earthian -paryavaran mitra programme 2018 teachers training... · 2018. 9. 4. · centre for...
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Earthian -Paryavaran Mitra Programme 2018
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Centre for Environment Education in collaboration with Wipro
has been carrying out the Earthian Paryavaran Mitra Programme
since 2013 in India.
Aimed to support schools in understanding and bringing in
sustainability into the educational activities at school.
The objective is to provide an exposure to multiple perspectives
and develop an interconnected understanding of different
disciplines in education and life.
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Themes for the Earthian- Paryavaran Mitra Programme;
“Water and Sustainability”
“Biodiversity and Sustainability”
Schools are invited to form a team of 5 students and do a set of
learning activities in their school as per the guidelines in the
activity booklets. ( available on
http://paryavaranmitra.in/Default.aspx?sID=740 )
The reports selected from the states compete at the National
level and top 10 reports get the National level Earthian
Paryavaran Mitra Award which includes:
Cash prize of 1lakh rupees
Association with Wipro through CEE for 3 years- Continuous
Engagement Programme
http://paryavaranmitra.in/Default.aspx?sID=740availableonhttp://paryavaranmitra.in/Default.aspx?sID=740
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Understanding Water
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CEE Centre for Environment Education
Water Distribution on Earth
Oceans and Seas 97.2 %
Polar ice and Glaciers 2.0 %
Ground Water 00.62 %
Fresh water lakes 00.009 %
Inland Saline lakes 00.008 %
Rivers 00.0001 %
Source: www.sciencelearn.org.nz
http://www.google.co.in/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&docid=Fe1aNgQTwkKIiM&tbnid=PlPqIVnJW93XZM:&ved=0CAQQjB0&url=http://www.sciencelearn.org.nz/Contexts/H2O-On-the-Go/Sci-Media/Images/Earth-s-water-distribution&ei=O9fOUt7-L8n_rAfCwYDABQ&bvm=bv.59026428,d.bmk&psig=AFQjCNEyalcHZQOix3ggC43xQVFm_KZK6w&ust=1389373506525824
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CEE Centre for Environment Education
Global Water Use • Agriculture is the largest
water user with 69 percent of global water supplies going to support crops
• 21 percent for industrial purposes
• 10 percent for residential use.
Source: unwater
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CEE Centre for Environment Education
Freshwater: Availability and its uses in India
Source: Government of India, 2009.
Water users • Irrigation 85 %
• Drinking, domestic use 4.0 %
• Industry 2 %
• Power generation 3.0 %
• Other activities 6 %
Year Per capita water availability (m3/year)
1951 5177
2011 1545
2025 1341
2050 1140
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CEE Centre for Environment Education
Water is used in large amounts to bring food from the farm to our plates through its cultivation, processing and transportation stages… this is called its ‘Water footprint’ and the water, ‘Virtual Water’
Foods and their water footprint (in litres)
1 cu
p te
a 35 13 1
tom
ato
Source: UN World Water Day 2012 Website
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CEE Centre for Environment Education
Agriculture takes most of the global water and as we shift to water intensive diets there is an imbalance in
water availability, inevitably affecting the poor who give up the water meant for them (and as a result their food) to agricultural fields that produce food for the increasing urban demand.
185
Bag
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ips
433
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eat
Foods from animal sources tend to have a bigger water footprint as a lot of water is used to raise cattle
and in the processing, transportation and storage stages of the food.
Source: UN World Water Day 2012 Website and waterfootprints.org
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How Much Do I Use?
Sou
rce:
Wik
imed
ia C
om
mo
ns
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CEE Centre for Environment Education
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Concepts about water: ◦ our planet as a habitat for the human being and
other life forms. ◦ resources that sustain us and rest of life ◦ about their chemical, physical and biological
nature. ◦ about human societies and how life is in different
parts of the country and the world. ◦ how we grow our food, produce our goods,
communicate, what the culture of different places is like etc.
◦ how some communities or members within communities have more resources and opportunities and some barely manage to survive.
Sustainability is intricately linked to these questions of habitat, resources and the questions of access and distribution that it raises.
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Centre for Environment Education
Part A: LOCAL (Water in the school)
Part B: GLOBAL (School >Community >Nation>Planet)
Asking: Where does water to our school come from? How does it
come? Where is it stored? How do we use it? Where does it go
from here? Quality of the water?
Can rain water be a viable source?
Asking: I know our schools water usage, quality and where it comes
from. So what does my water usage have to do with global water
availability and issues. Does water use connect to energy,
agriculture & food, climate change, social issues like-equity of
access, biodiversity? Are there any trends we are seeing in India and
globally?
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Centre for Environment Education
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Understanding
Biodiversity
CEE Centre for Environment Education
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What do we mean by ‘Biodiversity’?
Bio = Life
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What do we mean by ‘Biodiversity’?
Diversity = Variety
Jafran
Latkampu
Dashahri
Bambai
More than 1000 varieties in India
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Why is biodiversity important?
Provisioning food: Today most people rely on 20 types of plants and only 3-4 are
staple crops.
Provisioning medicinal resources: About 80% of the people in developing
countries use plants as a primary source of
medicine. 57% of the 150 most prescribed
drugs have their origins in biodiversity.
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Regulating Pollination: All flowering
plants depend on animals for pollination
to produce food.
Regulating Bio control :Decomposers
like fungi and bacteria are critical to
nutrient cycling and soil renewal.
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Regulating carbon sequestration: In addition photosynthetic biodiversity creates an oxygenated
atmosphere, that has the potential to moderate the
rising amounts of atmospheric carbon dioxide linked
to Global climate change.
Provisioning raw materials:
Provisioning fresh water :
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India 7th largest country in the world
The Himalayas, the Western Ghats, the North-east and the Nicobar islands are
4 biodiversity hotspots in India.
Western Ghats with their high level of endemism has been declared as a World
Heritage Site by UNESCO in 2012.
Over 300 wild relatives of cultivated plants
Repositories of 50000 varieties of rice, 5000 of sorghum, 1000 varieties of
mangoes etc
2182 fishes -327 fresh water species listed in IUCN threat categories and 192
endemic fishes
2517 Agriculturally important micro organisms
16 major forest types and 251 subtypes
Forest and tree cover- 23.39% of the geographical area
115 wetlands an 25 wetlands of international importance
Impressive PA network- 99NP, 515 WLS, 43 Con R covering 4.8% of the
geographical area of the country
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Threat to biodiversity
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Pg.6
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A 1: Environment as a shared space- understanding the web of life
•Take a walk around your school campus
•Ask students to make note of the plants, animals,
insects and other significant observations.
•Students complete their observation notes and return to
school.
•Ask students to observe the biodiversity in their homes.
•Compare both observations and draw a web of life for both
environments.
Pg.14-19
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A2. Biodiversity among leaves- importance of
primary producers and relationship that animals
and human beings share with them
Pg 21-22
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A3. Leaf munchers- to understand the importance
of decomposers
Make your own compost pit.
Understand the process of
decomposition and
Decomposer and detritivore
diversity
Pg 24-25
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A4. Biodiversity and changes in environment- to understand how a plant or
animal changes the nature and quality of
their environment
Tabulation-Pg 31
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A5. What did we learn?- understanding, in
context of any organism, it habitat and its
role
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Part A: Elective- any 1
•Build your own terrarium-understanding a
terrestrial ecosystem and connections
between the physical and biological elements
of the environment
•Freshwater aquarium- understanding an
aquatic ecosystem and connections between
the physical and biological elements of the
environment
•Interview- biodiversity and livelihood
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Part B
B1- Biodiversity and food requirements
B2-Genetically Modified Organisms/Food security/Man animal conflict
Pg 56-60
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How to Participate?
• Students from class 7th to 12th could be involved by forming a team of students.
• Multiple teams from the same school can participate.
• At least one teacher should be part of every team formed.
• selection of schools for the award will be done on the basis of reports sent by the school.
• Entries with report on 5 compulsory and 2 elective activities under part A and essay under part B will only be considered for selection process.
Centre for Environment Education
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• Genuineness in doing the activity as displayed in the details in the documentation, the data provided and other evidence of having done the activity
• Creativity in documentation. Usage of multiple formats and ways and methods of reporting that are weaved together well into a whole.
• Beyond just the data presented a sense of having understood the problems well as displayed in the documentation
• How well have the activities done been connected to each other
• How well have the connections to other issues been drawn to expand the understanding of Sustainability
Characteristics of an ideal project/ report
Centre for Environment Education
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• No fixed format
• Ideas on documentation are given in booklet
• Creativity and innovation in presenting your finding is critical
• Last date for submission is 31st October, 2018
• Each participating school will get a certificate
• 10 winners will be chosen nationally for award based on evaluation criteria
“We forget that the water cycle and the life cycle are one”
______Jacques Yves Cousteau
Report Submission
Centre for Environment Education
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For further Queries, Contact: Paryavaran Mitra Secretariat Centre for Environment Education (CEE) Nehru Foundation for Development, Thaltej Tekra, Bodakdev, Ahmedabad-380054 Email: paryavaranmitra@ceeindia.org Website: www.paryavaranmitra.in, www.ceeindia.org Facebook: https://www.facebook.com/pages/Paryavaran-Mitra.7 Twitter: https://twitter.com/PM_CEE?lang=en WhatsApp No: 8460737656
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Thank You
We invite you to be a part of this journey
towards sustainability !
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