SARVAMEducation of Active Citizenship & Sustainable Development for a Future U’

Dr. Geetika Saluja

The figures from the United Nations Educational,Scientific and Cultural Organization(UNESCO)Statistical Yearbook and WorldEducation Report, for example, show that in theUnited States more than 80 percent of thepopulation has some post-secondary education,and about 25 percent of the population has afour-year degree from a university.

Statistics also show that per-capita energy useand waste generation in the United States arenearly the highest in the world.

Sustainable development has three components: environment, society, and economy. If you consider the three to be overlapping circles of the same size, the area of overlap in the center is human well-being. As the environment, society, and economy become more aligned, the area of overlap increases, and so does human well-being.

The most educated nations leave the deepest ecological footprints, meaningthey have the highest per-capita rates of consumption. This consumptiondrives resource extraction and manufacturing around the world. The figuresfrom the United Nations Educational, Scientific and Cultural Organization(UNESCO)Statistical Yearbook and World Education Report, for example, showthat in the United States more than 80 percent of the population has somepost-secondary education, and about 25 percent of the population has a four-year degree from a university.

Statistics also show that per-capita energy use and waste generation in theUnited States are nearly the highest in the world. In the case of the UnitedStates, more education has not led to sustainability. Clearly, simply educatingcitizenry to higher levels is not sufficient for creating sustainable societies. Thechallenge is to raise the education levels without creating an ever-growingdemand for resources and consumer goods and the accompanying productionof pollutants. Meeting this challenge depends on reorienting curriculums toaddress the need for more-sustainable production and consumption patterns.

What does the nature actually means?

Nature is everything in this world that humans havenot caused or are controlling

Nature is self regulating.

Sustainable development:Development that meets the needs of the presentwithout compromising the ability of futuregenerations to meet their own needs.As given in Brundtland Report written by the UNworld Commission on Environment and Development

UN Millennium Declaration that led to the creation of the Millennium Development Goals (MDGs). These are eight goals that all 191 UN member states have agreed to try to achieve by the year 2015.

At the UN SDG Summit on September 25-27, 2015, the leaders of 193 countries converged onthe United Nations General Assembly in New York to commit to the agenda set forth by anambitious document titled, "Transforming Our World: The 2030 Agenda for SustainableDevelopment".

•ACTIVE CITIZENSHIP•SUSTAINBALE DEVELOPMENT•LIFE SKILLS

Who is Global and Active Citizen?

• To acquire the necessary outlooks, understandings and skills to realise these hopes of We’re going to make the world a better place

Certainly, global citizenship is not determined merely by the number of languagesone speaks, or the number of countries to which one has travelled. I havemany friends who could be considered quite ordinary citizens, but who possessan inner nobility; who have never travelled beyond their native place, yet whoare genuinely concerned for the peace and prosperity of the world..

But interconnectedness of all life and living

• The wisdom to perceive the interconnectedness of all life and living. • The courage not to fear or deny difference, but to respect and strive to understand people of different cultures, and to grow from encounters with them. • Has compassion and empathy for ones immediate srroundings and has a will to make a difference Plans, collaborates, acts as cooperative team member for activley participating in finding and implementing solutions .

the hour -a human revolution

• To acquire the necessary outlooks, understandings and skills to realise these hopes of We’re going to make the world a better place

• Reimagining education is the need of the hour -a human revolution

Certainly, global citizenship is not determined merely by the number of languagesone speaks, or the number of countries to which one has travelled. I havemany friends who could be considered quite ordinary citizens, but who possessan inner nobility; who have never travelled beyond their native place, yet whoare genuinely concerned for the peace and prosperity of the world..

But interconnectedness of all life and living

• The wisdom to perceive the interconnectedness of all life and living. • The courage not to fear or deny difference, but to respect and strive to understand people of different cultures, and to grow from encounters with them. • Has compassion and empathy for ones immediate srroundings and has a will to make a difference Plans, collaborates, acts as cooperative team member for activley participating in finding and implementing solutions .

Has a sense of identity and self-esteem and promotes these feelings in others: recognises the value of individuality in oneself and others; acknowledges that we all make mistakes and that we can learn from themHas an understanding of and respect for diversity: treats all pupils as different but equal; and is actively anti-discriminatory.

Has the ability to think critically, creatively and is open to new ideasis aware of their own opinions, but able and willing to challenge and change them in the light of convincing evidence; is able to present an informed, persuasive argument based on reason.

Understands that people working together on a common goal can accomplish more than people working alone

Has a belief that people can make a difference: has the confidence to act in order to improve situations; is an active participant in their school and community and sees the two as interlinked and actively participates in it.

Has understanding of key fundamental rights andduties as gauranteed by the constitution of Indiaand , rights of every child as outlined in UNCRCDisposition of every right has corresponding dutythat goes with it.

Has an understanding of peace and conflict, andhas the ability and willingness to behave co-operatively and resolve conflict:ensures that there is a democratic class system inplace, where pupils can share their problems andwhere grievances can be resolved.

Has an understanding of and activecommitment to, social justice and equity:is aware of causes of inequality in the world,deeply concerned by its injustices, andcommitted to changing things; behavesdemocratically within and outside school; usesfairness as the basis for decision-making doesnot generalise about peoples, countries,continents; is able to recognise and challengebias and manipulation of information in books,ICT and the media.

Understands environment and socio economicchallenges and is committed to sustainablepractices in behaviour and disposition.is aware of MDGs and SDGs and commits to itssuccess in his or her own capacity

LIFE SKILLS AS DEFINED BY UNICEF IS: A behaviour change or behaviour development approach designed to address a balance of three areas; knowledge, attitude and skills

In the world of changing technology and lifestyle there is a need to design curriculumwith all three Ps: P(people)–P(Planet)-P(Profit). As per my observation our educationalinstitutes haven’t been trained to design integrated curriculum around students gainingtools and strategies to tackle pressing sustainability issues and to help them find newsolutions to their environmental, economic, and social issues.

•It is important to provide integrated learning experiences to the students asenvironmental issues are complex and cannot be separated from social and economicissues. Addressing them requires knowledge, skills and attitudes from all disciplines. It isneed to integrate all subjects and provide opportunity to learn from their observation andexperiences. Much can be learnt from observation of one’s surroundings, form talkingand listening to different people, reading stories, songs and proverbs. It is important thatteacher integrate the concept of•ACTIVE CITIZENSHIP•SUSTAINBALE DEVELOPMENT•LIFE SKILLSAlong with enriching textbook knowledge.

How many of us have actually asked them in the classroomWhat they have observed on the way while coming to school or going home?How many students living in today’s urban concrete jungle have ever climbed a tree or eaten fruits directly plucked from tree or admired birds around them and shown interest in knowing about them. Are our students alive to natural cycles of the weather, the water, the plants and the animals that surround them?Some of you would have made them write essay in the language class- What would I do If I was a P.MBut how many of us have actually asked students who wants to be P.M and what they understand about the responsibility of a P.M to understand any issue from local-national and global perspective.

‘Sarvam’ encapsulates a great deal of what an active and participatory curriculum means in practice. To provide an environment for young people to develop skills, knowledge and values to flourish and succeed as responsible, global and active citizens with sustainable outlook. This resource provides inspiration and ideas for classroom learning and aims to stimulate thinking through an integrated approach for developing oneself as an innovative generation that knows how to find solutions in this fast paced global world.

the four key facets of learning: Thinking, Feeling, Doing and Believing, can be used as a starting point for exploring our vision for learning.

SARVAMEducation of Active Citizenship & Sustainable Development for a Future U’

Dr. Geetika Saluja

OBJECTIVE OF ‘Sarvam’:•Through whole school – whole system approach toencapsulates a great deal of what an active andparticipatory curriculum means in practice.•To reorient education and learning so that everyonehas the opportunity to acquire the knowledge, skills,values and attitudes that empower them tocontribute to sustainable development – and make adifference;•To provide an environment throughmultidisciplinary approach for young people todevelop skills, knowledge and attitude to flourishand succeed as responsible, global and active citizenswith sustainable outlook.

OBJECTIVE OF ‘Sarvam’:•To create resource, inspiration and ideas forclassroom learning through participation of theparticipating school teachers and build their capacityto deliver sustainability concepts in the classroom.•To understand ways in which general educationalobjectives, interdisciplinary teaching methods,different subjects and various celebrations in theschool calendar may be used to help reorient thecurriculum of a school towards sustainability•To incorporate all four key facets of learning: Thinking, Feeling, Doing and Believing

Whole School Whole System developmentNo single element stands alone. All of elements are interdependent

Students and parents

Teachers and staff

Management

Whole School Whole System development

STUDENT AS ACTIVE PARTICIPANT IN CURRICULUM PLANNING

•How many schools, students are involved in curriculum planning? With this I mean an active participants in curriculum designing with understanding of the objective of the concepts taught•How many times as a teacher we have asked them whether they liked what they are taught and how they are taught? •Whether they would want any change in the approach?•What they would like to eliminate or add to the curriculum?•How they would like to assess their own learning? •Whether we have formally asked them what excites them?•What is the role of students committee in major decision making of the school’s policy and management?

A school that respects children and encourages them to voice their opinions carries a hidden message that children are valued.

ETHOSA positive school culture which is active, environment friendly , sustainable and provide interactions and experiences

1. Encourage listening to, and valuing, all contributions that children make and that there is no right or wrong answer2. Encourage children to express opinions 3. As far as possible, present at variety of perspectives on the issue being investigated 4. Have an approach to learning and teaching that reflects the school’s policy and children’s rights (http://www.Unicef.Org/crc/) 5. Relate to an issue and support children in make choices about how to take positive action 6. Demonstrate that change can be local or global and that each affects the other7. Make use of interactive / participatory approaches, taking account of learning intelligences and engaging higher order thinking skills

TOPICS THAT CAN BE INTEGRATED WITH THE CONTEXTUAL CONCEPTS

This calls for a reorientation of the thinking and practice of formal education – that dissolves the classroom walls and create pathway between students and it socio –economic – cultural – natural-physical world that helps child to construct knowledge and derives meaning. This can be done by

NATURE and ECOLOGY-Critical analysis of Action of a typical day in ones life- Cell and its components-Life cycle of living beings-Fibers to fabric-Food web food chain-Biosphere-Ecosystem its interdependence and interaction-Flow of energy and nutrients-Bio-geo chemical cycles-Multipurpose projects- its pros and cons-Habitat and Niche-Biodiversity-Threats to biodiversity-Ecosystem Services-Co Evolution-Ecological resilience

ENVIRONMENTAL CHALLENGES:Geological time scaleAnthropogenic interventionsEcological resilienceWater, Air, soil pollutionOzone depletionGreen house effectClimate changeBiomagnificationEutrophicationAcidificationDeforestationSpecies invasionSpecies extinctionHabitat fragmentationStress on natural resourcesLoss of biodiversityStress on Agriculture

SOCIO ECONOMIC CHALLENGESPovertyHealth and SanitationHuman rights

MEASURING SUSTAINABILITYGDP- Gross Domestic ProductHDI – Human Development IndexGreen GDPEcological foot print indicator

ROLE AND RESPONSIBILITY OF VARIOUS STAKE HOLDERS IN A SOCIETY TOWARDS SUSTAINABILITY

COMMUNICATION FOR SUSTAINABILITY

SUSTAINABLE USE OF energyWaterFood

SUSTAINABLE TRANSPORTATION

ECO- AND SUSTAINABLE TOURISM

WASTE MANAGEMENT

NEED BASED ASSESSMENT

THOUGHT FOR CHOICE

PRINCIPLES OF SUSTAINABLE DEVELOPMENTS

INSTRUMENTS FOR SUSTAINABLE DEVELOPMENTLIFE CYCLE ANALYSIS (LCA)

FOUR WAYS TO SOLVE ENVIRONMENTAL PROBLEMSDilutionPollution controlRecyclingPrevention

SPIN

UNDERSTANDING THE ROLE OF MEDIA IN COMMUNICATING FOR SUSTAINABILITY

Media needs to understand the needs of the audiences in order toreceive profits, wither directly from the audience or in the form ofadvertising revenue that is based on the size and demographics of theaudience

Critical mindset is essential when assessing the information provided bythe media and social media.

To help critique the media you come across, here are some questionsyou can ask:Who created this message?What creative techniques are used to attract my attention?How might other people understand this message differently from me?What lifestyles, values and points of view are represented in, or left out,this message?Why is this message being sent?

However, in communication failing to plan is planning to fail.

A good base to develop a communication plan is to answer the

following basic questions:

•Who? (is the target group)

•Why? (are we doing this - the goals)

•What? (are we trying to say - the content of the

message)

•How? (should we say it - the way it is to be delivered)

•When? (should we do it - timing and co-ordination)

•Which? (way is the best to go about it -communication

channels)

A way to avoid environmental damage is to avoid unnecessary products and services.However, there are products that we actually need and want to have. In these casesproducing and consuming products and services in an environmentally friendly andsocially responsible way is a number one preventive environmental strategy towardscreating more sustainable societies.

So, how can you do it? Here are some ideas Step 1: Needs Assessment

Before we consume something, we ask ourselves the question:

“Do I really need it?”This is known as a needs assessment. A needs assessment identifies two

things:•Whether a “need” or “want” exists.

•The most appropriate way to meet that need or want.

•Select the least environmentally and socially harmful alternatives (choose wisely).•Use products or choose services responsibly so that the environmental impacts of using a product or getting a service are minimized.•Dispose products in a way that minimizes the environmental impacts

Use the needs assessment for the next item that you purchase. Then, discuss with your group about how this felt. What item were you purchasing and did the needs assessment help your purchasing decision? What was the outcome of the assessment for you? If not, why not? List 3 things that your group learned from the process.

Energy Efficiency label:This label issued by the Bureau of Energy Efficiency(BEE) is a means of identifying energy efficient productsin India. The label indicates the energy consumption ofthe appliance with a star rating from one to five. Morenumber of stars indicates the product as being moreenergy efficient. Equipment and appliances likerefrigerators, air conditioners, television, geysers etccarry this seal.

http://www.ecolabelindex.com/ecolabels/?st=country,in

The Forest Stewardship Council® (FSC) promotesenvironmentally appropriate, socially beneficial, andeconomically viable management of the world's forests.FSC® chain of custody (CoC) tracks FSC certified materialthrough the production process - from the forest to theconsumer, including all successive stages of processing,transformation, manufacturing and distribution. Only FSCCoC certified operations are allowed to label products withthe FSC trademarks.The FSC label thus provides the link between responsibleproduction and consumption and thereby enables theconsumer to make socially and environmentally responsiblepurchasing decisions.

http://www.ecolabelindex.com/ecolabels/?st=country,in

Ensure organic status of textiles, from harvestingof the raw materials, through environmentallyand socially responsible manufacturing up tolabelling in order to provide a credible assuranceto the end consumer. Processors andmanufacturers shall be enabled to supply theirorganic fabrics and garments with onecertification accepted in all mayor selling markets.Basic Features:GOTS requires the use of certified organic fibres.GOTS provides both demanding environmental and social criteriaGOTS criteria are applicable to all processing stagesGOTS certification must base on independent on-site inspections

A government operated seal of approval programfor environmentally preferable consumerproducts.To increase consumer awareness, theGovernment of India launched the eco-labellingscheme known as `Ecomark' in 1991 for easyidentification of environment-friendly products.The criteria follows a cradle-to-grave approach,i.e. from raw material extraction, tomanufacturing, and to disposal. The Ecomarklabel is awarded to consumer goods that meetthe specified environmental criteria and thequality requirements of Indian Standards.

http://www.ecolabelindex.com/ecolabels/?st=country,inhttp://www.cpcb.nic.in/ecomark_logo.php#

MAIN PRINCIPLES FOR SUSTAINABLE DEVELOPMENT:•The Polluter Pays principle•The Precautionary principle•The Preventative principle•Extended Producer Responsibility•Principle of Intergenerational Equity

The Polluter Pays PrincipleWhen someone is responsible for causing damage or harm to the environment(i.e. the polluter) they are held responsible and must pay for the damage thatoccurs (i.e. monetary compensation, clean up).

The Precautionary PrincipleThe principle suggests that the lack of knowledge of the environmental andhealth effects of that matter should not prevent us from acting in a mannerthat is beneficial for the environment and human or animal health.

The Preventative PrincipleThe principle of prevention must occur before an event happens. Itmeans we must adopt measures to prevent damage arising that maycause harm to people or the environment.

Extended Producer ResponsibilityProducers of a product are responsible for that product right through its entireuseful life.This principle relates to producers of goods and services. The idea behind isthat when a product is no longer of use to us, the business that produced it hasa responsibility for its proper disposal.Often businesses that make products for retail do not take responsibility forthe goods they produce after the goods have been sold to consumers.

Principle of Intergenerational EquityIn this principle, the idea is that all generations are partners that care for anduse the Earth and its resources. This means that every generation needs topass on to the next generation the Earth and its cultural and environmentalresources in a state that is at least as good as it was when they received it.

Try to find one or two examples for each of the following from your list and in the naturearea that you have visited.ProducersPrimary consumersSecondary consumersDecomposersNon-biotic elements

Describe a simple food web consisting of a selection of the organisms you have listed.Explain how these organisms interact. Try to describe nutrient flows and energy flows inthis area.

Describe a simple food web consisting of a selection of the organisms you have listed.Explain how these organisms interact. Try to describe nutrient flows and energy flows inthis area.

Choose one of the species of plants and animals you have described in earlier tasks. Whatdo you think would happen if this plant or animal suddenly disappeared from your area?How would other plants and animals be affected? What new species could replace it?Motivate your answer.

Find out whether the area is considered to be rich or poor in biodiversity? Explain youranswer. Mention if there are typical species of that area in particular and describe them.

NATURE AND ECOLOGYDescribe what you see in the nature area. Focus on the way that people interact withnature. For example, describe if people use the area, what they do in it or how they makeuse of it.

Interview your grandparents or some other elderly people that know this nature area.Describe the changes that have occurred in the area over time. Mention in what waysthese changes have been positive or negative. Try to find out if the changes have happenednaturally or if they have been created by human activities.

Describe how you would like to see this area in 30 years. This can be called your "vision forthe area in 30 years". Identify things that would need to be done in order to make yourvision for this area happen.

EELCTRICITY:What is the source of electricity in your school, where does it come from? (You mayhave to ask the school staff)

Each of you in your group think of all the electric devices that you use in your house(or at school). Make a list with 3 devices that each of the members of your group usesmost. Then find out how much energy these devices consume and write it next to eachdevice in your list.

FOOD:What did you have for lunch today? Write three things that were part of your lunchtoday.Consider what each of the members of your group had for lunch today and write twoenvironmental consequences and one social consequence of having that for lunch.

Think of a food product. Go to the supermarket, market or a shop where it is sold. Canyou find only one type or one brand of your product or are there many alternatives ofthe same product in that shop? Look at the information about the product that eachbrand provides. What more information would you need to have in order to make amore sustainable choice when buying such a product? Why do you think that theproducer does not add that information in the product? Discuss with your group.

ENVIRONMENTAL SOLUTIONS:Find out what are the three most important environmental problems in your country.Briefly describe them. Describe the social effects of each of the three identifiedproblems.Focus on of the problems that you mentioned in the previous task, discuss with yourgroup and write down if each of those problems are local, regional or part of globalthreats.

Search in the news from the last month and try to find some news related to anenvironmental issue. Write about it here, mention what are the main environmentaland social consequences related to it.

Focus on one of issue. Find an organisation in your country, province or city that isworking to help solve one of these issues. What is the name of the organisation?What is their mission, goal or mandate? How are they working to help solve thechallenge?

Contact the organisation you listed in Task 2. Interview a member of staff either bytelephone, skype, e-mail or in person. Take good written notes when you interviewthem so you can refer back to those notes. Ask any questions that you are interestedin but be sure to cover: what the person’s role is; and what sort of work they do(practical examples) in order to address the challenges

FROM LOCAL TO GLOBAL

To begin thinking about the future of Earth, a good starting point can

be a place you know well. This place you have identified may

currently, or in the future, be under threat – from local council

development plans, pollution or even deforestation.

Activities

•Find a place that is somehow special to you. This place can be as

big or as small as you like, but should be a place you enjoy going to

– and which makes you feel good.

•If possible revisit your special place, and think about what it is that

makes it special to you.

•Undertake investigations to determine if there are current or future

threats to it as a place of value to you. You may wish to contact your

local council or an environmental scientist.

•Produce an artwork that expresses the value of this place to you

with text that also alludes to any perceived threat, and show this to

your friends.

•Produce an artwork that expresses the value of this

place to you with text that also alludes to any perceived

threat, and show this to your friends.

•Expand your thinking to consider Earth as a special

place, and think about what you value about Earth and

the current or potential threats to these values.

•Produce a work of creative artwork that also

incorporates text referring to any perceived threat, or art

that expresses your views of Earth as a special place.

For a visual artwork, there can be a text component

integrated into or accompany it as a ‘title’ statement. If

the creative artwork is piece music, then the text

component could be the lyrics

Attitudes and Values

•Care for the community.

•Respect for the beliefs and opinions of others.

•Respect for evidence and rational argument.

•Tolerance and open-mindedness.

Skills

Communication skills

For example:

• Expressing views through different media; and

• Arguing clearly and concisely.

Numeracy skills

For example:

• Collecting, classifying and analysing data; and

• Interpreting statistics.

Study skills

For example:

• Retrieving, analysing, interpreting and evaluating information from a variety of sources; and

• Organising and planning a project.

Problem solving skills

For example:

• Identifying causes and consequences of problems; and

• Forming reasoned opinions and developing balanced judgements.

Personal and social skills

For example:

• Working co-operatively with others; and

• Taking individual and group responsibility.

Information technology skills

For example:

• Collecting information and entering it into a database; and

• Simulating an investigation using information technology.

Which days are celebrated in your School Calendar? List the days that would be culturally appropriate and locally relevant to include in your School Calendar of celebratory days?February 2 – World Wetlands DayMarch 23 – World Meteorological DayApril 7 – World Health DayApril 22- Earth DayMay 1 – Workers’ DayMay 15 – International Day of FamiliesMay 18 – International Day of MuseumsJune 5 – World Environment DayJune 17 – World Day to Combat DesertificationJuly 11 – World Population DayAugust 9 – International Day of the World’s Indigenous PeopleSeptember 8 – International Literacy DaySeptember 16 – International Day for the Preservation of the Ozone LayerSeptember 17-19 – Clean Up the WorldSeptember 21 – International Day of PeaceOctober 5 – World Teachers’ DayOctober 16 – World Food DayOctober 24-30 – Week for Disarmament and DevelopmentNovember 20 – Universal Children’s DayDecember 10 – Human Rights Day

http://indiancitizenshiponline.nic.in/acquisition1.htm

http://indiancitizenshiponline.nic.in/citizenshipact1.htm

Co-ordinates: 23.03° N 72.58° E

Area: 466 Sq.km. (year 2006)

Population: 55,77,940 (year 2011 Census)

Density: 11,948 /sq.km

Literacy Rate: 89.60 %

Average Annual Rainfall: 782 mm

Popularly known as: Amdavad

STD Code: 079

Profile of Ahmedabad city

Sr. No.Zone

NameZone Office Address Contact No. Wards

1. North ZoneRajiv Gandhi Bhavan,Memco char rasta

,Naroda road22821676

North Zone:

Ward Details

2.South

Zone

Dr.Shyama Prasad Mukharji Bhavan,

Opp.Maninagar Fire Station, Rambaug,

Maninagar, Ahmedabad-08.

25466095

25465344,

25465255

South Zone:

Ward Details

3. East ZoneHarubhai Mahetabhavan Viratnagar Char

Rasta22892418

East Zone:

Ward Details

4.Central

Zone

Central Zone-Health Dept.

B Block, 5th Floor, Sardar Patel Bhavan,

Danapith, khamasa, AMC.

32981207Central Zone:

Ward Details

5. West zoneDr. Ramanbhai Patel Bhavan, Usmanpura

Char Rasta, Ashram Road, Ahmedabad

27550910.

27552047

27553581,

27550584

27550348,

27551861

West Zone:

Ward Details

6.New West

Zone

Rajamata Vijaya Raje Scindia Bhavan,

Judges Bungalow Road, Bodakdev,

Ahmedabad.

26841207,

26841201/ 2 /4 /5

New West

Zone: Ward

Details

ZONES IN AHMEDABAD AND THE ZONAL OFFICES – DETAILShttp://ahmedabadcity.gov.in/portal/index.jsp

Organization Structure of the Administrative Wing

What is Area Sabha?

Area sabha is the platform for citizen participation below the level of

the ward creating a political space for the citizen to participate in the

city’s decision making process. Area sabha is envisaged as the counter

part of Gramasabha in the rural areas.

What is Ward Committee?

Every ward in the municipality will have a ward committee

comprising of representatives from each Area Sabha in the ward and

also representatives from the institutions in the ward jurisdiction.

There are some duties of the Ward Committee that requires special

mention

Who are the Ward Committee members?

Area Sabha Representatives, Institutional members and an elected

ward councilor shall compose the Ward committee.

Games

• That’s cool. But who said that ecological or environmental education needs to be bookish or donnish? Thanks to online games, it can be brought out from textbooks into the fun world. Online environmental games games that teach kids about animals and conservation make the task interactive.

•

Children can immediately learn that each action has a contributing effect. Plus, these interactive educational websites on the environment make both the teaching and learning enjoyable without losing out on the lessons.

http://www2.epa.gov/students/games-quizzes-and-more

Pathway towards development of Global and Active Citizen

https://www.sdsnedu.org/courses/1976/learn#/posts?contextId=121c55b3f26f452e899136ce4322fd44-33ebc08c214d42afa5fbb30bdaf53ef8-333c543d34be434999be651681277525

For the country of India the latitude of 22° 00' N and longitude of 77° 00' E denote its geographical alignment.

The country of India includes 3,287,590 square kilometers of area in the southern region Asia

The time followed in India is noticed as UTC+5.5.

Think about the waste generated in your home. How is the waste at your house disposed of? Where does the waste go? Recycling facilities, incinerator, or landfill? Is it sorted? What materials do you sort? If your area has a recycling system, how many members of your group use it? Discuss why/why not.

Think of a way to make tourism more sustainable in your country. Choose a destination

and plan different ways that you think could make it more sustainable. Write the name of

the destination and explain your ideas and plan.

AN INTERDISCIPLINARY CASE STUDYConsider this case study of a class investigation of local traffic problems

.

Traffic had been very bad outside a school for a long time. So, a teacher and her

class of 12-year old students carried out an investigation into the need for a

pedestrian crossing to make it safer for people to cross the road. The students first

decided to carry out a survey to count the numbers of vehicles travelling in both

directions. They calculated the average speed of the vehicles, the percentage of

those exceeding the speed limit and the percentage of drivers that would have been

unable to stop within a reasonable distance. The students also counted the number

of pedestrians crossing and identified peak times. The results of the traffic survey

were displayed in the form of bar charts and graphs.

The findings were compared with the local authority’s guidelines for the provision of

pedestrian crossings. The students then wrote a report on the degree of risk involved

in crossing the road to reach the school and the best location for the pedestrian

crossing. They included data, figures, photographs and plans in their reports.

The response of the local authority to date has not been encouraging. So, the

students are now working with the local neighbourhood association to press their

case for action.

Source: Adapted from Gough, N. (1992) Blueprints for Greening Schools, Gould

League, Melbourne, pp. 86.