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Why are there no textbooks of EVS in class I and II?

Why are there no textbooks of EVS in class I and II? Correct Answer Concepts and skills pertaining to EVS are taught through language and maths.

At the primary level, EVS is an integrated subject area that incorporates knowledge from the sciences (physical, chemical, and biological), social studies (history, geography political science, and so on), and environmental education (protection and conservation).

Key Points

  • There are no prescribed textbooks for classes I and II because environmental studies are not taught at very primary level (classes 1 and 2) as a distinct subject but the concepts which are important to know at that stage of life are taught through language and mathematics.
  • As children see the world holistically rather than dividing it into distinct subject areas, it is important to provide learning experiences that blur the lines between subject areas. This not only helps to lighten the curriculum load but also helps children to learn more effectively.

Hence, we conclude that there are no textbooks of EVS for classes because environmental components have been integrated with language and mathematics.

Related Questions

Which of the following is/are examples of those activities that help to make EVS class interesting? I. Engaging students in silent puzzles II. Asking students to project their surroundings and pay attention to the characteristics of things associated with EVS III. Asking students to write in copy after receiving information from EVS textbooks IV. Asking students to engage in painting
There are five classes class 1, class 2, class 3, class 4 and class 5 in a school. They are one above the other. Class 1 is at the bottom, then class 2 above it and so on. Five videos M1, M2, M3, M4 and M5 are displayed in these given classes. Only one video is displayed in a particular class. Each video is displayed only one time. Video M5 is displayed at an even numbered class. Video M2 is displayed at class 1. Video M1 is displayed at the class just below M5. Video M4 is not displayed at even numbered class. Which of the following statement is not correct?
A bookseller sold 'a' number of Geography textbooks at the rate of Rs. x per book, 'a + 2' number of History textbooks at the rate of Rs. (x + 2) per book and 'a - 2' number of Mathematics textbooks at the rate of Rs. (x - 2) per book. What is his total sale in Rs. ? 
Children should be encouraged to tap sources other than textbooks and teachers in EVS. Why? A. Textbook and teacher are not the only sources of EVS learning. B. It will promote the involvement of parents and communities. C. It will provide opportunities to teachers to know the child’s background. D. It will develop psychomotor skills and aesthetic sense of the children.
Stories and narratives are used in EVS textbooks because: (A) they sensitise children. (B) children can probably empathise with characters. (C) it is the easiest way to learn EVS. (D) they are free from gender and cultural bias. Which one of the following is correct?
Besides EVS textbooks. Which one of the following may be a good resource for EVS learning?
Besides EVS textbooks, which of the following may be highly useful resources for EVS learning? A. Newspaper B. Surveys C. Twitter D. Community members
Which of the following aspects is important when planning EVS courses? I. Design an EVS scheme based on teaching-learning methods and approaches that help to bring real-life experiences to the classroom and that encourage critical thinking II. Evaluation plans for EVS should focus more on the ability of the learners, their social and learning contexts. III. Use some learning methods for better results.
Which of the following is true about textbooks in India? I. Textbooks dominates the curriculum II. Teachers spend most of the class time simplifying it and familiarising students with it
Which of the following statements can be considered as strengths of EVS? I. The contents of EVS are organized thematically II. Contents of the EVS are not drawn from the children’s own environment III. Provide scope for children’s expressions – Oral and written and other creative expressions etc