2. Organise a field trip to any salt evaporation pond near your city to study the process of
crystallisation Collect the information and write a report for the same.
Answers
Answer:
Explanation:
Using the School Grounds
for Environmental Studies.....,.
Regardless of whether we look on the environment in its narrowest sense of the
immediate surroundings, or in its all-inclusive sense of this ecosystemthis
spaceship, Earththe area surrounding the school is by far the best starting
point.
This means that the best possible facilities for teaching environmental studies are available to all schools, regardless of whether they are urban, suburban,
or riral. By using school grounds effectively, teachers and children can learn
about all the natural forces as they relate to their situation. Temperature changes,
precipitation, air currents, pollution, the forces of disintegration and decomposition, plant and animal relationships, and people relationships are things that
occur everywhere, but their intensity and effect vary with tbe locality.
School grounds are almost always reflectors of the neighborhood in which
they are located. The hard-topped play area of a metropolitan school is touched
by rain, wind, pollution, noise, and overcrowding in the same way as the streets
that surround it; similarly, the bare soil of a hillside school develops guileys in
the same way as the farms that surround it.
From the teaching standpoint, school grounds have the added advantage of
being easily accessible. Repeated trips to observe changes may be made in a
day, or over a period of several days, or even a year. Not only does the proximity
of the school grounds make meaningful observation possible, it provides the
opportunity to initiate projects to improve the environment.
Thus, the school grounds can provide an opportunity to teach the three
things needed if we are to develop responsible environmental action. These are:
1. an awareness and understanding of the interrelationships in the natural
world;
3
4 USING THE sole ca, GROUNDS
2. a concern about the misuse of this planet;
3. a willingness and ability to initiate and support positive action on the
basis of this knowledge.
In addition to these primary advvntages, there are many other important
advantages to using the school grounds as the main base of operation for field
trips. For example, there is no scheduling problem; no waiting for a bus date;
no need to hurry up a topic or to try to rekindle interest in a topic completed
weeks before. Dangers are also minimized. There are no streets to cross, no
transportation problems, and the same insurance that covers children in the
school building covers them on the grounds.
The trip can be a natural outgrowth of the topic at hand: "Let's go outside
and look at the rock outcropping at the corner of our school grounds." "When
the sun comes out, maybe we could set up a shadow study." "Where do most
of the earthworms on our school grounds live? How can we find out?" "What
kinds of pollution problems affect us here at the corner J 81st Street and
Broadway?"
Responses to challenges of this type are most often enthusiastic because
children love variety and they thoroughly enjoy discovering answers for themselves. This enthusiasm is quite different from the unbridled exuberance that
frequently characterizes field trips taken to totally unfamiliar surroundings
where youngsters sometimes respond with frenetic physical activity or by bombarding the teacher with hundreds of questions.