ICSE Class 10 Syllabus 2028 Environmental Science

ICSE
INDIAN CERTIFICATE OF
SECONDARY EDUCATION
EXAMINATION
YEAR 2028

ENVIRONMENTAL
SCIENCE
(82)

Developed by:
Research, Development and Curriculum Division (RDCD)
CISCE

January 2026
____________________________________________________________________________________________

© Copyright, Council for the Indian School Certificate Examinations
All rights reserved. The copyright to this publication and any part thereof solely vests in the Council for the Indian
School Certificate Examinations. This publication and no part thereof may be reproduced, transmitted, distributed or
stored in any manner whatsoever, without the prior written approval of the Council for the Indian School Certificate
Examinations.

Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate
Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.
Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.

CLASS X
There will be one paper of two hours duration carrying 80 marks and Internal Assessment of 20 marks.

1. Interlinkages between the Triple Planetary Crisis
(i) Interconnections between Pollution, Climate Change, Biodiversity Loss.
Understanding how causes, effects and solutions of triple planetary crises are interconnected
● Understanding cause and effect relation, feedback loops (to be explained with examples like deforestation
and ice melting) and vicious cycles of pollution, climate change and biodiversity loss (to be explained with
illustration and examples mentioned in the resource material)
● Making connection to local context: Matrix of local environmental issues linking the planetary crisis.
(ii) Impacts of TPC.
Interdependence of the three issues and collective impact on Earth’s ecosystems, societies and economies.
• Ecosystem imbalance.
− Impact on flora and fauna from the lens of all three planetary crises (with examples), some
endangered and threatened species of India, and globally based on the IUCN Red List.
− Impact on indicator species and key-stone species, shift in habitats (like shifts in vegetation
zones), changes in species behaviour (flowering, breeding), domino effect, cascading effect with
examples.
− Resultant impact on ecosystem resilience and human wellbeing.
• Increased Natural Hazards.
− Increased frequency and intensity of natural hazards due to climate change, pollution and
biodiversity loss - like heat stress, intense rainfall, floods, cyclones, droughts, wild-fires (to be
studied with examples from India and globally mentioned in resource material)
− Risk to infrastructure (like in coastal areas), vulnerable communities on account of increased
disasters (coastal communities, communities living in hazard prone zones).
(iii) Food and water security.
Challenges in agriculture and freshwater resources with examples, concerns over food and water security
and related health impacts, gender and social disparity (vulnerable communities), human displacement
and migration due to loss of biodiversity, pollution, and climate change (climate refugees) with examples.
(iv) Socio-economy.
Economic losses due to climate change and biodiversity loss, health impacts, reduced income and livelihood
from agriculture, fisheries and forestry, loss of traditional livelihoods and knowledge systems with
examples, increased cost of disaster recovery and environmental restoration, impact on global and national
GDP, cost of inaction.
(v) Urgency to act.
TPC and other planetary crises, holistic approaches to solving environmental problems, systems thinking
approach (to be explained with simple illustration and examples like sustainable clothing, addressing
deforestation).

2. Addressing Environmental Pollution
(i) National policies for addressing environmental pollution.
Role of national policies for environmental protection, conservation and management.
● Right to a healthy environment, air and water (guaranteed by the Constitution under Article 21) and
duties entrusted to every citizen for protection and improvement of the environment (Article 48A).
(ii) Policies for environment protection, clean air, clean water, waste management, land and soil conservation,
and plastic pollution.
(List of policies mentioned in the resource material.)

7

(iii)International Initiatives.
Montreal Protocol (ozone layer depletion, phase-out of ozone depleting substances and their
replacement), Clean Air Initiative of UNEP and WHO, UN-Water, United Nations Convention to Combat
Desertification (UNCCD), Global Treaty for Plastic Pollution (2022).
(iv) Actions for controlling pollution.
● Policy implementation and regulation (role of regulatory bodies).
● Role of industries in environmental compliance and research institutions in assessments and
monitoring.
● Role of communities: individual and collective actions for pollution prevention and control.
(Case study reference provided in resource material)

3. Addressing Biodiversity Loss
(i) National policies for addressing biodiversity loss.
Wildlife (Protection) Act (1972), Biodiversity Act (2002), Forest Conservation Act (1980), National
Forest policy (1988), Tribal Rights Act 2006, National action plans like National Biodiversity Action Plan
(NBAP), National Biodiversity Strategies and action plan (NBSAP).
(ii) International initiatives.
Convention on Biological Diversity 1992, Ramsar Convention on Wetlands, 1971, CITES. United Nations
Decade on Ecosystem Restoration (2021-2030). Brief idea and main objective of the above policies, not
in detail. Not to be tested.
(iii) Actions for controlling biodiversity loss:
● Role of research institutions in studying, recording and monitoring biodiversity
● Conservation of Genetic Resources: In-situ (wildlife sanctuaries, national parks, biosphere reserves)
and ex-situ (zoological parks, botanical gardens, gene banks), wildlife crime control
● Role of communities: individual and collective actions for controlling biodiversity loss - People's
Biodiversity Registers (PBRs), species conservation, sacred groves.
(Case study reference provided in the resource material)

4. Addressing Climate Change
(i) Ways of addressing climate change.
Mitigation and Adaptation: Definition, difference, strategies for mitigating climate change and adapting
to it (to be explained with illustration and examples).
(ii) International Initiatives.
Scientific Assessment of climate change by IPCC, UNFCCC and Conference of Parties, concept of
Common but Differentiated Responsibility and Respective Capacity (CBDR-RC) and the premise of
climate justice (In brief) Kyoto Protocol (1997), Paris Agreement (2015), Nationally Determined
Contributions.
(iii) National policies for addressing climate change.
National Action Plan on Climate Change (2008) and its 8 National Missions, State policies, Disaster
Management Act (2005) and Action Plans, India’s Nationally Determined Contributions (NDCs), Net-
Zero target for 2070, Mission LiFE (2022), Energy Conservation Building Code (ECBC, 2007), National
Smart Grid Mission (2016), Electric Vehicle policy (2025), Schemes on ‘Per drop more crop’,
Agroforestry etc.
(iv) Actions for combating climate change.
● Mitigation actions: Transition to renewable energy, energy efficiency, using public or non-motorized
transportation, afforestation/ reforestation, reducing emissions from industrial processes, 5Rs of
waste management and carbon capture and storage.

8

● Adaptation and resilience actions: climate-resilient agriculture, ecosystem restoration, water
conservation, green buildings, disaster preparedness and management - early warning systems,
emergency response, building resilient systems and infrastructure.
● Role of industries, institutions, communities and individual level actions in combating climate change.
(Case study reference provided in the resource material)

5. Redesigning Social and Economic Systems
(i) Shifting to green economy and circular economy.
Understanding the concept of green economy and circular economy. (to be studied with examples
mentioned in the resource material), responsible production and consumption.
(ii) Sustainability in Industries.
Environmental ethics in business, Environmental Social Governance (ESG), sustainability reporting,
carbon accounting and reporting, Corporate Social Responsibility (CSR), environment tax. the rise of
organic and sustainable product chains in India. (to be briefly introduced with examples mentioned in
the resource material).
(iii) Sustainability in agriculture.
Role of agriculture in sustainable development, Climate-smart and resilient farming- organic farming,
agroforestry, crop rotation and mixed cropping, promoting native crops and food crops over cash crops,
soil health, drip irrigation. (to be studied with examples mentioned in the resource material).
(iv) Sustainable cities and human habitat.
● Green building concept with examples,
● Green public infrastructure in cities (like gardens, parks, green roofs, green building, stormwater
drainage)
● Sustainable mobility (such as bike lanes, pedestrian paths, public transport and electric vehicle
charging infrastructure)
(Case study reference provided in the resource material)

6. Sustainable Practices and Innovations
(i) Indian Knowledge Systems (IKS)-
India’s sustainable traditions and practices and their relevance in today’s world.
Applications of Indian Knowledge System in promoting sustainability - Traditional water conservation
and management techniques, biodiversity conservation practices, traditional medicines, sustainable food
systems and food preservation techniques, sustainable clothing and textile practices, sustainable housing
and construction, traditional storage, recycling and repurposing, resource efficiency practices, energy
efficiency practices. (to be included with examples and photographs from across India).
(ii) Nature-based Solutions.
● Nature-based Solutions (NbS) -understanding the NbS approach and benefits in terms of protecting
nature around us and addressing climate change and environmental pollution. (To be explained with
examples.)
● Ecosystem restoration; Use of biofertilizers, biopesticides, biopreservatives; Conserving wetlands;
Green-roofs and green spaces in urban areas; stormwater management and natural sewage
treatment.
(Examples and case study reference mentioned in the resource material)
(iii) Emerging Technologies and innovation to combat triple planetary crisis.
● Environmental application of GIS and remote sensing (for monitoring pollution, deforestation, ice
melt, sea-level rise, and urban heat islands, detecting invasive species, wild-fire.
● Use of AI in soil health diagnostics, IoT for monitoring GHG emissions, energy efficiency and air
quality.

9

● Innovations: applications of bio-technology like bioalternatives of plastic (bioplastic), enzyme-based
plastic degradation, climate resilient crop, pest resistant crop e.g. Bt Cotton; phytoremediation to
control soil pollution; solar-powered water filtration units; innovations in renewable energy sector
(bioenergy, green hydrogen, waste-to-energy technologies), carbon capture and storage
technologies.
(iv) Local actions for sustainability and collaboration between actors.
• Sustainable lifestyle in practice.
− The 5Rs of sustainability (rethink, reduce, reuse, repurpose and recycle); Conserve energy (e.g.,
solar water heaters, turning off unused devices); conserve water (e.g., rainwater harvesting,
fixing leaks, reusing greywater for plants.
− Use eco-transport (e.g., cycling, carpooling, transitioning to EVs); Choose seasonal or local
food.
− Embrace eco-fashion (e.g., khadi, upcycled garments, slow fashion.
− Plant and raise trees.
• Youth Engagement and Leadership.
− Green drives at school, eco-clubs to promote green initiatives (e.g., waste segregation, compost
waste food, recycle waste).
− Encourage and influence green habits (e.g., avoid use of plastic, car-pool, use of steel lunch box,
carry your own water bottle, eco-friendly ways of celebration).
• Community Initiatives.
− Clean-up drives (e.g., beach clean-up, lake and river cleanup); plan tree-planting campaigns;
Waste segregation and e-waste collection and recycling programs.
− Ecotourism in forests and hill stations.
− Promote solar rooftop, maintain green spaces in the community.
• Education and Awareness.
− Integrate sustainability into schoolwork; Host workshops; Run campaigns to promote sustainable
practices from schools to communities, Present success stories.
• Capacity Building.
− Learn renewable energy skills (e.g., solar panel installations).
− Practice school composting (e.g., "Garbage to Gold" projects).
− Create biodiversity spots (e.g., butterfly gardens, growing native plants).
− Train in disaster preparedness.

7. Green Skills Development
(i) Sustainable Habits.
Green actions in daily life - Assess and make a matrix of how actions for pollution reduction, biodiversity
conservation and climate change can be integrated in daily life. Measures for adopting sustainable
actions into habits.
(ii) Green Skills in Practice.
● What are green skills?
Learning practical skills in waste segregation, recycling, composting, energy efficiency, water
harvesting, biodiversity conservation, sustainable clothing, building designs, food habits, responsible
consumption, etc.
● Green Jobs (skill council for green jobs initiative of India) - green job opportunities in renewable
energy, green hydrogen energy, EV charging and clean transportation, green construction, waste
management, water conservation, circular economy, eco-tourism, natural resource conservation,
research and development in this field, green businesses, emission reduction and carbon markets.

10

Suggested visits for practical learning
1. Explore
• Wetland or River Ecosystem:
• Conduct a field visit to a wetland or river to study its biodiversity and ecosystem services.
• Analyze the impact of human activities on water quality and aquatic life.
2. Field Study of Urban Green Spaces:
• Assess the role of parks, gardens, and urban forests in improving air quality, biodiversity, and community
well-being.
• Propose strategies to enhance green cover in urban areas.
3. Visit a Local Water Treatment Plant:
• Understand the processes involved in water purification, distribution, and wastewater treatment.
• Analyze the challenges in water management and propose sustainable water conservation solutions.
4. Study a Local Agricultural Farm:
• Observe traditional and modern farming practices, including irrigation, crop rotation, and organic
farming techniques.
• Explore the linkage between agriculture, biodiversity, and sustainable food systems.
5. Visit a Recycling Plant or Material Recovery Facility:
• Learn about the segregation, processing, and recycling of waste materials.
• Understand the role of circular economy practices in reducing environmental footprints.
6. Visit a Renewable Energy Plant (Solar/Wind/Biomass):
• Study the generation and integration of renewable energy into the power grid.
• Discuss the benefits and limitations of transitioning from fossil fuels to renewables.
7. Interaction with Organic and Local Food Producers:
• Trace the journey of food from farm to plate, including sourcing, packaging, and transportation.
• Analyze the environmental impact of food choices and propose ways to promote sustainable consumption.
8. Visit to a Solid Waste Management Facility:
• Study the journey of waste from collection to treatment, including composting, incineration, or landfill
management.
• Propose improvements in waste segregation and management practices.
9. Explore a Food Processing Unit:
• Learn about the processing, storage, and packaging of food products.
• Analyze the sustainability of food production and packaging practices.
10. Visit a Rainwater Harvesting Project or Check Dam Site:
• Study the techniques and benefits of water conservation in local communities.
• Propose ways to replicate or improve these methods in the school or neighborhood.
11. Interaction with Environmental NGOs or Conservation Groups:
• Engage with organizations involved in afforestation, wildlife rescue, or pollution control.
• Understand their strategies, challenges, and successes in conservation efforts.
12. Visit to a Fisheries or Aquaculture Unit:
• Learn about sustainable fishing or aquaculture practices and their role in food security.
• Analyze the impact of overfishing and propose sustainable solutions.

11

13. Visit a Senior government official of Municipal Corporation/ Municipality in your city:
• Know about the local environmental challenges in your city (issues around waste, water pollution in river/
canal/ lake etc., water quality and supply, air pollution, floods, lack of green spaces in the city, need for
biodiversity parks, slum areas, traffic management etc.)
• Find out what they are doing to overcome such environmental challenges.
• Ask them how students can support in this endeavor. Pledge to support your local city government for a
clean and green city.

12

INTERNAL ASSESSMENT
Any two assignments/projects and one case study prescribed by the teacher, need to be completed by the
candidates.
Suggested Assignments/Projects
1. Analyze a recent natural disaster in your knowledge, investigate its causes and impacts on account of
the Triple Planetary Crisis. Present your analysis as a news reporter or as a presentation, emphasizing
lessons learned and preventive measures.
2. Develop a functional model (e.g., a DIY solar cooker, rainwater harvesting system, compost) to
demonstrate how small changes at the individual level can have a big impact on addressing climate
change.
3. Develop a functional circular economy model for a specific system, such as managing school cafeteria
waste, school paper waste etc. Highlight how the 5Rs can be applied to minimize the waste. Document
the environmental and economic benefits in a detailed report.
4. Survey different transportation options prevalent in your school and using a simple template, assess the
environmental impact. Compare the carbon footprints of various modes of transport and suggest ways
students and families can switch to greener options, such as cycling or carpooling. Present the results
through a data-driven report or poster.
5. Prepare compost from organic kitchen waste like vegetable and fruit peels. Build a small kitchen garden
in your backyard/ planters using compost. Demonstrate the whole process of the activity in the form
of a presentation with pictures. Describe the challenges you faced and the accomplishment of growing
your own food.
6. Analyze the environmental and social impacts of the current fast fashion trend and compare them with
sustainable fashion practices. Research case studies, survey peers on their fashion habits, and suggest
how students can support sustainable choices. Present your findings in a report, video, or infographic.
7. Choose any one Nature based Solution (ecosystem restoration, wetland conservation, green-roofs, green
spaces, use of biofertilizer, stormwater management, natural sewage treatment etc.) and analyse its
application in your locality. Survey the stakeholders to know the challenges and opportunities.
8. Choose any common daily use item. Design a toolkit to promote responsible consumption practices
around that item. Include creative ideas for repurposing that item into a usable form post life cycle to
minimize waste. Present the toolkit in the form of a video, or a presentation.
9. Analyze your state initiatives, focusing on any one sector (renewable energy, air quality, water
conservation, waste management, sustainable agriculture) and assess its contribution to national
environmental goals. Prepare a 1500-word report or powerpoint highlighting its contributions,
challenges, and role in advancing sustainability initiatives in India.
10. Analyse any emerging technology or innovation in the field of sustainability, and evaluate its benefits,
challenges and possible scale-up.

Suggested Case Studies
1. Art of Living fined for Yamuna floodplain damage (2016) to demonstrate legal accountability for
ecological harm.
2. Alaknanda Hydro Electric Project fined post-2013 Uttarakhand floods to highlight the consequences of
poor environmental planning.
3. Down to Earth magazine as a reliable source for scientific reporting, assessment, and monitoring of
environmental issues in India.
4. Lion conservation by the Maldharis of Gir, Gujarat – a strong example of coexistence and community-
led wildlife protection.
5. Chipko Movement – a historic people’s movement for forest conservation through non-violent resistance.
6. Community Conservation Areas in Nagaland – showcasing indigenous practices and local governance in
preserving biodiversity-rich habitats.
7. Other major environmental movements in India. e.g. ‘Narmada bachao’, Silent valley movement, Tehri
dam conflict, Appiko movement etc.

13

8. Modhera, Gujarat stands out as India’s first solar-powered village, showcasing the potential of renewable
energy in rural areas.
9. Palli village in Jammu and Meenangadi village in Kerala serve as inspiring models of carbon-neutral
villages driven by community-led green initiatives.
10. Indore sets an example in sustainable urban development through its efficient waste management
practices.
11. Mysuru illustrates how cities can turn organic waste into compost, supporting a circular economy and
reducing emissions.
12. Green and Circular Economy: Green infrastructure in cities supports biodiversity while promoting
inclusive urban development.
13. Green and Circular Economy: Sweden’s circular economy, New Zealand’s regenerative agriculture, and
Norway’s green energy transition serve as global examples of sustainable economic models.
14. Sustainability in Industries: Tata Steel is working towards emission reduction and decreasing coal
dependency.
15. Sustainability in Industries: Mahindra & Mahindra is reducing freshwater use and has committed to
becoming carbon neutral by 2040.
16. Sustainability in Agriculture: Organic farming in Sikkim showcases a successful shift to chemical-free
agriculture.
17. Sustainability in Agriculture: PM-KUSUM Yojana promotes solar-powered irrigation, while initiatives
like using native crop varieties, bio-pesticides, and bio-fertilisers support sustainable farming practices.
18. Sustainable Cities and Human Habitats: Pune is making strides in sustainable mobility.
19. Sustainable Cities and Human Habitats: Indore and Mysuru are leading examples of clean and green urban
planning in India
20. Nature-based Solutions: Ecosystem restoration efforts such as mangrove restoration projects and global
movements like Africa’s Great Green Wall demonstrate large-scale environmental healing.
21. Nature-based Solutions: Adoption of biofertilizers (like compost and nitrogen-fixing microbes) and
biopesticides (such as neem-based solutions) offer eco-friendly alternatives in agriculture.
22. Nature-based Solutions: Wetland conservation efforts, such as the East Kolkata Wetlands in West Bengal,
and the promotion of green roofs and urban green spaces in Indian cities and green schools, highlight
urban nature-based resilience.
23. Local Actions for Sustainability: Mission LiFE exemplifies India’s national commitment to promoting
individual and community-driven climate action.
24. Local Actions for Sustainability: Jadav Payeng, the "Forest Man of India," stands as a powerful example
of how individual efforts can lead to large-scale environmental transformation.

14

EVALUATION
The assignment/project work and case study are to be evaluated by the subject teacher and by an External
Examiner.
(The External Examiner may be a teacher nominated by the Head of the school, who could be from the faculty,
but not teaching the subject in the section/class. For example, a teacher of Environmental Science of Class XI
may be deputed to be an External Examiner for Class X, Environmental Science projects.)
The Internal Examiner and the External Examiner will assess the assignments independently.
Award of Marks (20 Marks)
Subject Teacher (Internal Examiner) 10 marks
External Examiner 10 marks
The total marks obtained out of 20 are to be sent to CISCE by the Head of the school.
The Head of the school will be responsible for the online entry of marks on CISCE’s CAREERS portal by the due
date.

15

INTERNAL ASSESSMENT IN ENVIRONMENTAL SCIENCE - GUIDELINES FOR MARKING WITH GRADES
Criteria Preparation Investigation/ Analysis/Inference Solutions Presentation Marks
Gathering Data Alternatives/
Innovations
Grade I Follows instructions with Is able to ask right Analyses Innovative ideas Accurate. Feasible, 4 marks
understanding, modifies if questions. Knows whom systematically. Can see presented. neat, well labelled
needed. Background to ask, when and how. Can sequences or Alternatives diagrams. Index and
information correct. Level of deal with more than one correlation. Can suggested. references given.
awareness high. variable. segregate fact from
opinion.
Grade II Follows instructions step-by- Is able to ask questions and Makes observations Alternatives Accurate. Neat, well 3 marks
step. Awareness is good. identify whom to ask when correctly. Analysis fair. presented. labelled diagrams,
Background information and how. Can handle two Innovative but index and references
correct. variables only. not practical. given.
Grade III Follows simple instructions Needs help with the Observation - help Obvious A bit disorganised, 2 marks
only. Awareness basic. investigations. Has needed. Needs guidance solutions but neat and accurate.
Background information suggestions but cannot to see correlations or presented. Not Either index or
sketchy. decide. sequence. innovative. references missing.
Grade IV Follows some instructions Needs to be told what Detailed instructions Thinks of Poorly organised. 1 mark
but confused. Has to be questions to be asked, required to draw solutions under Some things missing.
made aware. Background whom to ask or where to inferences. Charts have guidance. Index and references
information incorrect in gather the data from. to be made. missing.
Grade V l
Confused about instructions.
Gets stuck at every step. Even with help, analysis Solutions not Overall impression 0 mark
Has to be made aware. Questionnaire has to be is not clear. Takes forthcoming. very poor. Not very
Needs help with background formulated. teacher’s word for it. accurate.
information.

16