TRAIN THE TRAINERS Environment Education Program

Exercise -1  After looking the video –  Write down the answers of these questions in your note pad  Is Human an integral part of the environment?  Why?  Explain growth of Human.  Why did people migrate from one place to another? Environment Education

Rural Settlements Urban Settlements Environment Education

Exercise - 2  Group division –  Hope each group has two kinds of map with them?  Observe the map  Are you able to see the different kind of settlement in the map? Environment Education

Conti….  Observe the map & write down –  Positive and negative Point in the map.  What is the difference between both map.  What you think, what should be the perfect map? Environment Education

Environment & Health Mass consumption and mass disposal of chemical Threats to human health and the environment Task for the environmental health department Environment Education

Gender & Environment  What you think?  Is it true?  How? Environment Education

Institution and Environment  Each group should take a topic –  Evolution of technology  Social  economic  political organisation  growing resource demand  What do you think, how environment is related to these topic?  How it affects the environment?  What are aspects which relate it to the environment. Environment Education

Exercise - 3  India as a country where many different modes of resource co-exit  Hope you all have visited many parts of India  So think about a City which impressed you  Write down about  Name of City  Why you liked it?  What are main attractions of the city.  What are the types of resources which specifically exits in the particular city. Environment Education

Exercise - 4  Think about, when you were a child which was the wild life species like – plant, animal, bird etc. that was there and now you can’t see it or it has literally disappeared.  Name the species  Discuss on –  What you think what happened to them?  What can be reason behind of their disappearance?  What do we need to do to stop the threat to them? Environment Education

 Wild life Act  Forest Conservation Act  Biological diversity Act  Environment Impact Assessment Environment Education

Tools for Environment management  Environment Impact Assessment  Economic assessment, usually through Cost-  Benefit Analysis (CBA).  Environment Impact Statements (EIS).  Environment Audits.  Waste minimisation programme and environ- mental management systems.  Life Cycle Assessments (LCA).  Environmental Design (ED). Environment Education

Sustainable development What it is called? Environment Education

Ecological Footprint Environment Education What do you understand by the image? What it is called?

Globalisation Environment Education

Group discussion and activities  Growth of knowledge and  human colonisation of new environments  use of newer resource  control of diseases and population growth  Implications of intellectual property rights for environment  Biotechnology, agriculture, health and environment  Intellectual property rights over living organisms  Traditional indigenous knowledge, its implication for environment Environment Education

 Discussion on the basis of video –  Technological artefacts  Impact of agriculture, animal husbandry, aquaculture  Impact of agrochemicals  Impact of industry, mining, transport  Generation and provision of energy, water and other natural resources  Impact of synthetic chemicals Environment Education

Life Cycle Analysis  Group exercise – take a topic and write down and discuss whole life of product from the raw material manufacture to disposal and the effect of each stage on environment.  Newspaper  house hold consumables  House construction  Personal computer  cell phones  Transport Environment Education

Exosphere Environment Education

Management of gaseous, solid, liquid, and hazardous waste Environment Education Which of the mention products comes under which waste management category?

Disasters  Group discussion with each topic by sharing the experiences.  Suppose you are caught in a disaster what will you do on your own basis to prevent, control and mitigate the disaster.  Earth quake  Flood  Cyclones  Landslide  Drought  Nuclear disaster Environment Education

Biosphere  Follow the model Environment Education

Instructions Activity – There are two different models of rural and urban ecosystem –  Find out the impact on environment in the absence of –  river  Birds  Greenery  Animal grazing Environment Education

Energy, Material, Information Flows  Activity – Drawing  1 person from each group should come forward and draw about the topic on board.  Changing global patterns of energy and water consumption – from ancient to modern times and its relationship with quality of life.  Rising demand for energy, and water gap between demand and supply (Indian context) Environment Education

Conventional and non – conventional energy sources Environment Education

Energy Conservation  Suppose a dam construction is done on the higher slope of a village ;  Efficiency in production  Transportation  Utilisation of energy By taking these subjects how will you do the energy conservation? Environment Education

Planning and management of energy Environment Education

Enhancing efficiency  Discussing the ideas about enhancing energy efficiency in day to day life. Environment Education

Modern information and communication  GIS (Geographic information system)  GPS (Geographical Positioning system)  Satellite Remote sensing  The Internet Environment Education