine Contraceptive Device (IUD): It is a small metal or plastic
device, which is designed to fit inside the uterus mouth. A doctor must fit and
remove IUD.
• Norplant: A new implant has been cleared by Health Ministry of India. The
implant placed below the skin, ensures the contraceptive power up to 5 years.
It is new contraceptive to India and there is some resistance to woman’s body.
Initially it will be used in urban areas.


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