The teaching-learning of EVS is thus just not a study area for primary stage children but is a training ground for developing environmentally friendly attitudes, values, habits, and behaviors. One can describe EVS as a permanent investment in creating a sustainable society. Characteristics of environmental studies :It is visualized as a composite study area drawing learning experiences/contents from physical, biological, chemical, social, cultural, and other dimensions of study. The contents are organized around curricular themes like Food, Shelter, Water, Travel, etc.EVS at the elementary level is an integrated subject that draws upon insights from sciences (physical, chemical, and biological), social studies (history, geography, civics, etc), and environmental education (protection and conservation).This helps children to develop an inter-related and connected understanding of the subject studied rather than a fragmented view of it. For each theme, a web of possible connections of concepts and skills is suggested, which are to be developed throughout primary grades.?Most concepts in teaching-learning of EVS will vary from place to place and time to time. For example, teaching and learning about food habits cannot follow the same plan and approach in different locations.EVS is Learner-centred and not teacher-centered. It means that childrens learning forms the core of the classroom transaction rather than teaching. This is based on the view that each child comes to school with his/her perception and understanding of the world around.?Hence Environmental study is an integrated subject. Additional InformationDisciplinary A model of the curriculum in which content is divided into separate and distinct subjects or disciplines, such as language, science, mathematics, and social studies.InterdisciplinaryStudents combine learning from multiple disciplines to come up with new ways to think about issues and solve problems.Single-subjectThe subject is individual and has no relation to other content or its aspects.