LEARNING SCIENCE IN AN ENVIORNMENT

This includes environment ramble & visiting to a botanical garden & nature parks.

A. ENVIONMENTAL RAMBLE:

Modern curriculum developers & educational analyst, especially in

science are agreed that experiencing, discovering & thinking are the primary
attributes of meaningful science program.
Also, there is much evidence that certain intellectual skills are
attainable only at a certain age level & that effective learning situations are
dependent on three primary factors.

1) Experiencing appropriate activities at the appropriate maturity level.

2) Being exposed to phenomena that arouse curiosity & provide
opportunity for the interaction with the environment
3) Being allowed to pursue the answer to the question in their own way.

This all is possible by sharing nature with children & teaching them in an
environment & therefore the concept of environment ramble came into existence.

DEFINITION: Environmental ramble is organizing learning of science in an outdoor

environment.

OBJECTIVES OF ARRANGING ENVIONMENT RAMBLE:

1) To teach less & share more.

2) To make children more receptive.
3) To focus child’s attention without delay.
4) To follow the principle - look & experience first, talk later.
5) To develop a sense of joy permeating the experience.
6) To arouse interest in pupil to know their environment & motivate them for
the same.
7) To make learning more solid & durable.
8) To provide first hand experiences.
9) To use most natural & easiest way of learning.
10) To develop in pupil keen eye for observation.
11) To develop habit of exploration & develop pupil’s creative & inventive
faculties.
12) To motivate them for independent learning.
13) To develop scientific attitude & give them training in scientific method.
IMPORTANCE:

1) Study of environment is one of the important aspects at elementary stage &

is only possible if the school has a garden of its own.
2) In the secondary school where gardening is one of the subjects, the teaching
of plant & animal life becomes easy.
3) The pupil learn by observation from nature & environment. They see the
concrete things & understand the wonders of the plant world.
4) The students get comprehensive idea of plant life i.e. the food value, the
medicinal value, the utilitarian value & the aesthetic value of the plants.
5) The utilitarian value of plant life can be well impressed upon the young
minds through the garden & their learning becomes more effective, concrete
& visual.
6) Students can take interest in the maintenance of the garden.
7) Interest in the scientific hobbies like preparing herbarium, terrariums scrape
book etc can be developed,
8) New curriculum have broadened & extended the field of education which
can be satisfactorily covered with the help of such activity in the school.

DIFFERENT PLACES OF ENVIRONMENTAL RAMBLE:

Once inventive teachers become aware of the possibilities of teaching in outdoor, they
start to feel the enthusiasm they are generating in students. Teachers, find on
evaluation, students become too interested to get out of line & are learning because
they mast learn it.

Many classrooms are built so an outside door opens directly into the school yard. The
advantage of this arrangement is that the teacher can think of the whole area as a
learning center of which only a part is rooted.

1) The school yard: One can begin a study of the environment with the school
itself. Some school yards are paved, some that are paved have now been
changed by the addition of planting areas or boxes for student tended trees,
flowers or vegetables. Here, students can compare the asphalt or concrete
areas to planted areas with regard to temperature, moisture & presence of life.
They can measure the slope & plot traffic pattern. They can discover bow
insects & plants adapt to extreme conditions. Other school yards consist of
lawns & playfields. Here students can take a hundred inch hike to see what
lives in very small places. Students can keep record of birds & insect
community, take census of an aphid population & plot its rate of increase.
They can consider how grass affects insect’s life. They can list the types of
grass, shrubs & trees. They can study the various ways that affect animal &
insect communities. Vacant lot: - Most extensive experiments can be
conducted on a vacant lot adjacent to or near the school grounds. The children
can alter the landscape and investigate the increase in varieties of plants and
animal life where man has not controlled the ground cover. Permission to
plant vegetable garden can sometimes be obtained. Nesting sites of birds such
 as black birds can be found and observed.

2) State and national parks: - Both state and national forests have been
designated as recreation areas. They are marked as nature trials, hiking trials,
fishing, lakes, areas, and camping grounds, (‘lasses may study fish
management and tree farming.

3) Shore lands: - Riverbanks, Bay Shore and ocean beaches offer unique and
fascinating outdoor classrooms. Streams and ponds offer laboratories where
aquatic plants and animals can be studied in their native fresh water
communities.
Organization: -

Purpose of the trip: - The purpose behind such trip should be meaningful to the
students. For e.g. If the class member decides that they want to see animals in their
natural habitat; they are not likely not remove from their homes but instead they will
list the animals observed and the condition in which they are found. This brings out
the difference between first-hand and indirect experience. There is no comparison
between reading that owls live in a hollow tree and actually seeing them there.

Locating and arranging the site: - Once the teacher and the class determines the
goals for the trip the appropriate place can be selected; the teacher should visit the
facility or site before hand to determine router; or trials to be taken and also check for
any kind of hazards.

Getting permission: - Once the kind of trip is determined, the teacher must consider
permission to leave the school ground. Permission varies with school districts and the
administration of individual school. One has to convince the administrator that the
Programme is for educational purpose and not just for fun.

Arranging the transportation: - Permission should be taken when this science

Programme involves transportation. School district buses are the most used means of
transportation.

Preparing the students: - By motivating them through films also giving them
responsibilities during the Programme would create an excitement and enthusiasm;
and they would look forward for it
B. BOTANICAL GARDENS:

Botany is the study of plants & Botanical garden is the main place of studies
regarding various characteristics & conservation of plants therefore they are of great
importance to all the students learning about plants. It is actually a place having
collection of large number of plants including rare & endangered plants on display.

DEFINITION:

Botanical garden is an institution holding documented collection of living plants for

the purposes of scientific research, conservation, display & education.

OBJECTIVES:

1) Research on the conservation and management of wild plants, in both ex situ

and in situ conditions.
2) Promotion of the sustainable use of natural plant resources.
3) Reintroductions of rare and endangered plants.
4) Field Botany research.
5) Wild life biology research
6) Plant taxonomy and systematics
7) Habitat restoration and production of biologically - appropriate native plant
stocks.
8) Applied research in horticulture and arboriculture.
9) Information and library services for specialists and the public.
10) Environmental education programs for children and adults
11) Training programs for teachers and curriculum content developers.
12) Ecological and gardening tourism.
13) Recreation and enhancement of urban public health.
14) Ornamental horticulture and floriculture,
15) Training of professional and amateur horticulturists.
16) Training of specialists in horticultural therapy.
17) Maintenance and cataloguing of ornamental plant cultivators.
18) Seed gene banks for rare and endangered native plants.
19) Living plant gene banks.
20) Development and maintenance of herbariums and support for herbarium
research.
21) Plant propagation research, including tissue culture and conventional plant
cultivations.
22) Research into the history of horticulture and ethno botany.
IMPORTANCE:

1) To acquire knowledge of systematic botany & taxonomy.

2) To acquire knowledge of plant physiology & anatomy.
3) To learn how to grow plants in terrariums, green houses & gardens.
4) To gain familiarity with laboratory work with plants as a teaching material.
5) To acquire knowledge of various aspects of nature related to local, regional
& global environment.
6) To acquire ecological outlook by gaining understanding of scientific
concepts & man’s interplay with nature.
7) To embark on a geographical journey featuring plants distributed around the
nature & their survival strategies.
8) To examine how plants have been adapted to various climatic & soil
conditions.
9) To experience diversity, complexity & beauty of plants.
10) To emphasize the importance of role of plants in our lives.
11) To allow arrangement of plants in their respective family in a manner that
reflects evolutionary ancestry.
12) To serve as an invaluable scientific repository for information about plants.
13) To document the vegetation of a particular area, the taxon (group) to which a
specimen plant belongs, the appearance of a plant in a particular locality at a
particular time of year, the range of variation that exists within a species, the
nature of evolutionary relationships etc.
14) To provide information & material for teaching courses like plant taxonomy,
plant ecology, plants & human affairs etc.
15) To serve as the focal point for botanical activities like organizing field trips,
preparing botanical displays etc in an institution.
16) To protect the rare & endangered plants.
17) To support for herbarium preparation.
18) To identify unknown plant with the help of preserved herbarium.
19) To deal with biodiversity i.e. describing new species & exploring the
potential for newly discovered plants in agriculture, industry, landscaping &
medicine.
20) To conserve both rare species of wild plants & also vanishing agricultural &
horticulture varieties.
21) To provide indispensable databases in the form of both - live specimens &
preserved reference collection, upon which the sciences of systematics &
taxonomy are built.
TYPES OF BOTANICAL GARDENS

A. ‘Classic’ or multipurpose gardens: - They are usually large institutions with

a range of activities, including horticulture. Training, public programming,
research & public display gardens. Often with associated herbaria or other
research sections.

B. Ornamental gardens: - They arc beautifully designed & maintained gardens,

often with diverse horticultural collections, but with relatively little capacity
for research or formal educational programme as public display, these gardens
may not plays emphasis on consideration or on labeling collections

C. University gardens: - Many universities develop botanical gardens as teaching

& research facilities & also as campus beautification. Their sizes & capacities
vary immensely from public gardens that could be in the multipurpose class to
much smaller theme or research gardens

D. Combined botanical & zoological gardens: - Some large institutions include

zoological collections & also play significant functions normally associated
with botanical gardens in some cases the financial value of the botanical
collections exceeds that of the zoological collections, some zoological gardens
place great emphasis on conservation of natural zoological areas.

E. Agro-botanical & germplasm collection gardens: - They are institutions

maintaining research collection of plant germplasm for agricultural or
horticultural breeding purposes may be either open or close to the public.

F. Native plant gardens & natural gardens: - These gardens contains an area
of natural and semi-natural vegetation, which is protected and managed. Most
are established to play conservation and public education roles & include area
where native plants are grown.

G. Horticulture gardens: - They are public garden that are operated in part as
training facilities for amateur & professional horticulturists.

H. Conservations: - They are basically planned for the conservation of rare and
endangered species of plants. They also include development of substantial in-
door gardens area offering year round public amenities, educational research
opportunities. Some conservatries feature garden area that are designed as
would be an out-door garden, while others painstakingly recreated natural
habitats & ecosystem.

I. Thematic Gardens: - Some gardens are established around specialized

collection of themes, which can include biological or social elements. The
most rapidly growing classes of thematic gardens are wildlife & butterfly
gardens.

All these types of botanical gardens indicate that the range of institutions that can be
considered as Botanical gardens is matched only by the breadth of activities they
undertake. But the main traditional activities of all these botanical gardens are directly
in support of the concepts of conservation of biological diversity & the sustainable
use of our natural resources.

Examples:

Some well known botanical gardens in India are as follows: -

1) Lalbaugh botanical garden: It is situated at Banglore in Karnataka state. It is

subcontinent’s largest collection of rare plants. The garden also has trees that
are over a hundred years old. It has India’s first lawn clock also.

2) Royal Botany garden: It is situated at Kolcutta in west Bengal. It is the oldest

of all botanical gardens in India and covers an area of 270 acres.
3) Darjeeling botanical garden: It is situated at Darjeeling in Himachal
Pradesh. This place is worth a visit for its exotic and exclusive collection of
variety of Himalayan plants, flowers and orchids. The garden also has a green
house
C. NATURE PARKS

Science compromises our knowledge about the natural world. Therefore, science
education must emphasize hands on exploration and direct experience with the natural
world & this is possible through a visit at nature parks

DEFINITION: -

A. It is an area dedicated to conserve the scenery & nature, to conserve wild life
therein & to provide for the enjoyment of same in such a manner & by such
means as will leave them uninpaired for the enjoyment of future generation.

B. Nature Park is a large-scale natural landscape of special interest. They are

located in situation & condition with little or no human interference & serve to
maintain a rich variety of flora & fauna, above all through the protection of
natural environment.

C. Nature Park is a diverse, unspoiled & restful Landscape which can meet the
needs of town people & tourist for peace & quiteness, leisure activities & to
enjoy nature in an intact setting.

OBJECTIVES: -

A. Conservation: - To conserve nature & serve as reserves for birds & others
wildlife is the main purpose of nature parks

B. Education: - To provide education of the natural science, in the local context

through the natural & diverse interest within the reserves.

C. Recreation: - To provide an alternative form of recreation to encourage

opportunity of the beauty and diversity of wildlife

D. Research: - To contribute to the further study to ornithology (study of birds),

biology (botany & zoology), environmental education etc.

E. Awareness: - To improve methods of local nature protection & to promote

these methods among people. Also to encourage & promote responsible
attitude towards the conservations of our cultural heritage & environment
among the pupil.

IMPORTANCE:-

A. It helps to promote an interest in flora & fauna.

B. It promotes awareness of nature & the environment among the pupil.

C. It helps to initiate & support research projects relating to the study &
conservation of nature and environment.

D. It educates us on the need to respect, preserve & protect nature to the fullest
 extent as is possible in an urban environment.

E. It helps in biodiversity conservation through the maintenance of key species &

ecosystems as welt as of the landscape from the park.

F. It helps to develop ecotourism & to promote natural traditional, historical &

cultural values of the region.

G. It is the model which supports study of an exemplar, relationship between man

& nature

H. It helps to experience diversity, complexity & beauty of nature.

I. It helps to acquire knowledge of various aspects of nature related to local,

regional & global environment.

J. It develops ecological outlook by gaining understanding of scientific concepts

& man’s interplay with nature

K. It provides opportunity to study food chains, aquatic food chains, adaptation

by plants & animals, measures taken by government to conserve nature etc.

L. It helps to acquire knowledge of fundamentals of zoology, physiology &

anatomy of animals.

M. It embarks on a geographical journey featuring plants & animals distributed

around the nature & their survival strategies. Also how plants & animals have
adapted to various climatic & soil conditions can be examined.

N. It helps to explore the fascinating relationship between flowers & their

pollinators including bees, butterflies, birds, beetles, flies etc

O. It helps to study various biotic & a biotic factors of environment & to check
how they are interdependent.

EXAMPLES: -

1) SANJAY GANDHI NATIONAL PARK (SGNP): -

Sanjay Gandhi National Park, better known as “Borivali National Park” is set
in bill ranges around the suburb of Borivali in Mumbai. Notified in 1974, it
offers a pleasant change from the usual sights and attractions of the big city. It
is hence common to see the park teeming with school picnics, college picnics
and other organized excursions.

The undulating green lands of the Borivali National Park are just the kind of
surroundings to which one would love to retreat for some moments of quiet
introspection or meditation. The great panoramic views of hills, valleys lakes
and open expanses can actually have a therapeutic effect on mind, body and
soul. Rising from an elevation less than about 30m above mean sea level, the
 terrain park culminates in a series of peaks dispersed throughout the park - the
highest, near the Kanheri Caves, being 468m.

A Natural Wonder of Wilderness: -

The Sanjay Gandhi National Park is unique because it can be visited all round the
year. In the hot, dry summer months the jungle is a riot of colour as Goolmohar
known as “The flame of the forest” and the flowering silk cotton gives the otherwise
harsh brown forest a crimson blush.

Borivali in the rains has a charm of its own. The entire forest is a carpet of green and
streams, swollen with rainwater tumble and meander down the slopes. The rains
automatically draw trekkers, bird watchers and nature lovers of all ages to this verdant
paradise. Visitors to Mumbai are rather surprised to see that there is 104-sq-km of
virgin forest within its borders just waiting to be explored.

The recreational area of this park includes the Kanheri Caves the Tulsi and Vihar
Lakes, the Lion Safari, the Deer Park, the Samadhi of Mahatma Gandhi and the
gardens

Flora: -

The park is a tree lover’s delight at all times of the year, with every changing season
offering up its own distinctive beauty. The forest cover in the park can be divided into
two main categories i.e. South Indian moist deciduous and semi-evergreen.

These two types can be further classified into four subcategories and they are moist
teak- bearing forest, mangrove scrub, southern moist mixed deciduous forest, and
western subtropical bill forest

The region has good biodiversity and major trees and plants include Kadamba, Teak,
Karanj, Shisam, and species of Acacia, Ziziphus, Euphorbia, Flame of the Forest, Red
Silk Cotton and many more varieties of flowers. During the monsoon, almost the
entire park is awash with the rainbow hues of the flowers that bloom here and all over
the Western Ghats.

Among the many breathtaking sights, a sight not to be missed is the seven-yearly
mass flowering of the “Strobilanthes” (Karvi). A distinctive feature of the Western
Ghats and of the park is that tourists can watch thousands and thousands of these
wonderful flowers covering the hilltops, bathing the landscape in a magical purple.

Fauna: -

The park is known to shelter wildlife right from the time urbanization began in
Mumbai. One can have encounters with several species including Spotted Deer, Black
Naped Hare, Barking Deer, Porcupine, Palm Civet, Mouse Deer, Rhesus Macaque,
Bounet Macaque, Hanuman Langur, Indian Flying Fox, and Sambhar.

One is surprised by the density of leopards in this park despite its nearness to an urban
settlement. One can also encounter here a Hyena or four horsed antelope.
The reptilian world has 38 species to show off. Tourists can sec crocodiles in the Tulsi
Lake, and Pythons, Cobras, Monitor Lizards, Russell’s viper, Bamboo Pit Viper and
Ceylonese Cat Snake here.

The invertebrate world has a wide representation - Crabs, Spiders sad Insects of all
kinds thrive within the green glades of the park. The Giant Wood Spider, Signature
Spiders, Black Wood Spiders with their large net-like webs is monsoon is a
fascinating treat

Last, but certainly not the least, are the 150 species of beautiful winged creatures that
represent the amazing butterfly world.

Avifauna: -

The National Park is known as a real Bird Watcher’s Paradise. The park is the nesting
ground for 274 kinds of birds - that’s almost a quarter of all bird species found in
India. The park has a large number of bird species tike Jungle owlets, Golden orioles,
Racket-tailed drongos, Minivets, Magpies, Robins, Hornbills, Bulbulls, Sunbirds,
Peacock, and Woodpeckers. At many times, migratory and resident birds like Paradise
flycatcher, Kingfisher, Mynas, Swifts, Gulls, Egrets, and Herons have also been seen
here.

ATTRACTIONS AT THE PARK: -

Kanheri Caves: -

Archeologically speaking, the Kanheri Caves located well within the park area is a
major point of interest, presenting an accessible and interesting glimpse of the history
and culture of Buddhist India. 109 Buddhist caves are situated in the central part of
the park and are evidence of the existence of monastic settlements in 2nd to 9th
century AD.

Krishnagiri Upavan: -

A pleasing area of approximately 5.5-sq-km has been reserved, as a recreational zone

inside the park, to cater to the educational and recreational needs of tourists. Amongst
the several attractions of the Krishnagiri Upavan, the Lion Safari is the most famous.
The 12-hectare Lion Safari Park with crisscrossing roads offers tourists a face-to-face
rendezvous with the king of beast from within the safety of special buses. Another
more recent attraction of the park is the new Tiger Safari spread over a 20-hectare
area in the recreational zone. Here, you have the opportunity not just to see, but get a
better understanding of the tiger species, including the white tiger.

Though there is a sustainable population of crocodiles as part of the park’s aquatic

world, it is very difficult to spot them. For easy sighting of these animals there is a
crocodile park where one can view these reptiles of different sizes all at one place.

Then of course, there’s the Vanrani, the mini train, which is a favourite with young
visitors. The fun train ride of about 15 minutes takes you along the foothills of the
Gandhi Memorial, traverses a couple of bridges and tunnels and passes over the Deer
Park. Besides, one can also visit the Gandhi Smarak, indulge in some boating in the
lotus filled take, or enjoy the gardens and children’s park.

Trekking: -

For the hiker there are various trails that beckon the interested. The most popular is
the ‘Ashok Van’ trail that winds up through thick forest to a dense cluster of Ashoka
trees that are a welcome break half way up even in summer. One could return by
“Gaumukh” to an open place of volcanic rock to return to the Kanheri caves. Or the
more ambitions could try the ‘View Point’ option, the highest point in Mumbai, for a
view of the three lakes of the city - Tulsi, Vihar and Powai.

2) MAHARASHTRA NATURE PARK

History: -

Situated at Mahim Creek, where the Mithi River exits into the sea, the Maharashtra
Nature Park or MNP (formerly called Mahim Nature Park) is an example of how will
and determination can convert a “problem” area into vital city assets, where garbage
was turned “to gold’ so to speak.

The park is founded on simple web of life concepts that communicate a simple
message:

“There is a web of life...

And we are part of it”

Developed on an erstwhile BMC dumping ground, today it is vibrant lush green urban
forest Located in Dharavi, which is well known for slums and filth, the MNP is a
different experience altogether. Once an abused land, it is now a forest in the midst of
the hustle-bustle of the city. The serene and tranquil atmosphere of the park is
welcomed relief.

Attraction within the park: -

The Park is presently involved in a number of activities related to Nature

Conservation and Environmental Education. The park has different section to explain
the various aspect of nature education. These are as follows:

Wooded Area/Tree Section:-

This section gives an idea about the roles of trees and forests in ecological balance,
bio-diversity and the associations of humans. It is the largest section. In the park with
a variety of trees, climbers, grasses and shrubs.
Medicinal Plant Section: -

As such there is no plant in the world which does not have any medicinal value, but
there are certain plants that are widely used in traditional medical systems (i.e.
Ayurvedic, Unani, Homeopathic etc) these plants are raised in nursery and distributed
to those who are interested in growing them.

Fruits & Vegetables Section: -

To provide an idea about the role that vegetation (i.e. plants and trees) play in our
day-to-day food requirements, this section is used as demonstration to the visitors.

Nakshatra Van: -

Ancients Indians believed in astrology (many still do!). Whatever may be the merits
of their beliefs regarding the heavens, there is no doubt that here on earth its
proponents were meticulous documenters of nature. More in keeping with emotional
connections that are associated with such myths than any science, different trees and
findings mention id ancient texts have been planted in a circular garden, called the
“Nakshatra Van”. Many visitors find it to be an inexplicably peaceful part of the park
and can be seen quietly meditating under the shade of its now well-developed tree.

Vermicompost Demonstration Project: -

Organic farming has been practiced in India since time immemorial. For generations,
our farmers have followed simple eco-friendly techniques. One such practice is to
allow earthworms to treat the soil. Earthworms treat the soil by decomposing biomass
into very high quality manure. They also help soil to breath by making vertical
capillaries and increasing its porosity. This helps in maintaining soil moisture. At the
MNP, we have a separate section where vegetable waste is converted into
Vermicompost/manure. A demonstration is giving to visitor to help them understand
the significant role that earthworms play in garbage disposal. Vermicompost manure
is available for sale.

Aquatic Ponds /Wetlands Ecology Education Section: -

The role and function of wetland ecosystems and its associated flora and fauna are
explained in this section.

Nursery Section: -

There is a great demand for various plants and plant material. A small plot allotted in
the park is maintained as a nursery for rising and nurturing the seedlings. This also
explains to visitors about .seeds, germination. .seedlings care etc. the seedlings raised
here are also available for sale to the public.

Bird watching: -

Apart from local residential birds, several migratory birds are sighted here in the park.
Some of the migratory birds are coming all the way from Siberia, Northern China and
Europe. The list of birds sighted here has a record of 84 species so far. Special early
morning excursions for bird watching are conducted here.

Butterfly Watching: -
Watching butterfly can be a fun time activity as well as adding knowledge about
ecology. Maharashtra Nature Park has vast expenses of luxuriant greenery and hence
supports a good population of butterflies. Different 39 varieties of butterfly are seen
here.

TOPICS THAT CAN BE DEALT WHILE LEARNING SCIENCE EN AN

ENVIRONMENT

STD V: -

1. Characteristics of living things (chap -1)

2. Adaptation in living things (chap — 2)
3. Germination of seeds (chap - 3)
4. Environment and community health (chap-8)
5. Soil erosion (chap — 9)
6. Natural resources (chap -10)
7. The energy crisis (chap - 12)

STD VI:-

1. Changes in our surroundings 1 and II (chap — 4,5)

2. Variety in living things (chap - 14)
3. Characteristics of living things (chap - 15)
4. Classification of living things (chap - 16)
5. Parts of living things (chap - 17) 6. Balance in nature (chap - 18)

STD VII: -

1. Impure and pollution of water (chap -7)

2. Properties of soil (chap - 9)
3. Conservation of plants and agriculture (chap -10)
4. Animal husbandry (chap - 11)
5. Respiration and growth in living thing (chap - 16)

STD VIII: -

1. Man and other living things (chap- 13)

2. Natural resources and their conservation (chap - 14)
3. Energy crisis (chap — 15)
4. Adaptation and evolution (chap- 16)

STD IX: -

1. Classification of plants.
2. Classification of animals.
3. Habitat
4. Adaptation.
5. Increase in food yields.
 6. Life process - I (photosynthesis)
7. Life process — II (reproduction)

STD X: -

1. Composition of atmosphere (chap- 1)

2. Biosphere (chap — 14)
3. Bio-geo chemical cycle (chap - 15)
4. Recycling of waste material (chap -16)
 LEARNING SCIENCE THROUGH VISITS AND
EXCURSIONS

Everything cannot be learnt in the class-room. If we believe that first hand

experiences with real things are the primary sources of learning “walls of the school”
must expand. Life in the classroom can cover only a small part of our total life and if
our learning is to become full and well, rounded, we must go beyond our school walls
and also experiences which are real life like and available to the learning for first
hand, scrutiny, questioning and recognition, are likely to be the most effective
avenues through which children became informed about the social natural and
economical environment around them. Therefore, visits and excursions turn out to be
of great importance in learning science. Excursions and visits to places of scientific
interest provide opportunities for direct experience and thus the learning becomes
more interesting, more accurate and meaningful.

Values of excursions and visits:-

1) They furnish first hand information to supplement and enrich classroom

instruction e.g.:- the pupils visit a radio station or telephone exchange while
studying about sound and its transmission.
2) They correlate the school life with the outside world and community eg.:- the
children visit the farms, gardens, factories etc
3) They create situations which help to develop a spirit of scientific enquiry.
Students get opportunity to apply what they have been taught and verify if.
E.g.:- the children visit aquariums to study aquatic life of plants and animals.
4) They provide basis for a number of projects and provide actual source material
for study e.g.:- a project on using renewable sources of energy and visit to a
hydroelectric power project, windmill etc. as actual source materials.
5) The pupils learn planning, cooperation and other details of organization. They
learn to discharge their responsibilities. It arouses interest in the pupils and
thereby vitalizes instructions e.g.:- planning and preparation for a particular
visit helps pupil to develop these qualities.
6) The pupil gets opportunity to collect things and preserve them for the museum
e.g.:- preparation of the barium can be done by collecting plants of their
interest or mentioned in the syllabus.
7) They provide enough raw material for the mind, the emotions and senses to
draw upon and thus help child to get a wider experience in many ways e.g.:- a
nature trip to a bird sanctuary may awaken pupils to collect bird pictures, this
may grow into much reading, study and life-long activity.
8) They provide the pupil a first rate idea of how man is provided with various
amenities of modern life e.g.:- visit to an irrigation project helps to understand
its importance in development of agriculture.
9) They break the monotony of classroom lectures, provide opportunities for
direct experience and concretise some of the concepts e.g.:- fermentation
process is best understand by visiting bread making industry.

How to make excursion & visits a rich educational experience:

1) Planning: The visit or excursion should be planned well in advanced with the
active co-operation of teachers & pupils in the light of the purpose. This will
 include the formation of the purpose of visit, little disturbance to the school
time-table & regular school work, obtaining of permission of the owner or the
person in charge of the place to be visited, route to be traveled, the time
scheduled, arrangement of transport & lodging facilities, the expenditure to be
borne by the pupils, the luggage & the necessary articles to be taken along
with etc.

2) Preparation: After planning the students should be prepared for the trip. They
should know the purpose of the visit, the things they should look for, the type
of the information they should gather. They should also be given directions
which they will observe during the visit. Much of planning & preparation
should be done be the pupils.

3) Execution: During the visit the teacher should act as a supervisor. Though the
success of a visit depends on good planning & preparation. Yet much of it
depends upon the direction of the teacher at the spot .He should see that the
pupils are acting according to the instructions given. He should also direct the
attention of the pupils to the important things and make certain that the pupils
are getting all the desired information and not forfeiting purpose.

4) Follow-up: Every visit or excursion should provide a basis for some activity
as a follow-up work such as writing of an essay, making model etc.

5) Evaluation: After the visit is over, it should be evaluated by pupils in terms of

its purpose. The people should exchange their experiences, through
discussions, questioning explanations etc. They should find out the
discrepancies in their visit & should take into consideration while arranging
for another visitor.
SOME EXAMPLES OF THE PLACES WHERE EDUCATIONAL VISIT FOR
SCIENCE STUDENTS CAN BE HELD

(A) SCIENCE CENTER: -

Meaning of science center: -

Science center is a bridge between scientific and technological institution and the
society keeping the public updated about the progress made in various fields of
science and technology.

Importance: -

1. It enhances public understanding of science and technology

2. It helps to spread scientific literacy.
3. It conceptualizes, design, develop and organize high quality science exhibits
and other related educational programmes and activities.
4. It organizes regular extensive science education, programmes, activities and
competitions for the benefit of the common people and students in
particular.
5. It gives opportunity to experience and enjoy the basic principals and marvels
of science and technology.
6. It provides a natural and free environment for students to learn and
familiarize concepts of science and spent creative time there.
7. It helps professionals in the field of science education to have a glimpse of
innovations in science education.
8. It incorporates innovative ways to communicate science to enthuse,
entertain, initiate, excite and bring the developments of science and
technology to the doorstep of common people for prosperity, awareness and
improving the quality of life.
9. It presents permanent science expositions on various themes.
10. It organizes mobile science exhibition programme which caters to the rural
populace specially rural students.
11. It supplements the classroom teaching on science through various science
demonstration lecture kits and projection of selected science films which are
screened especially in the rural schools.

History: -

Nehru Science Centre, first conceived as a Science & Technology Museum in late
sixties, took final shape as India’s largest interactive science centre in 1977 to match
the world trends in such public institutions. The centre opened its first semi-
permanent exhibition ‘Light & Sight’ in 1977 followed by the world’s first ever
Science Park in 1979, during the International Year of the child. The full- fledged
science centre was finally opened to public on November 11, 1985 by late Shri Rajiv
Gandhi the then Prime Minister of India

Nehru Science Centre, among the four National level Science Museums in NCSM,
working as the Western Zone Headquarters with five science centres in Nagpur,
Calicut, Bhopal, Dharampur and Goa under its umbrella caters to the people in the
Western part of India.

Major Facilities

Children science park: -

Full of interactive exhibits on principles of Energy, Mechanics, Perception, and Relics

from the Past Railway Engine, Tram Cars, Aircraft, Electric Power Generator in 8
acres green park with 200 species of plants and Picnic Area for school groups. The
park offers perfect non-coercive and free choice learning environment away from
boundaries of class room. An unique concept in itself, science park of NSC has
become a trend setter giving birth to other science parks in India and abroad.

Exhibition galleries

The galleries in the main building are full of exciting, interactive and interesting
exhibits on topics quite relevant to school curriculum and general interest in science.
These exhibits also facilitate people in general to understand and appreciate principles
of science through fun and pleasure.

At present following 11 exhibition galleries are open to public.

Reception Hall Science for Children Sound & Hearing
Vision of Homi Bhabha
Light & Sight
Bits & Pieces
Evolution
Man & Machine
Prakash: Hall of Light
Discovery
Dental Care
Dynamic Earth
Prehistoric animal life

Special shows: - It includes

Science of Miracles
Matter at low temperature
Chemistry with Fun
Sky Observation Every Saturday & Sunday from 630 p.m. to 7.30 p.m.
(Subject to clear sky)
Unexpected Science
Physics can be fun
Principles of Flight
Harmonograph Demonstration
Taramandal: -

The Taramandal an inflatable and portable planetarium is a wonder for the visitors. It
is capable of simulating night sky at any place on earth for any moment of time. The
most important feature of this system is that it is interactive and you have freedom to
manipulate. In addition to simulated night sky, you can see the various planets, stars,
constellations, phases of Moon, polar night sky and its six months duration for day &
night, rising & setting of sun, circumpolar sky on poles, and many more features and
concepts of bask Astronomy

I am Mother: -

A life size transparent glass woman enables us to look into the internal structure of the
human body. We can see veins, nerves, arteries, skeletal and internal organs in the
body in their size & position. The 15-minute animated demonstration explains the
functions and importance of each organ. The only exhibit of this kind in India, it is a
unique & popular exhibit at the Nehru Science Centre.

Cyber Skool: -

Cyberskool a state-of-the-art multimedia computer lab offers short term exposure to

visiting public in addition to long term training programmes for students, teachers,
housewives, senior citizens, and others who are interested in learning computers.

The lab also helps underprivileged children by providing education through

computers. Voluntary organizations, Corporate Sectors and other institutions join
hands with Nehru Science Centre in making best use of the lab throughout the year at
a very reasonable rate.

Mobile science exhibition: -

The mobile science exhibition unit consists of 24 participatory exhibits on a particular

theme. The exhibits give the visitor/student an opportunity to learn through a process
of interaction and discovery. The unit remains on tour for about 7/8 months in a year,
covering a minimum of 60 sites. It generally remains in a school for 3 days.

Apart from this, to supplement the classroom teaching on science, the unit also take
Science Demonstration Lecture kits, taramandal - a portable mini planetarium,
telescope and 16mm film projector with selected science films which are screened in
the rural schools

The exhibition is normally organised in predetermined schools in close coordination

with education department. At each site neighbouring schools are invited. Each
exhibition unit covers over 1.5 lac rural students each year. The exhibition themes
also change after 2-3 years.

Themes available at present are

Man must Measure

You & Your Environment
Forest
Man & Machine
Time’ and “Perception

Other facilities

Art gallery

Set up on November 14, 1992, The Nehru Centre Art Gallery is dedicated to the
promotion of young talent and provides a platform for them to exhibit their work
along with that of eminent artists. The Gallery has featured a wide range of well-
known painters and sculptors to students of art colleges. There have been several
noteworthy exhibitions of paintings, sculptures, graphics, calligraphy, ceramics,
textile paintings and photography.

Culture wing

With a view to encourage young performing artists, the Culture Wing organises
regular cultural programmes in all branches of performing arts, like dance, drama,
music, etc. Workshops and seminars are organised in these disciplines. The cultural
programmes are announced in the Monthly Newsletter

Exhibition halls

Nehru Centre has exhibition halls for the exhibitors, two large exhibition halls on the
ground floor and three halts on the second floor of the Discovery of India building.
Several national and the international exhibitions are hold here. Some prestigious
exhibitions like Chemtech, PC Computers, B.P.L. Showroom; etc. are organised
regularly. The exhibition halls are well lit and air-conditioned

Publications

In association with “The Hindu”, it published Jawaharlal Nehru’s “Discovery of

India” in an abridged and fully illustrated edition. The color illustrations have been
drawn largely from the Discovery of India, a permanent Exposition. The book is
printed on art paper, serves as a quick guide to 5,000 years of Indian history, culture,
civilization, art, philosophy and science.

Many other books and brochures have been published, the notable ones are, Indian
Astronomy a source-book, Impact of the West and Exploring the Universe: the
Planetarium Way, and colorful catalogue on Indian Master

Seminar

Seminars, symposia and workshops have been organised on subjects relevant to the
aims and objectives of Nehru Centre. Some of these dealt with:

1) Economic Reforms and Social Agenda.

2) Panchayati Raj Institutions.

 3) Resolution of Conflicts in Indian Policy.

4) South Asia and US Strategic Response.

5) Is the Indian Police Trigger - Happy!

6) Keeping Bombay City Clean.

7) Terrorism, Arms and Drugs Nexus.

8) Religion, Education and Problems of Tolerance.

9) Sustainable Development and the Future.

10) Kashmir Initiative: Workshop and Symposium with Kashmiri

Library

The Centre has an excellent and varied collection of books, periodicals etc. in its
Library. This Library can be visited and used by general public/visitors in addition to
the Science Centre members. The library of the Nehru Science Centre comprises over
10,000 books on different disciplines of science, periodicals, magazines and over 300
science films. The library is specially equipped with books on popular science,
literature etc. Members of the Science Centre are allowed free access to the library.

The services offered include reference services, reprographic services, assistance in

the location (or searching) of documents or use of Library catalogue or understanding
of reference books etc.

Timings

This Library is open from 10.30 a.m. to 5.00 p.m. on all weekdays
(Recess: 1.00 p.m. to 130 p.m.)
(Except Sundays, 2nd Saturday and public holidays).

TOPICS WHICH CAN BE DEALT WHILE VISITING SCIENCE

CENTER: -

STD VI: -

1. Science in day-to-day life (chap —1)

2. Force and types of force (chap —9)
3. Simple machines (chap — 10)
4. Work and energy (chap- 11)
5. The universe (chap- 19)

STD VII: -
 1. Energy (chap - 5)
2. Life processes: respiration and circulation (chap - 14)

STD VIII: -

1. Force and pressure (chap -6)

2. Light (chap - 7)
3. Spherical mirrors (chap - 8)
4. Magnetism (chap - 9)
5. Electric current (chap-10)
6. Revolution (chap- 16)

STD XI: -

1. Force
2. Work and energy
3. World of work

STD X: -

1. Current electricity (chap - 3)

2. Souces of energy (chap- 4)
3. Types of energy (chap - 5)
4. Sound (chap - 7)
5. Light (chap - 10)
(B) Planetarium: -

The ushering in the space age with the need for pupils to understand a whole new set
of perceptions & concepts has made teacher realise the effectiveness of planetariums
as aids of instruction

Meaning:-

Planetariums is the place recreating the image of sky as seen from anywhere on the
earth at any time in such a manner that we can see the sky & the planets, Stars & other
heavenly bodies exactly as they appear in the sky.

Importance: -

A. To make many of our concepts regarding the sky very clear e.g.:- concept of
galary planets, stars, asteroids, comets, eclipse etc.
B. To create awareness among the pupil regarding certain astronomical facts
e.g.:- eclipse.
C. To arose curiosity to learn about the heavenly bodies, their varing light, colour
shapes, movement & locations etc.
D. To give opportunity for space exploration.
E. To observe the heavenly bodies like planets, stars, comets, Constellation etc.
F. To uncover the timeless misteries of the cosmos through observation&
research.
G. To serve as an observatory for watching various Phenomenon’s in the sky.
H. To provide information about various stars & planets e.g. Their shape, colour,
Diameter, surface Characteristics, Gravitational pull, and climatic conditions,
satellites etc.
I. To help in live observation of various Phenomenon’s occurring in the sky
regularly for public e.g. Mars coming very close to earth, annular solar eclipse
etc.

Working of Planetarium:-

Planetarium consists essentially of a dome usually mounted on the ceiling, which

represents the sky overhead & a special projector that displays image of the celestial
(heavenly) bodies on the dome, under which the viewer are seated. The projector
consist of various individual units for projections of the sun, moon, planets & stars.
This units are moved by motors & precision gear to reproduce accurately the motions
of heavenly bodies the heavenly bodies can be shown as they could appear at any
point of time, past, present & future & if necessary the action can be speeded up the
addition of taped narration & sound adds to its effectiveness.

Example: - Nehru planetarium

Location: - Dr. Annie Besant Road, Worli, Mumbai - 18 Near by railway station: -
Mumbai Central (W.R) Byculla (C.R.)

Major activities: -

A. The Planetarium is running the 29th sky theatre programme from October 1st
2003, namely “wonder of the universe”
B. It has a mini planetarium also, which is taken out to remote rural areas to
project its shows for people & children to make them aware of the
astronomical progress. These shows are highly popular & in great demand.
C. It has become a center for scientific study of astronomy & for meeting of
scientists & scholars for discussions & lectures, arranged periodically on
various stellar & astronomy events
D. various programs for inspiring students are held by the institution these
include science quiz contest Astro - painting, science elocution, astropoetry &
astro -quiz competitions.
E. Special arrangements are made to watch study & photograph solar & lunar
eclipse & and many such other events. Telescopes are also installed outside
the planetarium to enable eager visitors to watch these phenomena. .
F. Various cubicles are set up to estimate our weight on each of the nine planets
of the solar system.

Topics, which can be dealt while visiting planetarium: -

1. Space exploration (stars planets galaxy, constellation etc.)

2. The universe (STD -VI, Chap -19)
3. Light (Eclipse formation STD - VIII, Chap - 7)
(Working of Telescope - STD - X, Chap -10)
(C) Aquarium: -

Aquatic animals are of great importance to us and the best place to study them is a
visit to aquarium.

Meaning: -

Aquarium is a ‘live corner’ where the aquatic plants and animals are grown & reared,
which provides opportunities for an unlimited amount of spontaneous, undirected or
directed observations & enjoyment.

It is essential that the conditions provided in the aquarium should be more or less the
same as those of the pond where we obtain plants and animals. Stream animals are
adapted to well aerated water & do not thrive in the aquarium unless water is
constantly changed on the other hand pond animals which art- conditioned to live in a
stagnant water can survive very well in aquarium. There should be special provision
made for marine animals & plants.

Importance: -

A. It is a valuable aid to study aquatic animals e.g.: - fishes, octopus, oyster, crab
etc.
B. The young people usually tike to observe the moment of animals, their colour
& shape. Aquatic animals provide excellent substitution to satisfy their
curiosity.
C. It helps to study many basic principles of biology for e.g.: - aquatic food
chain, interdependence of plants & animals, animals on animals.
D. It provides opportunity to get acquainted with the rich & varied aquatic (fresh
water and marine) life across various countries of the world.
E. It helps to identify some very common fishes found on the sea cost near that
particular place for e.g.: - the common fishes found on Mumbai sea coast and
used as food are Katta, Rohu, Mrigal etc.
F. It helps in the systematic classification & identification of aquatic plants and
animals.
G. It provides information about uses of various aquatic plants and animals e.g.: -
Pearl Oyster.
H. It exhibits various material obtained from sea e.g.: - Pearls, Corals, Rocks,
Minerals etc.
I. It gives a rich and varied experience of observing the aquatic life

Major facilities: -

A. Various fishes on display: - Star fish, Jig-saw puzzle fish. Green Chromide,
Tarpon, Butterfly ray, Gold fish. Herring, Discus, Scat, Pirhana, Oscar Katla,
Rohu, Mrigal, Razar, Angel fish. Magur, Ghost fish, Cat fish, Jelly fish, Been
fish, Apollo, Golden & Silver Sharks etc.
B. Other aquatic animals: - Prawn, Sea anemone, Lobster, Sea Snakes, Octopus,
Turtle, Crab, Sea horse. Corals, Oyster etc.
C. Decorative show pieces made out of materials obtained from the sea.
 D. Display of community tank to study pond eco system.
E. Skeleton of whale,
F. Preserved specimens of some rare species of aquatic animals.

Topics, which can be dealt while visiting aquarium: -

A. Aquatic Food chain (STD - X)

B. Pond ecosystem
C. Classification of animals (Phylum-Mollusca, Echinodermata, Class-Pisces,
Amphibia) (STD - IX)
D. Pearl-Culture (STD - VIII)
E. Adaptation in aquatic plants and animals (STD -IX)