Things We Make and Do

Overview

"Things We Make and Do" is a core theme in Environmental Studies (EVS) for Classes III-V that connects children's everyday experiences with broader concepts of work, materials, crafts, and environmental responsibility. This topic bridges the child's immediate surroundings with the wider community, helping them appreciate local occupations, traditional crafts, and the importance of sustainable practices like recycling and waste management.

For PSTET Paper I, this theme tests your understanding of how children learn through observation and activity about the world of work around them. Questions typically focus on local crafts of Punjab, common occupations, the 3R principle (Reduce, Reuse, Recycle), and waste segregation. The pedagogical angle emphasises activity-based and experiential learning—expect questions on how to teach these concepts through hands-on projects rather than rote memorisation.

Mastering this topic requires connecting factual content (types of crafts, waste categories) with child-centred pedagogy. Remember that EVS integrates science and social science, so questions may link materials science (what things are made of) with social aspects (who makes them, why it matters).

Key Concepts

• **Local crafts reflect regional identity**: Punjab is known for Phulkari embroidery, Patiala jutti making, woodwork, pottery, and handloom weaving. These crafts use locally available materials and represent cultural heritage.

• **Occupations are interdependent**: The baker needs the farmer's wheat, the potter needs the farmer's storage pots—children should understand how different workers depend on each other in a community.

• **Materials determine craft techniques**: Crafts use natural materials (wood, clay, cotton, wool) or processed materials (metal, glass). The choice of material affects the method of making and the product's properties.

• **The 3R hierarchy matters**: Reduce comes first (use less), then Reuse (use again), then Recycle (convert into new material). This order reflects environmental priority.

• **Waste segregation is the foundation of waste management**: Biodegradable (wet/kitchen waste) and non-biodegradable (dry/plastic/metal) waste must be separated at source for effective disposal or recycling.

• **Traditional practices often embody sustainability**: Many old crafts and household practices were inherently eco-friendly—using natural dyes, repairing rather than discarding, composting kitchen waste.

• **Work has dignity**: EVS emphasises that all occupations—whether farmer, cobbler, weaver, or sanitation worker—deserve respect and contribute to society.

Formulas / Key Facts

| Fact | Detail | |------|--------| | Phulkari | Traditional Punjab embroidery using darning stitch on khaddar cloth; geometric and floral patterns | | Jutti making | Leather footwear craft centred in Patiala; hand-stitched with colourful thread | | Biodegradable waste | Decomposes naturally—food scraps, leaves, paper, cotton | | Non-biodegradable waste | Does not decompose easily—plastic, glass, metal, synthetic fibres | | Composting | Converting biodegradable waste into manure; takes 2-3 months in a pit or bin | | Vermicomposting | Composting using earthworms; faster and nutrient-rich manure | | E-waste | Discarded electronic items (phones, batteries, TVs); requires special handling | | Hazardous waste | Medical waste, chemicals, pesticides; harmful if mixed with regular waste | | Blue bin / Green bin | Common colour code—Blue for dry/recyclable, Green for wet/biodegradable |

**Recycling facts:**

• Paper can be recycled 5-7 times before fibres become too short.
• Recycling one aluminium can saves enough energy to run a TV for 3 hours.
• Plastic bottles can be recycled into fabric (polyester).

Worked Examples

**Example 1: Identifying waste type**

*Question*: Classify the following items—banana peel, plastic bottle, old newspaper, broken glass, tea leaves.

*Solution*:

• Biodegradable (Green bin): Banana peel, tea leaves
• Non-biodegradable/Recyclable (Blue bin): Plastic bottle, old newspaper, broken glass

*Reasoning*: Banana peel and tea leaves decompose naturally. Plastic, paper, and glass do not decompose quickly but can be recycled.

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**Example 2: Applying the 3R principle**

*Question*: A child has an old torn shirt. Suggest actions using Reduce, Reuse, Recycle.

*Solution*:

• Reduce: Buy fewer clothes; take care of existing ones so they last longer.
• Reuse: Convert the torn shirt into a cleaning cloth, bag, or patchwork piece.
• Recycle: If cotton, the fabric can be shredded and sent to textile recyclers to make new yarn.

*Best action*: Reuse (converting to cleaning cloth) is most practical at home.

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**Example 3: Craft and material connection**

*Question*: A potter uses a wheel to shape vessels. What material does the potter use, and what property makes it suitable?

*Solution*:

• Material: Clay (mitti)
• Property: Clay is soft and mouldable when wet, becomes hard when dried and fired in a kiln.
• This property allows shaping on a wheel and results in durable pots.

Common Mistakes

• **Confusing Reuse with Recycle**: Students often say "recycling a bottle as a pen stand"—this is actually *reuse* (same form, different purpose). Recycling involves breaking down and reprocessing material into something new. *Correct thinking*: Reuse keeps the item intact; recycle transforms the material.

• **Assuming all paper is recyclable**: Wax-coated paper, tissue paper, and food-soiled paper cannot be recycled. *Correct thinking*: Only clean, dry paper without coatings qualifies for paper recycling.

• **Placing all plastic in the recyclable bin**: Some plastics (PVC, multi-layered packaging) are difficult to recycle and may need separate disposal. *Correct thinking*: Check the recycling symbol (triangle with number) on plastic items; not all plastics are equally recyclable.

• **Ignoring dignity of labour in answers**: When asked about occupations, students sometimes rank them by status. EVS framework insists all work is valuable. *Correct thinking*: Emphasise interdependence and equal respect for all workers.

• **Treating composting and vermicomposting as identical**: While both convert organic waste to manure, vermicomposting specifically uses earthworms and produces higher-quality compost faster. *Correct thinking*: Vermicomposting is a type of composting, not a synonym.

Quick Reference

• **3R order**: Reduce → Reuse → Recycle (environmental priority)
• **Green bin**: Wet/biodegradable waste; **Blue bin**: Dry/recyclable waste
• **Punjab crafts**: Phulkari, jutti, pottery, woodwork, handloom
• **Composting time**: 2-3 months for regular; faster with vermicomposting
• **All occupations deserve respect**—central EVS value
• **Activity-based learning**: Teach through visits to local craftspeople, waste segregation projects, and making items from waste materials