Enterprising ladakh life & livelihood skills handbook jul06

Teachers Handbook: Activity Based Learning

For Class VI &VII

Enterprising Ladakh, July 2006

A project funded by the European Commission

A pilot aimed at introducing

Life & Livelihood Skills into the

school curriculum in Ladakh

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‘Enterprising Ladakh’ (2005- 2006): a project conducted by the Ladakh Autonomous Hill Development Council, Leh, Druk Pema Karpo Educational Society and Drukpa Trust, in association with SECMOL. The project was co-funded by the EU-India Small Projects Facility Programme in Economic Co-operation (SPF), which is an initiative of the European Commission (EC) to support the on-going transformation and modernisation of Indian economy and systems of governance.

This handbook was produced by: Aparna Sethi - Education Adviser, Enterprising Ladakh

Annie Smith - Lead Education Adviser, Enterprising Ladakh

With the support, commitment and advice of Tsetan Angchok, Sr. teacher - Govt. Middle School, Skalzangling, Leh, Ladakh

With thanks to the following for their support: Education Dept, Leh, Ladakh

Save the Children (UK), Leh Ladakh SECMOL, Leh, Ladakh

E.K. Nareshwar - Enterprising Ladakh Mohammad Hasnain – Enterprising Ladakh

Maureen Songhurst - Principal, and the teachers of Druk Padma Karpo Institute, Shey, Ladakh

Teachers of Government Middle Schools, Leh, Skalzangling and Spituk

This document has been produced with the financial assistance of the European Union. The contents of this document are the sole responsibility of Ladakh Autonomous Hill Development Council Leh, Druk Pema Karpo Educational Society and Drukpa Trust, and can under no circumstances be regarded as reflecting the position of the European Union.

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Preface The introduction of Life Skills into the curriculum is a recent development, not only in India, but in many countries world-wide where empowering young people and equipping them for life is considered a valuable and meaningful outcome of education. Originating from the World Health Organisation and aimed at preventing AIDS and HIV in school children, Life Skills are adaptable to many situations. In the past, children have learnt skills and values within the family and the village community. These communities were tight with little mobility and outside influence and their survival depended on social coherence. Today’s communities have become much more complex. As interaction with the outside world increases so does the drive for development and this is changing lifestyles. There is more travel, more communication and with that more ideas and more demands. Children need to learn new skills and values in order to be able to cope. ‘Life Skills’ have been defined as: ‘the abilities of adaptive and positive behaviour that enable young people to deal effectively with the demands and challenges of everyday’ (RIE, Mysore,). Whether they are used at home, in the workplace or society in general, these skills can provide an enabling foundation for many aspects of adult life. They are the foundation to living a prosperous and happy life. ‘Life Skills’ coupled with ‘Livelihood’ education can encourage the confidence and competence required to adapt to a changing and developing work place. The contents of this handbook have been prepared as part of a ‘pilot’ demonstrating to teachers how to introduce Life and Livelihood Skills into the curriculum. Life and Livelihood Skills can be imparted in any subject across the curriculum by changing the learning experience and the way knowledge and understanding is transacted in (and outside) the classroom. This is most effectively done through activity based learning. Through activity based learning the student interacts with knowledge, others and the world around from several perspectives using a range of senses. When the learner is actively involved in the learning process s/he will have more opportunity to experience and understand the subject. This book therefore focuses on introducing the teachers to a range of activities, for in and outside the classroom, explains how to implement them and the educational benefits behind them. The book is also accompanied by a demonstration video (Digital Video Disc or DVD) to help the teacher understand more fully how the activities in the book can be implemented into school life and the classroom experience. This handbook (and DVD) has been completed as part of a project called Enterprising Ladakh headed by the Ladakh Autonomous Hill Development Council, Leh, and funded by the European Union; this project aims at addressing the problems of unemployment in Ladakh. The project initially focused on identifying ‘Market Opportunities’ and then looked at the enabling environment required for ‘enterprise’ and ‘entrepreneurship’. The final part of this project has focused on what is required in the school learning experience to equip young people for the world of work in a modern day society. Various Working Papers have been produced and can be viewed at www.enterprisingladakh.org or are available through the ‘Hill Council’.

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The Frog in the Well

Do you know the story of the ‘frog in the well’? It lends itself as a good analogy for understanding the limitations of the present education system that serves only to develop skills of memorisation through rote learning in order to pass examinations. Confined in the narrow understanding of the world around us formed through our school experience, very few of us begin to imagine a more rounded and whole way of being. We are like the ‘frog in the well’ lacking any imagination of what education can truly be, and through good education what future can be available to us. Once there was a frog, which lived all his life in a well. One day a frog from the sea paid him a visit:

“Where do you come from?” asked the frog in the well. “From the great ocean” he replied. “How big is your ocean?” “It’s very big, enormous” “You mean about a quarter of the size of my well here? “Bigger” “Bigger?” – you mean half as big?” “No … even bigger” “Is it as big as this well?” “There is no comparison” “That’s impossible” said the frog from the well, “I’ve got to see this for myself”

So they set off together. When the frog from the well saw the ocean it was such a shock that his head couldn’t expand enough take it all in and it exploded into pieces.

So let’s not allow our education system to prepare young people to be ‘frogs in wells’ but instead, through using their heads and their hands,

open their minds and their hearts to an ocean of experience and learning that lasts for life.

The story of the ‘Frog in the Well’ was told by the Venerable Patrul Rinpoche and is quoted in the ‘Tibetan Book of Living and Dying’ written by Sogyal Rinpoche

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Contents:

How the Book Works: 1

1.00 For the Teacher 1

1.1 - Activity based learning

1.2 - Lesson planning

1.3 - Reflection

2.00 Life and Livelihood skills 6

2.1 - Core Life Skills

2.2 - Core Livelihood Skills

2.3 -The importance of Life and Livelihood Skills in education

3.00 Helpful Hints & Guidelines 16

3.1 - Projects

3.2 - Field trips

3.3 - Role plays

3.4 - Planning

3.5 - Questions

4.00 Activities: ideas & examples 21

4.1 - Summary of activities

4.2 - Activities 1-8

5.00 Guidelines on Assessment 83

5.1 - Advice for the teachers

5.2 - Assessment sheets and criteria

5.3 - Teacher Handbook questionnaire

6.00 Information and Resources. 88

6.1 - Making Recycled Paper

6.2 - Resources

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How the Book Works This handbook is laid out in ‘easy to read’ sections that first guide the teacher through the process of understanding activity-based learning and the need to plan and reflect on lessons in order to develop a professional approach to child-centred, participatory learning methods. The next section introduces the teacher to the concept of Life and Livelihood Skills and their educational value in a fast changing modern world. The third section tells the Teacher about how to plan certain activities, how to guide the students in writing a report and how to ask and answer questions. The fourth, and most extensive section, gives a variety of activities that can be used in or outside the classroom. This section is divided into learning levels and activity types. Each starts with how to plan the activity, then a series of activity examples to be used in or outside the classroom, and finally some outline ideas for the teacher to develop when s/he has the confidence of teaching through activity- based learning. Most of the activities can be used either as stand alone lessons or as a series of lessons that make up a project. Some of the activities are accompanied by field trips, role plays or games. This approach enables a teacher to dip in to the book and select an activity that best suits the time s/he has available, whether it be one lesson or several lessons. The fifth section guides the teacher on ways to assess the students’ progress through activity based learning and how to report back on the handbook’s contents. Finally there is a resources section on how and where to find further information. Learning should be and is a joyful experience so we hope you have fun reading this book and sharing the activities with your students.

1.00 For the Teacher 1.1 – ACTIVITY-BASED LEARNING

Activity-based learning encourages the teacher to move from being an expert-centred instructor to a facilitator or guide.

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Most new teachers and indeed many very experienced teachers feel safer adopting the role of ‘expert’ or ‘instructor’ but there is a general consensus that the teaching from the front, teacher-centred/instructor style, is not effective. Effectiveness is measured in terms of the depth of learning which takes place. Rote learning relies on memory and recall but no, or very little understanding, whereas when the learner is actively involved in the learning process s/he will have more opportunity to experience and understand the subject. Most teachers would like their learners to have some understanding, and one of the most effective ways of encouraging deep learning is to give learners more control over their learning and more responsibility for their own learning. Activity- based work is one strategy which can be used, the teacher becomes the facilitator and the learner takes an active role in the learning process. It involves the teacher being able to let go, to step outside of her/his own comfort zone, being able to say “I don’t know everything” and not being afraid if the learners question the teacher. If the latter happens it is not a failure on the teacher’s part but a great success. Active learning is challenging for both the learner and the teacher, it needs careful planning and facilitating but it is very rewarding. Some of the benefits of activity-based learning are:

Active and deep learning Learners are learning to learn. i.e. they seek out knowledge and don’t wait

to be told Learners develop new skills and knowledge Recognition of the learners’ experience Encouragement of self belief, confidence and independent learning More enjoyment for the teacher when the learners are ‘buzzing’ and fully

engaged Learning becomes a meaning making process

1.2 LESSON PLANNING

Lesson planning is essential if the learning experience is going to be meaningful for the learners. Points to remember:

Know your group: their social composition and individual learning needs

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Set clear aims for each lesson. Aims are what you intend to do in the lesson and these aims should be made clear to the learners. Remember if you are not clear about the aims of the lesson your students also will not be clear

Set clear learning outcomes: i.e. what you want your students to have

learnt by the end of this lesson. Learning outcomes should be related to what has been covered already and what will be covered in the future. The learning outcomes should be differentiated, an example of this is ‘must be able to …’, ‘should be able to…’, ’could be able to…’. The learning outcomes should be made clear to the learners

Learning strategies and methods should be appropriate for the topic and the

learning group. Points to consider are: (i) what new knowledge needs to be given and how; (ii) do you need to consolidate knowledge and skills before new activities will be successful; (iii) the prior knowledge and experience of the learners; (iv) activities which encourage the learners to find out for themselves;(v) the accommodation of different learning styles; (vi) the development of the use of language and the development of independent learning

Assessment methods should be clearly identified and appropriate

Resources should be appropriate for delivering the session successfully and

prepared in advance.

‘Failing to plan is planning to fail’ An unplanned lesson is not conducive to a successful learning experience for either the learner or the teacher. Teaching is more than “talking from the book”. Below is an example of a lesson plan (for the detailed lesson see page 36/ 37): Sources of Electrical Power Aims:

o To familiarise students with different sources of power, especially those available in Ladakh

o To give students first hand experience of how hydro and diesel generated power works and the differences between them.

Outcomes - students should:

o Be able to name at least three sources of power available in Ladakh and know the differences in the source type, such as which are renewable and which are not.

o Be aware of where power is used in every day life in both the home and school.

o Be aware of some of the environmental issues around these different sources of power

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Resources/materials:

o Text on sources of electricity for discussion (from: textbook, library, internet etc.).

o Photos, diagrams or images of: a) sources of electricity b) electrical\ items in home or school or community.

o Pre-planned questions for the students - copy for each student o Pens, pencils, crayons, paper

Lesson structure 1) Introduce the lesson. Explain what the intended aims and outcomes are. Make a note of how long this will take (5min). 2) Discuss the text with the whole group (10 min). 3) Divide the class into groups and give them the questions to discuss on the text. Explain clearly what you want them to do: discuss and then write down the answers. Visit each group to facilitate their understanding and to answer their questions. Give sufficient time to discuss and answer questions (15 min). 4) Ask the group to feedback their answers and write on the board, sum up the lesson. (10 min) 5) Homework - draw a picture of 2 electrical items they have at home (5 min). Total time - 45 min. 1.3 REFLECTION

To understand if your activity-based learning is working you need to reflect on your practice and its outcomes: To help do this you can ask yourself some questions. For example: What are you trying to achieve by your teaching? Your answer should be: For my learners to learn successfully!

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Then ask yourself what else would you like your learners to have? Here are some suggestions of answers you might give:

Curiosity and interest in their subjects

Self-confidence and self-belief

Empathy and a sense of personal, moral responsibility

Creativity, self expression and personal development

Spiritual understanding and development

Appreciation of people, their values and culture

Appreciation of environmental and social issues These can become personal goals for you, which can direct and inspire your teaching and allow you to take control and achieve your own vision of good teaching and learning. This does not mean that you ignore the textbooks or the syllabus. It means that you enhance the learning by broadening it. On a sheet of paper list any other personal goals you might wish to achieve in your teaching. Each day try one of your goals and at the end of the day, think back and ask yourself: did I achieve it?

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2.00 Life & Livelihood Skills

What are Life and Livelihood Skills? What is a skill? A skill can be simply defined as ‘the ability to do something well’. We are all born with certain abilities, and need encouragement from a very young age to help develop these abilities into skills. Finding out about our abilities helps us to become confident adults capable of making choices in life. The school environment and you as teachers play a very important role in the development of a child. CHOICE is a basic human right, and to empower the young people of Ladakh to make choices, their education and schools must help equip them with the skills of confidence and competence required to adapt in a fast-changing world.

Confidence + Competence = Choice

What are these skills? The skills that help us make choices can be defined as Life Skills (skills of confidence) and Livelihood Skills (skills of competence). Although in the explanations that follow these skills have been broken down and defined separately, all of them are interconnected. 2.1 LIFE SKILLS Skills that help us to understand ourselves, others, the world around us, prepare us for life, and develop self-confidence can be called ‘Life Skills’. We can help children become confident and self-aware individuals by providing them with an environment that builds on their natural abilities. This would enable them to develop skills of communication, critical thought, creativity, problem solving and decision making, and working together in any situation. These Life Skills – whether they are applied at home, in the workplace or society in general – provide children with the ability to build a strong foundation for a prosperous and happy life. Given below are the five ‘core’ Life Skills that we shall focus on through this handbook, and an explanation of what they are:

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1) Communication & interpersonal skills

Communication skills are about learning to interact with others and express ourselves clearly. We express ourselves through the spoken word, through gestures or body language, or through writing.

Developing successful communication helps us in knowing ourselves better

while being able to maintain good relationships with people we interact with as well.

Effective communication skills can be achieved through developing the

following:

o Talking - it is important to know when to speak and how to speak, especially in a group situation. It is important to be assertive but not aggressive and when we speak to be clear in what we say.

o Listening – communication is not a one-way street. We must listen to, understand and respect the people we are communicating with.

o Analysing and reflecting – we must think about what we are trying to express and why – which will help us understand how to communicate it.

o Body language/ non-verbal expression – understanding and knowing the use of appropriate gestures, facial expressions and actions, which help us express ourselves better

o Expression – this helps us present our thoughts, ideas, feelings clearly and effectively through the use of spoken language/verbal communication, or writing it down/ written communication.

2) Creativity & Creative thinking

Developing our creativity helps us think and do things/act differently. It helps us to think ‘out of the box’ and to use our imagination. This helps us develop a sense of originality and confidence in ourselves.

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Creativity can be expressed visually through art, design, craft, photography, etc. and in our actions, thoughts and writing.

Creativity can be achieved through the following :

o Creative thinking - developing the ability to look at situations, things

or issue from different angles.

o Originality and independence of thought - developing the confidence and awareness to ‘dare to be different’.

o Our imagination - developing the ability to recreate in our minds

things we already know and understand in order to make new things.

o Practical skills: developing dexterity between our hands and minds.

• Drawing/painting or model making skills • Shows a range of interesting thoughts and ideas • Shows imagination or curiosity and interest in surroundings

3) Critical thinking

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Being able to think critically helps us analyse information, situations, thoughts or issues – and as a result helps us make better choices.

Critical thought can be developed through:

☺ Objectivity – sometimes when we are too close to an issue it might

affect our judgment. So to be objective is to be able to think of something in an impersonal way – from a distance, which gives us a different perspective on the same.

☺ Reflection – means to think deeply into an issue - looking at it from

all angles, questioning and debating it in our minds, and taking into account its consequences as well.

☺ Logical thought – is to be able to think systematically and in a clear,

balanced manner and reason things out in our mind

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4) Problem solving & decision making

Life is full of problems to be solved and decisions to be made. Being able to identify and understand problems helps us to make decisions. The ability to weigh up pros and cons of a situation and to foresee possible outcomes is all part of the decision making process.

Problem solving and decision making are skills that can be developed

through: ☺ Rational thinking – to identify and understand what exactly the

problem is and work it out in a calm manner. This helps us find a solution and make appropriate decisions.

☺ Foresight – is to be able to foresee and understand the possible consequences of our actions, which helps us make decisions.

☺ Self-knowledge – to know our personal limitations and strength, helps us understand how to tackle a problem and make decisions.

☺ Analysis – is the ability to break down a problem and understand all its components. This is possible only if we have a complete knowledge of the situation.

☺ Being positive. 5) Leadership & team-work

To be able to work with others towards achieving a common goal is a skill that helps us through life, whether it is at home, in school, at work or in any situation. To be a good team player is an essential skill in life.

Effective leaders need to be confident and self-assured, yet communicate

and work well with people. They also need to be good decision makers.

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Leadership and teamwork can be developed through:

☺ Communication – communication is key when working with other people - imagine what would happen if everyone spoke a different language and no one could understand each other! Effective communication when working within a team is essential in sharing thoughts and ideas, discussions and debates, delegating tasks and therefore achieving a common goal.

☺ Sensitivity – it is essential to try to understand other people and to respect their opinions and beliefs while working together.

☺ Objectivity – to know when to step aside! The ability to be impartial and patient, and not allow our personal feelings and opinions about something affect our relationships with others while working in a team.

☺ Being positive.

2.2 LIVELIHOOD SKILLS Livelihood Skills can help develop an individual’s competence at doing something. These skills build on life skills to help students develop knowledge & expertise on how to perform a task efficiently. Livelihood Skills are practical skills knowledge and understanding related to the world of work (the ability to DO not just to KNOW). Change is happening all around us at a very fast pace and young people need to be equipped with skills that help them cope with change successfully. It is essential that young people in Ladakh know how to deal effectively with changes brought in by a modern world, while understanding the importance of maintaining their unique and rich cultural identities and traditions. Given below are the five core Livelihood Skills we shall focus on through this handbook, and an explanation of what they are:

1) Language skills

Imagine people trying to communicate with each other and no one

understanding what the other is saying, because they are all speaking totally different languages.

Whe zajunshyern

5 5294

!!?? !!!

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Effective communication is quite impossible without language skills. To develop spoken and (basic) written language skills in order to communicate is important.

☺ In Ladakh, a good knowledge of Ladakhi, English, Urdu/Hindi would

be most useful.

2) Basic Numeracy skills

All of us cannot be mathematics geniuses – but a basic knowledge of practical maths takes us a long way.

Being able to work out basic numerical problems both on paper and

mentally helps us save time and money.

Basic numeracy skills should include:

☺ Addition & subtraction ☺ Multiplication & division ☺ Calculating percentages & fractions

3) Planning & keeping records

Any venture or task must be planned beforehand in order to accomplish it successfully and efficiently – whether this is setting up a small business like a travel agency, agricultural work through the year on a farm, or even planning a lesson in school.

To maintain records through the process of carrying out any plan helps us

observe our progress and communicate it to others as well. Recording

120 x 50 =

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something helps us learn from the experience and refer to it in the future, if required.

Effective planning involves:

☺ Analysis of a situation – to be able to identify each step required in accomplishing a set task in a rational and objective manner.

☺ Foresight - to be able to foresee any possible problems that might

arise while working out a plan, and being prepared in advance.

4) Management skills

Management skills can be applied in almost any situation through life –

whether it’s at home, in the workplace, it can be useful to structure a day and make a timetable.

Proper management skills help us deal with people or situations more

effectively.

Effective management involves:

☺ Time management – the ability to understand the importance of time in executing any plans or dealing with a situation. When other people are involved it is important to understand and respect their time availability and limitations as well.

☺ Teamwork – see previous section.

☺ Clearly defining objectives and goals, and planning.

☺ Foresight – the ability to think ahead clearly and logically.

So much work – such little time!!!

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5) Basic Computer/ICT skills

Using a computer is an important skill in today’s world. It helps us find information on anything we need, communicate for work and to keep in touch with family and friends.

Being familiar with a computer begins with knowing its basic features:

☺ How to use a keyboard.

☺ How to use ‘Word’ and do word-processing

☺ How to access and use the internet – to search for information and

sending and receiving e-mail.

2.3 The importance of Life & Livelihood Skills in education Life is all about choices. In the previous section we discussed ‘Choice’ and the skills that enable individuals to make choices more competently. Choices such as: what job they are going to do and what are the skills and attributes they need to do it? The school environment and you as teachers play a key role in the development and growth of children into informed, aware and competent young adults. Our school system at present leaves very limited scope for skill development, focusing mainly on preparing students for their exams. How much does making a child learn a few sentences through rote memorisation, with little or sometimes no understanding of what s/he is learning, help him or her through life? Education in Ladakhi schools needs to support the all-round development of the student and help them to become adults capable of dealing with the changes around them and making choices. Young Ladakhis should be confident individuals with an awareness of others and Ladakh’s development needs. And this starts with YOU the teacher. Teachers can BE THE CHANGE that Ladakh needs!

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Start by asking yourself some questions, and answer them honestly:

Is Ladakh’s education helping to prepare its students for LIFE? Does the school & classroom environment help bring out what is within

each child - their own innate skills and understanding? Are you as teachers using all the available skills and learning methods to

ensure the full development of the students you are teaching Are you equipping students to deal with a modern, changing world by preparing them to be confident young adults, mentally and practically capable of DOING different jobs?

If your answer to any of these is NO then you are not preparing young people for ‘Life’. Life Skill education can begin at any age, and continue until students leave school. In the same way, Livelihood Skills and awareness regarding alternative ‘livelihoods’ in Ladakh can be introduced to children at a very young age and continue through their school years in varying complexity. The idea is to initiate an alternative thinking process in these students, which develops as they progress through school. How Life and Livelihood Skills education can help Ladakh? Ladakh has numerous unemployed youth, who lack the initiative, confidence and skills to set up in their own business or seek work in the available job market, despite a wealth of opportunities waiting to be exploited. Many educated youth look only for a government job. Every year there are less and less government jobs and more and more applicants. Recently 25 government jobs were advertised in Leh district and more than 8,000 applications were received! As teachers you have access to a large number of young children and throughout their school your influence plays a big part on who and what they become as adults. Ladakh’s future lies in the hands of today’s youth and teachers therefore have a responsibility to prepare them adequately. Teachers can help children to:

Grow as individuals, discover themselves and appreciate and respect the value of the world and people around them.

Translate knowledge, attitudes and values into practical abilities – ‘what to do and how to do it’.

Learn while relating information in their textbooks with their environment and lives – as you know, most of the information given in textbooks has very little relevance to Ladakh’s environment and the realities Ladakhi children deal with.

Develop into confident and self-aware adults capable of dealing with change, while understanding the significance of their rich cultural traditions and heritage.

Understand the potential job market in Ladakh, and also return respect to traditional livelihoods such as agriculture, Amchi medicine, etc.

To know themselves and make informed choices in life – especially in relation to work/choosing a career.

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The kind of skill education proposed through this handbook is to help you make learning more fun for your students, while developing in them the core skills discussed in the previous section. The activities in this handbook are aimed at assisting you in delivering your curriculum in a child-centred way that helps the child learn ‘how to learn’ independent of the teacher and hence develop self awareness and confidence. Why Life & Livelihood Skills are best taught through activity-based learning? Activity-based learning brings the whole child into the process of learning. By ‘whole child’ we mean a child’s head (intellect), heart (feelings & innate understanding) and hands (practical skills). Through using all these senses in the process of learning a much richer, broader and meaningful experience is gained. Activity-based learning can lead to the following:

Active and deep learning. Learners are learning to learn i.e. they seek out knowledge and don’t wait

to be told. Learners develop new skills and knowledge; they learn the joy of discovery. The learners recognise the value of their own experiences. Encouragement of self-belief, confidence and independent learning More enjoyment for the teacher when the learners are ‘buzzing’ and fully

engaged. The methods of activity-based learning suggested in this handbook are:

o Projects o Role plays o Games o Field trips o Art & design lessons

All of which contain some component of discussion, group and team work.

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3.00 Helpful Hints & Guidelines

3.1 - How to plan a project

o Choose a theme that has plenty of potential for research, discussion and activities. Set clear aims and outcomes.

o The project should run over a period of time and include class work with activities, group discussion, art work and an element of home/out of school study.

o It should also include one or more Life & Livelihood Skills and relate to livelihoods if possible.

o The outcome will be the submission of either individual or group reports with written and visual elements.

o If there are computers at your school or students have access at home then research can be done online and word processing used for the final project presentation. Cameras can also be used!

3.2 - How to plan a field trip

☺ Choose the location carefully, taking into account distance, travel time, and visit it before you go.

☺ Arrange travel (bus) time, lunch etc. ☺ Why this location? What will the children learn through this trip? ☺ Planning is essential! If you are not clear in advance as to why you’ve planned

a trip here, then the whole exercise will be a waste. ☺ Remember, the aim of the field trip is to have fun while learning. ☺ Plan your day’s activities - what subjects are being covered? How can this be

made clear to the children through what they will see? ☺ Preparatory lesson before you leave - explaining to the children where you are

going, what they will learn, how, etc. so that they are also prepared. ☺ Make some activity sheets for the children to work on in groups during the trip. ☺ Report (by children) to be completed after the trip.

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3.3 - How to write a project report

This section helps you explain to your students how to write a project report. Knowing how to write a report is an important skill we can use all through our lives, and it is really very easy. A report can be a lot of fun, because a report is mostly about putting together information YOU have researched yourselves and with your friends and classmates. It can be colourful with photographs and pictures as well as written information.

1. Focus on the issue or main topic your report is about. While collecting information it is easy to get distracted - and confused! So keep in mind what you are trying to communicate at all times.

2. Who is the report for? It is very important to know who is going to read this report and for what purpose…keeping this in mind helps you with how to write it.

3. Structure is key. It helps you think your way clearly through the report and to produce a good document in the end.

i. Begin with an INTRODUCTION – which will tell the person reading it what to expect in a short easy-to-understand way, also mention briefly where and how you got all your information!

ii. Next is the CONTENT – which is all your information, written under different sub-headings – and communicated in a simple way. Basically, your MAIN content can be broken up into, and answer the questions - ‘what’, ‘why’, ‘how’ –

☺ ‘what’ – what am I writing about? ☺ ‘why’ – why did I choose to write about this topic? ☺ ‘how’ – how did I collect the information for this

report? iii. Finish up with a CONCLUSION, which again pulls together the main

content in your report, and your thoughts and opinions! How to take notes.

Effective note taking is a skill we can use at any time in our lives, especially when studying. Here are a few pointers that might help:

Focus on what is the main theme of the lesson and then you will know what to write down and not get distracted.

Pay attention to what is being said; this will help you catch key words and phrases which you must write down.

Even if you do not get the entire sentence noted during a lecture, make sure you write down the key words and phrases, which will help remember what was said when you refer to your notes later.

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3.4 - How to plan a role play

A role play essentially means enacting a theme or a situation, recreating it right in your classroom. Role play is a great way for children to learn and helps to develop their creativity, problem solving & communication skills.

A lot of times it is not possible for students to go out into the field and observe things for themselves. Therefore role play can be an excellent way of recreating a situation in the classroom and with the students actively participating in the process and learning through this.

Planning and doing a role play helps develop the following skills in children:

☺ Communication and language ☺ Creativity and creative thinking ☺ Teamwork ☺ Planning and time-management ☺ Problem solving ☺ Self-confidence and self-awareness

A few basic guidelines on how to plan and set-up a role play:

As this is a new concept, it might take some time in the beginning for the children and you to get used to it. Students might even feel a bit self conscious at first, but you will soon find their excitement helps them to overcome this.

Duration – the entire process of discussion, planning and enacting the role play may at first take three periods/lessons, but once the students become familiar with role plays it should take less time.

Begin the role play exercise with a discussion in class around the broad theme of the role play. This helps the students plan for themselves by familiarizing themselves with the broad area/theme and then focusing on a particular situation they are going to develop through their role play.

Based on this theme, give them a situation they are to enact, or ask them to think of a situation.

Once the situation is decided on, ask the students (help them with this) to think of the different people or characters involved in acting it out. The students can then decide from amongst themselves, or you can give them the roles they are each to play.

With your help, they can now write a basic script for their role play, and plan how to enact it.

To make it more fun and if resources allow, you can even include different costumes and masks for the characters in the role play. (For an example of role play see Section 4 - Activities)

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3.5 - How to plan activity-based lessons

o When planning a lesson set clear aims and outcomes and make these clear to the students at the start of the lesson. Remember if you don’t know what you are doing, neither will the students. So always think through what you are going to do and what you need in advance.

o You will need a theme, subject materials and possibly some text for discussion. Gather these materials to help you plan your lesson. Now think how you can get the students actively involved in the learning process. What can be discussed? What will help make the discussion meaningful and memorable? Is there a game you can play? Are there visual aids that can be used or some artwork that students can do? Perhaps there is a role play or a theatre that can be developed.

o Try to put the lesson’s activities into a time frame so that you do not run out of time to complete tasks.

o Plan homework in advance and make it relative and interesting to the lesson e.g. ask children to do some research at home, or to draw a picture or to bring in something for the next lesson. Let the homework be personal to them and build on their experiences as well as the lesson.

For an example of a planned lesson see section 1.2 3.6 - Notes on asking and answering questions.

If you have been taking an ‘expert or teacher centred’ approach to teaching, then asking questions will have been a one-sided experience. By this we mean if you, the teacher, read out from the textbook and then ask the students a question on the text to see how well they have memorised the information, then you are probably using a teacher-centred, rote-learning approach. Here is an example: Teacher: “The Vedic religion was a religion of many rites and sacrifices.” Teacher to student: “What was the Vedic religion?” Students chorus: “It was a religion of many rites and sacrifices, ma’am.”

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Now ask yourself do the students understand what they have answered or are they simply learning how to repeat the words of the textbook as a response to your question? Did your question make them think about what a ‘rite’ or a ‘sacrifice’ is? If it didn’t then what sort of learning has taken place? Here is another way of asking questions that encourages understanding and therefore learning: Teacher: “The Vedic religion was a religion of many rites and sacrifices.” Teacher to students: “Who knows what a ‘rite’ or a ‘sacrifice’ is?” Tashi puts up her hand. Teacher: “OK Tashi” Tashi: “I don’t k now what a rite is but a sacrifice is when you give something up”. Teacher: “That’s true Tashi, but does anyone know what is usually given up in a religious sacrifice.” Thundup calls out: “the life of an animal like a goat or a chicken.” Teacher: “Yes Thundup - good!” Angmo puts up her hand. Teacher: “Yes Angmo?” Angmo: “I don’t think it is right to take an animal’s life I saw it done once in another part of India and I was very upset!” Teacher to class: “What do the rest of you think?” This way the knowledge in the book is discussed and various children contribute their experience, knowledge and views to create learning that is meaningful to them. So, always try to encourage an atmosphere of questioning. Ask the children if they understand and don’t be afraid if they ask you a question. They are not challenging you they are being inquisitive and taking the initiative to learn. And if you don’t know the answer this is also OK. You can say: I am not sure of the exact answer and will find out. This shows the student that you too are always learning new things and that learning goes on for life. Also remember that in some cases there is not one correct answer, there may be several different answers based on individual points of view.

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4.00 Activities - ideas & examples

4.1. Summary of activities 1) ‘Who am I?’ for Class VI (lesson & game)

This is a one period lesson with a game and a follow up activity. The lesson looks

at different types of jobs that are done in Ladakh and some of the skills and the

resources required to do them. It makes learning about jobs fun and helps the

student to think critically about the world of work around them.

2) ‘Solid Waste Management’ for Class VI or VII (project, game & field trip)

This is a three period project, two in the classroom and one in the field. It looks at

different types of solid waste and how it is disposed of and or/ recycled in the Leh

area. There is a game and a field trip that helps the students to learn experientially

and the project concludes with a creative essay.

3) ‘1000 years of Light’ for Class VI & VII (project & 2 field trips)

This project consists of one introductory lesson followed by two field trip options.

There are then recommendations for two follow up lessons and the project should

conclude with a project report. The project looks at the importance of Hydro and

Micro-Hydro power and other renewable sources of energy in contrast to diesel

generated power in the region of Ladakh.

4) ‘Amchi’ for classes VI & VII (project, field trip & guest speaker)

This project is in two parts. Part 1 covers 2-3 periods, and Part 2 covers 3 lesson

periods. The first part gives a simple background to the Amchi medical system in

Ladakh. The idea is to familiarize the students with the traditional philosophy and

practise of the Amchi and involves inviting the local Amchi to school for a talk, as

well as the students writing a report on information they research. There is also the

option of a field trip to the local Amchi clinic, where students can collect some of the

herbs and plants used and learn more about these. The second part introduces the

concept of physical and psychological balance to be healthy, as well as expressing

our inner thoughts creatively through making a collage.

5) ‘Our Buildings’ for Classes VI & VII (project, guest speaker & art activity)

The project covers 3 lessons, including inviting a civil engineer or architect for a

discussion in school, and making a clay model for a new school library using

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appropriate building design. The aim of the project is to introduce students to

traditional and modern construction in Ladakh and can also familiarize the students

with ‘human relationships to the built environment’.

6) ‘Adopt a Monument’ for Classes VI & VII (project, field trip, community

work).

The concept of ‘heritage’ and the importance of its conservation are introduced

to the students through this activity, which follows on from ‘Our Buildings’. The

students are taken for a field trip to a (local) historical monument, which they then

‘adopt’ as their own. They are to communicate with the local authority (ASI, NIRLAC

or local tsogspa) responsible for the maintenance of this monument and work with

them. The students are also to set up a fund towards their monuments’ upkeep.

This project covers 2 lessons, and includes a guest speaker (representative from

ASI, NIRLAC or local tsogspa) coming into your school.

7) ‘Knowing Our Land’ for classes VI &VII (project, role-play, & festival)

This project is in two parts, and is based on the regions of Ladakh. To make it

easier for the students to gather information (research), we focus on Leh district of

Ladakh (Leh, Sham, Changthang, Nubra). The children are to write a comprehensive

report at the end of Part 1, comparing each region based on society and culture,

economy and occupations, natural resources and environment. Part 2 of this project

includes creative activities – organising a small cultural festival highlighting the

different regions in Ladakh, a school play based on ‘Change’ in Ladakh, and a role

play. These activities – especially role play can be adapted to teach any subject in a

fun way!

8) ‘School News Club’ for classes VI &VII

This is an ongoing activity that can be part of your Social Studies lessons or an extra

curricular activity. It aims to familiarise the students with the news. The news can be

used to teach subjects across the school curriculum – be it Science, Social Studies or

English! It involves the children forming a news club in school, with members

recording and following given topics from the news. For schools where newspapers

are not available easily or regularly, the same activity can be adapted to the radio

news instead.

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1) Lesson & Game - Who am I?

Learning Level Class VI

Subject: Social Studies (Civics) Key learning areas: communication, language,

problem solving, critical thinking, team work, leadership

Aims - to introduce students to:

o Different livelihoods and some of the skills and resources required to do them.

o Simple problem solving, communication skills and team work. Outcomes- students will:

o Learn basic skills of how to communicate & question effectively. o Think critically to solve problems. o Become familiar with some of the basic requirements to set up a business.

Key learning areas:

o Communication & language: through group discussion and interaction amongst themselves and the teacher.

o Problem solving: discovering who they are in the ‘who am I’ game. o Teamwork/leadership: working together in groups. o Critical thinking: thinking about what is required to do different jobs.

Time required: 40 -45 minutes Resources/ materials ‘Who Am I’ game cards (see following pages) Paper, pens, pencils Lessons structure: Activity 1:

Play the ‘Who am I’ game: take as many cards as you need for the size of you class, but make sure they are in pairs. Shuffle the cards so the

Can you guess what I do for

a living?

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pairs become mixed. Students need to be standing and easily able to move around (you can do this outside if it’s easier!) Get the class around and give one card to each student. First each student has to read the card and work out ‘who or what’ they are from the information written on the card. They should come to the teacher to check they are correct. Once they know ‘who or what they are then they should start asking the other students ‘who or what’ they are till they think they have found their partner or pair. For example: cake should be looking for baker, and building constructor should be looking for house etc. The correct identity of each card and the pairs are given below. Once the students are all in pairs then you can begin Activity 2. (Time 15 min)

Activity 2: Draw on the blackboard a table with 3 columns and three headings. See the table below (based on building contractor): Resources Skills Personal attributes skilled labourers office computer

numeracy engineering problem solving

initiative confidence

Now ask the students to discuss in pairs what resources, skills, and personal attributes they need to do the job that their cards are referring to. First you will need to explain these categories and give examples - you can write some examples on the board, but only one or two as the students must do the thinking.

o Resources are the physical things need to set up in that job. For example it could be office, computer, staff, materials etc.

o Skills are the knowledge and abilities you need. For example: language, numeracy, computer, communication etc.

o Personal attributes are things like creativity, initiative, patience, understanding, etc.

Give each pair some paper to write on and ask them to copy the table onto the paper or in their books and to fill in the columns. As they work in their pairs you should go to each group and facilitate (hint and guide) their understanding of what they are doing. Try only to tell them answers as a last resort! And remember some answers may be matter of view or opinion. If they are struggling, write a few more examples on the blackboard (not in the table) and ask them to decide if these are applicable to their job and which category they might go in. For more skills etc. see table below: (15 min) Homework: At the end of the lesson write 10 of the jobs on the blackboard, ask the children to copy into their books and to decide for homework which of these jobs needs the most communication skills, which the least and why? (10 min)

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Resources Skills Personality attributes skilled labourers office staff computer land money/ finance seeds water car telephone electricity company name

communication numeracy language management planning design customer care note taking letter writing computer skills driving licence time keeping

creativity motivation determination initiative punctuality confidence adaptability sensitivity humour enthusiasm

Why don’t you add some of your own? Answers to ‘Who Am I’ cards: 1: Apricot jam → 17: Food Processor 2: Cake → 18: Baker 3: Hand-loom → 19: Weaver (thagskan) 4: News paper → 20: Journalist 5: House → 21: Building Contractor 6: Green house → 22: Vegetable Seller 7. Yak → 23: Farmer (Jhingbadpa) 8: Tourist → 24: Tour Operator 9: Camera → 25: Photographer 10: Aeroplane → 26: Air hostess/steward 11: Koshen sulma → 27: Tailor 12: Computer → 28: Graphic Designer 13: Chogtse → 29: Shingkhan (carpenter) 14: Bank Note → 30: Bank Manager 15: Sorig (herbal pill) → 31: Amchi 16: Hotel → 32: Hotel Manager

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1 I am found in a jar. I am sweet,

sticky and orange in colour. They spread me on bread. I am made

from a local fruit.

What am I?

2 I am delicious. I have icing on top.

I am spongy and sweet from inside. Many have me for

birthdays.

What am I?

17 I know about local fruit and

making jams and juice. I have a factory with many people working

for me.

Who am I?

18 I know about baking & make

bread, pastries, and cakes. People buy tasty things from my shop.

Who am I?

3 I am made mostly of wood. There are four large wooden frames and a bench. They pass wool or cotton strings over me to make beautiful

fabrics. What am I?

19 I am skilled at my work. I pass a

shuttle over a wooden frame strung with wool or cotton. I make

beautiful patterned fabric.

Who am I?

4

I carry news and views. People need me for information. I am

made of paper.

What am I?

20 I am good at writing. I like to be

where there are events happening and write about them. My articles are in magazines and newspapers.

Who am I?

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5 I am made mostly from mud brick, wood, stone and glass I keep my

family safe and warm in winter and cool in summer

What am I?

6 I am made from polythene and in

winter daytime it gets very hot inside me, so people can grow all

sorts of plants.

What am I?

21 I work with my hands & my head, I order & buy building materials

and organise labourers. I am good at maths & planning

as well as knowing quality in the goods I buy. Who am I?

22 I grow plants through the winter to

sell in the market so that people can have fresh food to eat

Who am I?

7 I am usually black with long hair

hanging from my belly. I am strong, sometimes stubborn and

pull a plough.

What am I?

23 I work on the land, grow things

and take care of animals. I sometimes use my animals to help

plough the fields

Who am I?

24 I have a small office in Leh with

maps on the wall & a computer. I speak English and Hindi, am good at organising people and take care

of my clients.

Who am I?

8 I only come to Ladakh in the

summer, I listen to music a lot and like visiting the monasteries and

taking photographs

Who am I?

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9 I am not very big and can be held in one hand. I have buttons, lights

and a round glass lens. I need batteries to operate & can record

visual history.

What am I?

10

I am very big, made of metal and carry lots of people through the air who travel on business or pleasure.

What am I?

25 I use lenses & filters, sometimes the images I produce are digital,

some are on film. I work for newspapers, magazines and record

weddings, special events etc.

Who am I?

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I travel short and long distances at a great height and always have to put the comfort and happiness of

my passengers first.

Who am I?

11

I am made from beautiful brocade and look very elegant on women. I am worn out on special occasions.

What am I?

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I own a shop and I work with fine materials and a sewing machine. I have several people working for

me.

Who am I?

12

I run on electricity and am used by operating a keyboard. One of my programmes can help you design websites, leaflets, advertisements

etc. What am I?

28 I work for an advertising company

and produce all their leaflets, advertisements and information for their website. I am good at visual

art and am creative.

Who am I?

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13 I am made of wood and am very beautiful. On me you can find

dragons and flowers. My top is flat and people rest prayer books on me and sometimes cups of tea.

What am I?

29 I am very skilled at my work. I turn wood into beautiful shapes that are

used for fancy furniture, window frames and doors.

Who am I?

14 I am made of paper, have a

picture of Gandhiji on one side and on the other buildings or

mountains. I am different colours according to my value.

What am I?

30 I work at a desk and am

responsible for looking after people’s savings. I also loan money to people when they want to start

up a business.

Who am I?

15

I am made from rare plants that are carefully picked, dried and

mixed into a hard pellet. I can cure illnesses.

What am I?

31 I have studied my skill for many

years. I understand how the body and mind are interdependent and treat people for their illnesses with

rare herbs and plants.

Who am I?

16 I have many rooms, all with

attached bathrooms. My beds are very comfortable and there is

excellent food with room service too!

What am I?

32 Many people stay in my rooms. I have a team of people who clean,

cook and manage the gardens. Customer care is very important in

my profession.

Who am I?

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2) Solid Waste Management Project + field trip

Learning Level Class: VI or VII Subject: Social Studies (Civics)

Key learning areas: communication, language, critical thinking, problem solving, teamwork/leadership, creativity

Aims: o To introduce students to and encourage discussion about local waste disposal

management and the processes involved. Outcomes - students will:

o Become familiar with recycling and disposal processes and be aware of the role they can play in its management and how this contributes to society.

Key learning areas:

o Communication/ language: through group discussion and interaction amongst themselves, the teacher and guest speaker

o Critical thinking : thinking critically about waste management in their area and why this is important

o Problem solving: working out what the biodegradable time is for different waste materials and how they can be disposed of.

o Teamwork and leadership: through group work o Creativity: writing a story on the life of a plastic bag

Classroom Lesson 1 (45 min)

Discussion Every day around the world human beings produce billions of tons of waste. Delhi alone produces 7000 tons of waste each day. Waste varies according to the amount that is consumed. Studies show that poorer people (earning under Rs 2000 per month) throw out about 200gm per day and wealthy people (earning above Rs 8000 per month) throw out approximately 800gms per day. Discuss: Why do you think this is?

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For Homework: make a list of as many different things that you can think of in and around the home that are recycled through the Notified Area Committee (NAC), re-used for same or other purpose ( this includes composting and fodder) or disposed of by burning or dumping! Item Recycled or

disposed of through NAC

Re-use , compost or fodder

Burnt or dumped

Plastic bottle Paper Vegetable peel (Now add your own)

Who handles all this waste? Typically it is the Municipality (Notified Area Committee) or the informal sector of ‘rag-pickers’ or ‘kabadiwallah’. Many of the non-biodegradable material have re-use and recycle value in the “waste market”. In Leh glass bottles, clear plastic bottles (PET bottles), aluminium foil, newspapers, magazines, etc. are collected by the local “kabadiwallah” and sold to the waste market. In Leh, 1 Kg of clear plastic can be sold for Rs. 4.00, while glass bottles go for Rs.5.00 per Kg, tin cans go for Rs. 4.00 per Kg. Discuss with the students: What happens to the waste from your home? Leh’s rag-pickers take the recyclable materials to the municipality also known as the NAC (Notified Area Committee), where they get paid for the materials. The rag-pickers income is small but the waste recycling centre makes much more money when it sends large quantities of bottles, paper, plastic etc to Jammu for re–use or recycling. But it is not just the NAC who recycle waste - anyone can and make money out of it! Some people in Leh recycle paper and handmade paper can be made very attractive and is popular. Try and find some in the market in Leh. (Teacher, bring in an example to show the children if you can). Recycled paper can be made at home or in the classroom. (See information on paper making in section 6) The same can be done with cloth! This can be made into other items using patches of cloth or can be recycled like the paper for making ‘felt’. Felt is very popular in the west and is used to make fashionable bags and hats. Discuss: Did you know that money can be made from recycling? What do you think of recycling as a livelihood? Is it doing a good job for society?

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Classroom Lesson 2 (45 min)

The Waste Game Below are a set of cards with many different items on them that decompose at different rates. Depending on the size of your class, distribute the cards one each or one between two. (You will find the same set of cards in section 6 that you can cut out and make or photocopy).

Discussion There are four main types of waste: wet waste, dry waste, field & garden waste and toxic waste. Ask the students to name some examples and where they come from! Here is a list below to help you guide their answers.

Wet waste: this is mainly kitchen waste and comes from our homes, hotels, restaurants etc. For example: vegetable peel, old food, meat, tea leaves etc.

Dry waste: this is mainly household and business waste and includes paper, cloth, glass & plastics such as water bottles and containers for liquids.

Field & garden waste: organic materials such as leaves & branches.

Toxic waste: this waste comes from the home, businesses and industries and includes engine oil, batteries, old paint, pesticides & their containers, old toys or other things made from PVC.

Of these different types of waste, some are biodegradable and some are non-biodegradable. Biodegradable waste is basically organic in nature and breaks down, or turns into soil over a short or medium period of time, due to the action of bacteria and other micro and macro-organisms. Discuss: Which waste materials from the list above are biodegradable? Non-biodegradable waste materials are often, but not always, man made and take many years to degrade or break-down and some never break-down! Discuss: Which waste materials from the list above are non-biodegradable?

Now play ‘The Waste Game’! See below

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Fruit

Vegetables

Apple

Plastic bottles

Engine Oil Newspaper

Metal Bicycle

Aluminium Can

Cardboard Box Batteries

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Wooden Fence

Wool Sweater

Meat

Cotton Clothes

Plastic Doll

Leaves/ twigs

Rubber Tyre Leather Bag

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In the classroom, or outside, make a time-line (see below). One end is ‘2 weeks’ and the other end is ‘never’. Ask the students to arrange them-selves along the line according to how long they think their item takes to decompose and return to the soil. 2 wks → I mnth → 6 mths → I yr → 5 yrs → 10 yrs → 50 yrs → never Here are some examples to help you guide the students: Vegetable peel: 2-3 weeks Paper bag: 1 month Cotton cloth: 5 months Woollen hat: 1 year Wood: 10-15 years Leather bag: 40 – 50 years Tin or aluminium can: 50 – 100 years Plastic bag ‘Glass bottle: never When the students have arranged themselves get each to call out their item and how long they think it takes to decompose. Get the rest of the group to discuss and agree. If the group consensus is that the person should be somewhere else in the line then the person should move. Using the time headings above now draw a chart on the blackboard showing which materials are biodegradable and in what length of time. Try to think of as many different waste items as you can! Homework: Imagine you are a plastic bag! Write a 500 word story on your life and illustrate it wherever possible! You may also find it valuable to make a visit to the Ladakh Ecological Development Group (LEDEG) in Leh, to study some of their information on waste disposal and ask the director to talk to the students.

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3.) ‘1,000 YEARS OF LIGHT’

Classroom activities and field trip Learning Level: Class VII

Subject: Social Studies (Geography/History/Civics) Key learning areas: communication, critical thinking, teamwork,

creativity, problem solving, leadership, language, planning & reporting, computer skills

Classroom activity before the field trip

Aims: o To familiarise students with different sources of power, especially those

available in Ladakh o To give students first hand experience of how hydro and diesel generated

power works and the differences between them. Outcomes - students should:

o Be able to name at least three sources of power available in Ladakh and know the differences in the source type, such as which are renewable and which are not.

o Be aware of where power is used in everyday life in both the home and school.

o Be aware of some of the environmental issues around these different sources of power

Key learning areas:

o Communication/language: through group discussion and interaction amongst themselves, the teacher and guest speaker

o Critical thinking: through questioning and forming own opinions on the different power sources and effects they have on the environment

o Problem solving: through finding the answers to the field trip questionnaires and building the hydro model

o Creativity: through illustrating the report and building the hydro model o Teamwork / leadership: through discussion and working in groups o Planning & reporting: though preparing an end of project report o Computer skills: through research and report writing (if possible)

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Discussion: Electricity comes to our homes and workplaces through a network of power stations and cables. But electricity is not a source of energy it is only a way of moving it around. Most of the energy to make electricity comes from fossil fuels such as oil, gas or coal. It can also come from nuclear fuels or from water – hydro-electric power. These sources, particularly fossil fuels will not last for ever. In future more of our electricity will need to come from renewable sources such as sunlight and wind. Source: something that can produce energy and/or makes electricity. Nuclear power: powerful form of energy produced by splitting atoms and used to produce electricity. Fossil Fuels: fuels found under the ground or sea that have been produced by the breakdown of organic (plant/ animal) matter due to pressure over a very long period of time. Renewable energy: energy sources that are replaced naturally and can be used without risk of finishing it all.

Discuss: o How many different sources of energy can you think of in Ladakh?

o What is nuclear power?

o What is a fossil fuel? Why will these not last for ever?

o What is renewable energy, and what are its sources?

Renewable energy sources. Renewable energy comes from water, sunlight and wind. Ladakh’s geographical conditions and a distribution of population are well suited to the use of renewable energy as a source of electricity, which has the following advantages:

• Renewable energy sources typically generate up to a maximum of 100 KW of power. Though not sufficient to provide for a large area it is sufficient for a localised industrial unit, residential blocks or cluster of villages.

• Running costs are comparatively low as water and sunlight are freely available

• Minimal damage to the ecosystem and no polluting by-products • Maintenance is minimal compared to conventional methods of power

generation such as diesel. Discuss:

o What sources of energy are used to create electricity in your area?

o Which are the best sources of energy to use in Ladakh and why?

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For discussion divide the students into groups. Encourage the group to discuss the questions and find the answer. Help each group but try not to tell them the answers but to guide them in finding the answers. Once the questions have been discussed ask each group to tell you what they think the answers are and make comparisons between each group’s response. You can write the different answers on the board. If an answer is wrong ask the other students what they think and discuss till you reach the right answer. Remember: sometimes there is not always a right answer, there may be views or opinion, and it may be that there is more than one right answer.

Materials: pens, pencils, crayons, paper For Homework

o Name the different types of things you use in your home/ school that run on electricity. Draw 2 examples.

o When the power fails what do you do for light at home? Draw an example. o What are the differences between these two different light sources?

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FIELD TRIP 1 - ALCHI

Aims:

o To introduce students to the idea of energy from water as a source of light and how this has changed over the last 1000 years.

Outcomes - students will:

o Be able to describe a range of light sources that have been used by the people of Ladakh over the last 1000 years.

o Be able to explain the idea of energy as a source of light. o Gain some basic knowledge of the principles and technology involved in a

hydropower station to supply electricity as a source of light. o See the working environment and responsibilities of electrical and structural

engineers. o Appreciate the context of modern technology set against the ancient culture

of Alchi. o Learn how to keep notes & records both written and visual to produce a

group report back at school. o Experience working in groups and as a team.

Teacher: Method: photocopy the following 6 pages from the handbook and make a folder for each group. Divide the students into groups, about 5-6 in each! Materials: pens, pencils, crayons, paper clip board/file

Students: please bring a camera (if you have one) & a packed lunch

If it is not possible for you to organise a field trip to Alchi, Stakna or Hemis Hydro, them make a visit to the central Leh, Diesel Power

Generator. See Field trip 2.

Introduction: In Ladakh people have relied on different sources of light over the last 1,000 years, from the simple butter lamp to more modern sources such as solar powered light. In order to study this concept a field trip to Alchi has been organised to visit the Choskor or religious enclave, one of the most important historical and cultural sites in Ladakh, and the hydro power station which is currently under construction and when complete will provide light for most of the Ladakh region. Here you will witness modern technology emerging against a patchwork of cultivated fields and ancient buildings including the Gompa, which houses some of the most ancient examples of Buddhist art.

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Field Trip Activities

Activity 1 – On the bus

On the route from Leh to Alchi you will pass through a number of villages. You will be given a questionnaire to complete in your group about things you will see on your journey. Please study the map and be ready to observe and record what you see. (Teacher: You will need to copy a map of Ladakh)

Activity 2 When we arrive in Alchi you will first be taken to see the construction site of the new hydro-power station. Here the chief engineer from the project will tell you all about hydro-electric power and how it works. Be ready to ask some questions. To help you there is a list of questions in your folder. Ask your teachers if you are uncertain about anything you see or hear. Be sure to make some drawings of what you see and to keep some notes as you will be asked to write up a group report when you return to school and to give a presentation. The report will then be submitted and assessed.

Activity 3 In Alchi we will visit the Dharma Chakra monastery. Here there are a number of very old temples. If you look in your pack you will see there is an activity/question sheet to complete in your group about things you will observe in the temples. You will need your pencil and crayons to draw some pictures. (Teacher: You will need a plan of Alchi)

If you have a camera, don’t forget to take some photos of what you see: o On and from the bus o At the Hydro-power station o And at Alchi Gompa

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Activity 1

Group Names . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1) How far is Alchi from Leh? 2) a) if we travel at 40km/hr how long will it take to get there?

b) if we travel at 50km/hr how long will it take to get there? c) if we travel at 60km/hr how long will it take to get there?

3) If you continue on the Leh to Alchi road where does it go to? 4) About 8 km out of Leh at the far end of the airport runway we pass Spituk Gompa.

a) Which Buddhist sect does this belong to, the ‘red hats’ or the ‘yellow hats’. b) What is the name of the sect: Galukpa, Sakya, Kargyud or Nyingma.

5) About another 8 Km on and 16 km from Leh we pass a road leading off to the right to Phyang. There is a big Gompa here - which sect does it belong to? 6) By now you have already passed many trees - write down the names of all the different trees you see. …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. 7) Have you seen any birds or animals, if so write down their names? If you do not know their names then try and describe them or draw a picture. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

8) On the left close to Nimo you can see two rivers meeting. What are their names? What do you call the meeting of two rivers?

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9) As we travel to Alchi are we going North, South, East or West? How can you tell? 10) On route we will stop at the Magnetic Hill.

a) What is a magnet? b) What is supposed to happen here if you park your vehicle in the white box in the middle of the road? Does it happen? c) Do you think this hill IS magnetic? d) What effect does a magnet have on a compass?

11) Near Basgo there is a large stone wall running alongside the road. It has stones with prayers carved on them lying on the top. What is this type of wall called? 12) What is the monastery at Basgo famous for? (Stop and read the information board at the side of the road.) 13) The next village after Basgo is Saspol. Just before you reach Saspol there is a road on the right hand side. Where does this lead to? 14) To get to Alchi we cross a bridge. What type of bridge is this?

a) a cantilever bridge b) a suspension bridge

Draw a picture!

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Map of Ladakh for Activity 1

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Activity 2

Questions you can ask during the Alchi hydro power station visit:

1. How does a hydro power station work?

2. Why was Alchi chosen as the site for the hydro power station?

3. When will the project be completed?

4. Will the construction of the dam and the power station cause any damage

to the environment or the ancient temples at Alchi?

5. How much energy will the Hydro power station produce when it is

completed?

6. Does this mean there will be a constant supply of electricity for Ladakh?

7. How many people will be employed in the project?

8. What do you need to become a chief engineer of such a project?

9. Is Hydro power more or less efficient than other sources of electricity?

10. Will the creation of a dam have any influence on the irrigation system

of this area?

11. Does the building of a dam pose any threat on the wildlife in the area

or on the fish in the river?

12. Where can we study more information on hydro power?

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Activity 3

Group Names: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1. Who founded Alchi?

2. From which country did he travel?

3. In what century was it founded?

4. Inside the first stupa you will find a painting of this man. Draw his picture in

the space below!

5. How many temples are there at Alchi?

6. What are the names of the temples?

7. Which temple is the oldest?

8. In the Du Khang temple, find the painting of the two rowing boats and make a drawing of it.

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9. What animal accompanies the golden resplendent (Vairocana) Buddha in the Du Khang temple?

10. Can you find the figure of the wrathful deity Mahakala in the Du Khang Temple?

Where is it? 11. What is the name of the temple that houses Manjushri? 12. What colours are the four faces of Manjushri painted? What do these colours represent? 13. How many tiers (levels) are there in the Sum-stek temple. 14. Name the sources of light in the temples. 15. What is a butter lamp used for? 16. From what monastery do the monks come from who look after Alchi

Choskor?

17. How does Alchi differ from other monasteries you have seen?

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Field Trip 2 – Leh/ Choglamsar Generator

Classroom activity before the field trip

Teacher: Visit to Leh Generator:

The teacher should first pay a visit to work out the practicalities of taking the students, and to request the Chief Engineer to be present to explain how the generator works and to answer questions. Alternatively the Chief Engineer can come to the school before or after the students go on the field trip.

Discussion In Leh district there are two main diesel generators one in Leh and one in Choglamsar and a few smaller ones, with a total capacity of 8.38 MW (mega watts). Hydro power makes up the rest of the provision for electricity 7.5 MW with a small amount produced through renewable energy i.e. solar 0.31 MW. The total capacity from all sources is 16.19 MW (8.38 + 7.5 + 0.31 = 16.19), but the demand for electricity is 58.53 MW. About 7000 litres of diesel is consumed every day to drive the various generators that produce Ladakh’s electricity. The cost of diesel is around Rs. 27/- per litre in the market, thus requiring Rs. 5 crore annually. Diesel needs to be transported from elsewhere in India and stored causing logistical, environmental and safety problems in Ladakh. Air pollution and water pollution are other problems associated with electricity generation using diesel. Ask the students:

• For everyone to have as much electricity as they need (demand) how many more MW need to be produced?

• What do you think are the solutions for generating more electricity? • Which are the cheaper, cleaner options and why?

In this lesson you should also discuss with the students what questions they want to ask when they go on the field trip and then make a questionnaire. There is a suggested questionnaire below.

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Students’ Questions to Chief Engineer

1. How does the generator work?

2. How much power does it produce every day?

3. How many hours per day, on average does it run for?

4. Is it expensive to run?

5. What are the pollution effects?

6. What can go wrong with a diesel generator?

7. Is it ever too cold to run a diesel generator?

8. When was it built?

9. Are there any plans to replace it? If so what with?

Then add any of the students’ questions.

Questions for students to answer:

1. What capacity is the generator?

2. How many engines does it have?

3. Is it a clean method of producing electricity?

4. If not what is the evidence?

5. Where do they store the diesel? Do you think this is safe?

6. How secure is the site area? Is it easy or difficult to get in when the gates

are closed?

Draw pictures of some of the aspects of the generator you find interesting! This could be the building, the exhaust pipes, the engine and/ or the pylons (wires taking the electricity from the building).

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Follow up lessons to field trips 1 & 2 After returning from the field trip there are many different things you can do. Here are some suggestions and ideas. 1) Model Making If you went to one of the hydro power stations then get the students, in their groups, to make a model of the power station. Materials

• For the mountains – clay* or mud and water. Alternatively you can use fence wire to make a frame and cover with ‘paper mache’ or with cloth dipped in plaster.

• Buildings can be made from recycled card • Power cables from wire and sticks • Water can be blue plastic or silver paper. • You will also need paints to paint the model and probably some glue for

sticking the card together. *You can get very good clay from Spituk, on the road close to Spituk Gompa

2) Micro-hydro and Solar Electricity - the solution to Ladakh’s power problem.

Discuss You have probably visited, or if not, know about one of the three hydro-power plants in Ladakh: Stakna, Hemis and Alchi (the latter is currently under construction). Large hydro projects like this provide almost half of Ladakh’s power, but such projects takes a long time and a lot of money to build and if there is a mechanical failure, can take a long time to repair. A good alternative to these large hydro power stations is micro-hydro, which is hydro power built on a much smaller scale. This form of power still provides significant amounts of electricity – enough to power a cluster of small villages. The Government has identified 30 potential sites, across Ladakh & Zanskar, for implementing micro-hydro projects, but given that there are three major rivers in the region (do you know their names?): Indus, Zanskar and Shyok, and numerous streams, there is potential for many more micro-hydro sites.

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Teacher: Here are some examples:

� Geologist, Site surveyor � Micro-hydro engineer � Manufacturer of specialist equipment � Supplier of specialist equipment � Project manager, Construction manager, Labourers � Financial planning, Accountant

Get the children to discuss, in groups, what they think the above people do in their jobs. Descriptions of the jobs are given below to help you guide the students. Geologist: One who has studied the earth’s surface and has become a scientific expert on the earths crust and the rocks & water etc. in it and how they behave.

Alternative to micro-hydro or in addition is solar energy. Solar energy occurs when the suns ultraviolet light-rays are converted into electricity through the use of photovoltaic panels, the electricity generated by the sun is then stored in a battery or batteries. The size of the battery varies in relation to the size of the photovoltaic panels. The bigger the panel the more of the suns rays converted into electrical energy. How many of you have electricity powered by the sun or micro- hydro in your homes? Given the remoteness of many parts of Ladakh & Zanskar there are a considerable number of homes, schools, government buildings, industrial units etc. that have no reliable source of power. Approximately 60% of Ladakh’s population lives in these areas. Micro-hydro is an excellent solution to providing this power. The government is doing some work to provide such power to remote areas and LEDEG is the only non-governmental organisation that is also working on the micro-hydro projects. As yet no one in the private sector has become involved with micro-hydro products. It is therefore an area that has enormous market potential for a Ladakhi entrepreneur. Do you know what an entrepreneur is? If you were a Ladakhi entrepreneur - how many different jobs could you think of associated with providing micro-hydro?

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Site Surveyor: one whose job it is to examine the land and to record the details they find and in doing so they assess the land and surrounding areas’ suitability for a given purpose. Micro-hydro engineer: someone who understands the workings of small scale hydro and can advise on the potential energy when given the site surveyors report. This person also designs the working parts of the micro-hydro i.e. turbine and generator etc. and advise on the best place to install it. Manufacture of specialist equipment: someone who manufactures micro hydro equipment according to the required specifications. They would have a factory with many machines and employ many people. Supplier of specialist equipment: someone who supplies all of the necessary equipment, which may be imported from other parts of India if not made locally. They would have a shop with brochures and examples of the different types of equipment available. (Three or four people may be employed) Project or construction manager: someone who oversees all aspects of the project such as the construction programme, ordering material, hiring labourers, checks quality of materials and work and keeps the project on budget. Financial planner: someone who works out all the costs of the project in advance and forms a budget (explain what a ‘budget’ is if the students don’t know) Accountant: someone who makes a note of all expenditure in a book and makes sure that all the money spent is in line with the budget. Labourers: the people who do all the hard physical work of site preparation and construction. Conclude these lessons and field trip by asking the students to produce either individual or group project reports. See guidelines on report writing in Section 3.3. Students should be advised that they will be writing a project report from the start of the project so that they gather information. You may also find it valuable to make a visit to the Ladakh Ecological Development Group (LEDEG) in Leh, to study some of their equipment and learn more about micro–hydro and solar power.

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4) Amchi World Learning level – Class VI & VII

Subject: Social Studies (Geography, Civics) Key learning areas: Communication, language, teamwork, leadership,

critical thinking, creativity, planning and keeping records

Part 1 Aims:

o To familiarise students with the ancient system and basic philosophy of Amchi.

o To introduce students to the importance of the Amchi system in Ladakh, and why it is important to ensure its survival.

o To introduce Amchi medicine as a livelihood in Ladakh - reviving traditional livelihoods.

Outcomes – students will: o Have a basic knowledge of the philosophy and practise of Amchi medicine in

Ladakh.

Key learning areas:

o Communication & language: through group discussion amongst themselves, with the teacher, guest speaker

o Teamwork & leadership: working in groups for discussion and report writing

o Critical thinking: asking questions and applying your own experience to the knowledge learnt

o Creativity: through producing a herbarium/ scrapbook and noting plants etc through drawing for the report

o Planning & keeping records: through keeping notes and writing a report

Suggested field trips:

1) A field trip to your local Amchi. If this is not possible then ask the Amchi to visit the school and give a talk. See notes below on planning your field trip.

2) Field trip to NGOs working towards Amchi conservation (Leh area).

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Planning your field trip or lesson:

You would need to do some research for yourself before beginning any activity/project – for this project it would be gathering information on the Amchi system

Contacting a guest speaker (local Amchi) – this is helpful for you to prepare your lesson for the class, and also for explaining to the Amchi in advance the purpose behind their visit to the school, so they can be prepared as well!

The points you should cover when discussing the visit to school - o To give you some background information on the Amchi system o That the children are going to learn through interaction with him/her

and through doing themselves/activities o S/he can be prepared for the talk s/he will give the class – suggest

that s/he could have a large piece of chart paper with some of the plants/herbs stuck on it and labelled to demonstrate to the children – “these are some of the plants we use, they are used in the treatment of…. etc”

Notes for the teacher: While speaking to the children and during group discussions, you can speak in Ladakhi initially, as it would help make concepts clearer to them. However, slowly introducing the use of English during discussions would help develop their communication and English language skills

Through the simple writing exercises the children can develop their English writing skills

Lesson 1 (Time 45 mins.)

o Begin this lesson with discussing background information on the Amchi system with the children. Refer to the information and points for discussion given to help you.

o During the class discussion, the children can discuss the simple questions you ask in groups and take notes. This will help them later when they do their homework as well.

o After this discussion, explain to the children that for homework they are to find out information on the Amchi system at home and note it down.

Homework – ask the children to speak to people at home, older people in their family, neighbours, etc. to gather as much information as they can on the Amchi system and note it all down. These are a few sample questions they can follow, but they must also find additional information -

- What do they know about the Amchi? - Have they ever been to one? What was their experience like? - Is the Amchi as popular now as he was years ago in the village? - Do they prefer the Amchi system or the allopathic/modern medical

system? Why?

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Classroom Lesson 1

Discussion What are the origins of this ancient medical system? The Amchi medical practice is also identified by the name “sowa rigpa”, which means “science of healing” in classical Tibetan as well as in regional Himalayan and Central Asian languages and dialects. This system of medicine is a spiritual practice, a science, and an art that originated thousands of years ago. Tibetan medicine is an ancient blend of the art of healing, which pulls together the knowledge of medical systems existing in a wide region of Southeast and Central Asia. Through the process of this fusion, Tibetan medicine was established during the 7th to the 12th centuries A.D. The fundamental theoretical concepts are based primarily on the Indian Buddhist system of medicine. The Buddha himself developed this system of medicine 2500 years ago (“Gyud-bze” (Four Tantra) preached by Buddha, translated in 8th century in Tibetan by Vairocana). Ask the children:

☺ What other ways of healing or medical systems do they know of? ☺ When they fell ill, what medicines did their parents give to make them better?

Areas/regions where the Amchi system/sowa rigpa is practised? (This could be demonstrated with the help of a map – Geography) It is popularly practised in Tibet, China, Nepal, Sikkim, Bhutan and Mongolia, and has been recognised by respective governments in their countries. In India it is practised throughout the Himalayas - from east Arunachal Pradesh to Ladakh in west. Tibetan settlements all over the world follow this practice. Unfortunately Amchi medicine has not been officially recognised by the country where it originated. Ask the students:

☺ What else do they know about the Himalayan mountain range?

How did someone traditionally become an Amchi? Historically, Amchi would begin their medical training at an early age. Their knowledge and skills have been transferred from teacher to student, often from father to daughter or son. Thus, lineages of Amchi families exist throughout the Tibetan cultural world. After learning how to read and write classical Tibetan and studying relevant religious texts, students learn their vocation by apprenticing/training with elder Amchi and studying the Four Root Tantra texts of Tibetan medicine. Young Amchi also learn how to identify and collect medicinal plants, make medicine, remove poisonous qualities of certain ingredients, diagnose ailments using pulse and urine analysis, and provide prescriptions for patients. Amchi also receive training in astrology, as it is an essential component of diagnosis and treatment within the Tibetan medical tradition. Ask the students:

☺ What personal qualities and other skills do people need to become an Amchi or a doctor?

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Classroom Lesson 2

Discussion What is the story of Amchi medicine in Ladakh? Tibetan medicine is known in Ladakh as 'Amchi' medicine. Ladakh is one of the few remaining Himalayan regions where this Tibetan system of medicine remains undisturbed. This indigenous health care system plays a major part in the health care of Ladakhi communities. Lotsava Rinchen Zang-po translated the famous text ‘Ash Tangahyrdeya’ written by Vaghbhat in 1st century, and introduced Amchi Medicine in Ladakh. Later “Gyud-bze” (Four Tantra) on medicine became the main medical text in Ladakh and Tibet. Ask the students:

☺ Is there an Amchi in your village? ☺ What do the children already know about the Amchi system? ☺ Have they or anyone at home ever been to the local Amchi? ☺ If yes, what was their experience like? How did the Amchi diagnose their ailments

and treat them? Did they get herbal pills for treatment? ☺ Did they prescribe changes in their diet? Why do you think so?

The life and traditions of Amchi in Ladakh: In Ladakh this tradition is usually passed down from fathers to son or daughter within the village. This is known as the rGYUTPA lineage. New Amchis have to take their passing out examination orally in front of the whole village – and a panel of respected senior Amchis from surrounding villages examines them. In every village, there are usually one or sometimes two Amchi families. Most of the Amchis are the sixth generation of unbroken family lineages. The Amchis play a crucial role in Ladakh because they provide necessary healthcare to remote mountain communities who have no access to any other healthcare facilities. No charge is made for treatment, but Amchis are helped by the villagers with farm work particularly with spring ploughing and autumn harvest. Occasionally, the villagers collect barley during the harvest and offer it to the Amchi family. The Amchi doctor holds a high position in Ladakhi society. They are often not only the medical doctors but also very strong community leaders.

As well as its curative role, Tibetan medicine has played a crucial part in preventive health care within the villages, emphasising water and spring cleanliness, good diet and healthy lifestyle practices. Ask the students :

☺ Why is clean water and healthy food good for us? ☺ What is a healthy diet? How does the food we eat affect us?

Who is an Amchi? The word Amchi means, ‘doctor’ - the practitioners of traditional Tibetan medicine are called Amchi (physician) or Lha-rje in Ladakh and Tibet. This title was first conferred on the court physician of king Thi-srong deu-tsan in Tibet. Amchis are specialised in the treatment of physical ailments, very much like their Western counterparts, though diagnosis and actual treatment of diseases are very different. They diagnose the patients by reading their pulse and give medicines accordingly. Most importantly they generate compassion and enlightened mind (Bodhicitta) towards their patients.

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Preparing for the Amchi visit in class: Discuss with the student what questions they would like to ask the Amchi and add a few questions of your own. Prepare a questionnaire for the students to ask questions from prior to the Amchi’s visit to the school or the school’s field trip to the Amchi Lesson 3 (Time 45 mins)

o The local Amchi gives the students a talk. (15 mins) o Encourage questions and discussion after the talk using the questions

already prepared in the previous lesson. Encourage the students to ask more of their own questions if you have time. (15 mins)

o When the Amchi leaves spend the remaining part of the lesson discussing with the students what they thought of the Amchi’s talk. (10 mins)

Options for follow up activities

o Project report - ask students individually or in groups, to put together all the information they have gathered in to a written and illustrated project report.

o Half-day field trip – this activity could be followed up with a field trip to an NGO working towards Amchi conservation (this would be easier if the school is in the Leh area); or to the local village Amchi clinic.

o Making a herbarium/scrapbook – if possible, collect as many specimens of leaves, roots, flowers etc. growing in your village locality which are used to prepare Amchi medicines. Press and dry these and stick them as part of your report under these headings -

- local (Amchi) name - scientific and common English name - which part of this plant is used? (flower, root, stem, etc.) - used for the healing/preparation of what ailments/medicines? - OR collect the herbs, press and dry them and stick them on to a

large chart paper, the children are to then label these – name, what part of the plant is used, for what treatments.

See chart below

o Map/rough sketch of their field trip: the children could make a rough map of the area covered during the field trip with the Amchi on a large chart paper and paste some of the herbs they collected on it.

Common English name

Local/ Amchi name

Parts used Scientific name

Used for the treatment of…

Sea buckthorn Tsestalulu Berries, seeds spotted heart orchid

ambolakpa Roots

Elm tree yumbok (ref. SECMOL EVS textbook)

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Part 2 Knowing our inner self… Aims:

o Beginning the process of thought regarding the SELF (Self awareness) o Understanding that a balance between the physical and psychological self

leads to a healthy happy individual – and consequently positive interaction with our environment and people around us

o Developing the ability to first identify and then express thoughts, feelings, emotions (the abstract) through doing/creative methods (collage making – using colours, textures, etc.)

Outcomes:

o By the end of this activity the children will be familiar with the concepts of – physical and mental balance in relation to being healthy.

o Being able to identify feelings, thoughts, emotions, ideas and expressing these creatively.

Key learning areas:

o Communication skills: through group discussion o Creativity : collage making o Problem solving: how to represent thoughts/feelings/emotions visually

(pictures, colours, textures) o Teamwork: working in groups o Critical thinking: developing self-awareness and self-confidence

This traditional healing system stresses upon the psychological and physical health of an individual – as well as a healthy environment. Balance between all means a healthy body and mind. Let’s make it simpler! There are five “levels of being” – and a balance between all these leads to a Healthy and happy YOU - here’s an easy equation… Heart + Hands + Head = Health & Happiness

Basic Principles of Amchi The Amchi system recommends and follows an ancient philosophy, which involves a balance of all the elements that constitute a human beings’ mental and physical self. According to Amchi philosophy, illnesses are a result of an imbalance of the bodily and/or mental states, which can be affected by climate, diet, and behaviour. There can be long-term or short-term causes of diseases – ignorance or not being aware is the ultimate cause of all ailments. Since everything in our bodies and our physical and psychological self is interconnected, imbalance in one part of our body affects our entire being.

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Classroom Lesson 1 (Time 45, mins)

The five senses… ☯ Smell ☯ Taste ☯ Sight ☯ Sound ☯ Touch

The five levels of being… (Ref. CBSE life skills education class 7; lesson 1)

1. Body level ☯ Our external physical self, consists of the different parts of our body and the

sense organs ☯ Food and other things from our environment (water, air, etc.) nourish the

body level ☯ We express our inner thoughts and feelings through this level ☯ If our body level is healthy we will be physically fit and able.

2. Energy level ☯ This is the invisible life force within us ☯ It converts energy from food into life giving energy ☯ It regulates and energises all the organs in our body, helping them to

function properly ☯ This keeps our body in good working condition ☯ When this level is healthy we are relaxed, stress free and full of positive

energy.

3. Mind level ☯ This is where all our positive and negative emotions, thoughts, memories,

needs and desires, conflicts, doubts, all come from. ☯ It is active all the time with a constant flow of thoughts, even while we are

asleep! ☯ If our mind level is healthy we are open to new learning, and will have clear

thoughts and actions.

4. Intellect level ☯ This level helps us decide ‘right’ from ‘wrong’ and make sensible decisions. ☯ This is where knowledge is formed and deposited, and makes us self-

confident. ☯ If the intellect level is healthy we are free of conflict, doubt and worries. The

mind will be focused and we have the will power and confidence to do what is right.

5. The “inner self”

☯ This level is the source of unlimited knowledge, joy and positive energy ☯ Our intellect, mind, energy and body levels are the instruments through

which our inner-self is expressed.

WHEN ALL THE LEVELS ARE BALANCED THE INNER SELF SHINES THROUGH AND GIVES PEACE AND HAPPINESS TO THE SELF AND OTHERS AROUND US

☺

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o Discuss with the students the essential balance between the thinking (psychological) and doing (physical) self. Referring to the textbox given on the ‘five levels of being’:

- explain and discuss the five levels of being - explain the basic concepts of physical and psychological balance - it is easy to adapt your explanation of the above depending on the

learning levels/classes – they can be made very basic or a bit more complex

o Working in small groups, ask the students to discuss and write down/list – “what are the factors in your home, school, village, environment, etc. that lead to a healthy balance or those that can lead to an unhealthy balance in the ‘levels of being’?”/ “What makes me happy and healthy” (home, school, village, environment, etc.)

o Put all their lists together and discuss…

Classroom Lesson 2 (45 mins) Teacher: Making a collage : before this lesson you should collect together as many different magazine and newspaper images or samples of coloured, textured papers and materials such as cloth, sand , lentils, beans etc. as you can find.

o Start with a brief recap of last lesson, ask the students to refer to their lists

made the previous day… o Discuss with the children - how we can express our feelings in different

ways – colours, textures, light (dark, dim, bright, sunshine, etc) o Ask them what sort of feelings they have to textures such as knitted

or woven wool, and to compare this to the feeling they might have towards wire-wool or metal filings.

o What response do they have to collections of small pebbles or to a bowl of lentils or uncooked rice?

o Ask the students to go outside and hunt around for found materials, papers, leaves, wood shavings, stones etc.

o Now arrange the materials you have brought and they have found into groups that they can associate with the different feelings you have discussed. Some of them may be neutral!

‘What is a collage’ ~ a collage is a visual representation of something, created by sticking paper, cloth or any appropriate materials on to a sheet of paper or card. It can be:

o A collection of images, colours, textures, found objects etc. that represent a common theme.

o A sunny day can represent happiness, as can the colours yellow, orange, etc.; a stormy, cloudy day can show sadness, as can the colours grey, black, etc.

o Textures can also show feelings – e.g. Rough textures could show unhappiness as opposed to smooth materials which can represent calm or happiness. However, if you paint the textured surface a different colour you can change the feeling you have towards it.

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Homework (could be over a weekend) – at the end of this discussion, ask the students to refer to their lists (Lesson 1) and think of pictures, colours or textures that represent ‘health & happiness’ – “what makes me happy & healthy?” – to go home and collect as many images, colours and textures as possible. Classroom Lesson 3 Materials required (Most of the materials required can be found)

• Newspaper cuttings (old newspapers & magazines) • Assortment of found objects and textures. • Chart paper • Glue • Pencils

o Teacher is to divide the class into groups. o Give each group chart paper and glue and an assortment of materials:

papers, cloth, beans, lentils, rice, newspaper and magazine clippings. o Ask the students in each group to make a collage on their charts

representing “what makes me happy & healthy?” This could be a combination of pictures, colours, textures. The students should try to cover the entire surface of the chart paper with collage. They may wish to start by drawing out their idea first on to the paper.

o Each group should choose one or two representatives to talk about their collage and what it means to the rest of the class.

o Teacher to display the collages in the classroom/school.

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5) Our buildings Learning level – Class VI & VII

Subject: Social Studies (Geography, Civics) Key learning areas: communication, language, problem solving,

creativity, critical thinking, teamwork, leadership, planning & keeping records.

Aims: o To familiarize students with environment-friendly and practical building

construction o To introduce students to the differences between traditional and new

styles of building in Ladakh o To introduce the idea of human beings’ interdependent relationship with

their environment through this project o To impart a basic knowledge of the use of solar energy (renewable

resources of energy) for heating spaces o Introducing architecture as a livelihood; civil engineering is also a popular

career in Ladakh Outcomes - the student will:

o Be familiar with local building/construction styles, and which is best suited to Ladakh’s environment.

o Gain a basic knowledge of the use of renewable energy sources (sun) in heating.

Key learning areas:

o Communication & language: through group discussion amongst themselves, with the teacher, guest speaker

o Problem solving: drawing up a plan (room/library) keeping in mind direction (north, south, east, west) heating, light, etc. and then executing this plan through their model

o Creativity: creating a model with bits and pieces they bring together… o Teamwork/ leadership: working in a group while planning and building

their model o Critical thinking: connecting building styles with the weather,

environment, availability of resources, etc.; comparing the old and new and deciding for themselves which is best suited for Ladakh.

o Planning and keeping records: through keeping notes and writing a report

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Suggested field trips - some examples of old and new buildings in their village/locality, the SECMOL campus (Phey) Planning your lesson:

You would need to do some research for yourself before beginning any activity/project – for this project it would be gathering information on construction styles in Ladakh (old and new)

Examples of new construction can be the new guesthouses and hotels, shops etc.; of old construction can be old houses/buildings constructed in the traditional mud-brick style etc.

Contacting a guest speaker (civil engineer or architect), and explaining to them in advance the purpose behind their visit to the school, so they can be prepared as well!

The points you should cover when discussing the visit to school - o They can help you with some information to help you prepare this

lesson o That the children are going to learn through interaction with him/her

and through doing themselves/activities o They are to talk to the children about old and new construction

styles, which is better suited for Ladakh’s environment, and help the children sketch a model/plan for a new school library

Notes for the teacher: While speaking to the children and during group discussions, you can speak in Ladakhi initially, as it would help make concepts clearer to them. However, slowly introducing the use of English during discussions would help develop their communication and English language skills

Through the simple writing exercises the children can develop their English writing skills

Classroom Lesson 1 ( 45 mins)

o Teacher, using the text, to give the students a brief talk on building styles

in Ladakh – old and new o During the talk, discuss the different kinds of buildings in their area –

houses, shops, forts, gompas, stupas, mosques - old and new buildings etc. - Do they face south? What is the reason for them facing south? - Is glass used? Why? - How did our ancestors construct ancient buildings like forts, gompas,

mosques without modern tools and implements?? o To ask the students/class discussion – what is your home like? What keeps

it warm? o

Some basic background information for the class discussion The traditional style of architecture in Ladakh is simple, beautiful and practical. It is perfectly adapted to the environment, and until recently, only used building materials entirely from local resources. Traditional buildings are constructed from sun-dried bricks or local stones – which are not mined but collected from the desert, and plastered with dried mud. Thick walls constructed with these local materials insulate buildings and keep them warm in the severe cold. Often the homes are whitewashed on the outside and they look pretty… The houses have flat roofs, which are made of a thick layer of earth, which is beaten down, and laid atop a layer of willow twigs. Thicker wooden beams across the ceilings support these willow twigs. Glass has been introduced fairly recently and is now quite commonly used in construction. A glass room is now a familiar feature in a lot of buildings/homes, as it traps the warmth from the strong sun while keeping the cold air out. The use of cement is also quite recent in Ladakh, however it is not as practical as mud-brick or stones, as it is not as efficient at protecting against the cold and neither is it available locally. South-facing construction helps keep homes/buildings warm as they face the sun and can absorb its heat…

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Class Discussion:

o Discuss the different kinds of buildings in their area – houses, shops, forts, gompas, stupas, mosques - old and new buildings etc.

- Do they face south? What is the reason for them facing south? - Is glass used? Why? - How did our ancestors construct ancient buildings like forts, gompas,

mosques without modern tools and implements?? o To ask the students/class discussion – what is your home like? What keeps

it warm? o To discuss with the students – who plans and builds houses, big buildings,

etc? – Introducing architecture and civil engineering as livelihoods o List old and new buildings around them and compare… to get the students

to compare their lists and draw common points together - What are the main differences between old and new methods of

construction? (Building materials, construction design/styles, etc) - What is the most suitable way of construction for Ladakh’s

environment? Classroom Lesson 2 (45 mins)

o Teacher to invite a civil engineer or architect for a talk with the students o Teacher or guest - to explain that the children are going to build a model of

a new school library using material they can find easily - like mud, stones, old newspaper, matchsticks, old boxes, drink or oil cooking cartons , bits of glass etc.

o Teacher to divide the class into groups of 5-6 students if required. o Each group to sketch a plan for the model, keeping in mind space, size,

direction, light, etc.

Ask the students : ☺ What is your home like? ☺ Does it have a glass room or wall? Does it help keep the space warm?

Since the 1980’s, The Ladakh Ecological Development Group (LEDeG) has done a lot of work on the uses of solar energy. For heating, they have introduced the Trombe Wall, which is a south-facing mud-brick wall which is painted black and covered with a double layer of glass; a system of ducts keeps the warm air circulating by convection, and the wall acts as a heat storage reservoir which keeps the temperature in the room warm for several hours even after the sun sets. Ask the students:

☺ Have they ever seen green houses – maybe at home or anywhere else? ☺ What are they used for? ☺ How do they work?

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Plastic greenhouse – plastic sheet can be folded up in summer…students could grow plants in here

Homework – to collect material for their model - students to collect: • old newspaper/scrap paper • matchboxes • used drink or cooking oil cartons • other boxes • clay • bits of glass or clear plastic etc.

Teacher to provide :

• glue • big cardboard sheet to rest model on • scissors • paint & brushes

Classroom Lesson 3 & 4 - Making a Model. (1hour 30 min)

o The class is to begin constructing the model based on their plan – teacher

to supervise! o The model can be displayed in the school or classroom once it is finished.

(ref. Secmol evs-class IV part I; pg 84) N N

S

Here is an example of what the plan for the new school library could look like. The walls are thick mud-brick, on the outside of one wall is a plastic greenhouse, in which the students could plant a little garden which they take care of, the plastic sheet is rolled up in summer and kept rolled down in winter. On one end is a glass room, which is south facing. The room also has windows for ventilation and light.

Main library room

School corridor

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Optional Classroom Lesson

1) In class: from memory draw a sketch of your home.

• Teacher get the children to first try & remember all the details such as the windows – how many & how many panes of glass? The door – where is the handle & what does it look like? Are there steps up to the door? Is there grass or flowers around your house? Does it have prayer flags? What is on the roof etc?

2) Homework: then go home and this time - looking at your home, draw another sketch. In school the next day, compare both sketches. This is a good way to evaluate visual recall.

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6) Adopt a monument Learning level – Class VI & VII

Subject: Social Studies (History, Civics) Key learning areas: communication, teamwork & leadership, critical

thinking, creativity& creative thinking, language, numeracy, planning

Aim:

o To introduce students to the concept of heritage and the social responsibility to protect it.

o To develop students’ sense of ownership towards their local history. o To introduce the concept of enterprise through fund raising and putting

funds to further use.

Outcomes - the students will: o Start to develop a basic sense of responsibility towards their heritage and

how to work together to protect it. Suggested field trips – monuments in/around the village - Leh Palace, Shey Palace, Stakna gompa, etc. Planning your lesson:

You would need to do some research for yourself before beginning any activity/project – for this project it would be familiarizing yourself with the concept of ‘heritage’

Information on local historical monuments, finding out who is responsible for their conservation and maintenance, etc.

Arranging a visit to the school in advance – an official from ASI, NIRLAC, or the local village society/tsogspa - whoever is responsible for maintenance of monuments in the village

Notes for the teacher: While speaking to the children and during group discussions, you can speak in Ladakhi initially, as it would help make concepts clearer to them. However, slowly introducing the use of English during discussions would help develop their communication and English language/conversation skills

Through the simple writing exercises the children can develop their English writing skills

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Classroom Lesson 1 (45 mins)

As the aim of this project is to focus on buildings and monuments, you can now focus the lesson on built heritage by discussing the following:

Heritage can be explained as the traditions, values, customs that have been passed on for years and form a part of our culture. Symbols of our heritage are old buildings and monuments, our natural environment, music and dance, books, significant people who represent these. Through these symbols we can develop an understanding of our culture and our roots – which is also why it is essential to preserve these so that future generations have the opportunity of knowing them. Teacher: Using the above explain the concept of ‘heritage’ then explain the four main areas of heritage that can be found in their environment:

1. Built heritage – old monuments, buildings, museums, etc. 2. Natural heritage – our environment – flora and fauna 3. Cultural heritage – religions, literature, music & dance etc. 4. Living heritage – significant people who form a part of our culture

etc. Ask the students to give examples of these 4 different areas of heritage.

Built heritage: can be described as buildings constructed over 70-100 years ago. These buildings and monuments are important to us because they tell us a story of a past time now lost in history, and of how life was many years ago. We get to know this from:

o construction styles (architecture) - who built them and why,

o the building materials used,

o art and artefacts in these buildings, etc.

Examples of these buildings can be old forts, temples, palaces, gompas, stupas, mosques, etc.

Discuss:

• How do these buildings compare with modern buildings of today?

• Why is it important to protect and preserve these old buildings?

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Alternative suggestion for Part1

o Divide the students into groups – one each for built, living, natural or cultural heritage and discuss examples under each (links to science, social studies, etc.)

o List places, people, books, etc. they think of in a table o Group discussion in class based on all their lists

Classroom Lesson 2

Guest speaker to give talk in school and/or during field trip.

o Pick one monument in your locality – could be an old stupa, gompa, mosque or fort.

o Find out who is responsible for the maintenance of this monument (local village society/ tsogspa, Archaeological Survey India (ASI), Namgyal Institute for Research on Ladakhi Art and Culture (NIRLAC).

o Invite an official from the organisation to visit school and talk to the students about the monument they have chosen.

o Organise a field trip to the monument. o Working together in a team, the children are to find out as much

information as they can on their monument during the field trip, and put it all together in an easy-to-understand way.

o Simple writing exercise – report on their monument/field trip - remember to tell them the basic points to follow while writing (What are they trying to communicate – the story of this monument) :

The history of this monument, what year was it built in? Who built it? What does the art (if any) represent? What is the story behind this monument? any other information?

Gompa means ‘solitary place’ – and the gompas of Ladakh are its spiritual and material wealth. Most gompas are living centers of worship where the monks carry out their duties and routines established since ancient times. There are very strong links between the gompas and the surrounding villages - their relationship is interdependent. There are many gompas in central Ladakh. Some examples are: Namgyal Tsemo (Leh), Sankar (close to Leh), Spituk, Phyang, Shey, Tikse, Hemis, Chemrey, Thak-thok (Sakti), Stakna, Matho, Basgo, Likir, Alchi, Ri-dzong, Lamayuru. Homework:

o Is there a gompa near where you live? o Find out its story…how old it is, who built it, the wall art/murals and what these

represent, main religious icon etc. (speak to the lamas or old people in your neighbourhood for information).

o What is the relationship between the gompa and the lamas and the village – in ancient times and today? Make a comparison.

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More ideas for school activities.

Suggestion for long-term activity

‘Heritage Club’ in school

☼ call a meeting for all students interested, discuss the purposes of this

club ☼ elect representatives ☼ draw up a broad/general agenda – focus areas for their work, could be

protecting some monuments in their locality, responsibility for their maintenance (regular clean-up drive) etc.

☼ recording/documenting all their activities ☼ build on history syllabus

Our Monument fund

Collecting money through donations/fundraising for monument upkeep: Lucky Draw – on some special day in school - Parents Day,

Teachers Day, Children’s Day – organise a ‘Lucky Draw’. Sell tickets for Rs 5 each. The prize can be something basic like an atlas, a small globe, a set of paints, a small dictionary, etc.

The written report/information the children prepared on the monument during their field trip can be printed as flyers and handed out to people during the fundraising exercise/lucky draw, which would explain to them why the children are interested in raising this money as well!

Coin bank - Another way of raising money is to have a school or class collection – cut a slit on the top of a box or big tin can and keep this in a central place in the school/class, the children can put in money whenever they have any to spare. At the end of every month open the box to see how much money was collected in total!

All the money collected can be given by the children to the tsogspa responsible for the maintenance of the monument towards its upkeep. The children can also work with the tsogspa and help with repairing, re-painting, and other maintenance work on the monument. They are to also contribute money towards taking care of their monument!

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7) Knowing our land Learning level: Class VII

Subject: Social Studies (Geography, History, Civics) Key learning areas: communication, creativity, planning, management,

language, numeracy

Aims:

o To develop a comprehensive understanding of Ladakh and why it is unique – while connecting geography, history and civics across regions. (This activity builds on Section 2 – ‘Ladakh’ in EVS Part II Class IV - SECMOL)

o Understanding how environmental variations affect development in a region in every way – culture, economy and society, etc.

Outcomes - students will: o Develop a deeper knowledge of their land and its regions/people. o Gain knowledge and experience of some of the changes happening in

Ladakh. o Gain basic experience in organising and executing a festival, scripting and

producing a play.

Key learning areas: o Teamwork skills - through group work/research o Communication skills - interaction with people around them for finding

information & report writing o Language skills, time management o Planning & Management (fundraising) skills - for the festival o Creativity: scripting and producing a play (very basic) o Numeracy: fundraising

Planning your lesson:

You would need to do some research for yourself before beginning any activity/project – for this project it would be gathering information on the different geographical and cultural regions of Ladakh (under the topics given below)

You could also refer to the SECMOL EVS textbook Part II, Class IV (Section 2 “Ladakh’)

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Notes for the teacher: While speaking to the children and during group discussions, you can speak in Ladakhi initially, as it would help make concepts clearer to them. However, slowly introducing the use of English during discussions would help develop their communication and English language skills

Through the simple writing exercises the children can develop their English writing skills

Classroom Lesson 1 (45 mins)

o Teacher - Using a map of Ladakh as an aid, identify the major geographical regions it is divided into

o Explain that Ladakh is divided into two major districts – Leh and Kargil. In this project however, we shall focus only on the Leh district, as it will be easier for the children to collect information.

o Regions we are focusing on - Leh, Changthang, Nubra, Sham o Discuss these major geographical and cultural regions in Ladakh with the

students o A lot of the children will probably be from these different regions, or would

have visited them. Their personal knowledge will be invaluable to this lesson and you must include them in the discussion - asking them about life in their village, etc.

o For example – discuss how extremely different life is in say Leh town and the Changthang (nomadic) area …and why?! Introduce the idea of comparisons broadly based on society and culture, environment and natural resources and economy.

Classroom Lesson 2 (45 mins)

o ‘How to write a report’ (refer to beginning of handbook and do the simple exercise given there)

o Divide the class into groups, each group is to take responsibility for more in-depth research on each region – suggested broad focus areas while collecting information :

o Major divisions – social and cultural, natural resources and environment, economic systems and occupations (traditional and new)

Social/cultural life o society – people, dress, language, different kinds of food etc. o culture – art, music, dance, theatre etc. o political set-up o religions and religious practices o homes/building and architecture styles in different places – e.g.

nomads live in tents Natural resources/environment

o geographical environment – weather differences, water, soil, etc. o agriculture – crops grown, farming practices, o animals – domestic animals (produce from these), wild animals, birds

etc. o how different climates effects availability of water, crops sown,

animals, etc.

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Economic systems and related occupations o Economy – nomads and barter system, trade – traditional trade and

trade in recent times – how is it changing? Etc, pashmina, agriculture, crops grown & sold (cash crops or subsistence agriculture?)

o Jobs/occupations – farming, traders – rural areas; travel agents, shopkeepers – Leh, etc.

Homework: explain to the children that the above research is homework for them (you could do this over a weekend so the students have more time.)

o To take notes and document their research at each step o Sources/methods of finding the required information you can suggest to

the students : Informal discussions with their teacher Group discussions amongst themselves At home, to speak to their family members, grandparents, etc. or

elder people they know in their neighbourhood to find out how things were in their day, and draw comparisons between then and now…

Internet (if possible) The report could have photographs, newspaper clippings etc.

wherever possible to support information/ if these can be sourced easily

Classroom Lesson 3 ( 45 min)

o In class the children are to compile all the information into one main report. All the groups work together for this report so the report needs to be divided into regions which groups work on separately then bring to the final report.

o To include in the final report – o One section describing each region – written under the three major

topics given for their research o To compare each region – what are the factors that make them similar

or different from each other?

Part 2 – ‘knowing our land’ Here are some ideas for what can be done based on the information the children have researched on regions of Ladakh in Part 1.

1. Role play – travel agency 2. Play – Change in Ladakh 3. Ideas for Fundraising: If the students are enterprising and want to raise

funds to buy something for their school, then a small school cultural festival could be organised (during summer tourist season perhaps) with stalls etc. highlighting each region - music, dances, food, etc.

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1) Role play based on regions of Ladakh (1.30hr or two periods)

Notes for teacher to help prepare for this activity:

Refer to the beginning of the book ‘How to conduct a role play’ Plan for this role play based on the above project on the regions of Ladakh the children have gathered information and written up a report on

Note: discussion points – as part of this activity, the children can be taken to travel agencies to see how they work, but since that isn’t possible to do in most cases, this role-play exercise can help them understand!

Introduce the idea to the children – when people tourists arrive in Ladakh, they usually come into Leh first, and go to either the Tourist Information Center or travel agencies for information and to help plan their trip. Some tourists also plan before they arrive in India by getting in touch with travel agents in their country or in India.

Materials required:

o map of Ladakh (see activity 3) Classroom lesson 1 (45 mins.)

1. Begin with a class group discussion – what kind of people do the children notice in Ladakh in summer? o ask them to identify and separate the people o for example, there are the local Ladakhi people, tourists – Indians and

foreigners/ westerners, there are also Nepalese people who come to Ladakh to work

2. What work do they do? (E.g. Nepalese people work here but tourists come

here to trek, sightseeing etc.)

3. Focus on tourists – why do they come here? What do they do? Bring out in discussion… trekking, rafting, sightseeing, interested in Buddhism, meditation, etc.

4. (optional) give the children large sheets of paper, ask them to work in groups and write down their ideas and thoughts and whatever information they know – about Ladakh, about tourism in Ladakh

5. Now ask the children to make a story around the theme of ‘tourists and tourism’. A situation example can be – tourists coming to a travel agency for information on treks in parts of Ladakh

6. Let us use the following example for your role-play – some tourists come into a travel agency in Leh and want to trek to Nubra valley.

7. Roles for this role play could be –

People working in the travel agency – 1 manager, 1 helper 1 trekking guide, 2 or 3 helpers or horsemen

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3 tourists – 1 is new to Ladakh and has just arrived, 2 have just returned from Changthang/Sham, and they can give information on these places

Local people in different places on the trekking route to Nubra – 1 or 2 monks – Phyang gompa (or any other gompas on the way – to

give information on the monasteries), 1 mountain farmer (Hunder Dok – will give information on animals to the

tourists) 1 woman farmer – to give information to the tourists on crops, irrigation,

sowing seasons, farm animals, etc. 1 old man (in Nubra valley) – to give tourists information on Nubra – the

people, culture, etc. following the same example, teacher can reduce or increase the number

of roles for the children depending on the group size

8. Now ask the children to choose for themselves, which roles they want to play, and make a simple story line around the travel agency and planning a trek to Nubra (using a map of Ladakh). Make sure they include the information they researched for their report!

Classroom lesson 2 (45 min) Begin your class role-play!

Basic script outline: ☺ A group of tourists come into a travel agency for information on trekking in

Ladakh – they want to go to the Nubra valley ☺ The manager/helper (2) in the agency begin with giving these tourists basic

information – the Leh district of Ladakh can be divided into four major regions - Leh, Changthang, Nubra, and Sham.

☺ 2 of the tourists have already been to Changthang/Sham, and they talk about these places during the discussion in the travel agency also

☺ On a map of Ladakh the manager points out the trekking route to Nubra and helps the tourists plan a trek (to include - time span for the trek, home-stays, culture and society in Nubra and other places on the way)

☺ Next, a brief discussion on the main characteristics of each region (as done in part 1 of project)

☺ Towards the end of the role-play, the manager in the travel agency discusses the cost of the trek with – the tour guide (horses, food, etc) and the charge for the tourists also

☺ The manager, helper, trekking guide make a list of what is required for the trek, and calculate the costs

☺ The tourists, guide, helpers set off for their trek to Nubra! ☺ They meet on the way monks in gompas, farmer in Hunder, reach Nubra

valley and meet the lady and old man…

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2) Play – Changes in Ladakh.

Here is an example: Good changes Bad changes Economic development Rising unemployment Better electricity Drug abuse Better transportation and communication Continuation of caste system Emergence of mass media and entertainment

More competition amongst people

Local government High levels of stress Emergence of NGOs Busy, intolerant and arrogant people Setting up of factories Pollution and garbage Better medical facilities More accidents, health ailments/diseases Rural road connectivity Dependence on technology Conservation efforts Corruption LPG Violence and Law and order problems Erosion of cultural values; often because the

children have to go out of Ladakh for studies

o Everyone in the class is to work together on a basic script for a play to give

the message of ‘changes in Ladakh – good and bad’/ ‘Ladakh – old & new’. o In groups they can be responsible for – scripting, direction, costumes, music,

sets/props, fundraising o This play could be staged as part of the school cultural festival on ‘regions’ o OR the children could also sell tickets to raise funds for the festival?

CHANGE Change is perhaps the only constant in life – the only thing we can be sure of is that change will come! It is how we as human beings (individuals and communities) cope with these changes that is important. We need to find a balance between changes all around us and the self. Ladakh is seeing a lot of changes – socially, culturally, economically, and politically - in every sphere of life. We can see all around us – especially in Leh town, how people have been coping with transition from a traditional way of life to changes being brought in by modern times. All changes need not necessarily be good, and people need to understand the balance between accepting the good changes and conserving their culture. Class discussion -

What changes do you notice in Ladakh? Working in groups, make a list. Discuss and divide this list into what you think are ‘good’ and ‘bad’ changes for Ladakh.

Try and list old jobs and new jobs in Ladakh (teacher can help with this list!) – e.g. one major change is that there are more tourists – which means more jobs for travel agents, trekking guides, hotels, restaurants etc.

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3) Ideas for fundraising activities

A few fundraising ideas for schoolchildren:

☺ School could hold a festival day with the help of the VEC. Tea & food stalls, games and a cultural show could be organised. V.I.P. guests & parents to be invited.

☺ Science/maths festival or food festival. ☺ Make recycled paper items for sale – bags, bookmarks, calendars etc. (refer

to Section 6.1 on ‘How to make recycled paper’). ☺ Sourcing sponsors – the children could approach somebody (maybe a few

travel agencies or large shopkeepers) for sponsorship money. In return they can advertise at the event.

☺ The children could do the play on “Change” and stage it on a special day in school (e.g. Parents Day) and sell tickets to raise money.

☺ Coin bank - Another way of raising money is to have a school or class collection – cut a slit on the top of a box or big tin can and keep this in a central place in the school/class, the children can put in money whenever they have any to spare. At the end of every month open the box to see how much money was collected in total.

☺ Educational film show, with a small ticket charge to watch. ☺ VEC/parents to set up a plantation in the village or school grounds and trees

/plants to be sold to make money for the school. Students to help.

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8) School News Club Learning level – Class VI & VII

Subject: Social Studies & extra-curricular activity Key learning areas: communication, language, critical thinking,

teamwork, leadership, creativity

Aims:

o To familiarize students with the importance of the news and keeping up with happenings/events around the world as well as locally.

o To get students to actively participate and develop understanding for themselves while being responsible for collecting and analysing news items.

o Introducing the concept of journalism, commercial photography, reporting, printing press etc. as livelihoods in Ladakh.

o This activity is more feasible in Leh and surrounding areas due to the regular availability of newspapers; however in remote areas the same can be adapted and based on radio news.

Outcomes – students will:

o Begin to develop an appreciation of the news and current affairs. o Improve on their communication, team-working and leadership skills by

working in groups. Key learning areas:

o Communication/ language: through group discussion and interaction amongst themselves, the teacher and guest speaker

o Critical thinking : thinking critically about the news, what is of interest and why, writing own article

o Creativity: writing articles o Teamwork/leadership: working together within the news club

Suggested field trips - local printing press, SECMOL campus/Melong, Magpie office (in Leh).

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Planning your lesson: Contacting a guest speaker (journalist), and explain to them in advance the purpose behind their visit to the school, so they can be well prepared.

The points you should cover when discussing the visit to school: o What information can they give you to help you prepare this activity

before the speaker comes to the school? o What are the children are going to learn through interaction with

him/her and through doing themselves/activities. This activity is for Classes VI & VII and it would therefore be best to have them together as one whole group – so you could conduct the lessons and other activities in a free period for both classes.

Notes for the teacher:

While speaking to the children and during group discussions, you can speak in Ladakhi initially, as it would help make concepts clearer to them. However, slowly introducing the use of English during discussions would help develop their communication and English language skills

Through the simple writing exercises the children can develop their English writing skills

Materials required:

o Newspapers – on a regular/weekly basis o Bulletin board/ an old blackboard can also be used o Drawing pins

Classroom Lesson 1 (45 mins) What is the NEWS all about?

News can be defined as information about recent events or happenings. It is reported or communicated to people through newspapers, radio, or television. News can also simply be defined as new information of any kind. E.g. The Ministers’ arrival in Leh was news to all of us.

The people who get facts on the news and information on events and

report them are called journalists, reporters or news correspondents.

There are newspaper journalists, TV or radio reporters/journalists.

People who photograph and take pictures of news events are called Photo-journalists. ☺ Can you think of any other medium through which we get

to know news and information? ☺ Make some more sentences using the different meanings

of the word ‘news’ ☺ Write a news report on something that interests you for Magpie!

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Begin your lesson by discussing what ‘news’ is with the children. Some topics for discussion:

o What is the news? o Why do people need the news? o Who reports news? o Introduce the concepts and roles of journalists, photographers,

reporters, etc. Explain them as careers… o What are the different ways of knowing the news? o Radio, print/newspapers, TV - Discussing each medium in some

more detail… o How did people communicate news in olden days? What is the oldest

mode of communication? o Do the children get the newspaper at home? Which one? o Do they ever listen to the news on the radio or watch the news on

TV? o If yes, why? What is their favourite section in the newspaper/TV?

Classroom Lesson 2 (45 mins) Explain to the children that they are going to start a ‘News Club’:

o The children are to work in a team as the ‘School News Club’. The club is a group responsible for collecting news items from the weeks’ newspapers.

o Every Friday, or another suitable day of the week, they can buy the weeks papers from the ‘kabadiwallah’.

o Children who get the newspaper at home can bring them to school the next day; teachers can also bring in their newspapers for them.

o The children are to go through the newspapers, and each group selects the news item or articles they are responsible for and cut these out.

o All these can be pinned up on school central bulletin board every Saturday/ Friday afternoon and left on for the following week.

Write the following headings on the blackboard, explain each briefly, and then ask the children to choose which group they want to be in:

A. National news – news and events on India B. International news – news and events around the world C. Local news – news, events, happenings in Ladakh (Magpie, Melong);

local news – children can also write up different things they hear as part of this. This section can also include different facts and information on Ladakhi culture, lifestyle, developments, history, etc. e.g. the children can write about life in their villages if they’re from remote areas, etc.

D. Entertainment news – happenings and events in the entertainment world – films, music, etc. – both national and international

E. Sports – happenings and events related to sports F. Horoscopes – weekly forecasts for each sun sign G. School news – the students can note down events in school through

the week and pin these up as well H. Any other headings you can think of.

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Next, you are to help the children set up a news board in a central location in the school. This board is where they pin up all the news items they collect, under different sections (same as the group headings) Suggestion for Classroom Lesson 3 (45 mins)

o Inviting a guest speaker – in this case a journalist to come to school and speak to the children in the News Club about journalism as a career, the different jobs involved in publishing newspaper and other forms of media and information communication.

o The journalist can then do a simple writing exercise with the children on how to write a news report.

Useful Information: 1) Basic format for writing news articles/reports

TITLE OF YOUR ARTICLE

Name of Reporter

Name of Publication/newspaper/magazine

Place

Date Then start the text: (for example) Today it was reported in a remote region of Arunachal Pradesh that the fossilised remains of a prehistoric bird were found. It is thought that this bird lived on earth more than ten million years ago and …………………………………………………….. …………………………………………………………………….

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2) A basic newspaper publication team consists of:

Editorial team – senior editor, editors Correspondents/journalists/reporters Photographers Printers Marketing managers A NEWSPAPER is a publication, which is issued regularly (daily, weekly, monthly), which contains current news, editorials, feature articles, advertisements, etc.

- What other examples of publications can you think of? - What different kinds of magazines can you think of? - What is your favourite advertisement? Why?

To EDIT means to prepare material for printing or publishing. EDITORS are the people who professionally edit newspapers for final print, and supervise its printing. They are the people who take the final decisions regarding the content to be printed and how. The editorial team in a newspaper consists of a senior editor and others (depending on the size of the publication). The editorial team also writes EDITORIALS – which are articles included in newspapers (or magazines) - which express the views and opinions of the editors or publishers. JOURNALISM is the collecting and researching of news and news articles for newspapers, magazines, etc. it includes writing, editing, and presenting of articles and reports. A JOURNALIST is someone who does all this professionally! A REPORTER is a person who writes, investigates or presents news stories. A CORRESPONDENT is someone who is employed by a newspaper to supply news articles. A PHOTOGRAPHER is a person who takes photographs professionally. Someone who takes photographs of news events or happenings is called a PHOTOJOURNALIST. A PRINTER is a person whose occupation is printing. Printing is done in a printing press. MARKETING is to professionally buy or sell a product (or service). The MARKETING MANAGER for a newspaper is responsible for the selling of the product (the newspaper) to people. He also takes care of ADVERTISING and PROMOTION for the publication. Marketing involves many SKILLS, some of which are:

☼ Planning and management ☼ Time-management ☼ Good communication with people ☼ Understanding the nature of a market ☼ Creativity ☼ Analytical thinking ☼ Teamwork ☼ Can you think of any more?

[Teacher can refer to the handbook definitions of ‘Life & Livelihood Skills’ (Management Skills) when explaining these to the children].

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3) For schools in remote areas:

☼ In areas where newspapers are not easily or regularly available, the same News Club can be formed based on the radio news.

☼ Children can be divided into groups under the same headings as given, and asked to listen to the radio news regularly, and write down the main points for each news report.

☼ They can write down their information in the format of a news article (given below), and pin them up on the school News board.

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5.00 Guidelines on Assessment

5.1 Advice for the teacher As part of the field testing / piloting of this Handbook, it is essential for you to make some assessment of the students work. In order to keep this as un-burdensome to you as possible, we offer the following guidelines. Student Assessment: there is a printed ‘assessment sheet’ (see overleaf) that enables you to comment on 11 skill areas (teamwork and leadership have been put as two categories). There is also a category for overall effort. You should fill in an assessment sheet for every student on completion of any of the activities given in the book. There are 8 activities in total, but you do not have to complete them all, it will depend on the time available. Each skill area has been given criteria by which you are asked to assess the students’ progress. There are three simple achievement levels that can be given: Good: a tick can be placed in the box marked ‘good’ when a student shows a high degree of competence in executing the given skill Satisfactory: a tick can be placed in the box marked ‘satisfactory’ when a student shows a reasonable degree of competence but there is still some room for improvement Weak: a tick can be placed in the box marked ‘weak’ when a student struggles to master a skill or shows no competence in that area at all. However if the student is ‘weak’ but makes a big effort to achieve then ‘good’ should be ticked under the category of effort. Under ‘comments’ the teacher should give written information that clarifies the achievement level given.

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5.2 Activity-based Learning - Student Assessment Sheet Roll No …… Students name ……………………………………… (Fathers name) ………………….. D.O.B ……………. Class …… Section …… Activity…………………………………………………….. Good Satisfactory Weak Comments Communication

Leadership skills

Teamwork

Creativity

Problem solving

Critical thinking

Language

Numeracy

Report writing

Management

Computer

Effort

Life Skills - assessment criteria Communication: (discussion/ group/team activities)

• interacts with others • Can discuss clearly • Uses appropriate body language • Listens to others

Leadership skills: (discussion/ group/team activities)

• Takes/ shows initiative • Guides and advises others • Sensitive to others

Teamwork: (discussion/ group/team activities)

• Can listen, communicate and adapt • Is sensitive and considerate of others • Is objective in being able to see the aim of the team

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Creativity: (artwork and reports)

• Shows drawing/painting or model making skills • Shows a range of interesting thoughts and ideas • Shows curiosity and interest in surroundings

Critical thinking: (discussion & report/project writing)

• Asks questions • Questions show independent thinking • Can analyse a situation

Problem solving / Decision making: (discussion/ team activities)

• Finds solutions to problems • Thinks things through before acting • Shows ability to be decisive

Livelihood Skills – assessment criteria Language

• In addition to Ladakhi, has a good working knowledge of Hindi and/or English for his/her grade

• Can write Hindi and/ or English with reasonable competence • Can converse in Hindi and/or English with reasonable competence

Numeracy

• Can add multiply and subtract simple sums using mental arithmetic • Is quick and accurate when using mental arithmetic • Is able to work out more complicated sums, quickly, on paper

Report writing

• Can structure a project report so that it is clear to follow • Shows evidence of research and critical thinking • Report is presented neatly and with illustrations

Management

• Can organise his/her work in the given time • Can effectively organise others when working in a group • Shows the ability to think ahead and see the broader context of the situation

Computer

• Shows the ability to perform basic keyboard skills • Can complete simple work in ‘Word’ and knows how to use spell check and

lay the page out in an orderly way • Can insert pictures or clipart

Effort

• The student is motivated and/or tries hard, even if the levels attained are not particularly good

N.B. Even if a student is not very academic the effort they put in to something is important to their success in life and should be recognised

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5.3 Teachers’ Questionnaire on the Handbook Teacher: On completion of some or all of the activities given in this handbook, please complete the following questionnaire. Doing so will help us assess the book’s usefulness to you and to amend its contents in order to make it easier for you to work with and to meet your students’ needs. Please tick the relevant box: 1) Was the book well presented and easy to find your way through?

Yes - No - Don’t know - If ‘No’ then please say why: …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 2) Was the language used in the book easy to follow?

Yes - No - Don’t know - If ‘No’ then please say why: …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 3) Did you find the section on activity based learning helped you to understand the value of teaching children in this way?

Yes - No - Don’t know - If ‘No’ then please say why: …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 4) Did you find the section on Life and Livelihood skills helped you to understand the value of teaching these skills to children?

Yes - No - Don’t know - If ‘No’ then please say why: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

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5) Which activities/ lessons did you find the easiest to use and why? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. 6) Which activities/lessons did the students most enjoy doing and why? …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 7) Did you have difficulty preparing any of the teaching aids, if so why? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. 8) Did you have difficulty preparing for the field trips, if so why? …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 9) Was the student assessment section easy to use?

Yes - No - Don’t know - If ‘No’ then please say why: …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 10) Do you think this book sets a good example and have you learnt how to apply these methods for yourself in other lessons? …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 11) What would you most like to change about the book? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

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6.00 Information and Resources 6.1 Making recycled paper - Option 1 (if you don’t have an electric food blender)

Making Recycled Paper

INGREDIENTS

Large square pan, about 3 inches deep

3 cups of water

A whole section of newspaper

A rolling pin, or light glass beverage bottle, or a plastic pipe, tube, or any

cylinder to roll with

STEP 1

Tear 1-2 pages of newspaper into small pieces of 1 inch or less.

STEP 2

Put the paper pieces into a large bowl and add all the water to it. Keep adding paper, tearing it and squeezing it, until the mixture looks like thick porridge.

STEP 3

Get a cooking pot or pan with a broad base and turn it UPSIDE

DOWN, place about 1 cup of the blended pulp over the bottom of the pan. Spread it with your fingers evenly across the entire area.

STEP 4

Lay several sheets of newspaper over the pulp, these absorb excess water, then carefully turn the pan the right side up laying the paper pulp onto a flat surface. Remove the pan. Your pulp "square/or round" is now sitting on the newspaper.

STEP 5

Put some more layers of newspaper over the top pulp and using the rolling pin, roll over the newspaper to blot out the extra water.

STEP 6

Uncover and let the new "paper” dry COMPLETELY. When it is thoroughly dry, peel your new "recycled paper" away from the newspaper. It can now be cut to any size and used to make a variety of things.

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How to Make Recycled Paper

Option 2 ( if you do have an electric blender/ food processor)

It is easy and fun to make recycled paper at home or school. Either on your own or as a group; simply follow the ten steps below.

1. Preparation

First, assemble the materials on a table, preferably near a sink and an electrical outlet. Make sure you have:

• A large bowl • Five or six sheets of waste paper • Water • A mixer or food processor • Two wooden frames approximately 20 cm by 20 cm each • A nylon screen • A stapler • A large pan (dishpan for instance) • Two cloths • An iron

The five or six sheets of waste paper provide the fibers needed for your recipe. Note that unprinted paper is preferable. However, you can also use newsprint, envelopes, writing paper or other types of paper. You can also add potato or carrot peel since they are sources of vegetable fiber just like trees, the most common source of material for making paper. Only a small amount should be used because vegetable fibers are shorter than those of wood or waste paper. If too much is used, you might end up with mush rather than paper.

2. Soaking With all the ingredients in hand, you can begin making paper. Start by shredding the paper into small 2 cm squares and putting them into the bowl with hot water. Let soak for half an hour.

3. Making the Mould While the paper is soaking, make the mould. Staple the screen to one of the frames, making sure that it is taut. The other frame does not need a screen because it will serve as a border for the paper.

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4. Pulp Place a handful of soaked paper in the mixer bowl or food processor half filled with water. Mix at half speed until smooth (if this is difficult to do, remove some of the paper).

• At this point, you can also add small quantities of vegetables or plants (carrot or potato peel) to the pulp. In this case, mix until the mixture is uniform.

• To add colour to the paper, add non-toxic fabric dye to the mixture.

5. The Mixture in the Pan Pour the warm water into the pan until it is half full. Then, pour the pulp (Step 4) into the pan until the mixture resembles a thick soup. The thicker the mixture, the thicker your paper will be.

6. Dipping into the Pan... Take the frame, screen side up, and place the border frame on top. Hold both frames firmly and dip into the pan, picking up some of the pulp. Remove slowly, shaking from side to side to distribute the pulp evenly. Place the frames horizontally and let it drip dry.

7. The Half Turn This is the most delicate step. You must remove the paper from the mould. Place the mould next to the pan, remove the frame underneath and spread a clean cloth on the table. Then, quickly turn the mould over onto the cloth. If you find it difficult to turn over without breaking the paper, handle it as though it were a cake. Put the cloth on the mould and place a board on top. Then, turn your "three-layer cake" over (mould, cloth and board).

8. Damp Sheet Sponge off the excess water behind the screen and carefully remove the mould. The damp paper should stay on the cloth.

9. Ironing Place another cloth on top. Dry the paper by ironing firmly. Remove the cloth ... and there you have it, recycled paper.

10. One Last Hint When you are through, put the rest of the pulp through the screen. Do not pour the pulp into the sink or toilet because the pulp could block the drain. You can throw away the screened pulp or keep it in the freezer, in a plastic bag, for later use.

An Original Touch Once you have mastered the basics, you can experiment with water marks. At the Step 3, using a fine string or metallic wire, draw your signature or any other shape. At Step 6, place the flat form on the screen before collecting the pulp in the pan. When the sheet of paper is draining, the shape will create an effect on the damp pulp. At Step 8, before removing the mould, remove the string or the wire. At the Step 9, when your sheet of paper is dry, hold it up to the light and admire your handiwork.

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6.2 RESOURCES: Below is a list of places that you and the students may find helpful for completing research. Many of the NGOs are happy for you to bring your students for an hour or two, to ask questions and use their resource facilities. For example a couple of hours at LEDeG’s library provide a very beneficial source of learning. NGO’s in Ladakh working towards Amchi conservation:

o Ladakh Society for Traditional Medicines (LSTM amchi clinic, Changspa, Leh)

o Ladakh Amchi Sabha (LAS, Leh)

o Leh Nutritional Project (SCF)

o Women’s Alliance of Ladakh

o Pragya

Other NGOs and Organisations

Archaeological Society of India (ASI) Namgyal Institute for Research on Ladakhi Art and Culture (NIRLAC) Students Educational & Cultural Movement of Ladakh (SECMOL) Ladakh Ecological Development Group (LEDeG) MAGPIE newspaper office, Hemis Complex, Leh Travel Agents Association Ladakh All India Radio (AIR) Life Skills - Bibliography

• Life Skills Education Training Package – Part-C, A Trainers Manual, Edited by Dr. C.G. Murthy & Prof A.V. Govinda Rao, Regional Institute of Education, Mysore (2005).

• Life Skills and Education Class VI -VIII, Central Board of Secondary Education, Delhi (2004)

• Life Skills for Young Ugandans - Primary Teachers’ Training Manual, Republic of Uganda and Unicef (n.d).

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A project funded by the European Commission

Contact details:

The Chief Education Officer Education Department, Leh, Ladakh

Tel +91 1982 252024/252208

Drukpa Trust, UK Tel +44 2084681339

[email protected]

www.enterprisingladakh.org