Joy of Learning

Food History

Focus: Bio-diversity
Subject: Science
Place: Indoors and outdoors
Duration: One day for collection and compilation of information
Group size: Individual
Material: Writing material, food history table

Objective
To become aware of the diversity of food we eat everyday and the concept of loss of bio-diversity.

Activity
Ask each student to interview grandparents and parents and/or neighbours, relatives or others belonging to those two generations.
Students should find out

1) Vegetables, fruits, pulses, cereals, meats and fish that the persons, used to eat when young; dishes cooked for breakfast and other meals on a typical day; beverages (tea, coffee, milk, lassi, buttermilk, etc.) they consumed.

2) Vegetables, fruits, pulses, cereals, meats and fish those were available then, but not any more.

3) Vegetables, fruits, pulses, cereals, meats and fish those were not available then, but now are.

4) Special foods associated with different seasons.

Students can use the 'Food History' to record the information.
Ask students to begin by listing, in the appropriate column, items mentioned by grandparents. Against each item they could put either a tick (P) mark or a cross (x) in the other two columns depending on whether parents and they themselves also eat those items of food. Add any items mentioned by parents but not by grandparents in the 'parents' column and mark, as appropriate, in the other two columns.
Finally the students should add items to their own column which are available now but were not mentioned by either or both of the other groups.
Students should ask both groups why some of the varieties of foods are not eaten or available any more. They could record the reasons in the “Remarks” column.

Extension
The students could find out about the kind of dishes that were customarily made on different occasions like, festivals, rituals, and celebrations like weddings, in all the three generations. Is there any change in the way certain dishes are cooked and prepared today as compared to before? For instance, how is baingan ka bharta made? These days, the brinjals are either roasted on gas stoves or micro-waved, while earlier they were roasted on coals. Have students do a market survey of the five food categories (vegetables, fruits, cereals, pulses, and meats) mentioned above. Ask them to check out what is available in the government ration shops. Does the Public Distribution System sell bajra, jowar and other nutritious cereals? Why is this?

Discussion
List vegetables, fruits, cereals, pulses and meats (e.g. fish, fowl) which seem to have either disappeared from the range of foods available now, or have become rare. Discuss why this might have happened. e.g., loss of forests, grasslands, water bodies, that harboured these plants or animals, monocultures, changing lifestyles.
Ask students to name items that they eat but their parents or grandparents did not. What does this indicate? What is the role of modern agriculture and transportation in this? What is the role of technologies such as refrigeration? Discuss the importance of bio-diversity.

Food History
Food Category	Grand-parents	Parents	Myself	Remarks
Vegetables 1. Tomatoes 2. 3.				Tomatoes were seasonal during my parents time, but are now available in all seasons.
Beverages 1 2 3

Joy of Learning

Care and Share

Thrust Area: Cooperation for Sustainable Development

Group Size: Up to 60

Time: 15 Minutes

Material: None

Objective

To help participants realize the importance of sharing and working together for achieving a common goal.

Procedure

Divide the group into teams of about 10-15 players each. There is no limit to the number of teams, but the teams should have equal number of players ( as far as possible).

The players should not carry any object other than what they already have on themselves, e.g: they are not allowed to carry books, but they are allowed to keep on their watches, ribbons and other things they have on them.

After the players are ready, tell them that each team represents a country.

The task for each team is to make a 'line'. The line represents their progress on the path to Sustainable Development. They cannot draw a line in the real sense, but they are to make a line using the objects they have with them. The time given for making the line is 60 seconds.

The team which has the longest line wins.

Discussion

Can the environmental crisis be resolved through cooperation within and amongst nations?

Just as all individuals can contribute to conserving the environment, all nations also have a role to play. The roles may be different depending on the country (just as the contributions that made up the line are different). For example, a developed country may have to concentrate on reducing the highly consumptive life style of its people. It may have to help its citizen's adopt more environment friendly goods and technology, whereas another country may have to concentrate on reducing the growth of its population and on decreasing poverty.

What is the significance of individual contributions in a common cause?

Environmental problems – pollution, deforestation, green house effect, ozone hole – all seem large and complex. But the solutions for these problems are not all big and complex. Even small actions can contribute to solving the problems. Small actions alone will not solve the problems…..but they will help. Every individual has a role in contributing to environmental conservation and Sustainable Development. Actions that individuals take in different capacities at different levels can help in progress towards Sustainable Development.

Source : Meena Raghunathan and Kalyani Kandula (1999) 'Towards a Green Future: A Trainer's Manual on Education for Sustainable Development', Centre for Environment Education.

Joy of Learning

Population, Consumption and Environment

Thrust Area: Population Education
Place: Indoors Group Size: whole class
Material: none; Subjects: Civics, EVS; Duration:30-40 minutes

Objectives: To draw the attention of students to the role of over-population and over-consumption on the environment.

Activity
1. Share the following facts with your students

• In 2001 with a population of 1,027 million persons, India ranked as the second most populous country in the world. The USA’s population was 281 million.
• The consumption of food grains per person in India is less than 200 Kg per year. Diets in India are generally dominated by a single starchy staple for instance rice or wheat. An average American, on the other hand, consumes 800 kg of grain each day,directly or
  indirectly,in the form of beef, poultry, pork eggs, milk, cheese, ice-cream and yogurt.
• Only about 28 % of the people in India have access to sanitation facilities. In the USA,100 % of the population is reported to be served by municipal services.
• In 2000, electricity consumption per capita in India was equivalent to 335 kilowatt-hours. USA’s per capita electricity consumption during the same period was 12331 kilowatt-hours.
• The USA usages about 25 % of the world processed mineral recourses and non-renewable energy compared to India’s 3%.
• The USA produces at least 25 % of the world population and waste, including 18 % of the global emission of greenhouse gases and 22 per cent of ozone – destroying CFCs. India produces about 3 per cent of the worlds pollution and waste including about 4 % of the global emission of greenhouse gases and 0.7 per cent of Ozone destroying CFCs.

2. Discuss

• Which country consumes more resources?
• Which country generates more waste?
• Which country population has access to basic facilities such as sanitation required for and resulting in a healthier and safer living environment?
• What are the links between population, consumption, environment and development?

3. Draw the attention of students to the following

Total Impact: India has more people consuming fewer resources and contributing less pollution. But because they are many in number, the total impact is significant.
On the other hand the USA has fewer people with affluent lifestyles. Though they are not many in number, because of their lifestyle they consume considerable resources and
produce considerable pollution and waste.

Quality of Life: Another significant aspect is the quality of life of the people. The majority of Indians live in undesirable conditions with poor access to basic facilities such as sanitation education health facilities etc. This leads to a more direct adverse effect on the environment
and also limits opportunities for a better quality of life.

Impact on Environment: What does this have to do with the environment? Does the number of people influence the well-being of the environment? Does the way people live and what they consume their lifestyle – also determine their impact upon the environment?

Environmental Degradation: consider both – population size and consumption levels: The USA which has only a third of India’s population has a far greater impact on the environment. The environmental impact of 28.1 crore Americans is equivalent to that of 1400 crore Indians at their current levels of consumption. Therefore, while India suffers from ‘people overpopulation’, the USA suffers from ‘consumption overpopulation’. So, when we think of environmental degradation, we have to simultaneously think of population and consumption.

Source: Kandula, Kandula (2004) ‘Population, Consumption and Environment’ in understanding Environment (Kiran B. Chhokar, Mamata Pandya, Meena Raghunathan, editors).
Sage Publications India Pvt Ltd, New Delhi

Joy of Learning

A journey during spring towards environment education

A set of ideas for activities which may be developed for various standards by teachers.

Goal: Developing sensitivity and understanding about the immediate environment

Objective: To learn about the environment through seasonal changes.

Method and approach: Learning with the help of various subjects and approaches.

Subject: Palash (Dhak, Chila, Flame of the Forest; Scientific name – Butea monosperma) flowering during spring.

Introduction
Spring is the season for the holi festival. It is also the season for the flowering of Palash. Its beautiful orange-red flowers appear during the same time.

Concepts and activities

• Artificial colours are harmful for skin, hair and eyes. There is a long tradition of developing colours from minerals, flowers, bark and seeds (research needs to be done in library and on the internet for a few examples)


• Palash flowers are beautiful (this needs to be appreciated through observation of a single flower nd the whole tree in flower). The tree is also known as the Flame-of-the-Forest (the petals are shaped like flames and the sepals are black/dark green in colour like coal!). The tree and individual flowers may be drawn during art class


• Holi colour may easily be made by soaking dry flowers in water overnight. On the next day the water may be boiled with flowers to produce the water colour (craft activity). Only dry flowers that have fallen on the ground should be picked up and utmost care should be taken that ants and other insects are not picked up, if these are present then they should be removed by dropping the flower on ground a few times. This care will help in developing sensitivity towards environment


• The resultant water colour may be used for playing Holi! (social activity)


• This water colour is an excellent natural moisturizer which does not harm skin adversely (some oher examples of natural and artificial moisturizer may be searched and the information given to students. They may be asked about the origin of Vaseline).


• The next step is observation of the tree with flowers. A binocular, a bird field guide and a person who has a basic knowledge of birds will be useful for the activity. Birds, animals and insects are attracted towards the nectar found at the base of petals (Botany). Birds like sunbird, Rosy Pastor (a migrant and related to Mynas), various other species of resident Mynas, Tailor bird etc. may be seen on the tree during flowering season. Many insects, reptiles and mammals also visit the flowering tree (Zoology). Students should make notes of their observations. Children may estimate the number of flowers on the tree (Maths). Their observations should lead to an understanding of the various linkages of the tree.

1. Tree – flower – birds – pollination - seeds


2. Tree - soil - water - sunlight – growth


3. Tree – flower – water colour – social activity -natural moisturizer


4. Needs of the tree – needs of the animals dependent on the tree - Our needs (The tree also
   provides an excellent gum).


5. If the tree is cut for wood then we will lose flowers, gum and.......

• This is also the right time for starting the process of making its saplings (gardening) so that the saplings will be ready by Monsoon for planting.


• Performing arts presentation may be done by the students around the tree.

Concept and text developed by Santosh Gupta, Centre for Environment Education
E-mail: santosh.gupta@ceeindia.org

Joy of Learning

Activity for Teacher Educators: Impacts of Degraded Ecosystems

The Millennium Ecosystem Assessment The Millennium Ecosystem Assessment was launched by United Nations Secretary- General Kofi Annan. Initiated in 2001, the Millennium Ecosystem Assessment (MA) involved over 1360 experts world-wide, in an assessment of the consequences of ecosystem change for human well-being. Their fi ndings, contained in fi ve technical volumes and six synthesis reports, provide a state-of-the-art scientifi c appraisal of the condition and trends in the world’s ecosystems and the services they provide (such as clean water, food, forest products, fl ood control, and natural resources) and the options to restore, conserve or enhance the sustainable use of ecosystems. http://www.milleniumassessment.org

For the Teacher Educator
Discuss the use of websites for obtaining information with the trainees. What are some of the advantages and disadvantages of using websites?

There are several websites, including those of UN organizations, government bodies, NGOs etc that provide a huge amount of information on projects, research experiments, data on environmental status and quality, etc.

Let the trainees share information on websites they have found useful.

Ask the trainees to suggest ways in which they could use specific websites as teaching resources for school students during school hours. Caution the trainees on inappropriate content for children, and the need for adult supervision.

Impact of Degraded Ecosystems
Objective: To understand the impacts of disturbance of ecosystems, on human beings
Material: Internet access
Duration: One session
Method
Ask the trainees to visit the http://www.greenfacts.org/ecosystems/index.htm website. It provides information based on the studies of the Millennium Ecosystem Assessment project.
The material is organized as the following ten questions:
1. How have ecosystems changed?
2. How have ecosystem services and their uses changed?
3. How have ecosystem changes affected human well-being and poverty alleviation?
4. What are the most critical factors causing ecosystem changes?
5. How might ecosystems and their services change in the future under various plausible scenarios?
6. Why are both global and sub-global assessments of ecosystem change useful?
7. How do ecosystems change over time?
8. What options exist to manage ecosystems sustainably?
9. What are the most important uncertainties hindering decision-making concerning ecosystems?
10. Conclusion: main fi ndings
They may explore all the ten questions. Question 3 provides information on effects of ecosystem change on human well-being. The tasks for this activity are as follows:

• Click on Question 3 and read the text under Level 1 Summary and Level 2 Details.
• Write a short note on how ecosystem change most affects poorer people.
• The trainees should also think about the city, town or village where they are located and try to identify examples of wateror soil pollution, poor air quality or any other ecosystem degradation. Who is most affected by such degradation? What is the impact of polluted or risky ecosystems on health?
• The trainees may work in groups, pairs or individually. The examples of effects of ecosystem degradation can be shared in class.

Source: NCTE and CEE (2007) Environmental Education - A Resource Book for Teacher Educators, Level 1 - D.Ed.

Joy of Learning

Climate Change and Disease

Level: High School

Objectives: To help students understand the transmission of malaria, describe how climate
affects the life cycle of vectors and think about possible methods to reduce the occurrence and spread of disease and improve treatment facilities for affected people.

Materials: Map of malaria distribution; atlas with weather (temperature, rainfall information
in different regions of India); chart showing lifecycle of the mosquito

Procedure

1. Have students look at maps of present-day distribution of malaria in order to characterize
   the regions where malaria occurs. Specifically, they should consider the climate, such as
   average annual temperatures, average nighttime (low) temperatures, and precipitation.
   An atlas with maps of temperature and precipitation distribution is probably the easiest
   way to search for this information.
2. Ask students to identify the regions where malaria is currently present and also temperature
   and rainfall in these regions.
3. Ask students to observe the life-cycle of mosquitoes.
4. Next, guide a discussion by having students consider the following three perspectives:
   a. How does climate impact the vector directly?
   b. How does climate impact the vector’s (or intermediary host’s) habitat?
   c. How does climate impact the parasite?

Climate Change Direct Impact Impact on Vector Impact on Potential Impact on
on Vector Habitat Parasite Disease Transmission
More heat waves
Change in flooding
Change in drought
frequency
Sea level rise
Extreme weather

Discuss with students ways to control malaria in regions where it is likely to spread and enhance treatment for affected persons. You may like to point out the importance of education and awareness among people about the disease itself, and the simple ways to control
spread of mosquitoes.

Resources

• A color map showing model projections of changes in malaria distribution with a warming climate can be found in the Epstein (August 2000) Scientific American article.
• < http://www.sciam.com/article.cfm?colID=1&articleID=0008C7B2-E060-1C73-9B81809EC588EF21 >
• Map illustrating the local consequences of global warming http://www.climatehotmap.org/
• Climate statistics can be found at http://www.weatherbase.com/

Adapted from the activity Exploring Climate Change Impacts in the booklet Global Warming: Early Warning Signs Curriculum Guide for High School Courses in Biology, Environmental Science, Geography, Earth Science and others focusing on the society environment interface developed by Union of Concerned Scientists: Citizens and Scientists for Environmental Solutions downloadable from www.climatehotmap.org/curriculum/climate_change_guide.pdf

A useful keysheet titled ‘Climate Change Impacts on Human Health in India’ is downloadable from
http://www.defra.gov.uk/ENVIRONMENT/climatechange/internat/devcountry/pdf/india-climate-9-health.pdf

Information for the Teacher

• Increasing temperatures will be accompanied by changes in rainfall and humidity, includinga likely increase in the frequency of heavy precipitation events. Some areas will become drierbecause higher temperatures also increase evaporation. Discuss with students ways to control malaria in regions where it is likely to spread and enhance treatment for affected persons. Youmay like to point out the importance of education and awareness among people about the disease itself, and the simple ways to control spread of mosquitoes.
• A vector-borne disease is one in which the disease-causing microorganism is transmitted from an infected individual to another individual by an arthropod (e.g. mosquito or tick) or some other agent. Other animals, wild and domesticated, sometimes serve as intermediary hosts. Key vector-borne diseases of concern include malaria, dengue fever, yellow fever and several forms of encephalitis.
• Climate constrains the range of many vector-borne diseases (VBDs). They are currently prevalent mainly in tropical and subtropical countries. Mosquitoes, for example, are limited to seasons and regions where temperatures stay above a certain minimum. The winter kills many eggs, larvae, and adults. Climate also influences the availability of suitable habitat and food supply for vectors.
• Weather affects the timing and intensity of disease outbreaks. Within their temperature range of tolerance, mosquitoes will reproduce more quickly and bite more in warmer conditions. Warmer temperatures also allow the parasites within mosquitoes to mature more quickly, increasing the chances that the mosquito will transfer the infection. Floods can trigger outbreaks by creating breeding grounds for insects. Droughts can reduce the number of predators that would normally limit vector populations.
• Several modeling studies have predicted that increasing temperatures will lead to the spread of malaria and other diseases into previously unaffected areas. Climate change may also affect the severity of the disease at a given location. Socioeconomic factors also affect the distribution of vector-borne diseases.
• A good public health infrastructure, including prompt treatment of cases to reduce the risk of spread of the disease, and mosquito-control measures help to limit disease transmission. Land-use by humans can change the availability of habitat for vectors.