Preface

Although it has come intobeing very late, whensomuchofhabitatand biodiversityisdeclining

orevenextinctbigquestionarises.whatnext?
Swami Vivekananda said Education is the panaceafor all. Teaching isamodeof sharingthe
joy. Teachers have few problems engaging students attention when theyteachenvironmental
issues especiallyaboutthelargemammalssuchas tigers,rhinos,elephants,etc.orvasttropical
rainforests or deserts. It is much more difficult to generate interest in fish, water plants,
dragonflies, slugs and snails, etc. The purpose of this material is to inculcate love towards
Mother Nature and be environmentally conscious generation.It provides ameansbyengaging
them those critters and systems interesting to youngsters throughactivities,relevant clippings,
animations,fieldtrips,games,competitions,drawing,livedebates,etc.Thisshouldencourageto
opt for creative methods rather than traditionalmethods whichare more effective in influencing
comprehension, retention and behavioural changes. Also with the right approach they can
catch the attentionof any agegroupbyrelating the negativeresultsof ignoring all habitats and
thefascinatingspeciesthatlive(ortrytolive)in
them.

In addition to the contents there is a vast treasure over the web among which very relevant
material can be meticulously filtered. Such selected relevant material is shared in the CaP
Portal. (
cap.rkmissionshivanahalli.org
)How best you can use this following the contents and appendix
depends on individual inspiration. Most importantly all the materials have to be localised tothe
scenarioandnottobeusedasis.
We look forwardto hearing about theresultof the individuals,groups and ngos whoutilizethis
Opportunity. Since its all about sharing squeezing some valuable time and inputting the
materials and experiences which are customised will evolve materials for the future use and
replication models. (
http://cap.rkmissionshivanahalli.org/?q=sessionreport) While it will take time to improve the
currentsituation it is agiventhatalargenumber ofyoungsterswillgrowuptobepeoplewho(at
the very least)dont harmourenvironmentandmayindeedopttoimproveitsignificantly....Only
thingwecandoissowtheseedandlettheresultsreap.

RamakrishnaMission,
Shivanahalli

ConserveandPreserveACalltodedicate

Its a known fact that we have to conserve and preserve our existing forests andenvironment.Nonethe
less the fact that all our natural resources are under tremendous pressure from humanity itself is also
true. There is an urgent need for environmental quality and quality in environmental education for the
students and teacher community. To cater to such needs we have decided to tackle at the grass root
level by building a community who shall dedicate their time and energy to create andimpactawareness
anddevelopLoveandcompassiontowardsMothernature.

It's high time we save our forests and

natural assets.
Keeping in mind
Ramakrishna Mission, Shivanahalli
along
with
Karnataka

forest
Department and
CES,Indian Institute
of Science has come up with a project
entitled Conserve and Preserve BNP.
Volunteers fromvariedfields arepooling
together to start such a movement. The
project
volunteers
will
handle
environmental
classes
involving
interestedteachers.

They will implement their ideas through

variousmethodsandmaterials.

Purposeoftheproject:

1. To createawarenessontheimportanceofBannerghattaNationalParkandsurroundingforestsamong
thestudentcommunity

2.Tocreateawarenessintheparentcommunitythroughtheirchildren

3.Toshapechildrensskill,personalityandleadershipqualities

4. To providerareopportunitiestostudentstolearninthefieldaboutplants,birds,animals,waterbodies,
soilandimportanceofbiodiversityconservationandinteractwitheminentpersonsonthefield

Externalnatureisonlyinternalnaturewritlarge
SwamiVivekananda


AssessYourAudience

Whatdotheyknowandwhatdidtheylearn?Howfindout?

Introduction

Before conducting a programme it is necessary for the educator to evaluate the knowledge base of the
students about the subject. It will help the educator to impart effectively. To achieve this, the educator
should have a method of measuring the audiences knowledge and also comprehension, feelings and
behaviour.Weshouldalwaysrememberitsanmutuallylearningexercise.
Assessmenttool1:Brainmapping
CanbeusedwithLiterateandilliterateaudiencesofanyagegroup.

Methodology
Brainmapstesttheabilityofthebraintorelatedifferentwordsandconceptstoacentraltheme.
Brain mapping is a very effective evaluation tool, with an exercise both before and after the teaching
session or programme. Brain mapping is efficient because it is quick and easy to administer. Brain
mapping is also effective because it can be used with both literate and nonliterate groups. Simply ask
studentstousewordsandRetainthosesheetswrittenwithnameandothernecessarydetails.
A brain map should demonstrate the associations people have with a specified theme (in this case
Freshwater species) andtherelationshipsbetweendifferentassociations.Althoughthisissimple,itisnot
a familiar activity, so it is necessary to begin with a wellknown and easy theme, such as book or
school or food. Demonstrate theactivitybydoingoneasagroupontheblackboard.Ifstudentsdonot
respondimmediatelyyoucanaskquestionswhichelicitassociatedwordsforthedemonstratormap.

MiniDramas
Mini dramas are designed to introduce aspects of species biodiversity and conservation issues inaway
that is fun and memorable, and that allows the audience to know about plants and animals and the
situations they face in thewildandtheirsurroundings.Prepareagroupamongchildrentoperformforthe
audience who are again other groups. Parents might get encouraged to participate if their children are
involved. The dramas are to be designed such that no special propsorcostumesarenecessary.Andits
alsonecessarytotakecareithappensinlocallanguage.

CreateyourownDrama:Instructions
Usingtheguidelinesbelow,workwithyourgrouptowriteandperformwildlifedramas.

Steps
:
1. Choose abiodiversity/wildlifetopicbasedonanissuethatisimportanttoyourgroup.Try topickavery
specificissue,asyouwillhavelimitedpresentationtime.
What is your topic? (Facilitator may want to hold a brainstormingsessionfirst,andthenwritethechosen
topicsonaboard).
2. Pick what events you want toactoutyourstorylinekeeping itsimpletobeabletopresent withina
fivetotenminutetimeframe.Whatarethemaineventsinyourdrama?
3. You do not need to write a script rather think of the kinds of conversations your characters would
have.Whatarethemaintopicsofdialogue?
4. List the characters (people,plants,andanimals)tobeinvolvedin thisissue.Whoarethecharactersin
yourdrama?
5.Assignrolesandrehearse.Asyoupractice,keepinmindthemessageyouaretryingtoconvey.
6. What is the main message of your drama? As and on you experience you will discover kids are so
talentedtheycanenactdynamically.
7.Decidewhereyourdramawilltakeplace.Whatisthesetting?
8. Make props and costumes be creative! Using scrap materials and natural materials is a great idea.
Make sure you have already practiced so that you do not take all the rehearsaltimetomakeyourprops
andcostumes.
9.Presentyourdrama!Definethestageareaandaudiencearea.Maintaintheattentionofyouraudience!
10.Discussaboutthemessagewithyouraudience.
11.MoreoverIt'sagoodhabittodocumentandshareforlaterperusal

SampleDramaHabitatrestoration

In 1900 a group of people left their homeland and settled in beautiful forestland which they cleared of
treestomaketheirhome.Theyclearedmoreforestforfarminginordertogrowfood.In1925they
built new houses using old, large trees from the forest. They sold off more trees in nearby towns and
began planting other crops like tea and coffee. In 1950 they laid roads and cleared more forestland
which provided more wood for sale. The people were happy and healthy those days. In 1975 theyused
modern tools and were able to clear even more forest. By 2000 there was nothing left in the forest.
Where there was once clean, freshwater, the water was dirty, polluted. People began to suffer from
diseases since much of the daily wastes were dumped in the forest. Water was not sufficient to water

crops, so foodhadtobe
bought fromoutsideand
was verycostly.Looking
back over their history,
people of the 21 st
century saw that the
misuse of the forests
and the waterresources
by their ancestors had
spoiled
the
once
bountiful land. They
vowed to tryandrestore
the forest and teach
theirchildrentocareforit.

Regulatewaterwithdrawal

A beautiful rural countryside

underwent rapid urbanization
resulting in over extractionby
industries leading to water
scarcity
along
with
inappropriate sanitation that
led to a variety of problems
ranging from degraded water
quality, scarcity, spread of
diseases and other health
issues. The people of the
region were made aware by
an NGO about the situation
and they were educated
about the need to use
resources inapropermanner
and also develop in a
sustainable way.Imbibingthe
ideas, the locals changed
their lifestyle, reduced and
regulated the process of their
waste disposal as well as
water usage among other
ecofriendly practices. This
mitigated the waterrelated
issues to an extent thus ensuring that the resourcesaremaintainedatoptimumhealthforprolongeduse
whichalsoimprovedtheirlivingconditions.

SomeWildlifeandWaterlawsinIndia

India has many laws adhering to wildlife and water resources but not many laws concerning freshwater
biodiversity conservation. It is very important to be aware of these laws. We have given ashortwriteup
onfivesuchlaws.

WildlifeProtectionAct,1972

1.Defineswildlifesanctuaries,NationalParks,tigerreserves,communityandconservationreserves.
2.Hassixscheduleslistinganimalsthatareprotected.
3.Providesrightstolocalcommunitiesandtribalstoaccessnontimberforestproducefor
noncommercialuse.

BiologicalDiversityAct,2002

1. Addresses all biodiversity found in India andstatesthatappropriatemanagementmeasureneedtobe

takenforthreatenedspeciesandcollectionshouldbeprohibitedorregulated.

2.AllthestatebiodiversityboardswhichhavethebiodiversityregisterforlocalpeoplefollowthisAct.

WetlandRules2009

1. Classifies wetlands into three categories based on size, habitat and climatic conditionoftheareaand
informsoftheregulatoryauthorityresponsibleforthewetlandsbelongingtoeachofthecategories.
2. Explains specificactivitiesthatarepermittedandnotpermittedwithinawetlanddependingonwhichof
thethreecategoriesitfallsunder.

NationalWaterPolicy,2012

1. A general act that states the importance of water for mankind to survive, present status of water &
wateruseinIndiaandthegapsinmanagementofwaterresources.
2.Also,stateswhatisneededtosecurethefutureofourwaterresources.

IndianFisheriesAct,1897

1.Prohibitsdestructivefishingpracticessuchasdynamiting,poisoning.
2.ProtectionoffishinselectedwatersbyrulesofStateGovernment.
SomestateshaveastatelevelfisheriesActsuchasKerala,Karnataka&Maharashtra.
Kerala:InlandfisheriesAct,2010
Karnataka:KarnatakaInlandFisheries(Conservation,DevelopmentandRegulation)Act,1996
Maharashtra:MaharashtraActof1961