IDA Textbook Grade 10 .pdf download link if 1st link isn't working so hard to do an assignment submission for the

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1. INTERDISCIPLINARY
AREAS
(IDA)
GOA BOARD OF SECONDARY AND HIGHER SECONDARY EDUCATION
PORVORIM GOA
Grade 10
Published by

2. © GSCERT- GOA holds the copyright for this textbook
INTERDISCIPLINARY AREAS
(IDA)
Grade 10
Printed and Published by
Goa board of Secondary and Higher Secondary Education
Porvorim Goa

3. Sustainable Development Goals
Circular Economy

4. Grade 10
INTERDISCIPLINARY AREAS (IDA)
Text Book Development Committee
Shri. Prasad Lolayekar (IAS)
Secretary, Education, Government of Goa
Mrs. Meghana Shetgaonkar
Director, SCERT - Goa
Sucheta Naik
Teacher Grade I, Mushtifund Higher Secondary School,
Cujira
Chandrakant Shinde
Teacher Grade I, Shree Damodar Higher Secondary
School of Science, Margao
Shri. Shailesh Sinai Zingde
Director, Directorate of Education, Govt. of Goa
Dr. Shambhu S. Ghadi
State Project Director, Goa Samagra Shiksha
Er. Prasad Rangnekar
Chairman- IdA Sub-Committee SCF- Task Force Goa
Dr. Pradeep Sarmokadam
Member Secretary Goa State Biodiversity Board
Dr. M. R. Ramesh Kumar
Chief Scientist (Retd), National Institute of Oceanography
Shrirang Jambhale
Principal (In charge) , RCPR School of Agriculture,
Savoivere
Venkatesh Prabhu
Senior Consultant. Thy Way Creations
Jose Remedios Rebello
Former Chairman GBSHSE and Chairman of SCF-SE
Committee
Dr. Sagar Mali
Assistant Professor, Vidya Prabodhini College, Porvorim
Dr. Ashwini Pai Panandiker
Fellow, The Energy and Resources Institute (TERI)
Rukma Sadekar
Educationist and Professional
Dr. Sahadev Mandrekar
Retired Director of Physical Education, V M Salgaonkar
College
Rupesh Sawant
Coordinator - NEP
Saurabh Borkar
Academics- Goa College of Engineering, Farmagudi, Goa
Dr. Sandesh Gawas
Asst. Prof at Govt college of Arts, Science and Commerce,
Quepem

5. Grade 10
ENVIRONMENTAL EDUCATION
Authors
Er. Prasad Rangnekar
Chairman- IDA Sub-Committee SCF- Task Force Goa
Dr. Pradeep Sarmokadam
Member Secretary Goa State Biodiversity Board
Sucheta Naik
Teacher Grade I, Mushtifund Higher Secondary School,
Cujira
Shrirang Jambhale
Incharge Principal, RCPR School of Agriculture,
Savoivere
Dr. Sandesh Gawas
Assistant Professor, Government College, Quepem
Dr. Sagar Mali
Assistant Professor, Vidya Prabodhini College of
Commerce Education Computer and Management ,
Porvorim
Dr. Ashwini Pai Panandiker
Fellow, The Energy and Resources Institute (TERI)
Rukma Sadekar
Educationist and Professional
Dr. M. R. Ramesh Kumar
Chief Scientist (Retd), National Institute of Oceanography
⁠Chandrakant Shinde
Coordinator SCF:SC- IDA
Interdisciplinary Areas Paper
Shri. Saish S Nayak Dalal
Assistant Professor in Education, SCERT Goa
System Administrator, Vidya Prabodhini College of Commerce, Education,
Computer and Management, Porvorim, Goa
Shri. Balaji Das Naik
Goa board of Secondary and Higher Secondary Education
Porvorim Goa
Designing, Type Setting & Cover Page
Printed and Published by
© GSCERT- GOA holds the copyright for this textbook

6. राष्‍ट्र गान
- रवींद्रनाथ टगोर
जन-गण-मन-अधिनायक जय हे
भारत-भाग्‍य-विधाता
पंजाब-सिंधु-गुजरात-मराठा
द्राविड़-उत्‍कल-बंग
विंध्य-हिमाचल-यमुना-गंगा
उच्‍छल-जलधि-तरंग
तव शुभ नामे जागे, तव शुभ आशिष मांगे,
गाहे तव जय-गाथा ।
जन-गण-मंगल-दायक जय हे
भारत भाग्‍य विधाता ।
जय हे, जय हे, जय हे,
जय जय जय जय हे ।
PLEDGE
- PYDIMARRI VENKATA SUBBA RAO
“India is my country; all Indians are my brothers and sisters.
I love my country, and I am proud of its rich and varied heritage.
I shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy.
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.”

7. Message from Honorable Chief Minister of Goa
It gives me great pleasure to present this Grade 10 textbook on Environmental Education,
developed under the Interdisciplinary Areas (IDA) curriculum. This textbook is a vital addition to
our educational framework, aiming to empower our students with critical knowledge, values, and
skills for building a sustainable future.
This year’s focus on Sustainable Development, Simplifying Climate Change, and Waste
Management addresses some of the most pressing challenges of our time. These chapters have
been thoughtfully crafted to help students not only understand environmental issues but also reflect
on their roles as active, responsible citizens in today’s world.
In alignment with the National Education Policy (NEP) 2020 and the Sustainable Development
Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 13 (Climate Action), this textbook is
designed to inspire critical thinking, environmental stewardship, and civic responsibility among
young learners.
I extend my heartfelt appreciation to the Goa State Council of Educational Research and Training
(GSCERT), Goa and the IDA Sub-Committee of the State Curriculum Framework (SCF) for their
dedicated efforts in creating this learner-friendly and action-oriented resource.
As we prepare our children to face the challenges of a rapidly changing planet, let this book serve as
both a guide and a call to action. I urge teachers, students, and schools to use this textbook as a
platform for learning, discussion, and environmental innovation.
Dr. Pramod Sawant
Hon’ble Chief Minister
of Goa

8. PREFACE
In an era marked by environmental challenges and an urgent need for sustainability,
equipping students with ecological awareness and responsibility is more important
than ever. The Grade 10 Interdisciplinary Areas (IDA) textbook has been thoughtfully
designed to focus exclusively on Environmental Education, with the goal of fostering a
deep understanding of the intricate relationship between human actions and the
natural world.
Building upon the interdisciplinary foundation introduced in Grade 9, this textbook
takes a focused yet holistic approach to environmental issues, integrating scientific,
social, economic, and ethical perspectives. It aims to develop in students a sense of
environmental stewardship and inspire them to be proactive in conserving resources,
protecting biodiversity, and advocating for sustainable living.
The content spans key themes such as simplifying climate change, waste management,
and sustainable development. Educators are encouraged to adapt the activities to suit
local environmental contexts, traditions, and knowledge systems. This approach not
only deepens students’ connection to their immediate environment but also nurtures
respect for indigenous practices and community wisdom.
We believe that this textbook will serve as a valuable resource in cultivating
environmentally conscious citizens who are prepared to respond thoughtfully and
innovatively to the ecological challenges of our time. By engaging with this curriculum,
students will gain the knowledge, values, and skills necessary to lead the way toward a
more sustainable and resilient future.
We hope that this focused journey into Environmental Education will empower both
learners and educators to become changemakers in their communities and beyond.

9. ENVIRONMENTAL EDUCATION
Interdisciplinary Areas Grade 10
PAGE 1
Interdisciplinary Areas (IDA)
Grade - 10

10. Interdisciplinary Areas Grade 10
PAGE 2
CHAPTER 1 : SUSTAINABLE DEVELOPMENT
Learning Outcomes
Learners will recognise the significance of sustainability in environmental
protection, economic growth, and social well-being.
Learners will comprehend the interconnectedness of economic,
environmental, and social aspects of development.
Learners will become familiar with the 17 Sustainable Development Goals and
their role in global progress.
Learners will be encouraged to take individual and collective actions to
promote sustainability in daily life.
CG-1
Understand key issues and challenges related to climate change, pollution, and
biodiversity collapse.
C-1.1
Explain how climate change pollution and biodiversity collapse affect human
well-being (economic activity, migration, cultural practices) and the well-
being of plant and animal species.
C-1.2
Understands connections between and the causes underlying pollution, climate
change and biodiversity collapse
CG-2
Appreciates the need for inter connectedness, balance and harmony between
human society and nature – the essence of ‘Vasudhaiva kutumbakam’.
C-2.2
Illustrates actions at the individual, local, community, national, and
international level towards mitigation of issues related to environmental
damage.
C-2.3
Identifies actions that can be taken at the level of the school or local
community to counter environment related concerns.
Curriculum Goals and Competencies

11. Interdisciplinary Areas Grade 10
PAGE 2
Introduction to Sustainable Development
Importance of Sustainable Development
The Three Pillars of Sustainable Development
The Sustainable Development Goals (SDGs)
Small Steps for a Sustainable Future
Key Concepts
Sustainable development means using resources wisely so that we meet our needs
today without harming the ability of future generations to meet their needs. The
United Nations defines it as ‘development that meets the needs of the present
without compromising the ability of future generations to meet their own needs’
(Brundtland Report, 1987).
Sustainable development focuses on three key areas: economic growth,
environmental protection, and social well-being. It involves balancing the three.
The aim is to create a future where people live in harmony with nature, enjoy
economic prosperity, and have equal opportunities for a better quality of life.
Sustainable development is not only about the environment but also about
creating a fair, inclusive, and economically stable society. In Goa, sustainable
development can be seen in the efforts to balance tourism, economic growth, and
environmental conservation.

12. Interdisciplinary Areas Grade 10
PAGE 3
Why is Sustainable Development Important?
Sustainable development is essential because it helps balance human progress
with environmental care. Without sustainability, resources like fresh water, clean
air, and fertile land can be exhausted, leading to serious problems such as
pollution, poverty, and climate change.
Protecting Nature: Prevents deforestation, pollution, and climate change.
Improving Lives: Provides clean water, food, and health facilities.
Economic Growth: Encourages industries to work responsibly and reduce
waste.
Social Justice: Ensures fair treatment and equal opportunities for all people.
Key reasons why it is important:
The Three Pillars of Sustainable Development
Economic Growth: Ensuring a strong economy by using resources efficiently.
For example, industries should reduce waste and promote clean energy sources
like solar power.
1.
Environmental Protection: Conserving natural resources like forests, rivers, and
air. This includes reducing pollution, recycling waste, and using renewable
energy.
2.
Social Well-being: Improving the quality of life for people by providing
education, healthcare, and equal opportunities for all.
3.
These three areas are interconnected. Economic development should not harm
the environment and social progress should be achieved alongside environmental
care.
Case Study: Sustainable Tourism at Jungle Trails Homestay, Tambdi Surla
Jungle Trails Homestay, nestled in the tranquil village of Talde near Tambdi
Surla in Goa, is a model of eco-tourism and sustainable hospitality. Established
in 2017, the homestay is managed by the Brahmani Self-Help Group. The
project was conceptualised by Mineral Foundation of Goa with Mrugaya
Xpeditions, a responsible travel company, as the marketing partner, and
supported by the Goa government's Stree Shakti Initiative. It provides visitors
an immersive experience in the Western Ghats while fostering local
empowerment and environmental conservation. The project is one of its kind,
operating with a strict ‘No Alcohol’ policy.

13. Interdisciplinary Areas Grade 10
PAGE 4
Sustainable Practices:
Community Involvement: The homestay is run by ten women from the village,
offering them financial independence and social confidence. The initiative
creates livelihood opportunities in a remote setting, ensuring economic benefits
stay within the local community.
Cultural and Culinary Preservation: Guests are served authentic home-cooked
meals using locally sourced ingredients like wild vegetables, coconut milk,
kokum fruit, and traditional spices. The menu highlights the region's culinary
heritage, promoting sustainable food practices.
Conservation and Eco-Tourism: Located on the outskirts of the Bhagwan
Mahavir Wildlife Sanctuary, the homestay integrates eco-friendly tourism by
organising nature walks, birdwatching tours, and treks to Tambdi Surla
Waterfalls. Visitors gain insights into biodiversity conservation and
responsible tourism.
Visitor Experience:
Jungle Trails Homestay offers a rustic retreat with cow-dung flooring, tiled
roofs, three spacious rooms and a tented platform, ensuring a minimal ecological
footprint. The peaceful village setting, coupled with warm hospitality, makes it
an ideal destination for nature lovers seeking an authentic and sustainable travel
experience.
(Empowering Communities Through Eco-Tourism: The Women of
Brahmani Self-Help Group, along with the Goa Tourism Department and
Mrugaya Xpeditions team, unite to make Jungle Trails Homestay a
model of sustainability and local empowerment.)

14. Interdisciplinary Areas Grade 10
PAGE 5
Agenda 2030 and the Sustainable Development Goals (SDGs)
In 2015, world leaders from nearly every country came together to sign a historic
agreement called the 2030 Agenda for Sustainable Development. This agreement
outlines a global plan to create a better, fairer, and more sustainable world for
everyone by 2030. At the heart of this plan are the 17 Sustainable Development
Goals (SDGs). These goals focus on improving the lives of people around the
world, protecting the planet, and ensuring prosperity for all.
India is an important part of this global movement. As one of the world's largest
and most diverse countries, India has a significant role in achieving these goals.
The government of India has pledged to work towards these SDGs alongside
other nations, aiming to build a better future for all its citizens and contribute to
the well-being of the entire world.
What are the Sustainable Development Goals (SDGs)?
The Sustainable Development Goals (SDGs) are 17 global goals that aim to end
poverty, protect the planet, and ensure prosperity for all people while also
addressing social inequalities. These goals were adopted by all 193 United
Nations (UN) member countries, including India, as part of the 2030 Agenda for
Sustainable Development. The SDGs are designed to be universal, meaning they
apply to all countries—whether developed or developing—and are
interconnected. Achieving one goal can help with achieving others.
The SDGs are broken down into specific targets and measurable indicators,
ensuring progress can be tracked over time. Let’s take a look at the 17 SDGs:

15. Interdisciplinary Areas Grade 10
PAGE 6
No Poverty: End poverty in all its forms everywhere.1.
Zero Hunger: End hunger, achieve food security, improve nutrition, and
promote sustainable agriculture.
2.
Good Health and Well-being: Ensure healthy lives and promote well-being for
all ages.
3.
Quality Education: Ensure inclusive and equitable quality education and
promote lifelong learning opportunities.
4.
Gender Equality: Achieve gender equality and empower all women and girls.5.
Clean Water and Sanitation: Ensure availability and sustainable management
of water and sanitation for all.
6.
Affordable and Clean Energy: Ensure access to affordable, reliable, and
sustainable energy.
7.
Decent Work and Economic Growth: Promote inclusive and sustainable
economic growth and decent work for all.
8.
Industry, Innovation, and Infrastructure: Build resilient infrastructure and
foster innovation.
9.
Reduced Inequality: Reduce inequality within and among countries.10.
Sustainable Cities and Communities: Make cities and human settlements
inclusive, safe, resilient, and sustainable.
11.
Responsible Consumption and Production: Ensure sustainable consumption and
production patterns.
12.
Climate Action: Take urgent action to combat climate change.13.
Life Below Water: Conserve and sustainably use the oceans, seas, and marine
resources.
14.
Life on Land: Protect and restore ecosystems on land.15.
Peace, Justice, and Strong Institutions: Promote peaceful societies and provide
access to justice.
16.
Partnerships for the Goals: Strengthen global partnerships for sustainable
development.
17.
Why are the SDGs Important?
The SDGs are more than just words on paper. They are a collective promise
made by every country to work together for a better future. These goals are
designed to address the biggest challenges that we face today, such as:
Poverty: Around the world, many people still live in extreme poverty. The
SDGs aim to eliminate poverty and ensure that everyone has access to basic
needs like food, water, and shelter.

16. Interdisciplinary Areas Grade 10
PAGE 7
Hunger: Hunger and malnutrition are still widespread in many parts of the
world. The SDGs focus on ensuring that no one goes hungry, and everyone
has access to nutritious food.
Climate Change: Our planet is facing a crisis due to climate change. The SDGs
urge us to take urgent action to reduce greenhouse gas emissions, protect
forests, and switch to renewable sources of energy.
Health: Many people, especially in developing countries, suffer from diseases
that can be prevented or treated. The SDGs aim to provide better healthcare
for everyone.
Small Steps for a Greener Goa
Every small step counts in protecting our environment. As young citizens, you
have the power to make a big difference for the future of Goa and the planet!
Waste Reduction: Practice the 3 Rs (Reduce, Reuse, Recycle). Segregate wet
and dry waste at home and school. Use refills instead of buying new pens when
they run out. Repurpose unused pages from old notebooks to create a new
one.
Water Conservation: Save water by using it wisely. Set up rainwater harvesting
and encourage water-saving habits.
Energy Conservation: Turn off lights and fans when not in use. Make use of
natural daylight to save energy.
Green Spaces: Plant trees and gardens. Use recycled materials for small
gardening projects.
Sustainable Transport: Walk, cycle, or carpool to reduce pollution and carbon
footprint.
Sustainable Study Practices: Instead of using new paper or notebooks for
practice, try slates or used papers for solving math problems or writing
formulas.
Sustainable Food Practices: Avoid wasting food and compost leftovers. Eat
local and seasonal produce.
Educate and Advocate: Spread awareness about sustainability among family
and friends. Organise community events like clean-ups and tree planting.
Support Eco-friendly Products: Choose products with minimal packaging or
made from recycled materials. Upcycle or repair old items instead of
discarding them.

17. Interdisciplinary Areas Grade 10
PAGE 8
Sustainable Agriculture: Nature’s Perfect Cycle! ??????????????????
Imagine a farm where plants and animals work together in a perfect cycle—
this is sustainable agriculture! It’s not just about growing crops but also
about nurturing the land for future generations.
?????? A Smart Partnership
Farmers raise animals like cows and poultry alongside crops. These
animals feed on leftover plant material from the fields.
In return, they provide natural manure, which enriches the soil, making
it more fertile and helping plants grow stronger.
?????? Why is this Important?
✔️Reduces waste – Nothing goes unused! ??????➡️??????➡️??????➡️??????
✔️Improves soil health – Animal waste increases soil fertility and water
retention.
✔️Cuts down chemicals – Less need for artificial fertilisers = healthier food.
✔️Profitable and Sustainable – Farmers save money and protect nature!
By following this eco-friendly cycle, farmers ensure a greener, healthier
future for all. ????????????
?????? Did You Know? ????????????
Eco-friendly Ganesh idols made from cow dung and clay are becoming a
sustainable alternative for Ganesh Chaturthi celebrations! NGOs and
artisans across Maharashtra are leading this green initiative, reducing
pollution while preserving tradition.
?????? Why are these idols special?
✔️100% Natural & Biodegradable – They disintegrate quickly after
immersion, protecting water bodies. ??????
✔️Promotes Sustainable Livelihoods – Local sculptors, farmers, and
women’s groups are earning income through idol-making. ????????????
✔️Chemical-Free Colours – Some artisans use natural dyes from turmeric,
jamun (black plum), and saffron instead of synthetic paints. ??????
✔️Gaining Global Recognition – These idols are now being shipped to Pune,
Mumbai, Bengaluru, and even the UK & USA! ??????
By choosing cow dung Ganesh idols, people celebrate festivals in an eco-
friendly way, ensuring a cleaner and greener future! ??????✨

18. Interdisciplinary Areas Grade 10
PAGE 9
?????? Did You Know? – The Art of Gozadi ??????
✨ Gozadi is a traditional quilt from Goa and Maharashtra, made entirely
from old sarees and fabric scraps. Instead of throwing them away, skilled
artisans stitch them together by hand, creating warm and colourful
blankets!
?????? Zero Waste Wonder! – The only new material used is thread. Everything
else is upcycled, making Gozadi a perfect example of sustainability.
?????? Different Sizes for All – Tiny Gozadis are made for babies, while bigger
ones are crafted for adults. Some even have beautiful patchwork designs!
?????? More Than Just a Blanket – Every stitch carries love, memories, and
cultural heritage. Unlike machine-made blankets, a Gozadi holds stories
from the past, passed down through generations.
?????? Why Isn’t It Famous? – Even though it's a brilliant ‘Best out of Waste’
craft, many people don’t know about it! Learning this skill can help keep
the tradition alive.
?????? Sustainability Tip – Next time you have old clothes, think about
upcycling them instead of throwing them away. Who knows? You might
create your own Gozadi!
Brundtland Report (1987) – World Commission on Environment and
Development (WCED). Our Common Future. United Nations Digital
Library. https://digitallibrary.un.org/record/139811
1.
United Nations Sustainable Development Goals (SDGs) – United Nations.
Transforming our World: The 2030 Agenda for Sustainable Development.
https://sdgs.un.org/goals
2.
Jungle Trails Homestay, Tambdi Surla, Goa – Outlook Traveller. This
Women-Run Homestay in Goa is All Rustic and Wholesome.
https://www.outlooktraveller.com/stay/homestays/this-women-run-homestay-in-
goa-is-all-rustic-and-wholesome
3.
Free Press Journal. (2024, September 14). FPJ Eco Ganesha: Cow dung-based
Ganpati idols prepared to fund Gaushala for past 10 years. Free Press Journal.
https://www.freepressjournal.in/india/fpj-eco-ganesha-cow-dung-based-ganpati-
idols-prepared-to-fund-gaushala-for-past-10-years
4.
References:

19. Interdisciplinary Areas Grade 10
PAGE 10
1. Adopt a Plant – “My Green Friend”
Objective: Promote environmental responsibility and daily care.
What to do: Each student adopts a plant (medicinal, flowering, or fruit-
bearing) and nurtures it at home or school.
Duration: Three months (with progress photos and a short diary entry every
week).
Extension: Students can tag the plant with a name and make a creative plant
ID card.
2. Waste Audit Challenge at Home or School
Objective: Understand waste generation and management.
What to do: Over one week, students conduct a waste audit at home or in their
classroom—segregate waste into biodegradable, recyclable, and non-
recyclable.
Deliverable: Prepare a pie chart or table showing types and quantity of waste,
and suggest 3 actions to reduce it.
3. Local Hero Interview Project
Objective: Connect classroom knowledge to local action.
What to do: Students interview a local farmer, waste-picker, forest guard,
NGO worker, or artisan involved in sustainable practices.
Output: Submit a write-up or present their findings as a story or short video.
Note: This can be done in groups or individually.
4. Survey: Sustainable Habits in My Neighborhood
Objective: Apply research skills and analyze community practices.
What to do: Students prepare a simple questionnaire to find out how many
households use:
LED bulbs
Solar energy
Composting bins
Cloth bags
Deliverable: Compile findings into a chart and suggest 3 ways to improve.
SUGGESTIVE ACTIVITIES

20. Interdisciplinary Areas Grade 10
PAGE 11
CHAPTER 2 : SIMPLIFYING CLIMATE CHANGE
Learning Outcomes
Learners will be able to understand the meaning of the global challenges of
global warming and climate change
Learners will comprehend how climate change can affect different sectors.
Learners will be able to apprehend the concept of climate change vulnerability
·Learners will be acquainted with the concepts/principles of ‘Mitigation’ and
‘Adaptation’
Learners will be motivated to take action at the individual, family, school, and
community/neighbourhood level
CG-1
Understand key issues and challenges related to climate change, pollution, and
biodiversity collapse.
C-1.1
Explain how climate change pollution and biodiversity collapse affect human
well-being (economic activity, migration, cultural practices) and the well-
being of plant and animal species.
C-1.2
Understands connections between and the causes underlying pollution, climate
change and biodiversity collapse.
Curriculum Goals and Competencies
Introduction to Climate Change
Understanding Climate Change Impacts
Decoding Vulnerabilities to Climate Change
Solutions to Tackle Climate Change Impacts
Key Concepts

21. Interdisciplinary Areas Grade 10
PAGE 12
Many people think ‘climate’ and ‘’weather’ are the same, but they differ in time
scale. Weather refers to atmospheric conditions over short periods (hours or
days), while climate reflects patterns over long periods, typically 30 years.
Climate change research combines data from temperature, rainfall, satellite
observations, and climate models. Its primary driver is the increase in greenhouse
gases (GHGs), which cause global warming, stemming from natural or human-
induced factors.
2.1 Introduction to Climate Change:
The Earth's atmosphere contains
greenhouse gases like water
vapour, ozone, carbon dioxide,
methane, nitrous oxide, and
chlorofluorocarbons. These gases
trap some of the Sun's radiation,
helping maintain the Earth's
temperature while the rest is
reflected back. An increase in
greenhouse gas concentrations
disrupts this balance, causing
global warming.
Natural factors like solar activity and volcanic eruptions can raise greenhouse gas
levels but human activities—burning of fossil fuels, landfill emissions, mining,
and industrial and vehicular pollution—are major contributors. Since
industrialisation, greenhouse gas emissions have risen sharply, exceeding 400
ppm, significantly accelerating global warming and climate change.
DID YOU KNOW?
The meat and livestock industry also contributes largely to global
greenhouse gas emissions. To know more watch Cowspiracy: The
Sustainability Secret. It is a 2014 documentary film produced and directed
by Kip Anderson and Keegan Kuhn. The film explores how the animal
husbandry industry adds to climate change.

22. Interdisciplinary Areas Grade 10
PAGE 13
The Earth's climate is warming, with observable changes worldwide. Rainfall
patterns are shifting, sea levels are rising, and snow and ice are melting earlier in
the spring. By 2100, global temperatures are projected to increase by around 2°
C, leading to a rise in sea levels by approximately 50 cm. This temperature rise
will contribute to higher sea levels through the expansion of ocean water caused
by the melting of mountain glaciers and ice sheets in Antarctica and Greenland,
which will flow into the oceans. These indicators can influence water resources,
forests, other natural ecosystems, agriculture, energy production, infrastructure,
tourism, and human health. The adverse effects of global climate change will be
less pronounced if we reduce greenhouse gas emissions, but they will worsen if
emissions continue at the current pace or increase. The impacts differ by
location—some areas may face water shortages due to reduced rainfall, while
others might experience flooding from excessive rainfall. Rising temperatures
can harm crops and pose risks to human and animal health. The table given
below highlights the sectoral impacts owing to the changing climate.
2.2 Understanding Climate Change Impacts:
The Goa State Action Plan on Climate Change (SAPCC) outlines observed and
projected trends in temperature and rainfall for the region. Between 1901 and
2018, Goa experienced a mean annual temperature increase of approximately 1°
C, with a notable acceleration from 1990 to 2018. Projections indicate that under
a high-emission scenario (RCP 8.5), the mean temperature could rise by up to
4.5 °C by the end of the 21st century compared to the 1901-1950 baseline.
6.2.1 What is Observed in Goa? :

23. The phenomenon of sea level rise (SLR) driven by climate change poses a
significant threat, gradually eroding vast stretches of Goa's beaches. However, an
even greater danger looms—a combined impact of cyclones, extreme rainfall, and
SLR leading to catastrophic consequences. Recent events have highlighted this
reality, with unprecedented flooding, increased beach erosion, and damage to
estuarine areas in Goa. Notably, some of these impacts were intensified by severe
cyclonic storms, such as Cyclone Vayu in June 2020 and Cyclone Tauktae in May
2021. In Goa, there has been a change in the number of rainy days. This, coupled
with a high rate of urbanisation, could lead to water logging and flood-like
situations. Further, filling up low-lying areas that have a natural capacity to
absorb excess water can lead to water logging. Therefore, construction and
development activities need to be properly planned and should include features to
enhance climate resilience.
Interdisciplinary Areas Grade 10
PAGE 14
In a moderate-emission scenario (RCP 4.5), the increase is estimated at around
2.5 °C. Regarding rainfall, the mean annual precipitation has increased by about
68% from 1901 to 2018. Future projections suggest a potential decrease in annual
rainfall under high-emission scenarios, though variability remains high.
Additionally, the frequency of extreme rainfall events is expected to rise,
increasing the risk of flooding and associated hazards.
A TERI (2014) study on ‘Climate Resilient Infrastructure Services’ examined the
mean sea level for the Panaji coast for the period of 1875-2010. An increasing
trend of 0.83 mm/year, which after Glacial Isostatic Adjustment (GIA)
correction comes to be 1.26mm/year, was observed. An ensemble of 15 models
was used to make future projections (year 2100) that show a sea level rise of
0.3mm/year.
Pictures: Water logging during monsoons in Panjim

24. Interdisciplinary Areas Grade 10
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SUSTAINABILITY TIP
Reduce concretisation of open spaces and increase the scope for infiltration
of water
Permeable pavers can decrease water logging to a great extent
Climate change vulnerability refers to the degree to which a system, community,
or region is susceptible to and unable to cope with the adverse effects of climate
change. This includes impacts from climate variability, extreme weather events,
and long-term changes such as rising temperatures, altered precipitation patterns,
and sea-level rise.
2.3 Decoding Vulnerabilities to Climate Change
Vulnerability is determined by three main components:
Exposure: The extent to which a system is exposed to climate-related hazards
(e.g., droughts, floods, storms).
1.
Sensitivity: The degree to which a system is affected by or responsive to
climate-related changes (e.g., reliance on agriculture or infrastructure in flood-
prone areas).
2.
Adaptive Capacity: The ability of a system to adjust, reduce potential damage,
or recover from climate-related impacts (e.g., availability of resources,
governance, technology, and infrastructure).
3.
Vulnerability varies across regions, populations, and sectors, depending on
factors such as socioeconomic conditions, geography, and resilience measures in
place.
Excerpts from studies that highlight the impacts of climate change at the local
level in Goa are given below.
2.3.1. The Goan Context
Coastal Erosion
Erosion is the physical movement of sediment away from the shore via wave and
current action. Sea level rise can intensify erosion. Goa has a shoreline of 151
km, of which around 10.5 km was affected by erosion in 2006 (Kumar et al.,
2006), which increased to 27.03 km in 2014 (Rajawat et al., 2014). While
comparing the sediment transport rate, it was observed that net erosion is more
at Colva, South Goa, than at Calangute, North Goa (Kumar et al., 2006).

25. Interdisciplinary Areas Grade 10
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Bleaching of Corals
Goa’s coral reefs (Angria Bank) around Grande Island, near Vasco, support a
large variety of marine species. Mr. Kumar, a scientist at the National Institute
of Oceanography, is studying the frequency at which the corals are being affected
by warmer ocean temperatures. According to him, “Corals harbour colourful
symbiotic algae. When the water gets too hot, the corals expel these algae and
turn white, a process known as bleaching. If the water cools soon enough, the
algae return. But prolonged bleaching can kill the corals”. His study points out a
20% decrease in algae in the Indian Ocean over the past six decades. Marine litter
or the non-biodegradable garbage reaching our sea bed is also harming marine
life.
Impact on Freshwater resource
Since the impacts of climate change differ spatially, region-specific studies are
required to scrutinise the changing rainfall patterns and their impact on river
flow. A study by The Energy and Resources Institute (TERI) in 2020 assessed the
impact of climate change on the Selaulim Reservoir in Goa, which supplies water
for domestic, irrigation, and industrial purposes. Key findings include:
Increased Rainfall and Inflows: Projections indicate a rise in rainfall and water
inflows into the reservoir.
Sedimentation Concerns: The study highlights that sedimentation could
reduce the reservoir's capacity to store water, potentially affecting its ability to
supply water during lean periods.
Adaptation Measures: To address these challenges, the study suggests
implementing adaptation strategies to enhance the reservoir's resilience to
climate change impacts.
Saltwater Intrusion in Groundwater
Excessive pumping of groundwater and sea level rise (SLR) are the two main
causes of saltwater intrusion. A 2015 study by Ms. Sujitha indicated the problem
of saltwater intrusion in the wells of Baga and Nerul region (tourist belt of Goa)
due to over pumping. In 2003, Dr. Chachadi showed that 0.5 m SLR can cause
sea-water intrusion into the coastal aquifers of North Goa. Every square
kilometre of area had 25 drinking water wells; therefore, even if 10 km2 of the
coastal area gets affected by the 0.5 m sea level rise, around 250 wells will have to
be abandoned.

26. Interdisciplinary Areas Grade 10
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Picture: Coastal erosion at Cansaulim-Velsao coast, 2014 monsoon
DO WATCH!!
To understand the vulnerability of Panjim city to climatic impacts, watch
this short-film. It is based on a TERI project called CRIS
Losing Ground: Climate Vulnerability of Cities in India
Freely available on: https://www.youtube.com/watch?v=ugHqR7oO1Ug
There is no single solution that fits all when it comes to tackling the impacts of
climate change. It has to be a combination of mitigation and adaptation
measures, and it is a continuous process. Mitigation looks at limiting climate
change by reducing the global emissions of greenhouse gases, while adaptation
aims to lessen the adverse impacts through a wide range of actions at the local
level. The schematic below summarises actions that can be taken under
mitigation and adaptation.
2.4 Solutions to Tackle Climate Change Impacts
Source: Modified from www.renewcanada.com

27. Interdisciplinary Areas Grade 10
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International negotiations for climate change have been crucial in fostering
global cooperation to mitigate environmental challenges. India's commitment to
addressing climate change is reflected in its adherence to the Paris Agreement,
aiming to reduce carbon emissions and increase the share of renewable energy in
its energy mix. The country has also outlined its Nationally Determined
Contributions (NDCs), which include goals like achieving net-zero emissions by
2070 and enhancing climate resilience. In parallel, Goa has developed its State
Action Plan on Climate Change (GSAPCC), addressing local vulnerabilities
such as rising sea levels, shifting weather patterns, and ecosystem degradation.
The state’s action plan focuses on sustainable development, renewable energy
adoption, and protecting its rich biodiversity, aligning with India’s national
targets while prioritising local needs.
The actions that are taken to adjust to climate change, moderate potential
damages, make use of opportunities or cope with the consequences constitute
‘Adaptation Measures’. It is, therefore, an amalgamation of policy and
technological adaptation options and how fast they can be implemented.
Adaptive capacity can be both at the country and local levels.
MY GOA, MY RESPONSIBILITY
To prepare for the future:
Preserve wetlands and floodplains that protect coastlines from flooding
and damage
Restore and protect Khazan lands
Protect natural shoreline buffers like sand dunes and mangroves
Restrict extraction and use of natural resources such as sand and gravel
Elevate existing structures or build protective barriers in certain places
Improve stormwater drainage systems
Build homes further from the shoreline, respect and comply with CRZ
rules
Avoid over pumping of groundwater especially in the coastal belt
Plant and promote salt-tolerant varieties of crops such as Korgut and
Azgo Rice
Reduce, Reuse, and Recycle. Minimise waste generation

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I CAN REDUCE MY EMISSIONS AND CARBON FOOTPRINT
By carpooling and taking public transport whenever possible
By avoiding use of diesel vehicles that pollute more
By eating locally produced organic food
By not burning garbage
By not burning dried fields or biomass
By saving energy and water
By reducing and recycling waste
DID YOU KNOW?
Prime Minister Narendra Modi’s book ‘Convenient Action –
Continuity for Change’ was released at the Conference of Parties (CoP-
21) Summit held at Paris, France, in 2015? It describes India’s efforts to
mitigate climate change by transforming the country into a low-carbon
economy and the importance of climate justice.
PM Modi had earlier written another book titled ‘Convenient Action:
Gujarat’s Response to Challenges of Climate Change’ when he was the
chief minister of Gujarat.
The Goa Arts and Literature Festival held in December 2016 focussed
on Mr. Amitav Ghosh’s book ‘The Great Derangement: Climate
Change and the Unthinkable’.
Picture: Khazan land in Goa: Our asset! Let’s protect them and save our future

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CHRONOLOGY OF INTERNATIONAL NEGOTIATIONS ON
COMBATING CLIMATE CHANGE
1979: The first World Climate Conference is held
1988: The Intergovernmental Panel on Climate Change (IPCC) is
established
1990: The IPCC and the Second World Climate Conference calls for a
global treaty on CC
1991: The first meeting of the Intergovernmental Negotiating
Committee is held
1992: At the Earth Summit in Rio, the United Nations Framework
Convention of Climate Change (UNFCCC) is opened for signature
along with its sister Rio Conventions, the UN Convention on
Biological Diversity and the UN Convention to Combat
Desertification
1994: The UNFCCC enters into force
1995: The first Conference of Parties (COP1) is held in Berlin
1996: The UNFCCC Secretariat is set up to support action under the
Convention
1997: The Kyoto Protocol is formally adopted at COP3. The protocol
legally binds countries to emission reduction targets
2001: The Marrakesh Accords adopted at COP7 detailing the rules for
implementation of the Kyoto Protocol, setting up new funding and
planning instruments for adaptation, and establishing a technology
transfer framework
2005: The first meeting of the Parties to the Kyoto Protocol (MOP1) is
held in Montreal
2007: The IPCC’s Fourth Assessment Report is released. At COP13,
parties agree on the Bali Roadmap, which charted the way towards a
post-2012 outcome
2009: Copenhagen Accord Drafted at COP15. Countries submit
emissions reduction pledges or mitigation action pledges, all non-
binding
2010: Cacun agreements largely accepted at COP16. The largest
collective effort the world has ever seen to reduce emissions in mutually
accountable way

30. Interdisciplinary Areas Grade 10
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2011: COP17 held in Durban. Governments clearly realise the need to
draw up the blueprint for a fresh universal, legal agreement to deal with
CC beyond 2020
2012: The Doha Amendment to the Kyoto Protocol is adopted.
Amendments include new commitments for the period of 2013 to 2020
and a revised list of greenhouse gases to be reported
2013: COP19/CMP9 is held. Discussions are held on the Green Climate
Fund and long-term finance
2014: COP20 is held in Lima, Peru. Discussions on Intended Nationally
Determined Contributions (INDCs), climate finance, adaptation and
loss and damage
2015: COP21 or CMP11 is held in Paris, France. The landmark
agreement set the goal to limit global warming to well below 2° C
above pre-industrial levels, with efforts to limit it to 1.5° C. Countries
were required to submit Nationally Determined Contributions (NDCs),
which outline their national climate action plans, and to update them
every 5 years, reflecting enhanced ambition.
… (held every year)
2024: COP29 held in Baku, Azerbaijan. Discussions on providing
finance to developing countries in transitioning to sustainable energy
sources

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SUGGESTIVE ACTIVITIES
1
Philately: The study and collection of stamps and other postal materials is
called ‘Philately’. Students could be encouraged to collect stamps related to
climate change or global warming. It could be a group activity. Students
could make a collage and present it in the class. Alternatively, a talk by a
‘Philatelist’ can be organised.
2
Carbon Footprint Calculator: Teach students how to calculate their personal
or family carbon footprints. Discuss simple actions they can take to reduce
their impact, such as using less plastic, conserving water, or choosing
sustainable transportation. This personalises the issue and empowers students
to take action.
3
Local Impact Research Project: Have students research and present how
climate change is affecting their local community or region. They can focus
on specific aspects like rising temperatures, extreme weather events, or
impacts on local agriculture. This helps students connect global climate issues
to their immediate surroundings.
4
Climate Change Simulation Game: Create a role-playing game where students
represent different countries or regions. Each group will negotiate and take
decisions on actions to mitigate climate change, such as reducing emissions or
protecting forests. The game can help students understand the complexities of
international negotiations and the importance of collaboration in tackling
climate change.
5
Reflective Essays: Students can write reflective essays on various topics
related to the chapter. For instance, a reflective essay topic could be ‘Energy
Conservation: My Responsibility’.
Below are some activities that teachers may select for teaching this chapter.

32. Interdisciplinary Areas Grade 10
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Categories of Solid Waste—Domestic and Municipal, Bio-medical, Industrial
and Hazardous, E-Waste, etc.
Waste Segregation, Collection, Treatment and Scientific Disposal
Issues and Challenges in Waste Management
Role and Responsibility of the Individual and Other Stakeholders
Key Concepts
CHAPTER 3: WASTE MANAGEMENT
Learning Outcomes
Learners will be able to identify different types of wastes, their source, typical
quantities, etc.
Learners will be able to describe:
- the importance of ‘Waste as a resource’.
- significance of segregating waste.
- scientific methods for the treatment of waste. E.g. Waste treatment plants,
secured landfill.
Learners will be able to develop the awareness about the issues, especially from a
social science perspective. E.g. Mindset about littering, not segregating etc.
Learners will be motivated to take action at the individual, family, school, and
community/neighbourhood level.
The importance of Reduce, Reuse, Recycle, and Recover will be inculcated.
CG-2
Appreciates the need for inter connectedness, balance and harmony between
human society and nature – the essence of ‘Vasudhaiva kutumbakam’.
C-2.2
Illustrates actions at the individual, local, community, national, and
international level towards mitigation of issues related to environmental
damage.
C-2.3
Identifies actions that can be taken at the level of the school or local
community to counter environment related concerns.
Curriculum Goals and Competencies

33. Interdisciplinary Areas Grade 10
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Waste is defined as materials that are unwanted, unusable, and deemed to have
no value. The waste we commonly encounter in our surroundings is often
referred to as garbage. Garbage primarily consists of solid waste and can be
categorised into domestic waste (originating from households), municipal waste
(generated by schools, offices, and other establishments), and industrial waste
(produced by industries and factories). Sources of waste can be broadly classified
into four types—industrial, commercial, domestic, and agricultural.
Introduction
Commonly, waste is classified into two types
(i) Biodegradable and
(ii) non-biodegradable waste
Categories of Solid Waste
Biodegradable Waste: This waste originates from our kitchens and includes food
scraps, garden waste, and other similar materials. Biodegradable waste, also
called wet waste, can be composted to produce manure. Over time,
biodegradable waste naturally decomposes, with the rate of decomposition
varying based on the type of material.
Non-Biodegradable Waste: This includes old newspapers, broken glass pieces,
plastics, and similar materials. Non-biodegradable waste, also referred to as dry
waste, can be recycled and reused. Unlike biodegradable waste, non-
biodegradable materials do not decompose naturally and are, therefore,
significant contributors to pollution.
There are three other types of dry waste:
(i) E-waste,
(ii) Hazardous waste, and
(iii) Bio-medical waste.
E-waste, or Electronic Waste: This refers to discarded electronic devices and
equipment that are no longer functional, useful, or wanted. This includes old
computers, mobile phones, televisions, printers, batteries, and other electronic
appliances. E-waste often contains hazardous substances like lead, mercury, and
cadmium, which can harm the environment and human health if not disposed of
or recycled properly. Proper management of e-waste is crucial to reduce
environmental pollution and recover valuable materials for reuse.

34. Interdisciplinary Areas Grade 10
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Hazardous waste: This refers to waste materials that are dangerous or potentially
harmful to human health, wildlife, or the environment. It could be in the form of
solids, liquids, gases, or sludges and is typically generated from industrial,
commercial, medical, or household activities. Hazardous waste may exhibit one
or more of the following characteristics:
Toxicity : Poisonous and harmful when ingested, inhaled, or absorbed.
Flammability : Easily ignites and poses fire hazards.
Corrosivity : Can corrode materials or living tissue, such as strong acids and
bases.
Reactivity : Can explode or release harmful gases when mixed with other
substances
Examples include industrial chemicals, batteries, pesticides, medical waste, and
asbestos. Proper handling, treatment, and disposal of hazardous waste is
essential to minimise environmental damage and protect public health.
Bio-medical waste: This refers to any waste generated during the diagnosis,
treatment, or immunisation of humans or animals, as well as research activities
or the production and testing of biological products. This type of waste is
typically produced by healthcare facilities such as hospitals, clinics, laboratories,
veterinary institutions, and research centres.
Key Characteristics of Bio-medical Waste:
Categories: This includes infectious waste, pathological waste (e.g., tissues,
organs), sharps (e.g., needles, scalpels), pharmaceutical waste, and chemical
waste.
1.
Hazard: This can pose serious risks to human health and the environment if
not managed properly, as it may contain infectious agents, toxic chemicals, or
hazardous biological materials.
2.
Disposal: Requires proper segregation, treatment (e.g., incineration,
autoclaving), and disposal to prevent contamination and the spread of
infections.
3.
Soiled diapers and sanitary pads
Used bandages, gauze, and cotton
Discarded syringes and needles
Contaminated surgical instruments
Examples:

35. Interdisciplinary Areas Grade 10
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Laboratory samples and cultures
Expired or unused medications
In Goa, waste management is regulated by the following rules and policies:
(i) The Goa Waste Management Act, 2016
(ii) The Solid Waste Management Rules, 2016, and its amendments
(iii) The Biomedical Waste Management Rules, 2019
(iv) The E-Waste Management Rules, 2016, and its amendments
(v) The Hazardous and Other Wastes (Management and Transboundary
Movement) Rules, 2016
(vi) The Construction and Demolition (C&D) Waste Management Rules, 2016
DID YOU KNOW?
The Goa Waste Management Corporation (GWMC) was formed by the
Government of Goa in 2016 to look after the overall management of all
types of waste across the state and its safe disposal.
GWMC operates an integrated solid waste management plant at Saligao. It
is an example of waste-to-energy plant. Till 2022, 2,83,921 tons of solid
waste was treated and ~ 25,000 units per day of electricity was generated.
To know about waste management in Goa, visit: https://gwmc.goa.gov.in/
DID YOU KNOW?
By 2025, the waste management market size in India is projected to be
worth ~USD 15 billion, with annual growth of around 7 per cent.
Segregation is defined as the process of
separating different types of waste at the
source based on their characteristics,
composition, or disposal requirements.
This practice is essential for effective
waste management as it ensures that
recyclable, biodegradable, hazardous,
and non-recyclable materials are handled
Waste Segregation
and processed appropriately.

36. Interdisciplinary Areas Grade 10
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DID YOU KNOW?
The Corporation of the City of Panaji (CCP) practices an advanced 16-way
waste segregation system to ensure effective waste management and
recycling. This system involves separating waste into 16 distinct categories
at the source. This comprehensive segregation system helps minimise
landfill waste, maximise recycling efforts, and maintain a cleaner
environment in Panaji.
To know more visit: https://ccpgoa.com/#
The waste collection mechanism in India is a multi-stage process, ranging from
door-to-door collection to centralised waste disposal. The specific methods
depend on the type of waste (household, industrial, biomedical, e-waste) and the
local context.
Waste Collection Mechanism in India:
In many urban areas, municipal bodies use door-to-door collection systems for
domestic waste. Waste is typically segregated at source into two categories, i.e.
wet and dry waste. This system is meant to encourage source segregation, reduce
contamination, and facilitate recycling or composting.
Door-to-Door Collection:1.
In areas where door-to-door collection is not feasible, waste is collected at
designated collection points (also known as community bins or neighbourhood
bins). These collection points are located in common areas where people deposit
their waste for later pickup.
2. Waste Collection Points:
In some cities, curbside collection is employed where waste bins are placed along
the streets for people to drop off their waste. Waste collection vehicles come
periodically to collect it.
3. Curbside Collection:
Segregation of waste is a key aspect of waste management as it helps ensure that
recyclable materials can be easily processed and compostable materials are
diverted from landfills. In India, this practice is becoming more common due to
increasing awareness and regulations.
4. Segregation:

37. Interdisciplinary Areas Grade 10
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Municipalities are responsible for cleaning streets and public spaces. This waste,
primarily made up of litter, is collected and disposed of through the regular waste
collection system.
5. Street Sweeping:
Large establishments, such as hotels, markets, and industrial areas, generate
bulk waste that is often managed separately. Special waste collection vehicles
are designated for bulk waste collection in these areas.
Commercial waste is usually collected by private agencies contracted by
municipalities or by individual businesses, depending on the location.
6. Bulk Waste and Commercial Waste:
Biomedical waste from hospitals is collected and handled separately by specialised
agencies. The Biomedical Waste Management Rules (2016) govern the collection,
segregation, and disposal of such waste.
7. Waste from Hospitals and Healthcare Units:
E-waste (electronic waste) is increasingly being collected separately, either by
specialised e-waste recycling companies or through collection points managed by
municipal bodies. This includes items like old mobiles, computers, and
refrigerators.
8. E-Waste:
There are two types of waste management treatments: decentralised and
centralised.
Decentralised solid waste management involves handling waste at smaller,
localised levels (like neighbourhoods or small towns) rather than centralising it in
large processing facilities. Centralised solid waste management consolidates waste
collection, processing, and disposal in one central facility or a few large facilities
serving a larger region. The comparison between the two treatment systems has
been shown in the table below:
Waste Treatment
Aspect
Decentralised Solid Waste
Management
Centralised Solid Waste
Management
Waste Handling
Location
Localised, closer to the
waste source
Centralised, typically one
or few large facilities

38. Interdisciplinary Areas Grade 10
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Aspect
Decentralised Solid Waste
Management
Centralised Solid Waste
Management
Cost
Higher initial investment,
lower transport costs
Economies of scale, higher
transportation costs
Efficiency
May be inefficient in larger
cities or areas
More efficient at large-
scale operations
Community
Involvement
Encourages local
participation and awareness
Less community
engagement
Response Time
Quicker response to local
issues
Slower response to local
issues
Environmental Impact
Lower carbon footprint,
reduced transportation
emissions
Higher carbon footprint
due to long-distance
transport
Flexibility
Flexible to adapt to local
needs
Less flexibility, can be
more rigid
System reliability
Can be fragmented, less
coordinated
More reliable, with back-
up systems
In conclusion, decentralised systems are better suited for smaller, more adaptable
waste management, encouraging local responsibility, while centralised systems
provide efficiency at a larger scale but might face issues with transportation and
flexibility. The choice between the two depends on the size and nature of the area
being served.
Waste Management Initiatives and Technology in India:
Integrated Waste Management: Some cities in India have introduced integrated
waste management systems that include waste collection, segregation, recycling,
and disposal seamlessly.
Waste-to-Energy Plants: Increasingly, waste-to-energy plants are being set up in
several cities to convert solid waste into electricity or other forms of energy.
Public-Private Partnerships (PPPs): Many municipal corporations have
partnered with private agencies to enhance waste collection, management, and
processing efficiency.

39. Interdisciplinary Areas Grade 10
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Globally, approximately 2.01 billion tonnes of municipal solid waste are
generated annually, with projections indicating an increase to 3.4 billion tonnes by
2050. In India, the Central Pollution Control Board (CPCB) reported that during
the fiscal year 2020-21, the country generated approximately 160,038.9 tonnes per
day (TPD) of solid waste. Focusing on the state of Goa, data from 2018 indicates
that the state produced around 765.59 TPD of municipal solid waste, with a per
capita generation estimated at 0.48 kilograms per day. These figures highlight the
substantial and growing challenge of waste management at the global, national,
and state levels.
Issues and Challenges in Waste Management:
The rapid growth of the global population has led to an exponential increase in
waste generation, creating severe environmental and management challenges.
Urbanisation and industrialisation have driven a surge in consumerism, where
extravagant and irresponsible lifestyles contribute significantly to waste,
particularly single-use plastics and e-waste. Advancements in logistics and
packaging, while improving efficiency, have added layers of complexity to waste
management due to non-biodegradable materials and excessive packaging
practices.
For instance, the rise of e-commerce has amplified the use of cardboard, plastic
wraps, and thermocol. Countries like the United States, with a high per capita
waste generation, and developing nations like India, with large populations and
infrastructural gaps, face distinct but interconnected challenges. Globally, the
improper disposal of waste not only pollutes land and water but also accelerates
climate change through methane emissions from landfills. Addressing these issues
requires lifestyle changes, policy reforms, and innovations in waste reduction and
recycling technologies.
Waste management in India and globally faces numerous challenges, ranging
from inadequate infrastructure to social and economic barriers. These issues often
contribute to environmental degradation, public health risks, and inefficiencies in
resource recovery. Below are the key challenges in waste management:
Rapid Urbanisation: Rapid population growth and urbanisation have led to an
exponential increase in waste production, overwhelming existing waste
management systems. With expanding urban areas, finding suitable land for
waste disposal is becoming increasingly challenging.

40. Interdisciplinary Areas Grade 10
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Lack of Public Awareness: Many people do not segregate waste properly,
hindering recycling efforts. Mixed waste streams reduce the efficiency of
recycling processes and limit the recovery of valuable materials.
Inconsistent Coverage: In rural or less-developed areas, waste collection systems
may be inconsistent or poorly organised.
Insufficient Infrastructure: Some cities and towns lack the proper infrastructure
to handle waste efficiently, especially when it comes to transportation and
processing.
Illegal Dumping: Despite the regulations, illegal dumping of waste in open areas
remains common, particularly in rural and informal urban settings. Most
landfills in India are open dumps, poorly designed and managed, leading to air
and water pollution, fire hazards, and methane emissions.
Informal Sector Integration: The informal sector (unorganised waste pickers)
plays a crucial role in recycling but operates without proper recognition, safety
measures, or fair wages. Informal waste workers often handle hazardous
materials without protective gear, exposing themselves to serious health risks.
Behavioural and Cultural Barriers: Many citizens are unaware or indifferent to
waste management practices, leading to littering and improper disposal.
Cultural habits and resistance to adopting new practices, such as the belief that
segregation at the source hinders progress. Communities resist waste processing
facilities (NIMBY Syndrome: Not in My Backyard) near their residential areas
due to perceived health risks and nuisances.
DID YOU KNOW?
Plastic and other waste discarded on roads and open spaces eventually
make their way into rivers and ultimately reach the ocean and cause harm
to marine life.
The Great Pacific garbage patch also described as the ‘Pacific Trash
Vortex’, is among the five biggest marine debris patches in the world’s
oceans.

41. Interdisciplinary Areas Grade 10
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Picture: Marine litter on the beach in Goa
The government, organisations, and individuals each play a crucial role in
effective waste management. While there are many rules and policies for waste
management, there are specific government programmes such as the Swachh
Bharat Mission and Goa Non-Biodegradable Garbage (Control) Act, 1996, that
aim to encourage individuals and communities to take responsibility for waste
management.
Role and Responsibility of Stakeholders
The Swachh Bharat Mission, launched on October 2, 2014, by the Government of
India, is a nationwide cleanliness drive aimed at achieving a clean and hygienic
India. It seeks to eliminate open defecation, improve solid waste management,
and promote behavioural change toward cleanliness. The mission is divided into
two components:
Swachh Bharat Mission (Urban), targeting urban areas for better waste
management and sanitation facilities.
1.
Swachh Bharat Mission (Gramin), focusing on rural sanitation and making
villages open-defecation free (ODF).
2.
This flagship programme aligns with the ideals of M. K. Gandhi, who envisioned
a clean India as essential for the nation's progress. The mission encourages public
participation, awareness campaigns, and the adoption of sustainable practices to
ensure long-term cleanliness.
The Goa Non-Biodegradable Garbage (Control) Act, 1996, was enacted to prevent
littering and ensure proper disposal of non-biodegradable waste in the state. The
Act aims to:

42. Interdisciplinary Areas Grade 10
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Prohibit the indiscriminate dumping of plastic, metal, glass, and other non-
biodegradable waste in public spaces, water bodies, and open areas.
Encourage the establishment of waste collection centres and recycling units.
Empower local authorities to impose penalties on individuals and entities
violating waste management regulations.
By promoting responsible waste disposal
practices, the Act contributes to
protecting Goa's natural beauty,
ecosystems, and public health.
A clean and sustainable environment
requires more than just policies and
infrastructure—it demands a shift in
societal behaviour and mindset. Key
aspects include discouraging littering,
promoting source segregation, fostering
community responsibility, and embedding
cleanliness in culture.
GREEN THUMB!
Plan a visit to small facilities such as a vermicomposting unit and a
biomethantion plant in your vicinity and think of ways to involve more
people/communities to manage waste in a better way.

43. Interdisciplinary Areas Grade 10
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SUGGESTIVE ACTIVITIES
Field Excursions
1. Visit the Saligao or Cacora Waste Treatment Plant or the Material Recovering
Facility (MRF) in your neighbourhood
The students should document their experience in terms of what type of wastes are
handled, their quantities, the areas catered to, waste treatment processes, and the
lessons learnt.
2. Picnics and Clean-up Drives
Teachers could organise excursions to the nearby beaches, river fronts, lakes/ponds,
waterfalls or forest areas. These excursions should include clean-up drives. Students
could break out into groups and talk to tourists/communities and create awareness
about anti-littering.
Below are some activities that teachers may select for teaching this chapter.
Issue-based Learning: Waste Audit or Projects
1.Weigh Our Weekly Waste Generated at Home.
Students could keep track of different kinds of waste generated by their family at
home. Document the type and quantities generated and the current disposal methods.
List out if there is any issue with the current way of disposal and suggest potential
solutions.
Students must be assessed for understanding the context of the task, the ability to
identify ethical and moral dimensions, the ability to recommend actions based on
sound rationale and awareness of the consequences of the action.
2. Mapping from the Source to a Sustainable End
Where do the materials you use come from? Where do the books get printed? Where
do the pens and pencils get made? Where do the notebooks get made? Map this.
Maybe make a notebook of the leftover pages from old notebooks.

44. Interdisciplinary Areas Grade 10
PAGE 37
Reflective Essays
Students can write reflective essays on various topics related to the curriculum. E.g. ‘Is
waste management and disposal the sole responsibility of municipalities and other
government agencies?’
Assessment Criteria: Knowledge and understanding. These essays can be used by
teachers to assess the extent to which students have learnt the desired concepts.
Review a Local Case Study or the Screening of a Relevant Movie
Zero Waste School Campus
A framework for the school campus to go 'Zero or Shunya Waste' is enclosed as
Annexure I. It can be optional. The school can take it up as a policy, assign a
dedicated teacher (on a rotational basis), and the class 9 students can be made
members to monitor that year.

45. Interdisciplinary Areas Grade 10
PAGE 38
ACTIVITIES
THE ‘WASTE’ CHECKLIST
INTENTION: Use this checklist to learn if your campus reuses, recycles and reduces its waste
and whether zero or near-zero waste is sent to municipal/panchayat facilities.
Before you start, answer these questions.
Outputs to
Submit
1
Do you have different
coloured/labelled dustbins for
biodegradable and non-
biodegradable waste in
classrooms and common areas?
☐
Food waste can be composted to
make manure for plants. The
other waste items (plastic, paper,
stationery, cloth) can be reused or
recycled
Photographs/
narrative
2
Are dustbins located in
common areas easily accessible?
☐
Easy access to dustbins will ensure
a cleaner campus and reduce the
efforts of cleaning staff.
Photographs/
Mapping on
school plan
3
What are the different levels of
waste collection in your school?
☐
Map the locations of dustbins and
garbage collection points in your
school.
Photographs/
Mapping on
school plan
4
Do you know how much waste
your school generates in one
day?
☐
You could request the cleaning
staff to tell you the different types
of waste (plastic, paper,
stationery, cloth) they find in the
garbage every day. You can also
ask them about the quantity of
garbage collected daily on the
campus. Quantifying can help in
reducing the generation.
Photographs/
Simple waste
audit sheet
5
Have containers been placed in
the school for recyclable
materials? How is old/ broken
furniture stored on the campus?
☐
A properly segregated waste turns
out to be easier to recycle and
reuse. It makes the work of the
cleaning staff less cumbersome
and also cost-effective. Mixed
waste makes it difficult to sort and
increases the chances of hazards.
Photographs/
Narrative
6
How is the chemical waste
generated in your school labs
disposed of?
☐
Chemical waste can be
‘hazardous’ and pose a
significant danger to human
health and safety.
Photographs/
Narrative
Annexure I

46. Interdisciplinary Areas Grade 10
PAGE 39
ACTIVITIES
7
What strategies have been
opted by your school to dispose
of e-waste?
☐
Ink and toner cartridges (for
refilling and/or recycling) and/or
mobile phones, computers and
peripherals can be collected for
recycling or donation.
Photographs/
Narrative
8
Does your school reuse
furniture, decorations and other
materials at the school?
☐
Reusing reduces the waste sent for
disposal to landfills and the cost of
disposal. Energy consumed for
manufacturing new products is
also conserved.
Photographs/
Narrative
Waste Management Interventions – Crossing into the Next Category
Implies the Efficient Use of Resources, a Cleaner Campus and City.
Outputs to
Submit
9
Is the whole school provided
regular information about
activities and progress in
reducing waste and litter at the
school?
☐
Spreading awareness helps in
increasing knowledge and
understanding regarding the issue.
Photographs/
Narrative
10
Is there a paper reduction plan
in place? E.g.
Double-sided photocopying,
class sets of
worksheets, family newsletters
emailed, reduction in
photocopying handouts?
☐
To make paper, we need to cut
trees. This leads to environmental
destruction. Paper is also a major
component of waste. Reduced
usage can save our environment
and reduce the quantity of waste
generated.
Photographs/
Narrative
11
Does your school collect
materials for social support,
charity, donated goods
programme or fundraising?
E.g. Collecting clothes, used
furniture, cycles, toys and other
goods for reassignment
☐
Prevents usable goods from going
into landfills. Helps our
community and those in need.
Photographs/
Narrative
12
Does your school have an
annual maintenance contract
with any government-certified
recycler or waste management
company?
Waste management companies
will coordinate the provision of
recycling facilities for the school,
arrange for the uplift of
recyclables and the collection of
non-recyclables
Photographs/
Narrative

47. Flame-throated Bulbul
GOA'S NATURAL HERITAGE
Gaur
Matti The Malabar Tree Nymph
State Bird State Animal
State Tree State Butterfly
Photo by: Ramesh Zarmekar Photo by: Ramesh Zarmekar
Photo by: Chandrakant Shinde Photo by: Adv. Suraj Malik

48. INTERDISCIPLINARY
AREAS
Our planet's future starts
with us!
Small actions create a big
ripple—reduce, reuse,
recycle!
Every choice we make
shapes the world we share.
Spread the word & be the
change!
As temperatures rise, our planet is
feeling the heat. Human actions
fuel the change, reshaping
landscapes and weather. The time
to act is nowprotect our future,
protect the Earth.
Climate Change
Forests are our planet's breath—
let's protect them. Deforestation
threatens life and climate
balance. Together, we can restore
the green lungs of Earth.
Deforestation
Pollution is poisoning our planet,
one breath at a time. From
polluted air to tainted water, the
damage is clear. It's time to reduce,
recycle, and restore.
Pollution
Renewable energy is the key to a
cleaner, brighter future.
Harnessing the power of the sun,
wind, and water can fuel our
world sustainably. The time to
switch is now—for a planet that
thrives.
Renewable Energy
Waste less, live more—every small
step counts! Recycling and reusing
keep our planet clean and green.
Let’s turn trash into treasure for a
sustainable future.
Waste Management
GRADE 10
GOA BOARD OF SECONDARY AND HIGHER SECONDARY EDUCATION
PORVORIM GOA