chapter v development and implimentation...

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CHAPTER V

DEVELOPMENT AND IMPLIMENTATION OF BBL

INTERVENTION PROGRAMME

5.1 PROLOGUE

“Much education today is monumentally ineffective. All too often we are giving

young people cut flowers when we should be teaching them to grow their own

plants.”

- Gardner J .W.

Education in its broadest general sense is the means through which aims of the people

pass on from one generation to the next. Generally, it occurs through any experiences

that have an effect on the way one think, feel or act. In its narrow sense, education is

the formal process by which society deliberately transmits its accumulated

knowledge, skills, customs and values from one generation to another. Considering

this, teacher‟s responsibility is to create an environment where students can generate

their own knowledge rather than providing them everything readymade. Brain based

learning provides such a kind of learning environment. It is learning in accordance

with the way the brain is naturally designed to learn. It is a multidisciplinary approach

that is built on the fundamental question “What is good for the brain to learn?” It is a

way of thinking about learning.

The intervention programme was developed considering the seven stages of brain

based lesson planning and principles of brain based learning. Movement education

plays very important role in learning. Physical movements activate brain cells for

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learning, so at the beginning of every session cross lateral movements were

introduced.

5.2 Objectives of the BBL Intervention Programme

It‟s important to list down the objectives in relation to the content matter. The general

objectives of the intervention programme are as follows.

By the end of this intervention programme students will be able to -

Explain the meaning of waste.

Identify the attributes of waste.

Identify the properties of waste.

Analyze household garbage (waste).

Estimate amount of waste generated by their families.

Estimate amount of waste generated in their school.

Explain the meaning of biodegradability.

Differentiate between biodegradable and non biodegradable items.

Explains the meaning of toxics.

Explains effect of toxics on human health.

Identify various types of wastes.

Classify waste according to its types.

Explain the procedure of waste generation in the community.

Enlist various factors responsible for waste generation in the community.

Explain the consequences of waste generation in the community.

Explain the meaning of hazards.

Explain the meaning of waste accumulation.

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Explain effect of waste accumulation on health of the people.

Explain the meaning of waste disposal. .

Explain the meaning of 3-R system

Explain various methods of waste disposal.

Define the terms- reduce, reuse, recycle

Identify things can be reduce, reuse, recycled.

Enlist materials that can be reduced, reused, recycled

Enlist ways of reducing, reusing and recycling waste.

Suggest creative ideas of making use of waste products to make something

useful out of it.

Identify the best type of packaging based on the recycling capabilities.

Explain ways of reducing the use of non-recyclable products.

Examines the practice of recycling in the community.

Examines attitude of the people towards recycling.

Explain the meaning of waste management.

Explain the effect of waste on environment.

Suggest creative ways of management of solid wastes.

Suggest creative ways of management of liquid wastes.

Suggest creative ways of management of gaseous wastes.

Explain the role of individuals in waste management.

Explain the role of community in waste management.

Explain the role of local bodies in waste management

Explain how waste is managed in villages and cities.

Suggest ways and measures to manage waste in cities and villages.

Explain the meaning of sanitation.

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Explain the role of citizen in sanitation.

Identify the problem caused by poor sanitation.

5.3 Content Analysis

In general, content analysis is a type of data analysis. Content analysis was done in

order to identify what points researcher should cover during development of the

programme. At the same time it allowed for logical sequencing of the content.

In the present study the unit „waste management‟ was subdivided into meaning,

properties, types, sources of waste. Waste accumulation, Factors responsible for waste

generation, Community health & Sanitation, Waste and its Disposal, Conditions for

proper waste management. The content is analyzed in the following manner.

Waste Generation

1) Meaning of waste

2) Properties of waste i) Occupy some space

ii) Produce a smell

iii) Have Weight

3) Types of waste i) Solid waste

ii) Liquid waste

iii) Gaseous waste

4) Classification of waste i)Bio-Degradable and Non-

Biodegradable waste

ii) Toxic and Non-Toxic waste

iii) Biomedical waste

iv) E- waste

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Generation of waste and its sources

1) Factors responsible for generation of waste i) Increase in population

ii) Advancement in Science

and Technology

iii) Mass production of goods

iv) Use and throw culture

v) Industries

vi) Fashion and emerging trends

2) Classification of waste on the basis of source i) Domestic waste

ii) Municipal waste

iii) Industrial waste

iv) Agricultural waste

v) Construction waste

vi) Commercial waste

vii) Hazardous waste

viii) Radioactive waste

ix) Human waste

Hazard of waste Accumulation

1) Meaning of waste accumulation

2) Hazard of waste accumulation i) Spoilage of landscape- Dumping of solid

waste

ii) Pollution – Industrial, vehicular,

agricultural, nuclear

iii) Health hazard – spread of disease

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Community Health and Sanitation

1. Threat to community health due to waste- i) Respiratory disorder

ii) Typhoid, dysentery, contagious

disease

iii) Headache, fatigue, nervousness

iv) Cancer, leukemia

v) Death of fish, water plants and

Wildlife

2. Community health and Sanitation i) Meaning of sanitation

ii) Provision of safe waste disposal

Waste and its Disposal

Solid waste disposal – I) 3 R system i) Reduce

ii) Reuse

iii) Recycle

II) Composting

III) Sanitary land lifting

IV) Incineration

Management of Liquid waste i) Rural sewage system

ii) Urban sewage system

Gaseous waste disposal- i) Complete burning of fuel

ii) Using tall smoke stacks

iii) Use of devices

Conditions for proper waste management

1. Waste Management in villages

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2. Waste Management in cities(3 steps)- Collection ,disposal and recovery

3. Methods of waste collection

4. Disposal of waste – Recycle, Recovery

5. Role of community

6. Role of local bodies

Fig 5.1 Graphical presentation of the Content

Waste

Meaning

Types

Solid

Liquid

Gaseous Classification

On the

basis of

nature

On the

basis of

Sources

Factors

responsible

Disposal

Management

Increase in

population

Use & throw

culture

3 R’s

Reuse

Recycle

Reduce

Hazard

Health Land

spoilage

Pollution

Anything

of No use

3 R’s

Composting

Incineration Land

Filling

Bio degra

dable

Toxic

Domesti

c

Commer

cial In

Cities In villages

Disposal Recovery

Collectio

n

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5.4 Schedule for administration of tests and tools

Date Time Test/Tool administered Group Technique

used

25/09/11 1 hr.30

min

Administration of pre test -

Achievement test

Experimental

group

Paper pencil

test

25/09/11 1 hr.30

min

Administration of pre test -

Achievement test

Control

group

Paper pencil

test

26/09/11 1 hr.30

min

Administration of pre test –

Self Esteem scale

Attitude towards learning

scale

Academic stress scale

Experimental

group

Paper pencil

test

27/09/11 1 hr.30

min

Administration of pre test –

Self Esteem scale


scale


Control

group

Paper pencil

test

3/10/11

To

5/01/12

Intervention Programme Implemented on Experimental Group

10/01/12 1 hr.30

min

Administration of post test -

Achievement test

Experimental

group

Paper pencil

test

11/01/12 1 hr.30

min

Administration of post test -

Achievement test

Control

group

Paper pencil

test

12/01/12 2 hours Administration of post test

–

Self Esteem scale


scale


Reaction towards BBL Scale

Experimental

group

Paper pencil

test

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Date Time Test/Tool administered Group Technique

used

13/01/12 1 hr.30

min

Administration of post test

–

Self Esteem scale


scale


Control

group

Paper pencil

test

Total 12 hr.30

min

5.5 Schedule for implementation of BBL Intervention programme

Date Session Content Strategy

used Time

Number of

Periods

(40 min)/

period

3/10/11 First

About Yourself Ice breaking 40

minutes

1

7/10/11

Second Meaning of waste KWL and

Thematic

Instruction

1 hr. 20

min

2

13/10/11 Third Properties of

waste

Role play and

Think pair

share

2 hrs. 3

17/10/11 Fourth Waste generation

in household

families

Project

method

2 hrs. 40

min

4

20/10/11 Fifth Biodegradability Project based

learning

3 hrs. 20

min

5

Diwali Vacation

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used Time

Number of

Periods

(40 min)/

period

15/11/11 Sixth Household Toxic

chemicals

Real life

dilemma

2 hrs. 3

18/11/11 Seventh Effect of Toxics

on Environment

Mind

mapping

2 hrs. 3

21/11/11 Eighth Types of waste Graphic

Organizer

2 hrs. 3

24/11/11 Ninth Waste generation

in the community

KWL and

Project

method

3 hrs. 20

min

5

28/11/11 Tenth Sources of waste

generation in the

community

Project based

learning

4 hrs. 6

30/11/11 Eleventh Hazards of waste

accumulation

Reciprocal

teaching

2 hrs. 3

3/12/11 Twelfth Waste and it‟s

disposal

Reciprocal

teaching

2 hrs. 3

6/12/11 Thirteen Reduce, Reuse,

Recycle

Round Robin

Brainstorming

2 hrs. 3

9/12/11 Fourteen Best packaging

(Recycling

capacity)

Group

brainstorming

2 hrs. 3

12/12/11 Fifteen Recycling

practices in the

community

Project

method

4 hrs. 6

15/12/11 Sixteen Waste

management in

cities

Problem

solving

2 hrs. 3

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used Time

Number of

Periods

(40 min)/

period

18/12/11 Seventeen Management of

liquid waste

Concept

mapping

2 hrs. 3

21/12/11 Eighteen Management of

gaseous waste

Concept

mapping

2 hrs. 3

24/12/11 Nineteen Waste

management in

villages

Think pair

share

2 hrs. 3

Christmas Vacation

2/01/12 Twenty Role of

community, local

bodies and

government in

waste

management

Round Robin

Brainstorming

2 hrs. 3

5/01/12 Twenty

one

Community

health and

sanitation

Case based

learning

2 hrs. 3

Total 47.20

hours

70 periods

5.6 Development of BBL Intervention programme

The intervention programme was developed considering the seven stages of brain

based lesson planning and principles of brain based learning. Movement education

plays very important role in learning so at the beginning of every session cross lateral

movements were introduced.

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The intervention programme was developed considering classroom context,

objectives, development of activities and assessment. The objectives were prepared by

the researcher following the guidelines prescribed by Anderson and Krathwohl. The

following questions were kept in mind while designing the programme.

For classroom context and objectives:

What are the unit objectives and how they are determined?

What materials (texts, charts, references) and equipments (computer, lab)are

available?

How much time is allocated to the unit?

For classroom activities:

How the units will be introduced to students?

Which activities can be developed?

Why were these activities selected?

For assessment:

Which assignment will be given?

How to monitor the engagement and success of students in the activities and on

assignments?

How to determine whether students are in fact learning?

How to assess what students learned?

How to inform students about how well they were doing on the unit?

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How to make decision about their grading?

Intervention programme layout

Keeping in mind the main objective of the research

To develop an intervention programme based on brain based learning

strategies

To study the effectiveness of the programme

The researcher selected the two units from environment education.

The unit was designed to enhance self esteem, attitude towards learning and reduce

academic stress of the learners at the same time to increase their achievement in that

particular subject .the content analysis was done considering the objectives required to

be fulfilled for standard six.

The intervention programme was designed to enhance cognitive process of learners

through concept of waste management. In contrast to memorization, the emphasis was

laid on constructing their own knowledge. Multisensory instructional activities were

introduced to in order to activate their brain functioning. Throughout the unit the

learners were given worksheets for helping them to learn. Where ever possible the

researcher had taken the learner to Meta cognitive level assessment in order to make

them judge their awareness about the environment.

The researcher designed the first day of the class to help learners interact with each

other, to know each other well and develop the level of comfort with the researcher

and other classmates.

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Day: One

Session I: Warming Up

Duration of the session: 40 minutes (1 Period)

Content: “About Yourself”

Strategy used: Ice breaking (2-Minute Mixer)

Materials required: A clock or watch and a whistle or some other noise maker.

Objectives:

To enable each member of the group to know each other well.

To introduce oneself and collect information about others.

To establish a level of comfort among the group members.

Teaching learning process:

Students introduce to each other by telling their interests. Students learn more about

each others.

.Pre Instructional decisions:

Ideal Size: This is a great mixer for large groups. It can be applied to the whole class.

Implementation:

Ask students to get up, pair up, and chat for 2 minutes with each other about

whatever interests them.

When 2 minutes are up, blow whistle or make some other sound loud enough

for everyone to hear.

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When they hear your signal, everyone is to find a new partner and chat for the

next 2 minutes.

Allow enough time for everyone to have 2 minutes with every other person.

After the mixer, ask each person to give his or her name, and share something

interesting they learned from someone else during the mixer.

Researcher’s reflection

The researcher designed first day of the class to help learners become independent of

their own learning. The learners came ahead and share their views. Researcher felt

that this activity will get over in one class period of forty minutes. But it did not finish

in one class period as the students were so eager to tell more about other classmates.

The researcher then told that the purpose of learning in this class will not be the rote

learning as generally is in classrooms but it will be different than that. They will enjoy

the further sessions.

The learners thus agreed to participate in learning environment with the researcher to

construct their own knowledge.

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Day: Two

Session 2: Unit 1

Duration of the session: 1 hour 20 minutes (2 periods)

Content: Meaning of waste

Strategy used: Thematic Instruction, KWL chart.

Brain principle used: 1, 2,4,6,8, 9 and 10.

Materials required: KWL sheet

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Video clipping on waste,

Worksheet / Hand out on examples and non examples of waste.

Reflection sheet

Learning Goals:

The pupil distinguishes examples and non-example of waste.

The pupil identifies the attributes of waste.

The pupil explains the meaning of waste.

The pupil defines the concept of „waste‟.

Values and Attitudes:

The pupil realizes that material becomes waste if it is not further used.

Students realize that wastes are part of life.

Skills:

Student develops analytical thinking skills.

Student develops reflective thinking skills.

Teaching learning process-

At the beginning of the session KWL chart was be provided to students to activate

any prior knowledge they have about waste. Students were asked to respond to two

questions- what they know about waste? What they wanted to know about waste?

Worksheet containing examples and non examples will be provided to students.

Students will be told to analyze the examples given. It is required to find out

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similarities and differences in the examples given. Learners will explore, make

connections, and see patterns in the examples. Students can work independently or in

teams, and may or may not create an end product as a part of the learning activities. It

accommodates learners with different levels of enthusiasm and interest for the topic.

Pre Instructional decisions

Group size – Two students per group.

Group composition – The students will initially work individually. Then they will

discuss with their partners.

Assignment of roles played by group members- Each group will ensure that his

partner shares the ideas without inhibition. Group member also has to ensure that

partner does not dominate other partner.

Support material- worksheet

Arrangement of room – Regular classroom setting with two students on a bench.

Implementation

The session starts with Cross Lateral Movement--Cross Crawl (Brain principle 1)

Instructions

Stand in an upright position.

Raise your right knee and place your left hand on top of it.

Return to starting position.

Raise your left knee and place your right hand on top of it.

Vocalize while moving, either through counting or humming along with

music. This will help stimulate auditory processing as well.

Repeat, as if you are marching, for two to three minutes daily before studying.

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Pre Exposure

Researcher conducts discussion on „waste‟. Explains to the students that in our daily

activity, we generate lot of materials that are thrown away. What are these materials?

What happen to them after we throw them away? (Brain Principle 2)

Ask student to fill the KWL chart to activate any prior „knowledge’ they have about

„Waste‟. Students record the information in column K of the chart. Student makes the

series of questions in column W about what they „want to know’ more about the topic

based upon what they listed in column K.

Preparation

Researcher introduces the topic by showing video clipping on waste. Ask students to

observe the clipping carefully. Create curiosity about the topic by holding the

discussion on the topic. Elicits from the learner what is the relevance of this topic in

their day to day life. (Brain Principle 6)

Initiation and acquisition (Brain Principle 4)

1. Presents each example and non-example telling students whether the object is

an example or non-example of the concept.

2. Ask students to analyze the examples and non examples in order to identify

similarities and differences in the examples.

3. By analyzing the examples, asks what the examples have in common.

4. Ask students to hypothesize possible attributes of the examples shown.

5. Write the attributes of the examples.

6. Students conduct discussion with their peers to find similar attributes.

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7. Students find similarities and dissimilarities between examples given.

8. Give more examples and non-examples to identify the concept.

9. Cycle back and revise steps three, listing additional attributes.

10. Students analyze examples in the light of attributes which they have listed.

11. Tell students to remember that each of the examples must contain all the

defining attributes.

12. Once student lists all of the attributes and have discovered the concept, ask

students to formulate a definition of the concept.

13. Guide students in formulation of definition of concept.

14. Provide the same KWL sheet to fill the information about what students

„learnt‟ in column L.

15. Conduct discussion on the information which students had filled in KWL

sheet.

During the process teacher moves around the group and have informal discussion to

see if the groups are proceeding in the right direction and all the group members are

contributing.

Post Implementation

Elaboration (Brain Principle 8)

Ask students to come up with more examples and non-examples of the

concept.

Students copy quotes from literature, magazines or newspapers which are

good representations of their views.

Students collect news which is relevant to the topic.

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Students write short poems/ story on topic taught.

Students create mind maps on waste.

Incubation and memory Encoding (Brain Principle 9)

Provide stretching and relaxation exercises. Let learners take walk in pair and

discuss the topic.

The pupil writes the reflections about the topic in the reflection sheets .The reflection

are written by answering following questions.

What are the attributes I could identify from examples given?

After how many examples I could identify the attributes?

What difficulty do I felt during the activity?

Verification and confidence Check (Brain Principle 9)

Students confirm their learning by answering of following questions. Students write

the answers of these questions in the reflective journals.

What did I learn today?

How did I learn today?

I learnt slowly when …………..

I learnt quickly when ………….

I found learning easy when ………………

I enjoy learning when ………………..

The most interesting part of the session was ………

What I liked ………………

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What I did not like…………

Celebration and Integration (Brain Principle 10)

Learners share their experiences with other participants.

Learners share their experiences with the entire class.

Learners blow horns to celebrate the end of successful unit.


The second day dealt with “a first step towards thinking‟. Students were provided

KWL sheet and students were asked to write about what they know and what they

wanted to know about „waste‟. The learners were found blank still when the

researcher asked them to put down the meaning of the terms known and unknown.

Once the learners demonstrated their understanding they were encouraged to make

their pairs and work upon the further activity. Worksheets were distributed.

As the work progressed the researcher went around visiting groups, mostly listening

to their conversation, occasionally asking them questions to redirect or support.

Then few learners who were not interested started creating chaos because of which

only few learners completed the worksheet and the day concluded with further

discussion to be done tomorrow.

Since the students had to develop a new strategy of learning it took time to

acclamatize with this strategy. The researcher thought that she has to keep patience

and it will take some time on the part of learners to adjust to this new strategy of

learning. So she thought of reducing the length of content for the next day activity.

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When the session was planned researcher was quite nervous about whether students

will accept her or not because researcher was not their regular teacher. But when the

activity got over researcher was satisfied by the responses given by learners. Students

enjoyed the session. As some of the learners, who made chaos, was the indicator for

the researcher that researcher needs to keep them busy with some actions.

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Day: Three

Session 3: Unit 1

Duration of the session: 2 hours (3 periods)

Content: Properties of waste

Strategy used: Role Play and Cooperative learning (Think – pair- Share)

Brain principle used: 1, 2, 6,7,8,9 and 10.

Materials required: Paper, Sketch pens, Waste products,

Pictures of waste products

Reflection sheet

Learning Goals:

The pupil identifies the properties of waste.


Students realize that wastes are the part of life.

Students realize that waste is in different forms based on its properties.

Skills:


Student develops communication skills.


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Teaching learning process- Role play was conducted on how the product changes it‟s

phases in the process of rotting. Discussion was conducted after role play.



Group composition – The students initially work individually. Then they discuss with

their partners.

Assignment of role played by group members- For the role play activity selected

students for role play will perform their roles while rest of the class will observe the

role play. For think pair share activity each group member will ensure that his partner

shares his ideas without inhibition. The group member also has to ensure that one

partner doesn‟t dominate other.

Support material – Skit for role play.

Arrangement of room – Pairs of chairs arranged in rows.

Implementation

The session starts with Cross Lateral Movement - Windmill. ( Brain principle 1)

Instructions

Stand in an upright position with your feet apart.

Bend down and touch left foot with your right hand.

Stand upright once again.

Bend down and touch right foot with your left hand.

Count aloud or hum along to music for auditory stimulation.

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Pre Exposure

Pictures of waste products were put on the bulletin board well in advance. ( Brain

principle 7)

Preparation:

Researcher creates curiosity about the topic by holding the discussion on waste. Asks

students what they have observed in the pictures. Elicit from learners what is the

relevance of this topic in their day to day life. ( Brain principle 2)

Introduces the topic by conducting role play in the class. Students were selected by

their interest in role play and roles are assigned to students. ( Brain principle 6)

After the role play discussion is conduct on following points.

What are the changes takes place in material when it starts rotting?

How the processes of rotting take place in waste items?

Initiation and acquisition: ( Brain principle 2)

1. Students were asked to form pair.

2. Ten minutes time was given for sharing their views about properties of waste

with their partners.

3. Students enlist of properties of waste.

4. Students give their ideas, making sure to give everyone a fair opportunity to

contribute.

5. Another ten minutes was allotted to share their views with the group.

6. Students present their views in front of the class.

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7. Further conduct discussion on properties of waste.( considering appearance,

odour, taste, matter, size ,shape of the waste product.)

8. Record the ideas come from the session.

During the process researcher moves around the group and have informal discussion

to see if the groups are proceeding in the right direction and all the group members are

contributing.

Post Implementation

Elaboration

Students develop poem, story, draw pictures on the topic taught. ( Brain principle 8)

Incubation and memory encoding

Researcher provides stretching and relaxation exercises. Learners take walk in pair

and discusses the topic.

The pupil writes the reflections considering following points in the reflection sheets .

( Brain principle 9)

What I like most in the activity is …………..

What I didn‟t like is ………………

Verification and confidence check: ( Brain principle 9)

In order to verify student‟s learning following questions are asked by the researcher.


What are the properties of waste?

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I learnt slowly when …………..

I learnt quickly when ………….

I found learning easy when ………………

I enjoy learning when ………………..

The most interesting part of the session was ………

What I liked ………………

What I did not like…………

Celebration and Integration ( Brain principle 10)

Learners celebrate their learning by

Sharing their experiences with other participants.

Sharing their experiences with the entire class.

Blow horns to celebrate the end of successful unit.


During the next session researcher distributed blank sheet to learners and ask them to

create mind map on waste. Discussion was conducted on what they have written in

KWL sheet. They were told to write whatever they know about waste. The following

questions were asked by students:

Riya: Is electricity is waste when we don’t switch off the button?

Devashish: When tap is not properly closed then is water waste?

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The above kind of questioned asked by the students showed that now students have

started constructing their own knowledge by asking such inquisitive questions. Now

they are going beyond the content. The learners use to share their views and argue till

they agree on it.

Referring to the analysis of learners learning researcher concluded that the learners’

inquisitiveness should be encouraged for developing their cognitive abilities. The

researcher wanted to plan the worksheet in such a way that learners could remain

working and discuss whenever required.

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Day: Four

Session 4 : Unit 1

Duration of the session: 2 hours 40 min.

(2 hours for data collection and 1 periods inside classroom)

Content: Waste Generation in household families.

Strategy used: Project based learning


Materials required:

Household garbage

Gloves

Large sealable plastic bags

Reflection sheet

Learning Goals:

The pupil analyzes household garbage.

The pupil makes the list of waste generated by their families.

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The pupil estimates amount of waste generated in their families.

The pupil estimates amount of waste generated in their school.


Student becomes aware about amount of waste generated by their

families.

Students accept the responsibility of reducing waste generation at home /

school.

Skills:


Student develops critical thinking skills.



The studentscollects information about waste generated by their families over a

period of two days. This was told well in advance about 3-4 days before actually

conducting the session. Students collect information about the waste generated by

their families .Students collected information about only household refuses. This

included all the waste generated like kitchen waste and household waste.


Group size – two students per group.

Group composition – The students initially collected information individually. Then

they discussed with their partners and calculate the amount of waste generated by

their families and estimated the amount of waste generated by the people.

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Assignment of roles played by group members- Each group ensures that his partner

shares the ideas without inhibition. Group member also ensure that one partner does

not dominate other partners.

Support material- worksheet

Arrangement of room – Regular classroom setting with two students on a bench.

Implementation

The session starts with Cross Lateral Movement -Cross Crawl ( Brain principle 1)

Pre Exposure

This activity was explained in advance. Students were asked to collect information

about the waste generated by their families over the period of two days. It was

specified that it include only household refuse like kitchen waste (spoilt food,

vegetable peels, milk packets, egg shells, paper bags ) and empty cartons, waste

paper, empty medicine bottles, old and torn clothes, aluminum wrappers, broken toys

etc. ( Brain principle 7)

Students were asked to collect wastes in separate bags for plastics, metals, glass, food

waste, and miscellaneous. Students were asked to record approximate weight of waste

generated. Students recorded the mass of each bag.

Preparation:

Discussion was conducted on type and amount of waste generated by the families.

( Brain principle 7)

Students were asked to present the information which they have collected about waste

generation in their families. After presentation discussion was conducted on

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information gathered by the students. The discussion can be conducted on following

points.

What type of waste is generated in homes?

What is the amount of waste generated per day?

Which method family uses for disposing waste?

What do you do with the leftover food at home?

Initiation and acquisition:

Students were asked to form the group of six students per group . Each group does the

calculation to find the total mass of waste generated by their group. ( Brain

principle2)

Eeach group calculate the average mass generated by each person and use this to

estimate the total amount of substance thrown away in your community.

Students estimates the amount of waste generated in the classroom in a day .

Each group presents their information.

Post Implementation


Students develops a story/poetry on waste.

Prepare a list of Do‟s and Don‟ts for reducing waste.

Copy quotes from literature, magazines or newspapers which are good representations

of the topic taught.

Collect news which is relevant to the topic.

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Incubation and Memory Encoding


and discuss the topic.

The pupil writes the reflections considering following points about the topic in the

reflection sheets .

I could identify different waste material generated by my family as….

I could estimate amount of waste generated by my family by………

What do I feel about such a large amount of waste generated by my family?

What I like most in this activity is …………..


Verification and confidence Check: (Brain Principle 9)

To understand whether students have understood the topic or not, Students were asked

following questions.







Researcher’s Reflection

The lesson was planned was to give students real life experiences. Here students were

expected to bring information from home about how much waste is generated by their

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families .While giving this activity researcher was little worried about whether their

parents will allow them to observe and measure the amount of waste generated by

their families. It was found that some of the students did not bring any information.

The reason told for this was that their parents did not allow them to measure waste

.While some of the students who had bought the information were eager to tell about

it. They not only told the amount of waste generated but also observed various types

of waste generated in homes. They had enjoyed this activity and started demanding

more of such kind of activities for further learning.

When the discussion was conducted in the class students were eager to tell a lot. They

told that this kind of freedom is not generally given to them in their regular classes

.Researcher could observe that students are finding interest in learning.

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Day: Five

Session 5: Unit 1

Duration of the session: 3 hour 20 min.

Content: Meaning of biodegradability



Materials required:

Biodegradable and non biodegradable items

Four cups of garden soil/sand/saw dust/pebbles

Worksheet on biodegradable and non biodegradable items

Observation chart for the experiment and Reflection sheet

Learning Goals:

Pupil explains the meaning of biodegradability.

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The pupil differentiates between biodegradable and non

biodegradable items.


The pupil realizes that some of the waste material naturally gets recycled

while other doesn‟t get recycled by nature.

Student realizes the importance of biodegradability in nature.

Skills:





Experiment was conducted by students few days before the session. Students burry

the objects and materials like pieces of fruit, bread, chapati, plastic, piece of cloth,

polythene bag ,paper or cardboard, egg shell etc.in the soil /sand/saw dust/pebbles .

Cover the containers. Label the containers to indicate the type of waste it contains.

Remove the soil sand/saw dust/pebbles after four days and observe the changes in

garbage .


Group size – Individual or group activity.

Group composition – The students can work individually or there can be group of four

to five students.

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Assignment of roles played by group members- Each group ensures that his partner

conducts the experiment. Group member also has to ensure that partner does not

dominate other partner.

Support material – Students were given instructions about how to conduct the

experiment. Observation chart was provided to students for recording the observations

of the experiment. Observation chart is attached in the Appendix.

Implementation

The session starts with Cross Lateral Movement – FingerThumb (Brain Principle 1)

Instructions

On one hand, hold up your index finger.

On your other hand, hold up your thumb.

Then, switch as fast as you can, so the hand that had the finger up now has the

thumb up, and the hand that had the thumb up now has the index finger up.

Repeat several times.

Try it standing up.

Pre Exposure (Brain Principle 7)

Students conduct the following experiment few days before the session. Students

bring about 4 cups of garden soil/sand/saw dust/pebbles from an outdoor area. They

also bring objects and materials from home, like small pieces of fruit, bread, chapati,

plastic, piece of cloth, polythene bag ,paper or cardboard, egg shell etc. Fill four of the

containers half full with either soil/ sand/saw dust/pebbles Place a piece of each type

of waste into each container. Continue filling the containers with soil /sand/saw

dust/pebbles, whichever they already contain. Add enough water to all pots so that the

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soil /sand/saw dust/pebbles is damp but not wet too much. Cover the containers. Label

the containers to indicate the type of waste it contains. Remove the soil sand/saw

dust/pebbles /after four days and observe the changes in garbage. Continue to check

it twice a week or as long as they want and record the observations.

Students make record of observation of item on the basis of it‟s nature, appearance,

colour , odour etc.

Preparation:

Researcher put the article on „Mummification‟ few days before the session.

Discussion was conducted on following points based on the experiment (Brain

Principle 2)

Which type of garbage rot completely and not smell bad?

Which type of garbage rot only partially?

Rot almost completely but still smells bad?

Which material has changed? How has it changed?

Why it has changed?

Of these materials that are changed, which ones change the fastest? Why?

What are the materials that remained unchanged over long period of time?

Which materials show little or no change? Why?

How the condition of waste changes when it starts decomposing?

Which kind of garbage is not recycled by nature? Why?

What are the conditions responsible for degradation of waste material?

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Initiation and Acquisition

Researcher provides worksheet containing the various examples of biodegradable and

non biodegradable items. Students classify those items under the category of

biodegradable or non biodegradable waste.

Post implementation


Researcher conducts debate on „plastics- boon or curse.

Students use the library / internet sources to find out more about various other types

of wastes.


Researcher provides stretching and relaxation exercises.

Learners take walk in pair and discuss the topic. The pupil writes the reflections about

the topic in the reflection sheets .The reflection are written by considering following

points.

What did you expect to happen to the product? (Brain Principle 5)

What actually happen to the waste product?

Was there any difference in what you expected and what actually happened?

Is this similar to anything that you have experienced in the past?



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Learners share their experiences with the entire group.



As it was observed that learners enjoy practical work more than simply listening in

class it was decide to give another project work. This time learners were given an

opportunity to conduct an experiment on biodegradability. Discussion was conducted

in the class on experiment done by the students. Discussion is conducted on following

questions.

Why plastic is not biodegradable?

Why the product degrades only in soil?

Why the product did not degrade in other mediums like sand or saw dust?

Students asked various questions on the basis of observation done by them during

experimentation. Students asked following questions.

Adya : Is hair biodegradable or non biodegradable?

Ayush : Is nail biodegradable or non biodegradable?

This shows that students are curious to know more about the topic.

Saket : Pencil is biodegradable but the lead inside is non biodegradable.

This shows that they have very well understood this concept. When researcher was

planning this activity researcher wanted to see the curiosity of the learners. And it

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was observed that they were very much eager to tell their observation at the same

time they had lot of questions which researcher could see on their faces. This shows

that students thinking process has started developing.

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Day: Six

Session 6: Unit 1


Content : Household toxic chemicals

Strategy used: Real life dilemma

Brain principle used: 1,2,7,8,9,10.

Materials required:

o 4-5 cleaning products, solvents, pesticides, etc.

o Paper, pencil or pen

o Hand out on „Toxics wastes‟ and „Possible Substitutes for Household

Toxics‟.

o Worksheet on Toxic waste

o Reflection sheet

Learning Goals:

The pupil explains the meaning of toxic.

The pupil explains effect of toxics on human health.


The pupil realizes that chemicals and toxics are all around us and that

we can make a choice whether or not to use them.

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Student accepts the responsibility of reducing the use of hazardous

toxics.

Skills:


Student develops social skills.



Students were given real life dilemma and discussion was conducted on the dilemma.


Group size – Four to five students per group.

Group composition – The students will work in a group for reading the dilemma and

then discussing.




Support material – A handout on dilemma.

Arrangement of room –Clusters of chairs spread out in the classroom.

Implementation

The session starts with Cross Lateral Movement - Windmill. (Brain Principle 1)


Researcher put the newsletter on „toxic wastes‟ on the bulletin board well in advance

and asks student to read it.

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Preparation

Researcher introduce the activity by displaying various household products like

detergent powder, Dettol, lizol, drain cleaner, perfume, air freshener etc and

conducted discussion on following points.

What are these things?

Where do we see these things ?

What are they used for?

Is there anything dangerous about using them?

What are the ingredients of these items? (Make a note).

What is your opinion about using these items?


Researcher provides following dilemma to the students and conduct discussion on the

dilemma.

‘For maintaining cleanliness though it is harmful to health toxics are used in homes’.

Discussion is conducted on following points. (Brain Principle 2)

Are there toxics in your home?

For what purpose those toxics are used?

When do you think it is okay to use something that is toxic?

Do you think that people who work where there are toxics should be told this

when they are hired? Why?

Do you think individuals should decide whether to buy and use hazardous

toxics, or do you think the government should make it illegal to sell

hazardous toxics? Why?

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Post Implementation


Researcher conducts debate on „Toxics useful or harmful ‟.

Students copy quotes from literature, magazines or newspapers which are good

representations of their views. Collect news relevant to the topic. Prepare a write up

for the topic taught.




The pupil writes the reflections about the topic in the reflection sheets .The reflection

are written by answering following questions.

Can I now identify toxic products? How?

How I can minimize the use of toxics?

I should minimize the use of toxics because ………








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As researcher saw that students thinking process is now aroused it was decided to

give them more opportunity to maintain the level of thinking of the students. So it was

decides to provide dilemma to students and to conduct debate in the class.

It was observed that learners were not aware of the various cleaning products used in

homes for cleaning purpose is how harmful to health. Hence in order to facilitate

further researcher conducted debate on ‘toxics harmful or useful’. Then researcher

conducted discussion on what are the substitutes for toxics used in homes.

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Day: Seven

Session 7: Unit 1


Content: Effect of toxics on environment

Strategy used: Mind Mapping

Brain principle used: 1, 2,6,7,8,9,10.

Materials required: Newsletter on pesticide and food items

Handout on substitutes for household toxics

Mind map template

Reflection sheet

Learning Goals:

The pupil explains effect of toxics on environment.

The pupil draws mind map on „Effect of toxics on environment‟

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The pupil realizes that chemicals and toxics are all around us and we can

make a choice whether or not to use them.

Student accepts responsibility of reducing use of hazardous toxics.

Skills:




Students create mind map on effect of toxics on environment.


The students were divided into groups of four to six students per each group . They

were asked to discuss effects of toxics on environment. Students present the

information through mind maps. Students draw individual mind maps to present the

information.


Group size – four to five students per group.

Group composition – The students will first work in a group for discussion and then

they will work individually for drawing mind maps.




Arrangement of room- Cluster of chairs spread out in the classroom.

Support material – Mind map template

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Implementation


Pre Exposure

Researcher put the newsletter on „pesticide and food items‟ on the bulletin board.

(Brain Principle 6)

Preparation

Discussion was conducted on following points based on the article. (Brain Principle7)

What do you think would be the source of pesticides in food items?

Could pesticides get into our bodies through other food items also?

What precautions can be taken to avoid consumption of toxics through food

items?

Do you think it is better to use compost instead of chemical fertilizers? Why?

Are we always aware of the presence of toxics in food item?

Which food products contain toxics?

Do you think it is harmful to use toxics? Why?

In what ways it is possible to reduce the use of toxics at home?

Initiation and Acquisition: (Brain Principle 2 and 8)

1. Researcher explain to the students about mind mapping strategy. Shows

example of mind maps to students.

2. Divides students into groups of five students in each group covering the

whole class.

3. Asks each group to discuss effect of toxics on environment.

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4. Students work in groups to continue the discussion.

5. Students decides how they wish to display their ideas

6. Each group creates a mind map on effect of toxic on environment.

7. Each group shares their responses with the class.

Post Implementation


The class work together to create a giant mind map on effects of toxics on

environment.

Illustrate the ideas on their mind map by placing photographs, pictures.



and discuss the topic. The pupil writes the reflections about the topic considering the

following points .

The new/novel experience in this activity was ----------

The thing that surprised me is…………..

What should I do to minimize the harmful effect of toxics on environment?

What I would like to know more about toxics?

Verification and confidence Check: (Brain Principle 9 )



Celebration and Integration (Brain Principle 10 )


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Learners applaud themselves for their performance.


This activity was planned to give students scope for widening their horizon of

thinking. They were told to draw mind map on ‘effect of toxics on environment’. When

researcher announced today they will have some kind of art work students were very

much excited. Seeing the excitement of learners researcher felt happy. Students were

provided the mind map templates. They were told to draw mind maps. Through their

mind maps students presented information on effect of toxics on land, water, human

health etc. Student’s creativity was also encouraged through this activity. Students

showed lot of interest in creating mind maps. Seeing their engagement in learning

researcher felt that teacher should bring variation in teaching learning process. It not

only creates interest in learning but helps in developing positive attitude towards

learning. It also reduces the stress of the students.

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Day: Eight

Session 8: Unit 1


Content: Types of waste

Strategy used: Graphic organizer


Materials required:

White construction paper, colored pencils, markers, crayons, sketch pens

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Hand out on pictures of various types of waste.

Graphic organizer template

Rubric for assessing graphic organizer

Reflection sheet

Learning Goals:

The pupil identifies various types of wastes.

The pupil classifies waste according to its types.


Student realizes that waste has different forms.

Students realize that wastes are the part of life.

Skills:



Student organizes information into a pictograph.

Students create graphic organizers.


The students are divided into group of 4-5 students per group. Students are shown

pictures of different types of waste. Graphic organizer templates are provided to

students .They are told to draw graphic organizers to present their information.


Group size – four to five students per group.

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Group composition – The students will first work in a group for discussion and then

they will work individually for drawing graphic organizer.




Arrangement of room- Cluster of chairs spread out in the classroom.

Support material – Graphic organizer template, various pictures of different types of

waste.

Implementation


Pre Exposure

Researcher introduces the topic by showing video clipping on different types of

wastes. (Brain Principle 6)

Preparation (Brain Principle 2)

Discussion was conducted on various types of waste generated in the society. Student

was asked to prepare the list of various types of waste they know. Students classify

wastes into various categories like type of waste on the basis of it‟s nature, source

etc..

Initiation and Acquisition (Brain Principle 8)

1. Researcher introduces the graphic organizer technique to students.

2. Form groups to work in group.(4 to 5 students per group)

3. Provides pictures of various types of wastes to each group.

4. Asks students to observe the pictures carefully.

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5. providing the pictures ask students to classify it according to its types.

6. Once each group completes the task ask them to use graphic organizer to

present their information.

7. Graphic Organizer template was provided for student use or students can use

art of supplies to create their own graphic organizer.

8. Student draws the pictograph (graphic organizer) on various types of waste.

9. Evaluation rubric is provided to students to evaluate their graphic organizer.

10. Instruction is given about how to use rubric for assessing graphic organizer

11. Students evaluate their graphic organizer using the rubric.

12. Discussion is conducted on the topic taught.

Post Implementation


Researcher conducts quiz on various types of waste.

Students explore the topic online and collect more information about various types of

waste.

Copy quotes from literature, magazines or newspapers which are good representations

of topic taught.

Incubation and Memory Encoding (Brain Principle 9)



The pupil writes the reflections about the topic considering following points.

Could I classify waste? On what basis did I classify it?

In how many ways I could classify waste?

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In what way I contributed to my group in classification of waste?

I played my part within the group and took my share of responsibility by

The difficulties I felt during the activity is ……

I made helpful suggestions about……….

I enjoy working in group .Yes / No. Why?




Celebration and Integration ( Brain Principle 10 )





Researcher saw that learners were now aware of different types of waste so it was

decided to plan the next activity on types of waste. As it was observed that learners

enjoyed drawing mind maps, it was decided to introduce the technique of graphic

organizer to them. They were eager to know more about this technique .They were

told to draw graphic organizer on types of waste. Students were so much engrossed in

drawing graphic organizer that they could not finish this activity in the class. So it

was decided that they will finish their work at home and discussion will be conducted

on it in the next class. Seeing their engagement in the activity researcher felt that

249

students likes innovations in learning. They should be given varied learning

experiences rather than teaching them by only one method.

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Day: Nine

Session 9: Unit 1

Duration of the session: 3 hour 20 minutes (2 hours for conducting the survey and 2

periods in the classroom)

Content: Waste generation in the community

Strategy used: Project method and KWLH chart


Materials required: KWLH Chart

Video clipping on waste generation in the community

Reflection sheet

Learning Goals:

The pupil explains the procedure of waste generation in the community.

The pupil enlists the factors responsible for waste generation in the

community.

The pupil explains the consequences of waste generation in the

community.


Student accepts his responsibility of reducing waste generation in the

community.

Skills:

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Students do the survey in the community about waste generated in their community.

They record the observations .This is done in advance before actually conducting the

session. In the class students are provided KWLH chart to fill in the information about

what they know, what they want to know more about the topic. Discussion is

conducted on the basis of information they have written in KWLH chart. After

discussion same sheet is given back to them and told to fill in the information about

what they have learnt and how they have learnt.


Group size – 4-5 students per group covering the whole class.

Group composition – The students will first work in a group of 4-5 students per group

for conducting the survey. KWLH will be individual activity.

Assignment of roles played by the group members- Each group member will ensure

that his partner collects information. The group members also have to ensure that one

partner does not dominate other.

Arrangement of room- Cluster of chairs spread out in the classroom

Support material – Graphic organizer template, various pictures of different types of

waste.

Implementation

The session start with Cross Lateral Movement-FingerThumb. ( Brain Principle 1)

251

Pre Exposure

Students conduct the survey on „waste generation in the community‟. Record the

observation of the survey. ( Brain Principle 7 )

Preparation

Researcher shows the video clipping on waste generation in the community. Conduct

discussion on the video clipping shown to the students. (Brain Principle 6)

Initiation and Acquisition ( Brain Principle 2 )

1. Researcher provides KWLH chart to each student.

2. Ask students to write in column ‘K’, „what they know’ about waste generation

in the community.

3. Form the group of 4-5 students in each group covering the whole class.

4. Ask them to discuss in group about what they have understood about the topic.

5. Student discuss among themselves and make the series of questions about

what they „want to know’ more of the topic based upon what they listed in

column „K’.

6. Student enlists series of questions in column „W’ about „what they want to

know’.

7. Conduct discussion on the questions students have written in column „W’.

8. After discussion students writes the answers in column „L’ ‘what they have

learnt’.

9. Students check it against column „W’, „what students wanted to learn’.

10. Discussion is conducted on information written in KWL chart.

11. Students write in column „H’ „How they have learnt’.

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Post Implementation

Elaboration ( Brain Principle 8 )

Students prepare a list of Do‟s and Don‟ts for maintaining cleanliness in the society.

Write the story / poem on waste generation in community.

Incubation and Memory Encoding ( Brain Principle 9 )


and discuss the topic. Pupil writes the reflections about the topic considering

following questions.

What did I do well?

What difficulties do I felt during the activity?

What sort of help do I require during the activity?



Did you work well with other students? How?..............

For working well with other students I should …………

Celebration and Integration ( Brain Principle10 )

Learners share their experiences with the class.



While planning this activity it was decided to give students opportunity to go out in

the community and take learning experiences. They were told to collect information

about waste generation in the community. Students were provided KWL sheet to write

253

what they know about waste generation in the community. Discussion was conducted

on information collected. Questions asked by students showed that they are very much

concern about the environment. They are worried about problem of waste

management.

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Day : Ten

Session 10 : Unit 1

Duration of the session: 4 hours 20 min. (3 hours for data collection and 2 periods

inside the classroom)

Content: Sources of waste generation in the community



Materials required: Notebook

Hand out on instruction about collecting information for the

project

Reflection sheet

Learning Goals:

The pupil explains sources of waste generation in the community.

The pupil enlists the factors responsible for waste generation in the

community.

The pupil explains the consequences of waste generation.


Students accept responsibility as a citizen for reducing waste generation

in the community.

Student shows interest in local and environmental issues.

254

Skills:

Student develop analytical thinking skills.

Student develop social skills.

Student develop reflective thinking skills.


Group size – For conducting survey student may work in groups of 4-5 students per

group.

Group composition – The students may work in a group of 4-5 students per group for

conducting the survey.


that his partner shares collect the information. The group members also have to ensure

that one partner does not dominate other.

Arrangement of room- Regular classroom setting with two students on a bench.

Support material – Hand out on instruction about collecting information for the

project .

Teaching learning process –

Students had conducted survey on waste generation in the community. Students visit

various places like grocery shop; cycle repair shop; tailoring shop; vegetable market;

restaurant or primary health centre etc in the neighborhood. Collect information about

waste generated at those places. Students will prepare a report of their observations

based on following points.

Name and address of the place visited

Kind of trade activity conducted by the establishment.

255

Description of waste generated.

Average of waste generated per day.

Method of disposal adopted by them .

Any other observation like the site of garbage disposal.

Implementation

The session starts with Cross Lateral Movement- Windmill. (Brain Principle 1)

Pre Exposure

Students conducts the survey on waste generated in the community. (Brain

Principle7)


Form the group of 5 to 6 students in each group, covering whole class. Tell students to

visit either grocery shop; cycle repair shop; tailoring shop; vegetable market;

restaurant or primary health centre etc in the neighborhood.

Each group visited one type of place.

Students spent some time at those places ; observe the waste generated at

those places.

Collect necessary information about waste generation.

Each group carefully observe the activities.

Information was recorded as follows:

Name and type of establishment (shop, store, restaurant etc.)

Kind of trade activity conducted by the establishment.

Description of waste generated.

256

Average of waste generated per day.

How the waste is disposed off .

Any other observation like the site of garbage disposal.


Each group leader presents the information collected by their groups.

After each presentation each group discusses the process of waste generated at those

places. Discussion is conducted on how waste is generated in the community and

what are the problems arising out of waste generation if it is not properly disposed off.


Students write news report on condition of waste generation in your community.


Researcher provides stretching and relaxation exercises. Learner takes walk in pairs


following points.

What was my feeling before conducting the project ?

What was my goal for this activity?

What is your good experience during data collection ?

What did you feel after this activity?

Did you work well with other students? How?..............

I was successful in sharing my responsibility within the group. How?

I made following helpful suggestions to my group about ways forward..

257

I cooperated with my group members to agree on how we would get the task

done by ----

I listened to the ideas of others and showed respect for others by……..




Celebration and Integration (Brain Principle10)





As student’s Diwali vacations were about to start researcher thought of giving one

more project on sources of waste generation in the community. They were told to visit

various places like restaurant, grocery shops, tailoring shops, cycle repair shop etc

and collect information about what kind of waste is generated there and how it is

managed. Researcher was surprised to see that students had collected information

from such places which were not told by the researcher also like they had collected

information from hospitals, dental clinics, tailoring shops. It was observed that

students enjoyed visiting those places. They were told to present information in front

of the class. Initially no one was ready to come ahead and present the information as

they had stage fear and some of them were worry that they might be ridiculed by their

friends. But when researcher assured them that nobody will laugh at them then they

came ahead and shared their experiences. When the students started presenting other

students found it interesting to hear their experiences. There was much more

enthusiasm among them while presenting the information. It was surprise to know

that students had visited to such places which were not told them in the class Thus, it

258

can be said that experiential learning help in a natural way of comprehension. The

activities help to collect more information of content, reduces fear of failure and

understand different views on a problem.

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Day: Eleven

Session 11: Unit 1


Content: Hazards of waste accumulation

Strategy used: Reciprocal teaching

Brain principle used: 1, 2, 4,5,6,8,9,10.

Materials required: Newspaper clipping on hazards of waste accumulation

Hand out on „hazards of waste accumulation‟.

Reflection sheet

Learning Goals:

The pupil explains the meaning of hazards.

The pupil explains the meaning of waste accumulation.

The pupil explains effect of waste accumulation on health of the people.


Student realizes that some of the wastes are hazardous to life.

Student realizes that waste can be hazardous to health if it is not

properly managed.

Skills:


Student develops questioning skills.

259

Student develops predicting skills.





Group composition – The students will work in a group for reading newspaper

clipping and discussing the issue.


that his partner shares his ideas without inhibition. The group members also have to

ensure that one partner does not dominate other.

Arrangement of room- Cluster of chairs arranged all over the class.

Support material – News paper clipping on hazards of waste accumulation.

Teaching learning process – Students were divided into group of 4-5 students. Each

group was provided newspaper clipping for reading. Reciprocal teaching strategy is

introduced to them. Questions are asked after reading each paragraph of the article.

Implementation

The session start s with Cross Lateral Movement- FingerThumb. (Brain Principle 1)

Pre exposure (Brain Principle 6)

Researcher put the newspaper clipping on the bulletin board well in advance.

Preparation: (Brain Principle 2)

Discussion was conducted on the article put on bulletin board. The discussion was

conducted on following points.

260

What happens when we add our waste to the environment?

How do our activities affect the environment?


Researcher introduces the concept of Reciprocal teaching to students.

Divide the class into small groups of four to five students in each group

covering the whole class. Each student will be given Reciprocal teaching

bookmark and task card.

Distribute copies of article to each group.

Pause and ask students the following question that illustrates the

Reciprocal teaching Strategies.

What do you think the article is about? ( Predicting)

The group was then told to read the article. Each group read only the

first paragraph of the article.

Students were asked to highlight the word or phrase that they don‟t

understood.

Following questions were asked for clarifying the concepts of the article.

What do you mean by Hazard?

What does accumulation mean?

What is the meaning waste accumulation?

What are the effects of waste accumulation on environment?

How waste accumulation leads to pollution?

How waste accumulation leads to health hazard?

How industrial waste is harmful to living things?

How vehicular wastes affect human health?

261

What is the effect of nuclear waste on land?

What do you think the next part will be about?

Following questions were asked for Summarizing the topic:

What is the main idea of this passage?

What information in this passage tells you that?

Students were asked to read the next part of the passage .

Students continued that until they understood the Reciprocal Teaching

process.

Students were asked to write a brief summary of the article.

Guide sheet were provided to students to help them recall the four strategies

and how that can be used in the questioning process.

Five to ten minutes time was provided for students to discuss about the article

in their small groups.

Fifteen minutes were again provided to ensure that students remain quiet and

focused while reviewing the article and writing their responses.

After all students in the group have had a chance to contribute to the

discussion, students spend the remaining time expanding and revising their

responses using the information from their group discussions as a guide.

Post Implementation


Students make posters /collect newspaper clipping on hazards of waste accumulation.

Write poem/ story on hazards of waste accumulation. Collect news paper articles on

the related topic.

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Researcher provides stretching and relaxation exercises. Learner takes walk in pairs


following points.

What was my personal goal for this activity?

After each phase of reading, you had the opportunity to discuss your

responses about the article with other students. In what way discussion help

you in learning?

Do you think that having the opportunity to talk to other students help you to

make more

specific revisions? How?

Did you describe the details of the article? How?

Did you discuss the ideas & concepts of the article?

Did you share your opinions/views about the article? How?

Did you discuss in such a way that your peers understood your ideas clearly?









263


The intention of this activity was to develop prediction, questioning, summarizing

skills of the learners. It was observed that students had developed their questioning,

predicting, summarizing skills as that were seen by the questions asked by them

during the process of reciprocal teaching. The researcher felt happy seeing that

researcher was successful in developing students thinking process..

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Day: Twelve

Session 12: Unit 2

Duration of the session: 2 hours ( 3 periods)

Content: Waste and its disposal

Strategy used: Reciprocal teaching

Brain principle used: 1, 2, 5,6,7,8,9,10.

Materials required: Hand out on „Waste and its disposal‟, Reflection sheet

Learning Goals:

The pupil explains the meaning of disposal.

The pupil explains the meaning of waste disposal.

The pupil explains the meaning of 3-R system

The pupil explains various methods of waste disposal.


Student accepts the responsibility of disposing off waste properly.


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Skills:


Student develops questioning skills.

Student develops predicting skills.




Group composition – The students will work in a group for reading a handout and

discussing the issue.





Support material – Hand out on waste and it‟s disposal.


Students were divided into group of 4-5 students per group. Each group was provided

handout on waste disposal. Reciprocal teaching strategy was introduced to students.

Questions are asked after reading each paragraph of the article.

Implementation

The session start s with Cross Lateral Movement - Windmill. (Brain Principle 1)


Researcher put the handout on the bulletin board well in advance. Ask students to

read that article. Conduct discussion in the class on the article put on bulletin board.

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Researcher shows video clipping on waste management. Discussion was conducted

on the topic.


Researcher introduces the concept of Reciprocal teaching to students.

Divide the class into small groups of four to five students in each group

Each student was given Reciprocal teaching bookmark and task card.

Copies of the article was distributed to students and students were told to read

the first part aloud.

Following questions was asked to students to illustrate the Reciprocal

teaching strategies:

What do you think the article is about? (Prediction)

The group is then provided with the paragraph and one of the students is asked

to read the paragraph loudly.

Students were provided with guide sheet to help them recall the four strategies

and how they can be used in the questioning process.

Five to ten minutes time was provided to discuss about the article in their

small groups.

Students were asked to highlight the word or phrase that they don‟t

understood.

Clarification g: for clarification following questions were asked.

Is there any word or phrase that you don‟t understand?

What do you mean by waste management?

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What is „3- R‟ system?

Questioning

What are the various methods of waste management?

What is composting?

What happens when waste is decomposed?

What do you mean by incineration?

Which materials can be recycled?

Prediction

What do you think the next part will be about?

Summarizing

What is the main idea of this passage?

What information in this passage tells you that?

Read the next part of the passage aloud. Pause and repeat the above procedure.

Continue until the students understand the Reciprocal Teaching process.

After all students in the group have had a chance to contribute to the

discussion, have students spend the remaining time expanding and revising

their initial responses using the information from their group discussions as a

guide.

Ask students to write a brief summary of the article.

Post Implementation


Prepare the waste management plan for your city considering the various methods of

waste disposal.

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Provide stretching and relaxation exercises. Learner takes walk in pairs and discuss

the topic

The pupil writes the reflections about the topic considering the following points.

What was my personal goal for this activity?

After each phase of reading, you had the opportunity to discuss your responses

about the article with other students. In what way discussion help you in

learning?

Do you think that having the opportunity to talk to other students help you to

make more specific revisions? How?

Did you describe the details of the article? How?

Did you discuss the ideas & concepts of the article?

Did you share your opinions/views about the article ? How?

Did you discuss in such a way that your peers understood your ideas clearly?






I learnt slowly when ……………..

I learnt quickly when……………..

I found learning easy when…………….

I enjoy learning when ………………

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I enjoy learning in group when………….





The researcher provided students an article and instructed them how to read the

article. Researcher introduced reciprocal teaching strategy to students. The intention

of this activity was to develop prediction, questioning, summarizing skills of the

learners.

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Day: Thirteen

Session 13: Unit 2


Content: Reduce, Reuse, Recycle

Strategy used: Co-operative learning (Round Robin Brainstorming)


Materials Required:

Worksheet

Video clipping on 3 R‟S

Reflection sheet

Learning Goals:

The pupil defines the terms- reduce, reuse, recycle

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The pupil identifies things that can be reduce, reuse, recycled.

The pupil enlists materials that can be reduced, reused, recycled

The pupil enlist ways of reduce, reuse and recycle of waste.

The pupil suggests creative ideas of making use of waste products to

make something useful out of it.


Student accept responsibility of reduce, reuse waste.

Student develops the habit of reusing things before throwing it as waste.

Skills:






Group composition – The students will be divided into three groups covering the

whole class.





Support material – Video clipping on 3 R‟s.

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Students were divided into three groups covering the whole class. Discussion was

conducted on meaning of reduce, reuse and recycle. Each group is provided a paper

on which students enlist the items which can be reduce, reuse and recycle.

Implementation

The session will start with Cross Lateral Movement –FingerThumb (Brain Principle 1)

Instructions

On one hand, hold up your index finger.

On your other hand, hold up your thumb.

Then, switch as fast as you can, so the hand that had the finger up now has the

thumb up, and the hand that had the thumb up now has the index finger up.

Repeat several times.

Try it standing up.

Pre Exposure

Show Video clipping on 3 R‟S. (Brain Principle 6)

Preparation

Conduct discussion on the meaning of the terms reduce, reuse & recycle. (Brain

Principle 2)


Explain round robin strategy to the students.

Divide the class in three groups covering the whole class.

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Instruct the students that each group will work separately.

The first group will make a list of items that can be reuse.

The second group will make a list of items that can be reduce.

The third group will make a list of items that can be recycle.

Ask students to enlist as many items as they can.

Allot seven minutes time to each group to enlist the ideas.

Once seven minutes gets over the groups will exchange their sheets with other

groups.

Then the next group will add their ideas in the sheet exchanged. Like this the

sheet will be circulated to all the three groups.

Record the ideas come from the session.

Encourage all ideas and discuss the ones that are related and original.

Conduct discussion on following points.

What are the various ways of reducing use of plastics?

Which are the various items that can be used again?

In what ways these items can be reused?

Provide worksheet containing the examples of various items that can be

reduced, reused, recycled.

Post Implementation


Ask students to make something useful out of the following items instead of throwing

them away. Students can make use of either any one item or two three items together

to make something new out of it. Students can suggest creative ideas of making use

of any waste products other than the list provided below.

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Glass bottle, plastic bottle, coconut husk, wool, old cloth, greeting cards and any other

things.

Make slogans on Reduce, Reuse , Recycle and put it on notice board of the classroom.


Provide stretching and relaxation exercises. Learner takes walk in pairs and discuss

the topic.

Write the reflections about the topic considering following points.


What I didn‟t like is………………

Verification & confidence Check: (Brain Principle 9)



I learnt slowly when…………

I learnt quickly when ……………..


I enjoy learning when ……………….

I enjoy learning in group when………….




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Researcher conducted discussion on the meaning of the terms reduce, reuse and

recycle. Brain storming session was conducted on listing various items which can be

reduce, reuse or recycle. Three groups were formed. One group listed items which

can be reduced. Second group listed items which can be reused. Third group listed

items which can be recycled. After 10 min the groups exchanged their sheets with

other groups and added items in the list provided. Students listed various items. Then

a final discussion of the three groups was created for execution of final discussion.

While preparing the activity researcher wanted to check their previous knowledge

about the terms reduce , reuse and recycle. The working in group helped them share

their ideas which were later verified in final discussion. The open discussion in the

class helped the researcher to know what learning has occurred from the discussion.

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Day : Fourteen

Session 14 : Unit 2


Content : Best packaging (Recycling capacity)

Strategy used: Group brainstorming

Brain principle used : 1,2,6,7,8,9,10.

Materials Required:

Article on „Recycling of Paper‟.

Worksheet containing the examples of various packages that can be

recycled.

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Reflection sheet

Learning Goals:

The pupil identifies whether packaging can be recycled or not.

The pupil identifies the best type of packaging based on the recycling

capabilities.

The pupil suggests ways of reducing the use of non-recyclable products.


Student develop positive attitude towards recycling.


Skills:



Student develops reflective thinking skills.,



Group composition – The students will work in a group for discussion.

Assignment of roles played by group members- Each group will ensure that partners

share his ideas without inhibition. The group member also has to ensure that one

partner does not dominate other


Support material – worksheet


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Teacher conducts discussion on recycling capacity of a product. Show video clipping

on recycling process.

Implementation

The session will start with Cross Lateral Movement -Windmill. (Brain Principle 1)

Instructions







Put the article „Recycling of Paper‟ on bulletin board well in advance .Asks the

students to read the article. Conducts discussion on „Can we recycle everything just as

paper is recycled‟?

Preparation: (Brain Principle 6 and 2)

Show video clipping on the process of recycling. Conducts discussion on the video

clipping shown.


Provide students a copy of worksheet containing the list of various products and ask

students to rate the product as + or – based on the recycling capacity of the product.

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After 5 minutes begin discussion on their choices using the answer key given.

Conduct discussion on relevant and appropriate choices.

Conduct discussion on how one can reduce the use of non-recyclable products.

Post Implementation


Ask students to note down the names of the products available in the form of small

sachets. Note down the price and quantity of the products in the usual quantity needed

at home (e.g 200 gm toothpaste) and in sachets (e.g price of 20 gm sachet).Compare

the two ways of selling the product. Write it‟s advantages and disadvantages for the

consumer. Also compare the two on the basis of advantages and disadvantages to the

environment.



What can we do to minimize use of plastics?






I learnt slowly when ……………

I learnt quickly when……………

I found learning easy when……………..

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I enjoy learning when……………..

I enjoy learning in group when…………..


Learners share their experiences with the class. Applaud themselves for their

performance.


The worksheet was provided to students for rating the product as + or – based on the

recycling capacity of the product. Discussion was conducted on their choices. The

intention of planning this activity was to develop analytical thinking skills of the

students. The worksheet for this activity was very effective as learners participated

best in class.

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Day : Fifteen

Session 15 : Unit 2

Duration of the session: 4 hours 20 min. (3 hours for conducting survey and 2

periods inside the classroom)

Content : Recycling process

Strategy used: Group brainstorming and project method

Brain principle used : 1,2,6,7,8,9,10,11.

Materials Required: Video clipping on Recycling

Worksheet

Survey sheet

Reflection sheet

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Learning Goals:

The pupil examines the practice of recycling in the community

The pupil examines attitude of the people towards recycling .


Student develop positive attitude towards recycling.

Student accepts responsibility as a citizen to recycle waste.

The student realizes the importance of recycling in the community.

Skills:





Students conduct survey about people‟s attitude towards recycling. Based on the

information collected discussion is conducted in the classroom.


Group size – four to five students.

Group composition – The students will work together in a group to conduct the

survey.

Assignment of roles played by group members- Each group will ensure that

everybody in the group collects the information . The group member also has to

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ensure that one partner does not dominate other. The partner shares his information

without inhibition.

Support material – Survey sheet.

Arrangement of room- Cluster of chairs distributed all over the classroom.

Implementation

The session will start with Cross Lateral Movement- Cross Crawl. (Brain Principle 1)

Instructions









Form the group of 4- 5 students in each group, covering whole class.

Suggest to the class that it would be interesting to discover how others feel about

recycling.

Ask students to conduct the survey to determine how many others in the school and

community feel about recycling.

Distributes one or several forms to each student to conduct survey about attitude of

the people towards recycling.

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Preparation (Brain Principle 2 and 11)

Conduct discussion on recycling on the following points.

Why it is necessary to recycle the materials?

Are certain materials recycled more frequently than others? Why?

Initiation & Acquisition (Brain Principle 6)

Show video clipping on recycling .Conducts discussion on the following points after

showing the video clipping .

Do you recycle? Why?

Why don't you recycle?

Do you think you should recycle?

What materials can be recycled?

How these can be recycled?

Post Implementation


Ask students to interview students of other classes, or teachers, neighbors, friends,

relatives, etc., completing a survey form for each interview. Allows several days or a

week for the survey.

Collect the survey forms. List the questions or numbers of the questions on the

chalkboard and compile the results. Develop percentages for each response.

Discuss the results with the class.

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What is the recycling participation rate?

Do non- recyclers suggest common reasons for not recycling? Are the reasons

valid?



What are the materials I can recycle?

How I can recycle?

Why recycling is important?

How recycling helps in waste management?


What I didn‟t like is………………





I learnt quickly when……………

I found learning easy when……………..

I enjoy learning when……………..

I enjoy learning in group when…………..

Celebration and Integration(Brain Principle 10)

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Learners share their experiences with the class. Students applaud them for their

performance.


This activity was planned to check attitude of students towards recycling. The purpose

of this activity was to know students views/opinion regarding recycling. The students

were given the task of conducting survey about others attitude towards recycling.

Discussion was conducted in the class on ‘why recycling is important’?

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Day : Sixteen

Session 16 : Unit 2

Duration of the session: 2hours (3 periods)

Content : Waste Management

Strategy used: Problem solving

Brain principle used : 1,,3,4,6,8,9,10,11.

Materials Required: For each team, a copy of “Decision-Making Sample” and the

“Review of the Problem”; a copy of the “Decision Making” activity sheet.

Learning Goals:

The pupil explains the meaning of waste management.

The pupil explains the effect of waste on environment.


The pupil develop positive attitude towards management of waste.

http://www.learnnc.org/lp/media/lessons/intrigue/1031/H507c.pdf

283

Student accepts responsibility as a citizen to manage waste.

Student suggests creative ways of management of solid wastes.

Skills:



Student develop problem solving skills.



Group composition – The students will work in a group for discussion.

Assignment of roles played by group members- Each group will ensure that partners

share his ideas without inhibition. The group member also has to ensure that one

partner does not dominate other


Support material – Problem solving activity sheet

Teaching learning process – Discussion is conducted on waste management.

Problem solving technique is implemented. Students are confronted with the problem

of „waste management of Dharavi‟. Discussion is conducted on the solutions

identified by students.

Implementation

The session will start with Cross Lateral Movement- Windmill. (Brain Principle 1)

Instructions



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Pre Exposure

Put the article on bulletin board well in advance. Ask students to read the article.

Show video clipping on waste management. (Brain Principle 6)

Preparation:

Conduct discussion on „What would happen if waste doesn‟t manage‟? (Brain

Principle 2)

Initiation & Acquisition (Brain Principle 3 ,4 and 11)

1. The class is divided into groups of 4-5 students covering the whole class.

2. Each groups are provided with a „Review of the Problem’ i.e ‘waste

management in Dharavi’.

3. Students brainstorm and enlist number of specific problems that people of

Dharavi are facing.

4. Encourage students to enlist as many problems as possible (10 to 25).

5. The students now select the one problem from the list that they think is

the most important. “It should be one which, if solved, might solve many

of the other problems on the list . It may appear individually on the list or

it may be a combination of a number of problems on the list.

6. Ask students to state it as s a question beginning with the phrase “How

might we?” or “In what ways might we?” and contains one main verb. For

example:

http://www.learnnc.org/lp/media/lessons/intrigue/1031/H507a.pdf

285

How might we solve the problem of waste management of Dharavi

in the next 100

Years?

In what ways might we involve community in managing waste?

7. Once the underlying problem has been identified and written, the teams

begin their quest for solutions. This is the time for truly creative

brainstorming.

8. Students review their list of solutions and write their 10 best solutions on

the „Decision making‟ activity sheet.

9. This is done by establishing a set of criteria by which to judge each

solution.

10. Students describe how they will carry out their solution.

Post Implementation


Ask the students to prepare waste management plan for their city.



What do you do to create less garbage?

What is the problem people of Dharavi are facing?

How this problem can be solved?

What can we do make our country garbage free?

What do you feel when you see garbage around you?

http://www.learnnc.org/lp/media/lessons/intrigue/1031/H507c.pdf

286

Today I used my class time effectively by ………..

What I like most in the class is …………..

What I didn‟t like ………………

Did you work well with other students? How? ..............

For working well with other students I should ………….




I learnt slowly when…………..

I learnt quickly when …………………


I enjoy learning when ……………….

I enjoy learning in group when…………….

Celebration and Integration(Brain Principle 10)

Learners share their experiences with the class. Learner applauds for themselves for

successfully completing the session.


This activity was planned to develop critical thinking, analytical thinking and problem

solving skills of students. Students were provided the problem of waste management

in Dharavi. They were told to do the review of the problem. The problem solving

sheet was provided to students. They were told to discuss the problem in group and

enlist the solutions of the problem. They came out with various solutions. Then

287

researcher told them to judge each criteria in such a way that it would solve other

problems. Students started thinking. It was quite difficult for them to choose the

solution which will help in solving other problems also. They started asking

researcher which one is the best solution.

Students like this activity very much. The learners participated best in this activity.

They told the researcher that they were never learnt like this before. Researcher could

see feeling of satisfaction on their faces.

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Day: Seventeen

Session 17: Unit 2

Duration of the session: 1 hour 20 minutes (3 periods)

Content : Management of liquid waste

Strategy used: Concept mapping

Brain principle used:1,2,4,7,8,9,10.

Materials Required:

Drawing sheet

Colour Pens, crayons

Copy of learning material.

Learning Goals:

The pupil identifies important concepts in the learning materials;

The pupil ranks the concepts from the most general to most specific.

The pupil arranges concepts on a piece of paper and connect related

concepts.

288


Students develop positive attitude towards management of waste.

Skills:

Student develop creative thinking skills.


Student creates concept map on the topic.



Group composition – The students will work together in a group to create concept

maps.


everybody in the group share their ideas without inhibition. The group member also

has to ensure that one partner does not dominate other.

Support material – Learning material.


Teaching learning process- Discussion is conducted on „waste water management‟.

Students draws concept maps on the topic.

Implementation

The session will start with Cross Lateral Movement-Cross Crawl. (Brain Principle 1)

289

Instructions








Pre Exposure

Put the article on bulletin board related to the topic. Ask students to read the article in

advance. Show video clipping on waste water management. (Brain Principle 7)

Preparation

Conduct discussion on the following points. (Brain Principle 2)

Where does sewage come from?

What does it contain?

What are the various sources of liquid wastes?

How liquid waste is managed in cities?

What are the types of sewage system?

What is primary system of sewage treatment?

What is secondary system of sewage treatment?

What is tertiary system of sewage treatment?

How liquid waste is managed in villages?

290

What are the various health problems causes due to improper management of

liquid waste?


1. Explain to the students that a concept map is a written representation of the

relationships of major concepts, ideas, objects or activities.

2. Provide a copy of learning material to the students.

3. Ask students to read the learning material.

4. Give following instructions to the students.

a. First, enlist major concepts from the article.

b. Under each major concept, list more specific concepts to form a cluster of

related ideas.

c. Draw links connecting the major ideas to one another.

d. Write labels on the lines that describe how one concept links to another.

e. Draw cross-links that relate concepts in one part of the map to concepts in

another part of the map. Cross-links should have an arrowhead that

indicates the intended direction of relationship.

f. Label these lines to describe the connections.

3. Now divide the students into group of 4-5 students in each group by covering the

whole class.

291

4. Each group generates some of the most important concepts from the learning

material. Students come up with ten or twelve concepts/terms that they deem most

important to include in their concept map of the topic.

5. Discussion is held with the students as to which concept is more important.

6. Throughout this process, encourages discussion about which concepts should be

included, which should not, and in what ways they can relate.

7. The most important concept is placed at the top. The most general / subordinate

concepts are listed next until all the concepts are placed below each other.

8. The students arrange and rearrange the concepts they've chosen and then draw links

connecting concepts to show relationships. Students note the arrows needed to clarify

the direction of a relationship.

9. Students are asked to choose good linking words to form the prepositions shown by

the lines on the map.

10. Cross link between the concepts are formed. The concepts are either circled or put

in the small box.

11. In this way students draws concept maps.

Post Implementation


Ask students to do the following activity.

292

Locate an open drain near your home , school or roadside and inspect water flowing

through it. Record colour, odour and any other observation . Discuss with your

friends, teacher.


The pupil writes the reflections about the topic by considering following points.

What was I supposed to do? Explain the activity:

What did I do well?

What difficulties do I felt?

What sort of help do I require?

The new/novel experience in this activity is ……………..





I learnt quickly when………………


I enjoy learning when…………….

The thing I liked most was………………….


Learners share their experiences with the class. Learners applaud for themselves for

their performance.

293


This activity was planned to introduce a new a new strategy of learning to students.

They were told what is concept maps and how it is different from mind map. When

researcher announced this students were very much excited. Seeing the excitement of

learners researcher felt happy. Students were provided the drawing sheet to draw

concept maps. Student’s creativity was also encouraged through this activity. Students

showed lot of interest in creating concept maps. Seeing their engagement in learning

researcher felt that teacher should bring variation in teaching learning process. It not

only creates interest in learning but helps in developing positive attitude towards

learning.

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Day : Eighteen

Session 18 : Unit 2


Content : Management of gaseous waste

Strategy used: Concept mapping

Brain principle used:1,2,4,7,8,9,10.

Materials Required:

Drawing sheet

Colour Pens, crayons

Copy of learning material.

Learning Goals:

The pupil identifies important concepts in the learning materials;

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The pupil ranks the concepts from the most general to most specific.

The pupil arranges concepts on a piece of paper and connect related

concepts.


Students develop positive attitude towards management of waste.

Skills:

Student develop creative thinking skills.


Student creates concept map on the topic.



Group composition – The students will work together in a group to create concept

maps.






Teaching learning process- Discussion is conducted on „Gaseous waste management‟.

Students draws concept maps on the topic.

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Implementation

The session will start with Cross Lateral Movements - Windmill. (Brain principle 1)

Instructions






Pre Exposure (Brain principle 7)


advance.

Preparation: (Brain principle 2)


How one can manage gaseous waste?

How gaseous waste is managed in cities?

What are the various health problems causes due to gaseous waste?

Initiation & Acquisition (Brain principle 4)

1. Explain to students that a concept map is a written representation of the

relationships of major concepts, ideas, objects or activities.

2. Provide a copy of learning material to the students.

3. Ask students to read the learning material.

296

4. Give following instruction to the students.

a. First, enlist major concepts from the article.

b. Under each major concept, list more specific concepts to form a cluster

of related ideas.

c. Draw links connecting the major ideas to one another.

d. Write labels on the lines that describe how one concept links to

another.

e. Draw cross-links that relate concepts in one part of the map to concepts

in another part of the map. Cross-links should have an arrowhead that

indicates the intended direction of relationship.

f. Label these lines to describe the connections.

3. Divide students into group of 4-5 students in each group by covering the

whole class.

4. Each group generates some of the most important concepts from the learning

material. Students come up with ten or twelve terms that they deem most

important to include in their concept map of the topic.

5. Discussion is held with the students as to which concept is more important.

6. Throughout this process, encourage discussion about which concepts should

be included, which should not, and in what ways they can relate.

7. The most important concept is placed at the top. The most general /

subordinate concepts are listed next until all the concepts are placed below

each other.

297

8. The students arrange and rearrange the concepts they've chosen and then draw

links connecting concepts to show relationships. Students note the arrows

needed to clarify the direction of a relationship.

9. Students are asked to choose good linking words to form the prepositions

shown by the lines on the map.

10. Cross link between the concepts are formed. The concepts are either circled or

put in the small box.

Post Implementation

Elaboration : (Brain principle 8)

Ask students to collect more information on gaseous waste management.

Incubation and Memory Encoding (Brain principle 9)



What did I do well?

What difficulties do I felt?

What sort of help do I require?

The new/novel experience in this activity is ……………..

Verification and confidence Check (Brain principle 9)




298

I learnt quickly when………………


I enjoy learning when…………….

The thing I liked most was………………….

Celebration and Integration( Brain principle 10)

Learners share their experiences with the class. Learners applaud for their

performance.


Now the students already knew about concept maps. Seeing the excitement of learners

in the previous activity it was decided to use same strategy for next learning. Students

were provided the drawing sheet to draw concept maps. Now students took less time

in drawing concept maps. Students showed lot of interest in creating concept maps.

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Day : Nineteen

Session 19 : Unit 2

Duration of the session: 2 hours(3 periods)

Content : Role of individual, community and local government in waste

management

Strategy used: Co-operative learning (Round Robin Brainstorming)

Brain principle used:1,2,6,,8,9,10.

Materials Required:

Article on role of individuals, local bodies and government in waste management

Learning Goals:

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The pupil explains the role of individuals in waste management.

The pupil explains the role of community in waste management.

The pupil explains the role of local bodies in waste management.

Values and Attitudes

Student appreciates the role of individuals in waste management.

Student appreciates the role of community in waste management.

Student appreciates the role of government in waste management.

Student appreciates the role of local bodies in waste management.

Skills:



Student develops communication skills.

Student develops information sharing skills.



Group composition – The students will be divided into three groups covering the

whole class.






300

Teaching learning process – Students were divided into four groups covering the

whole class. Discussion was conducted on meaning of reduce, reuse and recycle. Each

group is provided a paper on which students enlist the items which can be reduce,

reuse and recycle.

Implementation

The session will start with Cross Lateral Movement -Cross Crawl (Brain principle 1)

Instructions








Pre Exposure

Put the article on „Role of individual, community and local government in waste

management‟ on bulletin board .Asks the students to read the article. (Brain principle

6)

Preparation (Brain principle 2)

Conduct discussion on how waste management can not be carried out properly

without the cooperation of individuals, community, government and local bodies.

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Initiation and acquisition (Brain principle 2)

Explain round robin strategy to students.

Divide the class in four groups covering the whole class.

Ask students that each group will work separately.

The first group will work on role individuals in waste management.

The second group will work on role of local authorities /government in waste

management.

The third group will work on role community in waste management.

The fourth group will work on role local bodies in waste management.

Allot 7 minutes time to each group to enlist the roles.

Once 7 min gets over the groups will exchange their sheets with other groups.

Then the next group will add their ideas in the sheet exchanged. Like this the

sheet will be circulated to all the four groups.

Record the ideas that come from the session.

Encourages all ideas and discuss the ones that are related and original.

Conduct discussion on the topic.

Post Implementation

Elaboration (Brain principle 8)

Ask students to collect information on how the garbage is cleared in their

surrounding.

Students are asked to collect information on following points.

Who collects the garbage from your home ?

How far is the communal site far from your home ?

Is the communal site well maintained ?

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How is cooperation between citizens and authorities important for an efficient

waste management?

What can you do for managing waste of your city?

Verification and confidence Check (Brain principle 9)




I learnt quickly when ………………

I found learning easy when …………

I enjoy learning when ………………

I enjoy learning in group when……………..

Celebration and Integration (Brain principle 10)

Learners share their experiences with the class. Learners applaud for

themselves for their performance in the session.


Brain storming session was conducted on listing roles of individual, community and

local government in waste management. Students were provided a sheet on which

they enlist the roles of individual, community and local government in waste

management. After 10 min the groups exchanged their sheets with other groups and

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added items in the list provided. Students listed various roles. Then a final discussion

of the groups was created for execution of final discussion.

While preparing the activity researcher wanted to check their previous knowledge

about of individual, community and local government in waste management. The

working in group helped them share their ideas which were later verified in final

discussion. The open discussion in the class helped the researcher to know what

learning has occurred from the discussion.

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Day: Twenty

Session 20: Unit 2


Content : Waste Management in villages

Strategy used: Co- operative learning (Think – pair- Share )

Brain principle used : 1,2,6,8,9,10.

Materials Required:

Handout on waste management in villages

Notebook

Pen

Learning Goals:

The pupil explains how waste is managed in villages.

The pupil suggests ways and measures to manage waste in villages.


The pupil develop positive attitude towards waste management.

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Skills:


Student develop inductive reasoning skills.

Student develop deductive reasoning skills


Student accept responsibility as a citizen to manage waste.


Cooperative learning strategy (Think pair share ) will be used for conducting

discussion.



Group composition – The students will initially work individually. Then they will

discuss with their partners.

Assignment of role played by group members- Each group member will ensure that

his partner shares his ideas without inhibition. The group member also has to ensure

that one partner doesn‟t dominate other.

Support material – Handout on waste management in village.

Arrangement of room – Pairs of chairs arranged in rows.

Implementation

The session will start with Cross Lateral Movement - Windmill. (Brain principle 1)

Instructions

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Put the article on „waste management in villages‟ on bulletin board. Ask students to

read the article in advance.



What are the constituents of wastes in villages?

Which waste disposal method is used in villages?

Initiation and acquisition: (Brain principle 2)

Ask students to be pair.

Give ten minutes for sharing their views about waste management in village

with their partners.

Ask students to give their ideas, making sure to give everyone a fair

opportunity to contribute.

Allot another ten minutes to share their view with the group.

Tell students to present their views in front of the class.

Further conduct discussion on waste management in villages.


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Where waste is collected?

By whom is the waste managed in the villages?

How waste is managed in villages?

How agricultural waste is managed in villages?

How cattle dung is used as fuel?

Record the ideas come from the session.

During the process teacher will move around the group and have informal discussion

to see if the groups are proceeding in the right direction and all the group members are

contributing

Post Implementation


Ask students to work out a plan for winning the „Sant Gadgebaba Gramswachhata

Abhiyan Award’ for their village.




What did I do well?

How waste is managed in villages?

Verification and confidence Check



307


I learnt quickly when…………..

I found learning easy when………

I enjoy learning when………

I enjoy learning in group when………..



Learners applaud for their performance.


As most of the students in the city does not have any knowledge about how waste is

managed in villages, an article on waste management in villages was provided to

them. Some pictures of waste management in villages were shown to them.

Discussion was conducted. Working in pair helped them to share their views with the

class. The final discussion on the topic helped them to gain awareness about waste

management in villages.

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Day : Twenty one

Session 21 : Unit 2


Content : Community health and sanitation

Strategy used: Case based learning

Brain principle used :1,2,6,8,9,10,11.

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Materials Required:

Video clipping on sanitation and community health

Copies of the case.

Notebook

Pen

Learning Goals:

The pupil explains the meaning of sanitation.

The pupil explains the role of citizen in sanitation

The pupil identifies the problem caused by poor sanitation.

The pupil explains ways and measures to maintain good health.

Values and Attitude:

Student appreciates the role of community and government in maintaining

hygiene in the community.

Skills:



Student develop critical thinking skills.


Students are given a case to read. Discussion is conducted on the case. Solution of the

problem are find out with discussion with the students.

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Group composition – The students will work together in a group to discuss the case.




Support material – copy of the case.


Implementation

The session will start with Cross Lateral Movements -Cross Crawl. (Brain principle 1)

Instructions










advance. Show video clipping on community health and sanitation.

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Conduct discussion on the following points.

What do you mean by sanitation?

What is the relationship between sanitation and disease?

What is the role of active citizen in sanitation?

Why does one should not defecate in the open?

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Initiation and Acquisition (Brain principle 11)

The class is divided into groups of 4-5 students in each group covering

the whole class.

Copies of the case are given to the students to read.

Discussion is conducted .

The following questions were written on the board to guide the

discussion.

What problem kharghar residents are facing ?

How waste has affected the life of kharghar residents ?

How this problem can be solved ?

Highlight the group discussions on the blackboard.

More discussion and reflection follow and more questions are raised .

Debrief the case with solution of the problem.

Post Implementation


Ask students to find out which are the serious epidemics occurred due to

waste accumulation.

What were the consequences of such epidemics.



How poor sanitation affects community health ?

What can you do to maintain hygiene at home?

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How you can maintain hygiene in the community?

Verification and confidence Check: (Brain principle 9)




I learnt quickly when ……………………

I found learning easy when ……………….

I enjoy learning when …………….

The thing I liked most was ………………



Learner applaud for their performance.

Learners blow horns and produce celebration party.

Chocolates were distributed for successful completion of the unit.

Researcher‟s Reflection

The purpose of this activity was to make students aware of sanitation problem in

kharghar. Students were provided the case ton sanitation problem in kharghar.

Groups were formed and learners were told to discuss the case. The open discussion

in the class helped the researcher to know what learning has occurred from the

discussion.

As this was the last activity learners were feeling bad. They enjoyed learning through

various brain based strategies.

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chapter v development and implimentation...

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