1.

Introduction:
In the realm of education, the curriculum serves as a carefully crafted roadmap, directing the sequence of
instructional experiences and content within an educational setting. Its significance lies in guiding teachers,
fostering student learning, and preparing individuals for the challenges that lie ahead (Posner, 2004). The
multifaceted nature of the curriculum, especially concerning environmental challenges, holds deep impacts.
It shapes students' knowledge, attitudes, and behaviors, providing essential information about ecological
systems, human impacts, and urgent planetary challenges. A thoughtfully designed curriculum encourages
critical examination of environmental issues, fostering critical thinking skills essential for addressing
complex challenges in the future. Notably, the curriculum plays a pivotal role in developing environmental
awareness, equipping students with the knowledge, skills, and attitudes necessary to address contemporary
environmental challenges. Environmental challenges are a pressing concern in our contemporary world, and
their representation in educational materials is of utmost importance. Environment scientists have claimed
that Pakistan is one of ten countries most at risk from climate change (Wallace-Wells, 2022).
Environmental education embedded in the curriculum serves as a powerful tool, laying the
foundation for lifelong learning. Reid and Scott (2016) highlight the importance of climate change education
in schools and discuss how the curriculum can be a powerful tool for raising awareness and understanding
among students. The United Nations Conference on Human Environment, held in June 1972 in Stockholm,
said in its 19th principle that nations and states should incorporate environmental topics into the curriculum
to establish the framework for future generations for protecting and improving the environment. The
multinational Conference of Tbilisi in 1977 decided that Environmental education (EE) is crucial for finding
comprehensive and long-lasting solutions to problems of the environment (Mliless & Larouz, 2018). Among
other things, these symposiums and conferences highlight the significance of environmental Education (EE)
and ecolinguistics.
The study extends to ecolinguistics, an interdisciplinary field exploring the relationship between
language and the environment. It has consequently become the subject of study, as stated by Yina Wu, who
claims that ecology has developed into “the core issue of the 21st century.” (Wu, 2018). The Norwegian
linguist, Einar Haugen (1972), initiated the study of ecolinguistics by using the term of language ecology
through a metaphor study by adapting interrelationship of living being as organisms and their
environment (Luardini & Sujiyani, 2018). Halliday's Transitivity Model Therefore, ensuring environmental
sustainability and taking an ecological perspective is part of the area of eco linguistics (Dash, 2019). This
intersection provides a unique perspective on language's role in conveying environmental actions, actors,
and affected entities.
However, disparities exist in the educational landscape, particularly between public and private
schools. Children in schools with more updated and comprehensive curricula, often found in the private
sector, tend to have a better understanding of environmental issues, stronger critical thinking skills, and
increased engagement with the subject. On the contrary, outdated curricula in public schools may hinder
students' exposure to current environmental issues and innovative teaching methods, impacting their overall
learning experience. Regularly updating the curriculum is crucial to keeping education relevant and timely.
This includes incorporating current environmental issues and advancements in sustainability practices. Roth
(1992) explores the influence of textbooks on environmental literacy and argues that textbooks play a
critical role in shaping students' perceptions and understanding of environmental issues. The article suggests
that textbooks should foster a more critical and reflective engagement with environmental topics. Andersson
and Wallin (2000) discuss the role of textbooks in shaping students' attitudes towards the environment. Kose
and Yilmaz (2016) explore the representation of cultural perspectives in environmental education textbooks.
The study highlights the importance of culturally relevant content in textbooks to foster a deeper
understanding of environmental challenges. The linguistic representation of environmental challenges in
textbooks becomes a focal point, with a study aiming to uncover implicit biases and nuances through the
Transitivity Model proposed by Halliday. The choice to examine textbooks from both public and private
schools is justified by the recognition of their distinct roles in the educational landscape. Public schools cater
to a diverse population and are often influenced by government-mandated curricula, whereas private schools
may have more autonomy in shaping their educational content. Previous studies have indicated that these
differences can lead to variations in textbook content (Smith, 2017). Therefore, understanding how
environmental issues are linguistically represented in these contexts is crucial for assessing the
comprehensiveness and accuracy of environmental education. This discrepancy extends to the representation
of environmental issues in textbooks, where linguistic analysis becomes a valuable tool to assess
comprehensiveness and accuracy.
The study expands its focus to the Lebanese educational context, highlighting disparities between
public and private schools in integrating technology and environmental awareness. Private schools show
more initiatives in adopting technology, although primarily supporting the official curriculum. Public
schools face challenges due to economic difficulties, impacting their collaboration with environmental
initiatives and the integration of technology into civics curriculums. According to Hamzeh et al. (2019),
there is a notable lack of institutional equipment and governmental support in integrating digital tools and
environmental education in Lebanon. Private schools, as noted by Yehya et al. (2018), have taken individual
initiatives to integrate technology in education, although these efforts primarily support the official
curriculum rather than the informal aspects of learning, such as developing students' values or behaviors.
Ghosn-Chelala (2019) points out that public schools in Lebanon face significant challenges in engaging
meaningfully in the digital sector due to economic difficulties. This has led to a lack of collaboration with
informal environmental initiatives and a deficiency in integrating information and communication
technology in civics curriculums. The study by Nakhoul and Perry (2019) corroborates this, highlighting that
private schools are more prone than public schools to integrate technology within their educational
strategies, attributed to better budgetary readiness. Furthermore, the lack of implemented digital use in
Lebanese institutions, especially in the context of environmental education, indicates a low prioritization of
environmental issues and a need for further empirical research on the ecological values of the Lebanese
educational
In the broader global context, the study seeks to understand how language, specifically through
textbooks, frames the narrative of sustainability. Linguistic analysis using Halliday's Transitivity Model
aims to uncover language patterns, discern biases, and provide insights into shaping perceptions and actions
on environmental challenges among learners. The study not only contributes to understanding language
dynamics within the Sustainable Development Goals (SDGs) but also emphasizes language's pivotal role in
galvanizing global efforts toward sustainability.
While this research has limitations and suggests scope for further exploration, it significantly
contributes to understanding language's role in environmental education. By critically examining linguistic
constructs in textbooks, this study provides valuable insights into how language frames the narrative of
sustainability, ultimately influencing societal engagement and environmental consciousness.
In conclusion, the study of the linguistic representation of environmental issues in textbooks, guided by
Halliday's Transitivity Model, is a critical step toward improving how we educate future generations about
the defining environmental challenges. This research has the potential to make a meaningful contribution to
environmental education, shaping a more informed and proactive approach to environmental stewardship
among the next generation.

2. Literature Review:
The Norwegian linguist, Einar Haugen (1972), initiated the study of ecolinguistics by using the term
of language ecology through a metaphor study by adapting interrelationship of living being as
organisms and their environment (Luardini & Sujiyani, 2018).This research area is getting prominence in
contemporary world and is helpful to combat with challenges arises from the climate changes. Most of the
developing countries are highly vulnerable against this threat of climate change and Pakistan is of no
exception. Pakistan is one of the countries highly vulnerable to climate change. The World Air Quality
Index (2023) has also ranked Pakistan as one of the most polluted countries in the world. The author of the
Uninhabitable Earth, Wallace-Wells (2022) reported in the New York Times that Pakistan had faced floods,
droughts, and heat waves that have killed thousands ofpeople and livestock, and destroyed infrastructure
most recently. Wildfire in Koh-e-Sulaiman range in May 2022 burnt millions of pine trees and eventually a
source of income for at least five generations. The wildfire was followed by a deluge that killed more than a
thousand people, destroyed/damaged more than a million houses, and hundreds and thousands of animals
died, which caused billions of dollars in damage to Pakistan’s almost bankrupt economy. There is
speculation about Pakistan’s future environmental catastrophes if the global warming scale remains the
same. Environment scientists have claimed that Pakistan is one of ten countries most at risk from climate
change (Wallace-Wells, 2022).Despite of this higher vulnerability, masses are not educated to protect their
country from the catastrophic effects of climate change.

Education has long been recognized as a powerful tool for shaping attitudes, values, and behaviors.
Incorporating environmental education into the primary and secondary curriculum can create a foundation
for sustainable practices and foster a sense of responsibility towards the environment. By raising awareness
about environmental issues, such as deforestation, renewable energy, conservation, and resource depletion,
children can develop a deeper understanding of the interconnections between human activities and their
ecological impacts.

As human damage to the environment has become a major international issue, environmental education
is now a part of education around the world. The United Nations formulated these six objectives for
environmental education (UNESCO–UNEP 1976):
1. Awareness of environmental problems.
2. Basic understanding of the environment and its problems, and human beings’ role in relation to the
environment.
3. Attitude of concern for environmental problems.
4. Skills in overcoming environmental problems.
5. Ability to evaluate proposed solutions to environmental problems.
6. Participation in solving environmental problems (Jacobs & Goatly, 2000).

For developing countries like Pakistan, which are particularly vulnerable to the impacts of climate
change, integrating themes of environmental education into the primary to secondary curriculum is of
paramount importance. One does not even need to look towards the West to get ample inspiration about how
important environmental education is for a country such as Pakistan. As early as 2013, the National
Curriculum and Textbook Board of Bangladesh launched a new curriculum to place emphasis on
UNESCO’s Education for Sustainable Development (ESD), which is a formalized education program that
aims to inform students from an early age to reduce human dependence on natural and social environments
and focuses on environmental education as an interdisciplinary topic that includes ecology, economy,
culture, and politics. India also has its own Center for Environmental Education that works with the United
Nations Environment Programme to develop programs, educational material, and build capacity in the field
of Education for Sustainable Development (ESD). Many school systems in India have also tied their student
learning outcomes to the UN’s Sustainable Development Goals (Aziz, 2023).

A syllabus describes the main elements which will be used to plan the learning process and to prepare
the focus and the main contents of the language learning (Tjendani, Suastra, Mbete, & Malini,
2015).Identifying environmental crises as one of the most critical issues of the time affecting the human race
globally, it was particularly emphasized that ecological themes should be given a mandatory place in
curricula across the country (Zahoor & Janjua, 2019). The current study is designed to analyze the
curriculum of public and private schools with the lens of Halliday’s Transitivity Model to explore the
environmental themes in books. The point of focus in this regard is to analyze that how much successful
Pakistani curriculum is to address the issues regarding environmental changes. The researchers are also keen
to compare the syllabi of both public and private schools in Punjab in terms of their share to provide
environmental education.
Furthermore, The Transitivity Model by Michael Halliday is a linguistic theory that classifies the
processes into six types: material, mental, relational, behavioural, verbal and existential, analyzes how
verbal processes convey meaning in language. It focuses on the way in which participants (typically actors
and goals) and circumstances are organized in a clause. The model categorizes verbs into different types
based on the participants they involve, such as material processes (actions), mental processes (thoughts,
perceptions), and relational processes (states, relationships). In essence, the Transitivity Model helps to
understand how curriculum language structures convey information about actions, participants, and the
relationships between them within a sentence. The Transitivity Model in ecolinguistics provides a
framework for investigating how curriculum language contributes to our perceptions of environmental issues
and can influence attitudes and behaviors toward sustainable practices. For the linguistic analysis, since the
study has to explore the ecological worldview propagated by the environmental texts, it focused on the
experiential metafunction of language, precisely the transitivity model proposed by Halliday as part of his
systemic functional linguistic (SFL) framework (Halliday, 1994).
Research Gap:
As can be noticed, there are studies conducted in this area across the globe, including the Far East and
Asian countries like Iran, China and Japan, but, to the best of our knowledge as researchers, there is less
published research in this area in a Pakistani context. The present study is, therefore, significant in tapping
this gap. However, the issue of environment is a global issue, raising global concerns for its resolution and
generating a unanimous response from the international community in the form of ‘greening’ educational
curricula across the board in the whole world. The present study is therefore not only significant in a
Pakistani context, but also has relevance for a global readership as well as research scholars around the
world interested in this area, which is as yet new and underexplored (Zahoor & Janjua, 2019).

3. Methodology:

The current study is designed to analyze the curriculum of public and private schools with the lens of
Halliday’s Transitivity Model to explore the environmental themes in books. The point of focus in this
regard is to analyze that how much successful Pakistani curriculum is to address the issues regarding
environmental changes. The researchers are also keen to compare the syllabi of both public and private
schools in Punjab in terms of their share to provide environmental education.
The study conducted by using mix-method research design, combining both qualitative and quantitative
approaches. The qualitative aspect involved a linguistics analysis of textbooks using Halliday’s Transitivity
model (SFL) and additionally metafunction to identify Language patterns and biases related to
environmental issues.
Furthermore, The Transitivity Model by Michael Halliday is a linguistic theory that classifies the
processes into six types: material, mental, relational, behavioural, verbal and existential, analyzes how
verbal processes convey meaning in language. It focuses on the way in which participants (typically actors
and goals) and circumstances are organized in a clause. The model categorizes verbs into different types
based on the participants they involve, such as material processes (actions), mental processes (thoughts,
perceptions), and relational processes (states, relationships). In essence, the Transitivity Model helps to
understand how curriculum language structures convey information about actions, participants, and the
relationships between them within a sentence. The Transitivity Model in ecolinguistics provides a
framework for investigating how curriculum language contributes to our perceptions of environmental issues
and can influence attitudes and behaviors toward sustainable practices. For the linguistic analysis, since the
study has to explore the ecological worldview propagated by the environmental texts, it focused on the
experiential metafunction of language, precisely the transitivity model proposed by Halliday as part of his
systemic functional linguistic (SFL) framework (Halliday, 1994).
The quantitative aspect included quantitative content analysis followed by frequency and means to
compare the both public and private school’s textbooks to gather data on students’ awareness and
understanding towards environmental challenges. The study conducted an ecolinguistics analysis of the
environmental text included in Pakistani English and Science textbooks from Primary level from public and
private schools in order to explain their ecopedagogical import. However the NCEL (2006) has further split
primary level education into two developmental levels based on learns’ age and intellectual ability. The first
level includes grade 1-5 and focuses on just lexical and structural activities. The second level encompasses
grades 6-8 and focuses shift to the function of language and content knowledge appropriate to learners’ age
and critical understanding of it. Since the present study’s focus was the ecological contents included in
English and Science textbooks and the function of language in constructing the ecological reality in
environmental text in the textbooks, it has been delimited to the textbooks for grades 6-8, because in this
level students have the capability of understanding the role of climate change. Besides that, the textbooks
selected are English and Science textbooks from public and private schools, published by the Punjab
curriculum and textbook board. The study conducted by using mix-method approach based on Transitivity
theory by Halliday and SFL is a model that is used as a research tool, population of study is public and
private schools and sample is 6-8 class textbooks. The analysis of study focused ecolinguistic dimension
followed by metafunction, the transitivity pattern exploited in the environmental texts included in the sample
textbooks. Finally a comprehensive qualitative analysis of public and private textbooks comparison using by
SFL model by Halliday and quantitative content analysis based on frequency and mean of the comparison of
public and private textbooks were carried out to answer the research question of the study.
Theoretical Framework:
Michael Halliday, a prominent linguist developed the concept of Systemic Functional Linguistic (SFL). His
theories explore the functional aspects of language and how it is used in different contexts. SFL focuses on how
language is used to communicate meaning in different social contexts. It looks at the relationship between
language, social structure, and individual expression. SFL helps us understand how meaning is created and how
language functions in society. Data and pictures from the text books have been analyzed in order to know what
students are learning about ecosystem and how it may impact their dealing with the environment.
4. Data Analysis:

1. Private schools textbooks Analysis:

1. Rain:
The clouds formed on the surface of the different water bodies do not stay there. They start to move
from one place to another in the direction of winds. As more clouds come together, they become laden with
water vapour. Winds bring the clouds from the sea to the land. The colder air in the upper layers of the
atmosphere cools the clouds and these changes in the clouds cause rain.
The clouds moving in air are generally at higher levels. Sometimes the cool breeze coming along with air
makes the clouds cooler. This leads to water droplets present in the clouds to condense and form large water
drops. Further cooling of clouds increases the size of their water drops and clouds become heavy and descend
towards the earth. The colour of such clouds changes from white to Gray giving us the feeling of dark clouds
gathering. When the size of the water drops increases further it becomes difficult for the cloud to hold them
and water drops begin to fall. This is called “rain”.

Analysis:
Qualitative Analysis:
Material Process:
Process of doing
Participants Abbreviations
Actor Act
Process Pr
Material Mat
Goal Gl

Cooling Process
“The clouds (act) formed on the surface of the different water bodies (mat) do not stay there. They
start to move (pr) from one place to another (mat) in the direction of winds. As more clouds (act) come
together (pr), they become laden (pr) with water vapour (mat). Winds (act) bring (pr) the clouds (act)
from the sea (pr) to the land (mat). The colder air (act) in the upper layers of the atmosphere cools (gl)
the clouds (act)”. (Science Book, Class 6th)

 Analysis in tabular form

Actor Material Process Goal

The clouds Water bodies Movement
Winds Another place Clouds Gather Cools the
Colder air Water Vapours Become Laden atmosphere
Land Bring from sea to
land
 Analysis in Descriptive form

It is an Actor-Process-Goal, in which clouds are actor and cooling is the goal. When clouds
come together, they cool the atmosphere.
 Eco centric
 The above process is eco-centric in nature. Ecocentrism places ecosystems in the centre and
humans are seen as interconnected with the environment. Human being enjoys cold weather.

Gathering (Process)
Clouds (Actor)

Cooling (Goal)

2. Ecosystem interaction
“All these living
things (act) react (pr)
with non-living
things of the
ecosystem. In the
street the non- living
parts (act) are the
glass and concrete
walls(mat) the
tarmac
road(mat) and the
hot air(act)
containing exhaust
gases from all the
vehicles moving
along in the park, the
non-living parts(act)
are the soil under the
grass and the cleaner
air with its greater
range of temperature(mat) due to the weather.” (Science book 7th page no 65)
 Analysis in tabular form
Actor Material Process Goal
Living things Glass React Relationship between
Non-living parts Concrete walls living and non-living
Road and air Soil things
Grass
The tarmac road
Temperature
  Analysis in Descriptive form
It is an actor process goal. The actor (All these living things) engages in material processes
(reacting) with the goal of the non-living components (glass, concrete, tarmac, exhaust gases, soil,
and air) in streets and parks. The goal is to illustrate the interactions and relationships between
living and non-living elements in these environments.
 Anthropocentric
The above process is anthropocentric in nature.it describe how living things, which are
primarily humans, interact with non-living component of urban and natural environments.

3. Deserts and Oasis

“There are areas of rocks(mat) and thin soil(mat), and places where water (act) comes up (pr)
through the ground(mat) to make(pr) a well or pool (mat) called an oasis. Sand dunes (act) change
positions and shapes (pr) as they are blown(pr) by the wind(act), and are dry(pr) for long periods
Many plants (act) grow(pr) in the wet ground(mat) around an oasis, and are fed(pr) on by
grasshoppers and butterflies(act) which in turn are eaten(pr) by lizards and birds(act)”. (Science
book class 7th page 70).
 Analysis in tabular form
Actor Processer Material Goal
Water Sand Comes up Change Ground Existence of oasis and
dunes positions and shapes Rocks interactions between
Lizard and birds Fed Blown Soil various organism
Grasshoppers and Eaten Grow Dry Pool
butterflies make

 Analysis in Descriptive form

It is an actor-process-goal. It describes deserts, oases, and the interplay of various organisms in
these harsh environments. It exemplifies the ecosystem dynamics in arid regions, highlighting the
importance of water sources like oasis and the intricate food web of plants, insects, lizards, and
birds. The text effectively conveys information about desert ecosystems and their unique features.
 Eco-centric
The above process is eco-centric in nature, as it primarily focuses on the description and
interactions of various elements within desert ecosystems, such as deserts, oases, sand dunes, and
the relationships between different organisms. It does not centre on human perspectives or
activities but rather emphasizes the ecological aspects of these environments.
 4. Changes in Weather:
All living beings(ex) are influenced(ext) by atmospheric
conditions(ex) around them. Temperature, humidity,
rainfall(ex) and wind speed(ex) are the various atmospheric
conditions(ex). The day-to-day changes in these conditions(ex)
make(ext) up the weather(ex). The temperature, humidity.
Wind and other atmospheric conditions are called the elements
of the weather(ex). The weather of a place(ex) changes(ext) day
after day and week after week. Weather is a complex
phenomenon that can vary over a short period. A warm sunny
day(ex) can be overtaken(ext) by a violent store or it may be
taken only a minute to vanish(ext) the heavy rain and return of
sunny weather. However, in some parts of the world. such as
tropic the weather(ex) barely changes(ext) for months at a time
There is always hot and heavy rainfall Weather(ex)
describes(ext) the conditions, such as rain(ex), wind(ex) and temperature(ex) that occur
during(ext) a short period of time in a particular place. (Chapter 7, climate changes)
 Analysis in Tabular form
Existent Existential
Living beings Influenced
Atmospheric conditions Make
Temperature, humidity, Rainfall Changes
Wind speed Overtaken
Conditions Vanish
Sunny day Describes
occur

 Analysis in Descriptive form

It is an existential process which shows existence of living things, temperature, atmospheric
conditions etc
 Eco centric:
The above process is eco-centric in science. Ecocentrism places ecosystems in the Centre
and humans are seen as interconnected with the environment. The above process shows that
how change in weather influence human beings
Relational Process
Relation between things
Participants Abbreviations

Carrier C

Attribute At

Identifier Id
2. Public School Text Books Analysis:
1. Forest:
Material process
Forests play significant role in the
development of any country. Forests are an
important natural- resources on which
economy of the regions depends. Forests
helping environment; Trees provide habitual
for wildlife, trees shade buildings, reducing
the need for air conditioning, trees increase
property values and improve mental health,
trees act as a windbreak, trees absorb carbon
dioxide from the air, trees filter pollutants
from the air we breath and release oxygen,
and trees cool outdoor temperatures and
protect us from Ultra Voilet rays. (The
Geography text book of Grade 6, based on
Single National Curriculum 2022, title
“Forests of the World”, Chapter No. 4, page
no. 53.)

Qualitative Analysis:
Material Process
Process of doing

Participants Abbreviations
Actor Act
Process Pr
Material Mat
Goal G

Descriptive form
Forests Helping Environment
Forests (Act) play significant role (pr) in the development of any country (mat). Forests (Act) are an
important natural- resources on which economy of the regions (G) depends. Forests (Act) helping pr
environment (mat); Trees (Act) provide (pr) habitual for wildlife, trees (Act) shade (pr) buildings, reducing
the need for air conditioning, trees (Act) increase property values and improve mental health, trees (Act) act
as a windbreak, trees (Act) absorb carbon dioxide from the air, trees (Act) filter (Pr) pollutants from the air
we breathe and release oxygen, and trees (Act) cool outdoor temperatures and protect us from Ultra Voilet
rays.
Tabular form

ACTOR PROCESS MATERIAL GOAL

Forests Play significant role, Development of any
Trees Provide habitat for country
Maintain, enhance or
wildlife, Environment
restore the well- being
Act as a windbreak, Increase
Natural- resources and balance of the
property
Environment and the
values and improve mental
economy of the regions
health,
through the positive
Cool outdoor
contributions of forests
temperature,
Protect us from UV rays
Shade buildings, Reduce the
need for air conditioning,
Filter pollutants from the
air,
Release oxygen

Analysis in Descriptive Form

It is an actor process goal. The actor (Forests and trees) actively engages in a material
(environmental) process (absorbing carbon dioxide, filtering pollutants from the air, releasing
oxygen) and contributes significantly to the development of any countries. The process involves
trees, the primary material, playing various roles. In this environmental symbiosis, trees serve as the
material contributors to various processes. They provide essential habitats for wildlife, acting as an
important feature for ecological balance. The goal is to maintain, enhance or restore the well- being
and balance of the Environment and the economy of the regions through the positive contributions
of the forests.

2. Global warning
Material Process
Global warming can lead to more extreme weather events
like hurricanes, floods, and droughts, causing
damage to homes, infrastructure, and
livelihoods. Rising temperatures can also have
health impacts, such as heat- related illnesses.
Changes in climate patterns can disrupt
agriculture and food production, leading to food
shortages. Additionally, sea-level rise threatens
coastal communities and ecosystems. It's crucial
to address global warming to protect human
well-being and the planet. Rising temperatures
can lead to more frequent and intense
heatwaves, posing health risks such as heat stroke and dehydration. It can also contribute to the
spread of diseases carried by insects like mosquitoes. Global warming has a profound influence on
ecolinguistics by shaping the language used to describe, discuss, and address the environmental
crisis. It affects terminology, public discourse, policy language, cross culture communication,
media representation, and educational materials.

Material process

Participants Abbreviations
Actor Act
Process Pr
Material Mat
Goal G
Qualitative analysis
Effects of global warming
Global warming is caused by human activities (act) and livestock grazing (act). These
activities release greenhouse gases(mat) into the atmosphere, trapping heat(mat), methane (mat),
carbon dioxide(mat) and leading to a rise in Earth's temperature(mat). We can prevent global
warming by using renewable energy (g), conserving energy (g), promoting sustainable
transportation (g). (The Science text book of Grade 8, based on single National Curriculum 2022,
title "Ecosystem", Chapter No.1, Page No.8

Analysis in tabular form

Actor Material Process Goal

Living things and Greenhouse gases, Burning of fossil Promoting sustainable
non-living things. temperature, fuels, deforestation, transportation, using
Human activities methane , carbon industrial processes, renewable energy.
dioxide. melting ice caps, sea
level rise, and rising
temperature.

Analysis in descriptive form

It is an actor process goal. In this actor are living things and non-living things. Thes actors engage
in process (Burning of fossil fuels, deforestation, industrial processes, melting ice caps, sea level
rise, and rising temperature) and produced material like methane, carbon dioxide, temperature,
greenhouse gases that can harmful for our ecosystem.
 3. Deforestation:
Relational between things

Participants Abbreviation

Carrier C

Attribute At

Identifier Id

Qualitative Analysis
Human Activities and
Natural Disasters:
Human beings (Car) are performing different activities on the earth i.e., agriculture, deforestation,
urbanization and mining etc. (At) all such activities cause natural disasters (id) directly or indirectly. (The
Geography text book of Grade 6, based on Single National Curriculum 2022, title “Natural Disasters”,
Chapter No.5, page No. 67.)
Analysis in tabular form:
Carrier Attribute Identifier

Human beings Agriculture, Natural disasters directly or

Deforestation, urbanization indirectly
and mining

Analysis in Descriptive Form

Carrier is the main subject or object that the statement is about. In this sentence, the carrier is
‘human beings’ performing different activities on the earth. The attribute provides additional
information about the carrier, here the attribute ‘agriculture, deforestation, and mining etc.’ describes
the various activities that humans are engaged in and their impact on causing natural disasters. The
identifier is a part of the attribute that uniquely identifies the carrier, here it’s the natural disasters
caused by the activities of human beings. The “are performing”, “on earth”, and “cause” relational
processes establish the impact of the human activities on natural disasters.

Exo-centric

The environmental impacts of human activities, suggesting a concern for the Earth's ecosystems and
the potential for natural disasters. This perspective aligns with an eco-centric viewpoint, which
prioritizes the well-being of the entire ecosystem over individual species or humans. The emphasis
on the consequences of activities like agriculture, deforestation, urbanization, and mining implies a
broader ecological perspective rather than a purely human-centric or biocentric focus.
4. Clean Environment:

Material process

Process of doing

Participants Abbreviations
Actor Act
Process Pr
Material Mat
Goal Gl

Qualitative Analysis

Clean Environment:

We (act) can maintain (pr) cleanliness by picking up (pr) litter (mat) and using (pr) trash bins (mat). By
actively picking up (pr) litter (mat), we (act) contribute (pr) to a safer and beautiful natural environment (gl).
This practice fosters (pr) positive human interaction with nature (gl). It plays role in reducing (pr) the
incidence of diseases (gl), creating a healthier and safer ecosystem (gl) for all. (English book class 8 th,
Page.68)

 Analysis in tabular form

Actor Material Process Goal

We Litter Maintain Safer and beautiful
Trash bins Picking up natural environment
Using Positive human
Contribute interaction with nature
Fosters Incidence of diseases
Reducing Healthier and safer
ecosystem

 Analysis in Descriptive form

It is an Actor-Process-Goal, in which We (Human beings) are the actor, involved in processes related to
maintaining cleanliness. These processes directly contribute to achieving goals, including creating a safer
and beautiful natural environment, positive human interaction with nature. Additionally, by reducing litter
and proper waste disposal leading to a decreased incidence of disease. The collective effort in maintain
cleanliness contributes to establishing a healthier and safer ecosystem for all living beings.
5. Comparison between public and private schools textbook analysis:

Qualitative analysis: