Zewdie, Marew (PhD)Asfaw, Eshetu2018-08-142023-11-052018-08-142023-11-052001-05http://etd.aau.edu.et/handle/123456789/11693this study, an attempt was made to find out the discrepancies between the syllabus anticipations and classroom realities in implementing the grade 4 Environmental Science syllabus in Addis Ababa City. Particularly the study on the classroom interactions. To this end, 12 primary schools, 24 grade 4 classes, 12 directors, 12 vice-directors, 12 department heads, 48 teachers and 72 grade 4 students were used as the main sources of data. Hence, three data gathering instruments (Focus group discussion, observation checklist and questionnaires) were employed. The findings made clear that teachers' actual use of periods for Environmental Science was found less than the periods indicated both in the syllabus and teacher's guide. Almost in all the sampled schools the syllabus was not available. The distribution of other curricular materials (teacher's guide and student's textbook) was found to be satisfactory in most of the sample schools. The teaching methods dominantly used in all the samples schools were found to be lecture, and question and answer. Teachers in most of the school do not use teaching materials for the teaching-learning process. The teaching materials available in schools' pedagogical centers were out dated and could not be used for the current syllabus. In fact, there were few available teaching materials, that could be used in the implementation however, these materials were not used by the teachers. Teachers effort in providing conducive learning environment was found low. As a result, students could not be actively participate in their learningenEnvironmental Science SyllabusThesis