Introduction

Kajla Jankalyan Samiti has been doing development work in East Medinipur, Jhargram,
Howrah and South 24 Parganas districts of West Bengal for a long time in consultation and
cooperation with various national and international organizations. We work in six areas:
education, health, child protection, women’s empowerment, natural resource management
and disaster preparedness.

We can see that the balance of nature is being destroyed due to various reasons. What was
observed earlier in the surrounding environment, is now not seen. More fossil fuels are being
used, trees are being cut down more and more. In addition, the consumption of insoluble
materials has increased in large quantities. The climate is changing. Global warming is
affecting biodiversity.

Humans are indiscriminately oppressing the natural environment just for their own good. Its
change is absolutely necessary.Humans have learned the history of evolution, the mysteries
and arts of nature and life. Even through various artificial changes, transformations and
inventions have made their lives easier. All this is possible for the inquisitive mind of people.
Man learns, knows, understands through his own experience and then makes decisions
through cause-and-effect relationships and arrives at axioms.

From childhood to adulthood, man learns many things, not from formal education but from
experience, through hands-on experiments.

Kajala Jankalyan Samiti as a social organization feels that this situation can be changed if
the teenagers are aware and change their practical life.

In order to bring about practical change, it is very important to take the initiative to create the
right ideas among young people.

To implement this idea, an initiative has been taken to increase environmental awareness
and change the practical life of people by forming “Sabuj Bahili” in the village with the
teenagers aged 14-19 years under the management of Kajala Jankalyan Samiti.

A 20-week program involving ‘green force’ members for practical change among adolescents
has been implemented and over the past two years various refinements have been made to
make the program practical.

An assistant to social workers or facilitators to conduct Green Force activities. Adolescents

from the coastal areas of South 24 Parganas and East Medinipur District have extended their
hand in preparing this guide. Various tests have been done regularly.

“Child Rights and You”-CRY has extended support and advice to carry out the program.

GREEN ARMY

One effort is to build a “green army” – to enhance environmental awareness among

teenagers (aged 14-19) as conscious citizens and spread alternative thinking in
environmental awareness.
Aim of formation of “Green Army”:

· Advocating for the development of environment-friendly and healthy lifestyles

· To support and adopt meaningful practices to develop environmentally friendly and

healthy lifestyles.

· Or, practicing being a champion for nature

· Understanding ecosystems and connecting with nature and practicing sustainable

practices to protect natural resources.

Objectives of formation of “Green Army”:

· Explore and understand various environmental issues and make practical changes
ourselves while learning about nature and biodiversity.

· Acquiring the ability to identify needs and constraints related to personal practices
and use responsibly during work or interaction with nature, villagers and others to find
sustainable solutions.

· To develop coordination between villagers, green forces and various government

departments to solve specific problems related to nature and biodiversity.

Who constitutes this green army?

Youths between the ages of 14 and 19 who are studying or have completed primary
education will be members of the Green Army. They also have the following qualities or
skills-

(1) Basic knowledge about environment

(2) Ability to express oneself

(3) Ability to work cooperatively

(4) New thinking ability/innovative power

(5) Interest in learning

(6) Enthusiastic about investigative work

Consent must be obtained from those who will be members of “Sabuj Bahini” and
their guardians. (KYC-Appendix-1) A Sabuj Bahini will have 15-20 members. The
number of girls in the Bahini must be at least 50%..

Who will work as a facilitator:

The minimum educational qualification of the facilitator or facilitator should be

graduation. Besides the following qualities or

Skills should be-

a) Experience working with adolescents

b) Basic knowledge and skills on the subject

c) Creative ability

d) Ability to listen patiently to others

e) Ability to work cooperatively

f) Responsible and patient

g) Discipline and Punctuality

h) Be nimble, don’t hold back

(i) Having a sound understanding of child rights

j) Being impartial and giving equal importance to all

k) Enthusiastic about work

l) Speaking skills,

d) Elegant manners and dress

How to teach:

Green Corps members will be taught nature and biodiversity and techniques to
protect themselves and others during disasters. It will be taught through sessions.
There will be 1 hour to 2 hour session once a week. The day of the week and the
time of the session will be decided by the members of the Green Army. The entire
course will be completed in 20 sessions. The sessions will be through games,
exploratory work in the field and practical work.
Where will the session be:

a) In any field within the village.

b) Spacious rooms with adequate light and ventilation, where members of

the Green Army work in groups and will have drinking water and toilet
facilities

c) Place where participants will have personal security

When will the session be:

a) May be morning or afternoon i.e. before school opening and after

school holidays

b) Sessions may be held more than once a week if there are school
holidays if the members agree.

d) Sessions will be held keeping in mind the travel time of the members at all
times, so that there is no problem or security inconvenience to the
members.

How will the Green Army work?

- Seniors will support the 'green army' to create an understanding of ecosystems

and connect with nature and practice sustainable practices to protect natural
resources.

-Doing something new and sharing it with others

-Identifying yourself as a member of the Green Army

-Self-assess your knowledge of your habits and nature

-Practicing nature-based work outside of conventional thinking

Taking advice from elders and doing things on their way to recognition

-Respecting the knowledge, behavior and actions of elders

 -Informing elders to focus on nature and biodiversity related work in village
development work

-To participate in various programs of local government

-Participate in village level planning

-Influencing elders through various activities to earn their recognition

Self-evaluation and peer evaluation of the work of the Sabuj Bahini

Implementation of small projects/works on nature and biodiversity and evaluation

at the end of the works

Doing (self-assessment and by adults)

Adoption of new program after evaluation

To promote and promote the work

Self-assessment of one's own abilities and assessment by adults

Self-assessment and assessment by adults of what has changed in their skills,

knowledge, behavior

Taking next steps to improve their skills, knowledge and behavior based on
assessment

Acknowledgment and certification

Organizing an event where the work of the Green Army will be showcased and in
the presence of government officials, public representatives, parents, villagers,
media etc., the champion will announce the certificate to further encourage the
members of the Green Army

To teach the newcomers by sharing their experience and forming a new green
army

To start teaching other youths of the village by utilizing their skills, knowledge and also lead
them towards champion goals.
Table of Contents
Lesson-1 Interaction between self and environment (Part-1)
Lesson-2- Interaction between self and Environment: (Part-2)
Lesson- 3 interconnection between different components of environment
Lesson 4 - self assessment
Lesson 5- your role in protecting the ecosystem
Lesson 6- your eco friendly life
Lesson7- global warming
Lesson 8 – Climate change
Lesson 9 - Water
Lesson 10 - waste management
Lesson-11 – Plants and Us
Lesson-12 – Seed Collection
Lesson 13 - our own play school
Lesson - 14 - conventional and non conventional powers
Lesson 15- Catastrophes and disasters
Lesson 16- Disaster and disaster risk assessment and prevention
Lesson 17- Early Warning and preparedness for disasters
Lesson 18- protection of children during disasters and calamities
Lesson 19- Role of Green Forces during emergencies like snake bites and drowning in water
Lesson20- Role of Green forces during emergencies like fire and lightning
Special. Lesson - Constructive work plan
 First stage
At this stage the members of the Green forces will know where their current position is in
protecting the balance of nature and the environment

Session 1- Interaction between self and environment:(Part 1)

Learning Ability: exploring the values of love and compassion, what we mean by
environment, building reciprocity
Materials and medium: painting, games, music, dance etc.
Total time -two hours

job name possible materials time

overcome your inertia notebook, pen, 20 min

pencil,set, music for
dance, paperbox etc.

me, you ,us and our notebook, open, 30min

energy catch paperback etc.

the thief game or name playground ,song for 30 min

tag game dancing ,music etc.

our perception of the chart, sketch 30min

environment pen,marker scale

assessment of session A4 paper, sketch pen or 10 min

marker

Procedure:
Participants will be made to stand in circles holding hands and asked to dance in
songs. At first they will not be able to dance properly. If they can’t dance properly
then they need to stop dancing and discuss with everyone and find out why they
couldn’t dance with the right rhythm and they will be asked to write in a note.All the
problems should be discussed. They will be told if one person makes a mistake in a
group , then the whole group work remains incomplete. Participants will be asked
what they felt while doing the task.

Task-1.2. I, you, we and our power

Procedure: The facilitator will divide the participants into three groups like 1,2,3. Each
group should have one leader ( it will be decided by the participants). Then everyone
will be asked to write about their strength and weaknesses, name and what they like
in a piece of paper.
Then the leader will read all the points including theirs. All the common points should
be written down in a chart board or paper. During this time other team members will
listen carefully.
Then they will be asked why this activity was conducted and why they are here?
Advice on faculties:
They will say we can overcome the weakness and we have to move forward with our
strength

Task 1.3 thief catching or name tag game

Procedure:
After that, everyone will be present in the playground to play 'thief catching'/Name
Tag Game. Everyone will stand in a circle. In the 'Chor Chha Gela', the thief will run
and everyone will run at the same time. Because whoever he touches will turn into a
thief again. But he has to be touched by name. And whoever you VP touch, go to him
and call him by name and touch him. Thus the game will continue. Through this, I will
know everyone, everyone will be introduced to everyone. Apart from this, everyone
gets to know each other through this game, bonding is created between each other.

Again everyone will dance together in the playground. After dancing 2/3 times it will
be seen that everyone will be the leader of correct good dance 7 of 103 Nyaya. If the
leader wants to make mistakes, everyone will make mistakes.

Suggestions for Facilitation:

The facilitator will tell everyone - if the leader makes a mistake, everyone will make a
mistake. So the leader should always work by adopting the right method.

The facilitator will ask everyone to sit down. Discuss with everyone - the reason why
everyone is here. Facilitator will tell everyone - we will all do some tasks, and those
tasks should be done in groups, so form teams.

Task- 1.4 Our perception of the environment

Procedure:

To know what we mean by environment, go outside the classroom for 5 minutes and
see what is around us with all the senses. After 5 minutes the class will come back to
the room and divide into 3 groups to make a list of things they have seen. Then each
group will give a presentation and explain it.
Information Required for Facilitator:

Nature refers to the non-man-made visible and invisible things and life and soul of
this earthly material world.
Our environment is made up of everything around us. That is, our environment is
made up of plants, animals, animals, soil, water, air, sunlight, friends, houses,
vehicles around us.

Part of the environment is natural, the three main elements of which are water, soil
and air.

• The rest is man-made. For example - houses, furniture, clothes, roads, buses,
trains, boats etc. The human-made environment is made up of these elements.

Work- 1.5 session assessment

Procedure:

Then the facilitator will ask everyone how they felt. Some can say it verbally and
some can draw a picture to explain. Then the facilitator will inform in advance what
will happen next session.

Worksheet: What is your role in protecting the ecosystem ?

Name
Name of father
Village name
Regarding food:
Q1) How do you eat animal food?

Animal cow or goat or chicken fish egg or

Food buffalo lamb meat cheese or
meat milk

how many
times a
week

Q2) do you eat packaged food?

Yes or no
Q3) Do you eat frozen food?
Yes or no

Regarding accommodation:
Q1) How is your house (give tick mark)

Raw house half ripe mature house multiple controlled

Home storied house house
Q2) Does your house have an electricity connection?
Q3) do you run heater,ac, geyser etc.?
Q4) does your home get electricity from non conventional energy resources?
Q5) Bio gas or lpg instead of wood fuel for home cooking?

Regarding transportation:
Q1) How many kilometres per week do you travel by motor cycle or private car?
Q2) How many litres of petrol or diesel do you buy in a week?
Q3) How many kilometres do you travel by public transport in a week?
Session 6- Your eco friendly life

This activity is about how to make everybody’s personal Eco friendly habits more
sustainable. The aim of this programme is to discover alternative sustainable eco-
friendly habits and how to apply them in personal life
Learning ability- participants will be able to think analytically.
Their self awareness about the environment will also increase.

Total time-2 hrs

Task materials time

6.1- eco-friendly living notepad, chart paper, 60min

pen, paper, cards with
good and bad habits
written on them, clips etc.

6.2- Green or red one Green and red voting 60min

card for each participants

Task 6.1 Eco-friendly living

Procedure:

The facilitator will ask all participants to sit in a U shape or circle.

There will be some habits written in the notebook, there will be as many notebooks
with statements as there are participants. The statements in the note are as follows

1. After eating the chocolate, the shell is useless so we throw it on the street.

2. I eat meat every day, so there is meat in the house every day.

3. There are separate receptacles in the house for disposal of household waste and it
is used properly.

4. Plastics are incinerated.

5. Drinking water is kept in earthen/brass jugs.

6. Open cans should not be thrown away.

7. Thermocouple/Plastic utensils are not used for any function at home.

8. When many people come to the house, they eat in Kalapata/Shalpatar utensils
9. Chemical fertilisers and medicines are not used in vegetable gardening .

10. Heaters/Geysers are used in the house during winters.

11. The fridge is always running in the house

12. LED bulbs are used at home.

13. The house is lit during the day.

14. The house we live in cannot get light and air during the day.

15. Home cooking is done on wood fuel.

16. Commuting by motorcycle every day.

17. The house has a solar system and is used most of the day.

18. Plant four times as many trees as we cut down

19. Most of the household members travel by bicycle or on foot or by public transport.

20. I never bring anything home in a polythene bag.

These notes will be kept in a box. After shaking the box well, one by one they will
come and pick up a note from the box. After taking the notebook ask everyone to
think for 2-3 minutes which of the statements they have found are nature-
environmental

Balancing which are helpful (good habits) and which are not helpful (bad habits).
Then everyone will be asked to divide into two groups. In the closed room, cards with
Good Habits on one side and 'Bad Habits on the other are pasted on the wall.
(Participants will split up )

After dividing into two groups, one of the statements written in the notebook will be
debated. Finally, a list of eco-friendly good practices will be created based on
everyone's input. Will be hung on the wall

Homework:

1) Participants will discuss and motivate other members of the household about
nature-friendly good practices.
2) A list of eco-friendly good practices should be posted at home and regular
assessment of compliance by household members including yourself. Do this for a
week. Before coming to the next session, everyone will bring in a chart of their
family's habits. (Example has a format)
 Lesson 8 - CLIMATE CHANGE

OBJECTIVE: To make participants aware of the effects of climate change on

nature and human life

LEARNING ABILITY:
● Participants will understand that every session is necessary for us
● Participants will learn about the ill effects of climate change
● Participants will understand the impact of climate change in our future

Total time : 2 hrs

Work materials time

8.1 Discussion on previous board,chalk and duster 10 min

days session

8.2. Sessional change seasonal change model or 20 min

,weather and climate change video clips, board
,duster,chalk etc

8.3. Let’s say my season is chart paper,sketch 30 min

the best pen,pen,white paper etc

8.4 how does climate chart paper,sketch 45 min

change affect us pen,pen,white board or
black board,duster etc

8.5. Data collection task sufficient no .of question 15 min

paper

Task 8.1 Discuss the previous day's session

Procedure:

The session (global warming) of the previous day was from home, asking who did
what about it. What experiences have been gained while doing this work - the
participants will highlight.

8.2 Seasonal Change, Weather and Climate Change

Procedure:

The facilitator will first ask the participants to sit in a circle. Make a brief presentation
on seasonal change, weather and climate change on chart paper. Or explain to the
participants by making models or videos.
 Change of season:

We know that the sun is the source of all energy. The earth revolves around itself as
it revolves in an ellipse around the sun. The earth is round, so the sun's rays do not
fall equally on the surface throughout the year. Due to perpendicular and oblique
solar radiation, different parts of the earth's surface experience more or less
temperature throughout the year. The year is divided into several parts according to
the temperature variation. Each division is called a season. This gradual change from
one season to another is called seasonal change. Six seasons in a year,

For example, summer, monsoon, autumn, fall, winter and spring.

Effect of seasonal change on human life:

The effect of seasonal change in our life is immense. Our life revolves around the change of
seasons. Following are the effects of seasonal changes on human life:

1) Seasonal changes control our daily life.

2) Agricultural work is done keeping in mind the change of seasons.
3) Seasonal changes control the growth and spread of organisms.
4) We face many natural calamities due to seasonal change.
5) Seasonal changes greatly regulate our economic activities.

Weather:

Weather is the daily condition of air temperature, air pressure, wind current, humidity, rainfall
etc. in a particular place at a particular time. Weather is the daily state of the lower
atmosphere. Weather varies easily from place to place. A place's weather changes daily,
even hourly. Weather comprises the air temperature, humidity, air pressure, wind current,
cloudiness etc. of a particular place at a particular time.

Climate change:

The average pattern of weather in a place over the years is called climate. Climate
change is the known change in weather patterns. The world is warming, and as a
result, long-known weather patterns are rapidly changing.

Climate change depends on several natural processes. As there are various dynamic
processes of the earth, there are external influences. The latter factor may include
the amount of solar radiation, the change in the direction of the Earth's axis, or the
position of the Earth relative to the Sun. Currently, global warming caused by human-
caused greenhouse gases is considered to be one of the main causes of climate
change.
Task 8.3 Come say my season is the best

Procedure:

Facilitator will tell the participants - You have already read about seasonal change,
weather and climate change in the textbook and today is also discussed. Hope you
all understand.---

The facilitator will then divide the participants into 6 groups named Summer,
Monsoon, Autumn, Hemant, Winter and Spring. Now tell them that you have been
given 5 minutes, during this time those who have read the season will write two to
four words about that season on the chart paper as a group. Participants will make
arguments in favor of their own group within a given time frame so that everyone
understands that they are the best seasons.

The facilitator will listen to each group individually and encourage everyone to speak.
When all is said and done, he will explain that each season is important and all have
an equal impact on the environment and hence our natural balance.

Task 8.4 How does climate change affect us? Procedure:

The facilitator will ask all participants to sit in a semicircle. Then conduct a
"brainstorming " activity on climate change. Give an example of how to "brainstorm".

The facilitator will ask one of the following questions. Then the participants will each
give their possible answers. The facilitator will write those answers on the white/black
board or chart paper.
Due to climate change---

1) What has changed in nature?

2) What has changed in health?

3) What changes have happened in agriculture?

4) What social changes have occurred?

The facilitator should monitor and encourage all participants to answer each question.
At the end of the activity, the facilitator will thank everyone.

Finally, the facilitator will discuss and revise the answers if the answers given by the
participants need correction.
 Information for Facilitators-

Impact of climate change:

The constant struggle with climate change is an integral part of everyday

life. On the one hand, when the global environmental agreement is faced
with the bad effects of climate change and its remedy is an uncertainty, in
many places of the third world, people's lives are disrupted due to sea level
rise, storms, storms, extreme rains or no rains. Global warming and climate
change are not solely responsible for these dire conditions. Rather, if there
is no proper environment-friendly planning of development and its proper
implementation, this predicament can take a more dire form.

Changes observed due to climate change-

● Sea surface temperature in the Sundarbans of West Bengal is increasing at

a rate of 0.5°C per decade. Although the global average is 0.06 degrees
Celsius per decade. (Source: Study report of Center for Science &
Environment)
● The sea level of the Sundarbans is almost twice the relative average of the
world. (Source: Study report of Center for Science & Environment)
● The rate of natural disasters in the Sundarbans has increased by 26 percent
in the last 120 years. (Source: Study report of Center for Science &
Environment)
● Frequent floods, droughts or heavy rains
● Frequent and severe heat waves have occurred
● Cyclones, blizzards, acid rain are becoming regular
● Seawater is becoming more acidic
● Snowflakes are melting
● Sea level is rising
● The temperature is rising
● Land erosion is increasing
● Farming yield is decreasing
● Some areas used to have crops but now they don't
● Some plants and animals are or have become extinct
● The number of diseases is increasing
● Erosion causes migration of people and other animals
● Mental health breaks down
● Economic risks are emerging
 Task 8.5 Data collection task

Procedure:

Facilitator will say to the participants - You know the impact of climate change on
nature and people's life through various activities, some of you already know.

We will collect data through interviews on the impact of climate change on the
environment and people's lives for comparative analysis of mythic and factual data
and to learn more. Prepare an information sheet for this and explain to the
participants. Note that the data collection sheet may be developed according to
environmental conditions.

This data collection form should be filled out by knowing three levels of people. This
questionnaire is to be filled by asking three levels of people separately. (1) Those
who are members/members of Sabuj Bahini will do it themselves, (2) Know from
people aged 25-60 years, (3) Know from people above 60 years.

Every Green Army member will do his own thing. Besides, 5 people aged 25-60
years and 5 people above 60 years will know the answer. Data collection should be
completed within a week after returning from the session.

Once all the answer sheets are submitted at one place they should be consolidated.
For this, the members of the Green Army should be asked to gather one day.
Facilitator should act as a guide in integration work. The impact of climate change on
the environment and people's life should be highlighted by gathering information. In
the future, public awareness work should be done on this matter.

Lesson 12 : Seed Collection

Objective: To increase a number of multi -purpose trees in the area and build a
seed bank.
Learning ability:
● ability to identify multi-purpose trees.
● Proper understanding of multi purpose trees will be developed. Ability to collect, sort
and store
● Proper understanding of multi-purpose trees .
Total Time: 2hrs

Work Materials Time

12.1 Collection of Seed Collection form, 60 min

information on multi purpose chart paper,
trees board,duster,marker

12.2 Seed Collection pen, notebook, seed 60 min

campaign collection brochure

Task 12.1
Procedure: The facilitator will discuss with the participants-
While collecting information on plants, you have learned that most plants grow from
seeds. Some trees however are from cuttings. The seeds of the trees which are
considered to be the best in terms of use must be collected from the village itself. The
purpose of seed collection must be clear to everyone.

“Calendar and Record list”

The plants from which the seeds are to be collected must first be selected.
What are the reasons for choosing these plants? ‘Multiple work tasks will be
prioritised in this regard.A chart should now be made with the selected trees.We need
to know if the plants have pots that are ready to get seeds or not. This information
should be written on the chart.
This chart will gradually be our seed collection calendar.

Our seed collection calendar

Name of the plant In which months Reason for Location of the

and its scientific can the seeds be selection tree
name collected
1,2,3,4,5,6,7,8,9,
10,11,12

Acacia
(Acacia
auriculaeformis)

Acacia
(Acacia Nilotica)
 Seeds collection information should also be there
Participants should keep the information and create an information sample form.

Task 12.2 Seed collection campaign

Procedure:

February to March (Magh-Falgun) months are the best time to collect seeds in West
Bengal. But seeds of any tree can be collected throughout the year except the rainy
season. Facilitator will go to village with Green Force members to collect seeds.

The facilitator will then advise the Green Army members to create a 'seed bank'. For
this, initiative should be taken to collect small clay pots. The following information
should be written on the seed container.

● Description of plant (pictures of leaves, flowers, pods, fruits)

● Conditions of propagation (sun, water, soil)

● Uses/Benefits

● Information about seeding rules and germination

Information needed by the facilitator

Keep in mind when collecting seeds

● Seeds should be collected from mature, properly shaped and healthy plants.

● For each species 2-3 plants should be fixed as seed collection plants.

● Seeds must be collected from multiple plants.

● The pods should be ripe and dry.

● The best time to collect seeds is 10 am to 3 pm.

● Seed drying and storage

Dry: The collected pods need to be completely dried. The pods should be spread on
mats or old newspapers. Now the pods should be dried in half shade for 5-7 days.
The drying area should be ventilated. Do not expose to too much sun.
Sorting: Remove seeds from pods and select good seeds (large size, shape, color
and shell).

Storage: The seeds should be stored in cloth bags, tea bags, glass or plastic bottles
or earthen pots. A cotton cloth or bag filled with charcoal or burnt rice and kept inside
the seed container keeps the seeds dry. Neem oil or mustard oil can be used to ward
off insect attacks. (5-10 ml of oil for 1 kg of seeds).

Naming: The label should be affixed on the container of seeds. Name of seed on the
label, date of collection,

Place of collection should be noted.

Germination test: Tests are needed to know the time taken for germination and the
rate of germination. 10-20 seeds should be buried in the soil and observed. Usually
the seed coat of larger trees is hard. Some seeds are treated before planting

need to take Seed cleaning process: Seeds should be soaked in hot water (360-
380C). Soak for 1 night. The seeds should be scratched with nails to see if there are
any spots. If the scratch cannot be cut with nails, it should be cleaned with hot water.

Place the seeds in a container and pour hot water 3 times the amount of seeds. Soak
for 24 hours. If the seeds do not swell, pour hot water again and leave for 24 hours.
 Sample form for keeping information on seed collection

Seed Collection information

Tree Name
● Local name
● Common name
● Scientific name

Collection Point
● Place(behind house or road side)
● Village

Description of place (tick)

● Soil (Sandy/muddy/doash)

● Soil colour ( black/grey/red)

● Water(dry/moist/wet)

● Sun( bright/ dark/shade)

Tree size
● Height ( in meter)
● Kando Centimetres (stem growth at chest height)

Use
● Fuel, fodder, hedges, herbal medicine, furniture, clings to soil
-Pods
-seeds
-colour: black /shiny /flat

● Date of collection
● weight of seeds

● Collectors Name:
Class
School name
Village name
District

Seed treatment before showing ( Required/Not Required)

Germination rate (%)

Name of the person who collected the data

Signature
Date
 SESSION- 17 Early warning and preparedness for disasters

Objective- To raise awareness among the participants about what measures can be
taken in advance in case of disasters and calamities.

Learning ability:
● Participants will develop a clear understand of disaster prevention
● Participants will learn about the importance of precautions and preparedness
in disaster prevention.
● Part will learn in detail about their role in disaster prevention.
Total time- 2hrs

Work Possible materials possible time

17.1 review of prior session black or white 15 min

board,duster,marker or
sketch pen,chart paper

17.2 ‘Warnings’ and black or white 20 min

‘Preparedness’ board,duster,marker or
sketch pen,chart paper

17.3 Disaster or disaster black or white 40 min

resilience board,duster,marker or
sketch pen,chart paper

17.4 Disaster or disaster black or white 40 min

response plan board,duster,marker or
sketch pen,chart paper

17.5 discussion about the no equipment required 5 min

work of next session

Task 17.1 Review of previous session

Procedure:

The facilitator will elicit from the three groups of participants, one by one, what
preventive measures they think could be taken against the three disasters or
disasters most important in terms of risk and impact.

Each team will present their work one by one and after each presentation the other
team members and the moderator will give their opinion on the same.
 The facilitator will then ask them where they got the information from and what their
experience was like.

Task 17.2 "Caution" and "Preparation"

Procedure:

The facilitator will then talk to everyone about the key elements of prevention,
'Precaution' and 'Preparation'.

He will seek feedback from the participants on this matter.

Warning

To warn means to forewarn. It is not possible to predict all disasters, but with
improved weather monitoring systems, the probability of some disasters can be
predicted. There is an early warning system for floods, cyclones, earthquakes etc. by
the government.

As early warning systems can be improved to deal with natural disasters, all types of
damage will be reduced.

Preparation

Preparedness means taking steps to prevent or minimize damage to people, property

and nature even if a disaster occurs.

For example-

● Evacuation of endangered people to safe places.

● Removal of movable property such as money, documents or useful papers, cattle or
birds, food crops etc. to a safe place.
● Embankment or repair of embankment.
● Improving communication systems.
● Building disaster-resilient teams through training.
● Advance arrangements for treatment and relief etc.

Since there is a regular risk of disaster in disaster prone areas, some preventive
measures are taken in advance in those areas. Such as building dams, planting
trees, creating drainage systems, raising awareness among local people, training
workers/volunteers, etc.

Working with children and youth groups through the "Green Force" project is also an
example of preparedness.

Task 17.3 Disaster or Disaster Response Capacity

Procedure:
 The facilitator will then ask why participants feel that even though there are public
and private agencies and organizations to deal with disasters or disasters, the work
being done with children and youth groups is necessary.

Topic of discussion-
What can today's children/youth community do for society in the future?
● If they themselves are aware, they will alert others in the house/area.
● Many of them will lead the development of the society and the area in the future.
● If this generation is aware, naturally the next generation will become aware after
seeing them.
Considering their age today, how much can they be useful?
● Raising awareness among peers.
● Raising awareness among the people of the house and area.
● Dissemination of disaster warning messages to others.
● Taking responsibility for some of the preparation tasks (those that are less risky).
Why is it not right to proceed with all their work now?
● Because they have less experience.
● Since many of them are not yet 18, they are not adults, so their safety is very
important.
● They need more training.

Task 17.4 Disaster or disaster response planning

Procedure:

The facilitator will ask the participants to divide into four groups to discuss one of the
following topics. He will give each group chart paper and sketch pen to write down
the ideas that emerge from the discussion.

How can they do the following to prevent potential disasters in the area?

1) Raising awareness among peers.

2) Raising awareness among the people of the house and area.

3) Dissemination of disaster warning message to others.

4) Some tasks with less risk in terms of preparation.

Each group will present their work one by one and after each presentation the other
group members and the facilitator will give their feedback.

The facilitator will ensure that participants' plans are realistic, risk-free and within their
capabilities. They should think of utilizing their individual/group strengths and skills in
various modern and creative ways. They should plan using mobile and internet,
advanced communication system, friends and other contacts.
Task 17.5 Discussion about the work of the next session Procedure:

Facilitator will thank everyone for participating in today's session and will tell about
one project about disaster preparedness in different parts of India from book, internet
or person which he will hear from everyone at the beginning of the next session.

Tips for Facilitators

Facilitator should study in advance about the prevention of "disasters", if necessary

take the help of experienced people, organizations, books or the Internet. He will
remind the participants during the discussion to discuss more about the problems in
their area.
 Session 18 : Protection of children against disaster and calamities

Objectivity: awareness among the participants about the safety of themselves and
other children increase.
Learning ability:
● A clear understanding of child protection will be created among the participants.
● Participants will understand the risks that disasters and calamities pose to children’s
lives
● Participants will know who can get help with child protection.

Total time: 2 hrs

Work Possible materials time

18.1 Who is at risk during a black or white board, chart 20 min

disaster or disasters paper, sketch pen, chalk,
duster etc.

18.2 why children need black or white board, chart 20 min

protection paper, sketch pen, chalk,
duster etc.

18.3 risks or hazards during black or white board, chart 50 min

disasters or calamities paper, sketch pen, chalk,
duster etc.

18.4 what we can do to deal black or white board, chart 25 min

with disasters paper, sketch pen, chalk,
duster etc.

18.5 homework no equipment required 5 min

Action 18.1 Who is at risk during a disaster or disaster?

Procedure:

Facilitator will ask everyone to share what they have learned about disaster
prevention measures in different parts of India.

The facilitator will ask the participants who have gathered information about this,
where and how they learned about it.

After that the facilitator will thank everyone and start talking about today's discussion
topic. He will first ask everyone, "Who is the most vulnerable among mankind in times
of calamity?"
Many will answer that everyone is at risk, some will talk about women and children or
the elderly, or people who are physically or mentally disabled (who are now specially
abled).

The facilitator will then say that adults, who are physically or mentally able, can take
care of themselves during disasters or calamities, but we need to take special care of
children, the elderly and the physically or mentally disabled (who are now called
specially abled). .

Now he will ask 'if there is a risk of disaster or disaster, what should we do for them?'
After getting everyone's answers, the facilitator will say that in this type of situation,
the safety of these people needs to be considered first and they need to be moved to
a safe place as soon as possible, such as a relative's house, a relief camp or a
government shelter.

Task 18.2 Why children need protection during disaster or disaster

Procedure:

He will then start discussing the protection of children. At the beginning of this
discussion he will ask "Who does the child call?"

Participants may talk about different ages if they don't have a clear idea about this
beforehand. Otherwise someone might say that 'everyone under 18 is a child'.

After everyone has been told, the facilitator will explain that "everyone under the age
of 18, regardless of caste, religion, caste, gender, is a child". All or many of the
participants are children. Even if it is bad or shameful for those who have grown up to
think that they are children, this is the law of our country. It has been said that they
are not physically and mentally mature enough to do certain things like driving a bike,
voting or getting married.

Protection of children is therefore the responsibility of the family/adults and the state
(ie the government).

He then asks everyone the question "What does security mean?"

When everyone has been told, the facilitator will explain that "protection" means
saving children from any kind of danger or risk and getting the child out of danger and
back to normal.

Act 18.3 Risks or hazards during disasters or calamities

Procedure:

Then the facilitator will divide the participants into three groups and ask them to find
answers to some questions.
● Are children at risk during disasters?

● As a result of disasters or disasters, what risks or dangers are created in the lives of
children?

● Who needs to do what to reduce these risks?

Participants will be asked to work with children of three different age groups for three
groups.

Group 1- Children from newborn to 6 years

Group 2-7 to 12 year old children

Team 3-13 to 18 year old children

Participants will be given 30 minutes and materials to present their work. At the end
of the working time, the facilitator will sit everyone in a circle and give a presentation
to each group. After each group's presentation, the facilitator
Arrange the created chart papers and give time to everyone if they want to make any
additions or comments on any of the group's work.

Finally the facilitator will talk about the following topics one by one prepared in
advance by showing charts or pictures.

● death
● Illness
● to be injured
● Disability
● Disease transmission
● becoming parentless
● being trafficked
● Child labour of unaccompanied children
● child marriage
● Cessation of education
● Lack of food and nutrition
● Not receiving treatment
● Lack of safe shelter
● Depression or illness
● Different types of torture or harassment etc

He will state that many of the above-mentioned risks are interrelated. Just as children
without guardians may be forced to work, similarly impoverished families may
consider it a burden and marry off their daughters. They may be trafficked for work or
safety. Many children are forced to stay in the same shelter with unknown adults
during disasters or calamities.
 For this, it is necessary to take some initiatives in the risk areas for children in
advance, such as-

● Creating separate safe havens for children.

● Raising awareness about child protection among the elders in the area.
● Raising awareness about child protection among children who understand
themselves.
● Raising awareness about who to contact when a child is in danger.
● Provide first aid.
● Arrange for vehicles to take children to hospitals or safe havens in case of
emergency.
● Training some people in the area to protect children.
● Formation of Parliament and Panchayat based Child Protection Committee.
● Liaise with district support providers or specialist agencies/departments regarding
child protection so that their assistance is available in emergency situations.

Who is responsible for protecting children?

● Family/Guardians
● Panchayat
● Child Protection Committee
● Local social service organization
● school teacher
● the police
● Child Line (1098)
● District Social Welfare Officer
● District Child Protection Officer
● State Commission for Protection of Child Rights

Action 18.4 What we can do to deal with disasters or disasters Procedures:

The facilitator will then ask the participants what they can do as a group.

After listening to everyone's views, the facilitator will discuss what is realistic and
doable among the things they said. At this time he would remind everyone not to do
anything impulsively that might endanger themselves, because many of them are still
children themselves.

For example-

If someone is in danger (such as drowning or a fire), calling the elders immediately

without trying to save oneself.

Taking injured people to the nearest medical centre without treating them yourself.

If you see something suspicious, do not do anything yourself and immediately inform
the elders who are trustworthy.
 The facilitator will tell everyone that it's not that their wishes are wrong or
unreasonable, that what they want to do is important, but since many are not yet 18,
they shouldn't jump directly into danger and help others right now. They can do many
things if they want to keep themselves away from danger.

For example-

● Know more about this yourself.

● Raising awareness about child protection among children who understand
themselves.
● Raising awareness about child protection among the elders in the area.
● Joining Parliament and Panchayat based Child Protection Committees or keeping
regular contact with the Committees.
● Training in first aid and disaster prevention.
● Identifying disaster and disaster risks in the area and children and exposing them to
adults.
● Strengthening ourselves as a green force.
● Adding more children to themselves.
● To prevent calamities and calamities by doing some early warning messages and
warning, planting trees, creating nurseries, creating seed banks, clearing garbage,
cleaning drainage systems, repairing dams etc.

Work 18.5 Homework

Procedure:

The facilitator will thank everyone for participating in today's session and ask
everyone to come up with one task before the next session. All should come to know
the news of one local child whose life has been in the last two or three years

Damaged due to any calamity or calamity. They can get this news directly from the
child or from someone known to the child.

Tips for Facilitators

Facilitator should know in advance about child rights, child protection, child marriage,
child labour, child trafficking, child sexual abuse etc. and the local situation in that
regard. Know the incident so that he can illustrate the real situation of the area while
answering the questions of the participants.

Session 19: Emergencies during snakebites and drowning in water.

Objective: To make participants aware of what to do during snake bites and
drowning.

Learning ability:
● Participants should be aware of snakebites and diving.
● Participants will learn what to do during snakebites and drowning.
Time :2 hrs

work time materials

19.1 Review of prior black or white board, 15 min

sessions chalk,duster,marker pen

19.2 primary duty in case of per- made paper charts or 45 min

snakebites. pictures,chart paper,
markers

19.3 Ways to protect per- made paper charts or 15 min

yourself from snake bites pictures,chart paper,
markers

19.4 immersion and its per- made paper charts or 40 min

remedies pictures,chart paper,
markers

19.5 homework no equipment’s required 5 min

Task 19.1 Review procedure of previous session

The facilitator will ask everyone about the assignments given at the end of the previous
session and hear from everyone about local children affected by disasters or disasters.
During the time he will know about the document situation of those children and if they are
still in any danger then he will inform the organisation after the session.

Act 19.2 Primary duty in case of snakebite

Procedure
Facilitator will tell everyone that when it rains or floods, snakes lose their dens or shelters
and seek shelter. So at that time we see more snakes. Every year many people lose their
lives due to snake bites in our country but during calamities or calamities the rate increases
as many do not get access to proper treatment.
That is why we will now discuss about snakes. He will tell everyone that everyone
should say something about snakes and snakes bite.

After everyone has spoken, the facilitator will discuss the following points by showing a
chart or picture prepared in advance.
Snakes are stereotypically known as poisonous .All snakebites are not poisonous
because the bite of a non-venomous snake does not cause any particular damage.
However, if the venom of a poisonous snake mixes with the blood, people may die if
not treated in time.

If bitten by a snake, in many parts of our country, it is still practiced to treat with Ojha.
A person bitten by a non-venomous snake can be treated with ojhara herbs, but
 ojhara does not have the ability to save a person from venomous snakes, so if bitten
by a snake, the person should be taken to hospital immediately.

Because of the stories and superstitions heard from childhood, people get scared
when they see snakes and because of that, they feel sick due to fear of snake bites.

Some misconceptions about snakes -

● Snakes eat milk bananas

● The snake takes revenge
● Snake takes human form
● A snake can withdraw its own poison if it wants to
● There is a gem on the snake's head
● The body rots due to the sting of the snake
● Kalnagini snake bite kills people etc.

Venomous snakes of West Bengal are Gokhro, Keute, Chandrabora, Kalach,

Shankhamuti etc. Among the non-venomous snakes are Hele, Jaldhora, Ghar Chiti,
Bet Achra, Moyaal etc. Although Laudga or Kalnagini snakes have venom, it is not
deadly enough to kill humans.

Snakes bite most of the time out of fear or self-defense or to save their eggs/young
ones. Since snakes bites in the dark or suddenly, many people cannot recognize the
snake in that condition. So he should be immediately taken to the hospital for proper
treatment by understanding the physical symptoms.

If you know which snake has bitten you, treatment is beneficial. You can understand
if a person bitten by a snake is poisoned by seeing a few symptoms. In some cases,
a snake bite can also be understood by looking at the symptoms.

Symptoms -

● Two pin prick bloody spots appear on the patient's body.

● The area becomes swollen and red.

● Both the eyelids of a person bitten by a snake are closed.

● Severe burning pain at the site of the bite.

● The patient sees everything blurry in front of his eyes.

● The patient has difficulty swallowing and the throat becomes closed.

● The body swells.

● Difficulty breathing.
 ● Vomiting started.

● Ganjala comes out through the mouth.

Primary duty in case of snake bite :

● The place where the snake has bitten should not be moved.

● Try to keep the patient calm. He needs to understand that just because a snake has
bitten does not mean it is poisonous.

● The patient should be evacuated from the accident site.

● If there is any hard or tight object on the patient's body, it should be removed.

● The patient should be taken to a doctor as soon as possible.

● One should never be carried away by superstition.

● No one will cut the wound with a blade.

● No one should try to suck the blood out of the wound.

● Do not bandage the wound.

● Do not wash the wound with hot or cold water.

● Most patients die of heart failure after being bitten by a snake, so try to cheer him up,
no one should cry in front of him.

Act 19.3 Ways to protect yourself from snake bites

Procedure:

Then the facilitator will ask everyone questions like-

1. As members of the green forces, what will they do to save themselves from snake
bites?
2. What can be done to save others from snake bites?
3. What do they do if someone is bitten by a snake?
4. The facilitator will listen to everyone's answers and give his opinion.

To protect oneself from snake bites-

● Know the local snakes well.

● Move carefully in the dark, on the road, in the forest.

● Walking at night with a torch or light.
● Take a good look at the bushes, jungles or ditches.

● Remove misconceptions and superstitions about snakes from your mind.

● If you see a snake, avoid it, do not disturb it unnecessarily or try to catch it.

● Check the bed before going to bed.

They also need to understand each of the above things well in order to save others.

If you know that someone has been bitten by a snake, you should immediately try to
send him to the hospital with the help of elders. As a member of the Green Force,
they can calm others down by telling them what they know and insist on their minds.

Exercise 19.4 Immersion and its remedies

Procedure:

The facilitator will then discuss with everyone about human drowning.

Many people who live near rivers, ponds or seas regularly bathe in those places and
many of them are good swimmers, but drownings are still common. We also hear
about children drowning in water.

This type of incident is heard more during high tide or flood because even if we know
how to swim, we have nothing to do at that time.

The facilitator divides the team members into three groups and gives them three
separate tasks

1) What should we do to avoid drowning?

2) What should be done if someone drowns in water?

3) What do we do if someone drowns in water?

Facilitator will give 10 minutes for this task and after the time is over, present each
group's work one by one. After the presentation of all parties and after listening to
everyone's opinion, he will give his opinion.

What should we do to avoid drowning in water?

● Everyone will learn to swim, with the help of adults who know how to swim well.

● Never go into deep water or go too far unnecessarily or pretentiously.

● If the water body is not clean or there are weeds growing under the water then it is
better not to bathe in that water.

● Children should not go to water bodies to bathe alone.

● Sick people should not enter the water alone.

● Going to high ground during high tide or flood.

● Not being in the water during a storm, even in a boat.

What should be done if someone drowns in water?

After drowning in water, the water entering the lungs through the nose and mouth
causes the patient to suffocate and the stomach swells after consuming a lot of
water. If breathing is stopped for 4 to 6 minutes like this, death usually occurs.

First Aid:

● The drowning person should be pulled out of the water as quickly as possible with the
help of bystanders and someone skilled in swimming.

● After removing the drowning person from the water, lay him upright and check for
breathing.

● Calling his name can see if he responds or not.

● If there is no breathing or breathing is difficult, check for airway obstruction. For this, if
there is mud or anything else between the nose and the mouth, it should be taken
out.

● If he still does not breathe, his head should be held tightly and his face must be
choked.

● Now the rescuer should take a full chest breath and hold the drowning person's nose
with his hand and put his face to his mouth in such a way that there is no gap.

● If a child or young person drowns, the nose and mouth should be completely buried
in the mouth.

● In this situation, the rescuer should take a deep breath and put his mouth on the
drowning person's mouth and breathe

● See if inhalation causes the drowning person's stomach to swell. If the stomach
swells, then it should be understood that artificial respiration is being done properly.
● This should continue until the drowning person is breathing on his own. In addition to
giving artificial breath in this way, the hand or the side of the Adam's apple of the
throat should be checked to see if there is a pulse or not.

● If there is not, then quickly put your hand slightly to the left side of the middle of the
chest and press hard so that the chest gives a little.
● If the child is one to two years old, hold his chest with both hands and press with
thumb.

● In this way, after every 30 times of pressure, you have to breathe twice as before.
This should be done cyclically until the pulse rate is normal.

● Prolonged exposure to water can cause hypothermia. Therefore, to keep the

temperature normal, the person should be removed from the water and covered with
dry clothes after removing the wet clothes.

● If the hands and feet are cold, they should be massaged or heated.

● If the patient is in good condition i.e. breathing and heart beat, he can be given a little
warm milk, tea etc.

● It is best not to take too long to drain the water from the patient's lungs and trachea.

● In addition to the first aid, the patient should be taken to the hospital as soon as
possible.

Need to remember-

● If someone drowns in water, one should not panic and keep a cool head.

● A non-swimmer should not attempt to rescue a drowning person, as both lives may
be endangered.

● It is not at all advisable to lift a drowning person out of the water and lay him upside
down and try to force the water out. This can cause the person to vomit, which can
then enter the lungs and cause complications later.

What do we do if someone drowns?

● Throw something to a drowning man that will hold him afloat or help him come up out
of the water.

● Shout out to an adult for help, especially someone who can swim.

● I will not panic myself and I will not panic others.

● I will keep a cool head and see that the first aid is correct.
● I will see to it that arrangements are made to take the patient to the hospital as well
as the first aid.

Work 19.5 Homework

Procedure:

Facilitator divides the group into two tasks to complete before the next session.

The first group's task is to make a list of the types of snakes in the area and which
ones are poisonous.

The task of the second team will be to collect the names and phone numbers of those
in the area who are good swimmers and able to rescue drowning people.

Tips for facilitator

Facilitator himself will gather necessary information about snakebite and water
immersion in advance. He will add or prepare thematic charts or pictures in
advance to better understand the participants.
Session-2 Interaction between Self and Environment: (Part-2)

Learning Competencies: Exploring the values of love and compassion What we mean
by environment is fostering reciprocity.

Materials/Medium: Bundles of wool/rope, card/batches, centipedes, chart paper,

sketch pen, etc.

Total Time: 2 hours

Re-discuss with all members/members present what was discussed in the previous
session. After that start the activities of the current session.

job name Possible materials possible time

web of life Wool/rope, name card or batch safety 60 minutes

pin

Chart paper, colored pencils, sketch 50 minutes

Color your environment pens,
Pencil eraser

Assessment of sessions 10 minutes

A4 paper Sketch pen/marker

Work- 2.1 Web of Life

Procedure:

Through a game called 'Web of Life', participants are asked to understand the
importance of the elements in the environment. The facilitator asks the participants
which of you would like to be the sun? Then a ball of wool will be given to the Sun.
The Facilitator will ask the Sun to give it to the Sun. The rain will float in the sky and
fall on the fields, as a result, the plants, animals and birds will survive.

Water to Sky // Sky to Moon // Moon to Man // Man to House // House to Tiger // Tiger to
Deer // Deer to Tree // Tree to Soil // Soil to Grass // Grass to Butterfly // Butterfly to
Flower/ /Flower-bee//Bee-tree//Tree-bird//Bird-sky//Sky-weight//weight-sun

When this task is completed, a network is created, meaning that each part of the
environment is well-connected. If one has a crisis of existence, the other will also
have a problem. If one person leaves the thread/wool, the whole web becomes a mess.

The facilitator then tells the participants that everyone is complementary in nature.
Everyone is important to everyone. If this web of environment is broken then danger
can happen at any moment, so everyone has to take proper role to keep the
environment in order.
(images)

Task - 2.2 Color your environment

Procedure:

The facilitator will then ask everyone to divide into three groups and sit in a circle.
Draw or write pictures on the chart paper to explain the environmental problems in the
area. After drawing or writing, ask each group to present and explain.

Then ask the three groups to draw or write a picture of what they can do as a solution
to the picture they drew or wrote.

Then sit everyone together and review.

Task- 2.3 Evaluation of the session

Procedure:

Then the facilitator will ask everyone how they felt. Some can say it verbally and some
can draw a picture to explain. Then the facilitator will inform in advance what will
happen next session.
Session 3 - Interconnection between different components of the environment:

Learning Outcome - Understanding the elements that exist in the environment and how
each of them are directly or indirectly dependent and related to each other.

Materials/Method - Breathing exercises, games, drama, music set and relaxation music

Total time - 2 hours

Task Possible Materials Approximate

Time

Making mental connections Sound system, Relaxation music 20 Minutes

Role play on “Web of life” Art paper, knives, scissors, sketch 75 minutes
pens, cutouts, plants and other
materials collected from nature

Survey work Questionnaire 25 Minutes

Task 3.1 - Making mental connections

Procedure:
The facilitator will conduct an activity to engage the participants. A relaxing music will be
played while all the participants will walk an equal distance. While walking, keep the spine
straight and look forward, be calm and relax yourself. Then the facilitator will ask everyone -
How are you feeling? Everyone will express their feelings.

Task 3.2 - Role play on “Web of life”

Procedure:
The facilitator will divide everyone into three groups for the roleplay. Three groups will be
given three topics and they have to do a roleplay on the topic received.
1. How is water related to people, trees, clouds and birds?
2. How are trees related to water, soil, rain, clouds and animals?
3. How is the moon related to butterflies and how is the sun related to the entire animal
world?
Team members will use their own creativity to do the roleplay. When one team performs, the
other teams will watch.

The source of all energy is The Sun

Water: I am water. I have been carrying the life of this word from the beginning of eternity in
a benevolent and auspicious manner. Without me, the whole world is stagnant. Under the
shelter of my selfless love, all human beings and flora and fauna keep their existence flowing
forever. So, my other name is ‘life’.

Tree: I am tree. I give life and breath to all the creatures of this universe with motherly love
and place all the birds in my heart, in the shelter of eternal peace. I hold the soil together. I
have developed a close relationship with the soil to protect my existence. We compliment
each other.

Human: I am human. I am an omnivorous creature. I live in the close shelter of nature, the
trees, water and soil with their utmost love and selfless giving. The importance of nature and
the environment to preserve my existence is inevitable. If not, my existence will perish. So, I
am forever responsible for protecting them.

Cloud: I am cloud. I water the eternal growth of all living beings as well as plants. Without
me, this land will turn into a desert. Sometimes, my ‘Rudra’ form cools the earth with rains,
helping the plants regain a new life. It gives birth to new life.

Soil: I am soil. All plants and animals live on me. I nurture everyone with motherly love. My
existence will slowly cease to exist because I am afraid my children (humans), who were
raised in my shelter, are cutting all the trees above me unnecessarily and applying toxic
chemical fertilizers.

Moon: I am the moon. My existence is the reason the life of all living beings is safe. I control
the tides with my force and that is the only resort to save all life. Fertilized by tidal water,
Labnambu trees and mangrove forests exist in river and sea areas.

Butterfly: I am a tiny butterfly, like other insects of my genus, I pollinate entire plants while
collecting honey to sustain my life. Presently my existence is about to vanish. The extremely
harmful waves from people's mobile phones hit my wings and kill me.

Tips for Facilitators:

Facilitator will tell them - if there is no water then the fauna will be destroyed, if there is no
rain the plants will die, if there are no trees people will die without oxygen, if the soil is
polluted then agriculture will be destroyed. Thus the waste or contamination of one natural
element means that they are able to detect the damage to all other organisms
immediately.

Task 3.3 - Survey work

Procedure:
The facilitator will ask participants to try to write answers to the following questions. Give
everyone white paper to write answers. Participants will each practice writing answers
according to their own abilities. Once the answers are written, the facilitator will discuss them
with everyone.

● What is the source of the water that comes to your home for regular use?
 ● What is the source of water that is used as drinking water at home?
● Where does the dirty water used in the house go?
● What types of pollution are causing problems in your area?
● What is the major cause of pollution in your area?
● What steps do you want to take in your life to prevent or reduce environmental
pollution?
● Are there any ponds, reservoirs, canals, lakes, rivers in your area? If so, how are
they?
● What steps do you want to take in your life to prevent or reduce environmental
pollution?

The facilitator will then give each participant a piece of white paper. Tell everyone – draw a
picture of your house. Also draw pictures of what is around the house, where the water
source is and what is the condition of the source of water.

During this time the facilitator will assist the participants so that they are able to present the
whole topic through pictures. If one does not feel comfortable drawing then one should be
asked to express in writing.

Finally, the participants will be asked how the session went.

 Session 4 - Self Assessment
When you evaluate yourself before moving forward
Time: 2 hours with the goal of becoming a champion, you will gain
Materials: Self-Assessment a better understanding of your own knowledge and
Sheet awareness. You will have an idea of what support
Learning Outcome: you need from adults. You will be curious to know
Participants will be able to think

Self-Assessment Sheet
Participant’s Name: Date:
Index I am Started Understanding My personal goals My activity
learning a task/ problems, I can choose a goal Can implement a
now project participating in that I want to affect project/program
tasks/projects and through positive (individual or
communicating actions group)
solutions to
problems with others

At what level you see yourself, mark Write your note here
with ✔️ or ❌ sign

Evaluation of personal thoughts and habits

1. I understand how
environmental
problems are linked
to my lifestyle (eg:
throwing plastics
makes the sewage
system less efficient)

2. I understand
where my food
comes from (how
much packaged food
i eat)

3. I feel responsible
for the bad condition
my behaviour creates
on the environment
and for other people
(I litter next to the
house which causes
inconvenience)

4. I sympathize with
those who suffer
because of climate
change (many
people’s houses are
flooded due to plastic
blocking drains
during monsoons)
Index I am Started Understanding My personal goals My activity
learning a task/ problems, I can choose a goal Can implement a
now project participating in that I want to affect project/program
tasks/projects and through positive (individual or
communicating actions group)
solutions to
problems with others

At what level you see yourself, mark Write your note here
with ✔️ or ❌ sign

Evaluation of personal thoughts and habits

5. My friends and I
are ready to do
whatever it takes to
save the environment
(me and my friends
are mentally
prepared to keep our
surroundings clean)

6. I evaluate my
habits regularly and
try to change them (I
regularly self- assess
for positive changes
in habits. Eg level of
plastic use,
petrol/diesel
consumption)

7. Ready to stand by
the animals and
plants that are being
harmed due to
environmental
problems (proceed to
assist those
displaced by
storm/flood/breakdo-
wn and those whose
houses or farmlands
are damaged)

8. I facilitate healthy
change in eco -
friendly behaviour
among other
members of the
Green Army
(Members to bring
changes in waste
management/use of
petrol-
diesel/plantation etc.)
Index I am Started Understandin My personal My activity
learning a task/ g problems, goals Can
now project participating I can choose a implement a
in goal that I want project/progr
tasks/projects to affect am
and through (individual or
communicatin positive actions group)
g solutions to
problems with
others

At what level you see yourself, Write your note here

mark with ✔️ or ❌ sign

Evaluation of my role and thinking in maintaining nature-environment balance

1. I understand the main causes of

ecosystem/biodiversity destruction
and its negative effects (eg.
extinction of various fish species
due to use of chemical fertilizers)

2. I can identify the various eco-

friendly actions that can be taken
to maintain the balance of nature
and personally give my own
opinion as an eco-conscious
person (e.g. cutting down trees in
large quantities reduces the
amount of oxygen in the air. For
this I encourage everyone to plant
trees and i do it myself)

3. I think about how I can live my

life in harmony with nature and
how I can help my society to be
more sustainable (eg- not using
plastic bottles while drinking
water/thermocol while eating)

4. In my daily life, I consider and

measure the impact of my actions
on nature and inspire others to do
the same (eg - how much
petrol/diesel I burn, heater/geyser
used for hot water, solar for
electricity to to understand the
impact of these and measure
regularly)
 Second stage

(At this stage members of the Green Army will learn about their role in protecting ecosystems and the
effects of global warming and climate change.

Session-5 Your Role in Protecting Ecosystems

Objective: To create a clear understanding among the participants about ecosystems.

Learning potential: Participants will develop a sound understanding of ecosystems. Participants will
be able to think analytically and develop self-awareness in protecting ecosystems.

Total time- 2 hours

work Possible materials possible time

5.1 Basic concept of ecosystem Chart paper, white board, chips

of paper, sketchpen, bag or box 30 minutes

5.2 Ecosystems of various Chart paper/paper, sketchpen, 45 minutes

fields scale, pencil, rubber

5.3 Your role in protecting the Assessment sheet, sketch pen 45 minutes
ecosystem

Task: 5.1 Basic concept of ecosystem

Procedure:

The facilitator asks all participants to sit in a 'shape' or circle. Then he will tell - you have practiced
through various activities to know and understand about the ecosystem in the previous 3 sessions.

Then the facilitator will explain to the participants what an ecosystem is

ecosystem-

An ecosystem is a natural unit consisting of organic, inorganic and living organisms in which different
groups of organisms form a chain of life by interacting with each other and with their mutual biotic
and abiotic components.

Or

(flowchart)
Now we know about all the components of ecosystem. Let's do a role play for better understanding.
The facilitator will ask everyone to stand. Then the facilitator writes the following words on a piece of
paper (a quarter of an A4 size paper): water, light, air, soil, bird, fish, caterpillar, flower, fruit, rain,
butterfly, tree, river, pond, moss, fungus, Tiger, Deer, Cow, Goat, Snake, Gossip, Crocodile, Moon,
Sun, etc.

As many participants will have one word written on a piece of paper. The pieces of paper are folded
and placed in a box or basket. Each person will come and pick up a folded piece of paper from the
basket or box. Then all the participants will role play together. The roles will be played in such a way
that the importance of everyone in the ecosystem is beautifully revealed.

Task- 5.2 Ecosystem Processes in Different Sectors:

The facilitator will divide the participants into three groups and ask each group to draw a picture about
the ecosystem of three different areas using writing paper/chart paper and sketch pen. The subjects of
the three groups will be (a) River pastures/Sea coasts/Sundarbans, (b) Ponds and (c) Cultivated
lands/Orchards.

The facilitator will give the participants 20 minutes to do this and when the time is up ask everyone to
present them one by one.

After the presentation of the three groups, the facilitator will listen to everyone's views and give his
own opinion. To explain to the participants correctly explain the main components of ecosystem inert
material, physical material and living material.

(image)

Task 5.3 Your Role in Protecting the Ecosystem Procedure:

Facilitator will inform the participants that there are bad effects when the balance between different
areas of the ecosystem is disturbed. For example, if too many fish are left in the pond, then the fish die
from lack of food or lack of oxygen. If the level of inert, physical and living elements in the ecosystem
is more or less, the balance of the ecosystem is lost.

The facilitator will explain why it is important for animals to reduce their carbon use. By reducing it,
we also reduce the emission of greenhouse gases into the atmosphere. This reduction may help reduce
the severity of climate change in the future. As a result of every person's environmentally friendly
behavior, one day the world will be beautiful and healthy.

The facilitator divides the participants into three groups to discuss and share the results of the carbon
consumption levels.

The facilitator will give one format to each participant. This format contains questions to measure the
level of carbon use. Give everyone 15 minutes to complete the format. Once the format is completed
ask them to discuss which group is using more or less carbon.

Finally, discuss how we can reduce our personal negative impact on the environment.
Session 6- Your eco friendly life

This activity is about how to make everybody’s personal Eco friendly habits more
sustainable. The aim of this programme is to discover alternative sustainable eco-
friendly habits and how to apply them in personal life

Learning ability- participants will be able to think analytically.

Their self awareness about the environment will also increase.

Total time-2 hrs

Task materials time

6.1- eco-friendly living notepad, chart paper, 60min

pen, paper, cards with
good and bad habits
written on them, clips etc.

6.2- Green or red one Green and red voting 60min

card for each participants

Task 6.1 Eco-friendly living

Procedure:

The facilitator will ask all participants to sit in a U shape or circle.

There will be some habits written in the notebook, there will be as many notebooks
with statements as there are participants. The statements in the note are as follows

1. After eating the chocolate, the shell is useless so we throw it on the street.

2. I eat meat every day, so there is meat in the house every day.

3. There are separate receptacles in the house for disposal of household waste and it
is used properly.

4. Plastics are incinerated.

5. Drinking water is kept in earthen/brass jugs.

6. Open cans should not be thrown away.

7. Thermocouple/Plastic utensils are not used for any function at home.

8. When many people come to the house, they eat in Kalapata/Shalpatar utensils
9. Chemical fertilisers and medicines are not used in vegetable gardening .

10. Heaters/Geysers are used in the house during winters.

11. The fridge is always running in the house

12. LED bulbs are used at home.

13. The house is lit during the day.

14. The house we live in cannot get light and air during the day.

15. Home cooking is done on wood fuel.

16. Commuting by motorcycle every day.

17. The house has a solar system and is used most of the day.

18. Plant four times as many trees as we cut down

19. Most of the household members travel by bicycle or on foot or by public transport.

20. I never bring anything home in a polythene bag.

These notes will be kept in a box. After shaking the box well, one by one they will
come and pick up a note from the box. After taking the notebook ask everyone to
think for 2-3 minutes which of the statements they have found are nature-
environmental

Balancing which are helpful (good habits) and which are not helpful (bad habits).
Then everyone will be asked to divide into two groups. In the closed room, cards with
Good Habits on one side and 'Bad Habits on the other are pasted on the wall.
(Participants will split up )

After dividing into two groups, one of the statements written in the notebook will be
debated. Finally, a list of eco-friendly good practices will be created based on
everyone's input. Will be hung on the wall

Homework:

1) Participants will discuss and motivate other members of the household about
nature-friendly good practices.

2) A list of eco-friendly good practices should be posted at home and regular

assessment of compliance by household members including yourself. Do this for a
week. Before coming to the next session, everyone will bring in a chart of their
family's habits. (Example has a format)
 Assessment sheet of some good practices in nature-environment balance

(This evaluation is aimed at developing good habits among the Army personnel/members and their
family members. The evaluation format is to be filled within 7 days. Answers should be yes or no.)

Name of Green Force Member/s:

Village:

Habit 1st 2nd 3rd 4th 5th 6th 7th Comment

Day Day Day Day Day Day day

Is there a separate container

in the house to dispose of
household waste?

Only I myself throw the

household garbage in the
right place.

Does everyone in the house

use it correctly?

Drinking water is kept in

earthen/brass jugs.

Chemical fertilizers and drugs

are not used in the vegetable
garden.

When many people come to

the house, it is eaten at
Kalapata/Shalpatar aunty.

Are LED bulbs used at home?

Does the home have a solar

panel?

For the most of the day solar

light is used at home

We plant four times as many

trees as we cut down.

Most of the household

members travel by bicycle or
foot or by public transport

I never bring anything home

 in a polythene bag.

Any member of the

household brings home any
items in polythene bag?

Fans, lights are switched off

when leaving the house

Task 6.2 Green or Red

Procedure:

The purpose of this activity is to consider the different states of adolescents and develop their own
thinking by identifying healthy living and healthy living practices.

Work of Facilitator:

1) Explain to the participants that they will listen to different statements and say whether they agree or
disagree by showing two different types of cards. Agree green, disagree- red.

2) Give each participant a set of cards, one green and one red.

3) It is up to them to express what they think about the statement they heard. Ask him to show that he
has the card.

4) Practice with a simple example before starting with the selected statement. Eg- I prefer dog to cat.

5) Start the activity by reading or showing the statement. You can use the example here and add
others:

a) Buying recycled materials is only expensive and not necessary.

b) It is possible for us to grow herbs. It is healthier and more environment friendly.

c) It is not possible for us to change/reduce consumption of meat. We cannot find alternative

proteins.

d) Buying local food is good for our health and the environment.

e) There is no substitute for packaged food and it is good for health.

f) It is not a bad habit to throw away plastic packets after eating chocolate, chanachur, crunchy
snacks.

g) There is no option but to bring vegetables, fruits, fish and meat from the market in polythene
paper.

h) There is no harm to the environment if the light bulb is always lit at home.

i) Heating water by running heaters or geysers in winters harms the environment.

 j) There is no other way except using chemical fertilizers and medicines in agriculture.

k) Plastics, polythene, batteries should be disposed of in the drain after use.

l) Cow, goat, buffalo, sheep dung has no other option but to use it only as fuel.

m) Afforestation not only prevents river bank erosion but also absorbs carbon.

6) Conduct the activity in an open space and after each statement is heard, ask the participants to pick
up the green or red card and discuss the topic with everyone in the group.

Relevant Information for Facilitators:

1) Discussion can be done after voting to get each participant's point of view.

2) Facilitator will convince the participants to respect others point of view and listen openly.

3) Contribute to enrich the discussion among the participants.

4) The discussions that take place before and after voting are the most important educational aspects,
so be sure to allow time for discussion in pairs or groups.

5) Voting is an effective way to make speech or debate sessions more interactive and therefore never
interrupt or end discussions and debates.
SESSION - 7: GLOBAL WARMING
OBJECTIVES: To make the participants aware of the effects of global warming on nature
and human life.
LEARNING ABILITY:
● Participants will understand why global warming is harmful to us.
● An idea about ways to combat global warming among participants will be made.
TOTAL TIME: 2 hours

WORK POSSIBLE MATERIALS POSSIBLE TIME

7.1) What is global Black/ white board, chalk, duster, 15 minutes

warming? marker, pen

7.2)Effect of global warming Black/ white board, chalk, duster, 45 minutes

marker, pen, writing paper and pen,
chart paper and sketch pen

7.3) Causes and Chart paper , sketch pen, pencil, 30 minutes

consequences of global rubber
warming

7.4) Our role in reducing Ball, chart paper, sketch pen, board, 30 minutes
global warming duster and marker

Task 7.1) What is global warming?

PROCEDURE: The facilitator will seat the participants in a room . Tell everyone we are
today, let's play a game before starting this game. All doors, windows, lights, fans of the
room should be closed but the light bulb should be lit. Everyone will sit in the room with their
eyes closed for 5-7 minutes and everyone will share their feelings. The facilitator will ask
everyone - how did they feel? Participants will say things like feeling scared, suffocated,
helpless. Based on that formula, the moderator will explain to everyone that if we have so
much trouble or difficulty in this short time, then what problem can happen if the temperature
increases in the world.
Task 7.2) Effect of global warming
PROCEDURE:
The facilitator will divide the participants into three groups. Ask each group to choose a
leader. Ask each group to write the answers to the following four questions on chart paper.
Each member of the team/ members will take care to participate.
[1] Why is the temperature rising in the area where we live ?
[2] What changes are observed as a result of the increase in temperature in the area?
[3] Are there any problems in human life due to the changes in the environment due to the
increase in temperature?
[4] What steps should be taken to solve the problems.
All teams will be given 10 - 15 minutes to do this task. After all the groups have finished their
work , they will present their answers in front of everyone. After everyone has finished
speaking, the moderator will explain the whole thing again. Facilitator will discuss global
warming in detail. Video can be shown to facilitate understanding of the participants.
RELEVANT INFORMATION FOR THE FACILITATOR

A FEW WORDS ABOUT GLOBAL WARMING:

An increase in the average temperature of the earth is called global warming. One of the
main reasons for the increase in the average temperature of the earth is the increase in
the amount of CO2 and other greenhouse gases in the earth’s atmosphere. It is also called
carbon emission in one word. Some of the factors that increase the amount of carbon
dioxide and other greenhouse gases are- burning of coal, burning of petrol and diesel,
burning of wood, ect. Coal, petrol and diesel are called fossil fuels. Fossil fuels are
required for almost all activities of human civilization. The more it is burned, the more
carbon emissions there are.
THE EFFECT OF GLOBAL WARMING THAT HAVE BEEN OR ARE BEING
EXPERIENCED ACROSS THE WORLD AT PRESENT ARE-
● Change in rainfall patterns: Nowadays there is no normal rainfall at certain times of
the year at one point it rained heavily.
● More areas have become drought-prone than before.
● Somewhere it is unseasonably too hot or too cold.
● In summer the temperature is higher than before the heat of the sun has increased
too much. This change is called climate change.
WHAT IS GREENHOUSE EFFECT ?
Introduction:
Generally , a special type of glass house made for the production of
vegetables in high latitude and cold development countries is called a greenhouse. Glass
naturally allows incoming shortwave rays of the sun to enter, but the glass does not allow
the reflected long wave solar radiation to escape, thus trapping the temperature inside the
room and gradually increasing the temperature inside the room and vegetables or plants
become fit for growth. At present the earth’s atmosphere is behaving much like a
greenhouse from sunlight. 34% (2% from surface, 7% from atmosphere and 25% from
cloud masses) of the total radiation reaching the earth is reflected back into space by
clouds, dust parties etc. This natural phenomenon of the return of sunlight from the earth is
called Albedo. This reflective albedo does not heat the earth’s atmosphere in any way, so
it plays a major role in maintaining the earth’s heat balance. But for the past several
decades, certain gases and other elements in the atmosphere ( carbon dioxide, methane ,
water vapour, nitrogen oxides, etc.) have been holding back the earth’s temperature like
the glass walls of the green house . This is because these gases, like the glass of a
greenhouse, allow the sun’s incoming short-wave rays to enter , but block the reflected
long-wave albedo from escaping completely. As a result, the temperature is trapped in the
earth along with the atmosphere and the average temperature is gradually increasing. This
earth along with the atmosphere and the average temperature is gradually increasing. This
phenomenon is called GREENHOUSE EFFECT.
NAMES OF VARIOUS GREENHOUSE GASES AND THEIR SOURCES:
The various gases that cause the greenhouse effect or greenhouse gases and their
sources are as follows;-
1. Carbon Dioxide: burning of forest resources, volcanoes, biofuels, deforestation,
land use practices etc.
 2. Methane: wetlands, natural gas and oil emissions, compost, rice production,
livestock etc.
3. Nitrous Oxide forests, grasses, oceans, soils, fertilisers, biofuels etc.
4. Chlorofluorocarbons(CFCs): refrigerators, aerosol sprays, foams, paints etc.
5. Ozone: Naturally produced from oxygen by sunlight and artificially produced from
photochemical smog production.
GREENHOUSE EFFECT/ CAUSE HOUSE GAS INCREASE: Green house in the
atmosphere the effect and reasons for the gradual increase in the amount of greenhouse
gases are as follows-
1) Increase in the amount of fossil fuels: the amount of burning of fossil fuels in
factories, vehicles, power generation is increasing day by day as a result the
amount of carbon dioxide emission is also increasing day by day.
2) Increase in use of chemical fertilisers: As a result of the use of nitrogen fertilisers
(such as urea) in agriculture the amount of nitrogen oxide gas is also increasing.
3) Deforestation: Deforestation reduces the capacity of the atmosphere to absorb
carbon dioxide
4) Increase in methane: from decaying plants, agricultural waste the amount of
methane gas produced is also increasing.
CONSEQUENCES OF GREENHOUSE EFFECT: consequences of green house effect or
green house effect these are as follows
(a) Increase in earth’s average temperature: Due to the increase in greenhouse effect
in the atmosphere, the earth will become the hottest in the last two million years of
the world between 1880 and 1986 the temperature rose by 0.6 degree. Global
warming may increase by 2.5 degrees by 2030 and 3.8degree by 2050. It should
be noted that global warming has increased more in the last century than in the last
2000 years. Two periods of the 20th century (namely 1920 - 1945 AD) showed the
greatest increase in warming. 1990 is the warmest decade since 1861. According
to NASA’s Goddard Institute for Spanish studies, 2005 was the hottest year on
earth. But World Meteorological according to the Institute and Climate REsearch
Institute , the hottest year was 1998 AD and the second warmest year was 2005
AD.
(b) Melting of the polar ice: as a result the temperature of equatorial and polar regions
is increasing rapidly. It is thought that in another 100 years, all the ice in Sumeru
Kumeru will turn into water during summer. There will be little snow in winter.
(c) RIse in sea level: Due to the increasing greenhouse effect, the sea level will rise by
30-40 cm. As a result , coastal areas of the world (including West Bengal,
Bangladesh) a large part is likely to sink under the sea.
(d) Increase of diseases: Malaria, measles, cholera, dengue will increase; because if
the water increases, the mosquitoes will increase. More different diseases will
come back, new diseases will come.
(e) Destruction of ecosystem: the amount of alkali in the sea will decrease, as a result
of which the organism living in alkali will disappear and the ecosystem will be
destroyed
(f) Changes in nature of weather: As a result of increase in temperature, the amount
of precipitation, frequency of storms etc. will increase. Cyclones will increase in
number and intensity. The area of precipitation will gradually increase from the
 equatorial region towards the polar region. As a result, the nature of the weather
will change.
(g) Crop damage: Due to climate change, crops will be damaged and production will
decrease.
Also,
(h) Forest will be destroyed.
(i) Contamination will occur in drinking water.
(j) The no. of wild animals will decrease.
(k) There will be a crisis of human habitation.
(l) World food storage will be evident.
(m) The incidence of drought in some places and floods in some places will increase
later. All in all, the new geographical, social , economic and political problems in the
world will become more obvious.
WAYS TO CONTROL GREENHOUSE EFFECT:
The ways to control the greenhouse effect are as follows:-
A) Reduction in the use of fossil fuels: In factories, vehicles, power generation, the
amount of the burning of fossil fuels should be gradually controlled as much as
possible, so that it will be possible to reduce the amount of carbon dioxide emission
as much as possible.
B) Reduction in use of chemical fertilisers: The use of nitrogenous fertilisers(such as
urea in agriculture increase the amount of nitrogen oxide gas. Use of chemical
fertilisers in immediate agriculture should be reduced as much as possible.
C) Reduction of methane Emissions: the amount of methane gas produced by
decomposition of plants, agricultural waste and animal waste is increasing. All
these sources of methane must be controlled immediately.
D) Increase in use of non-conventional energy: non-conventional refers to sources of
energy that are renewable, i.e, can be produced again even if depleted. The
amount of greenhouse gases in the atmosphere continues to increase due to the
use of fossil fuels. As a result, the environment is under threat. Studies have shown
that using alternative fuels instead of conventional fossil fuels will reduce the
amount of greenhouse gases(such as carbon-dioxide, nitrous oxide, methane,
ozone) in the atmosphere. As a result, environmental pollution will be greatly
reduced, In recent times. There has been a lot of discussion about increasing the
use of this non-conventional energy. These conventional energies are - solar
energy. Wind energy, hydroelectricity, biogas, biodiesel, tidal energy, geo-thermal
energy, energy from waste, nuclear energy etc.
E) E-waste or electronic waste import stop: Various types of e-waste or electronic
waste are being imported into our country from developed countries. Thus about
600 million per year sending used (second hand) computers to the third world. One
of thee buyers of these computers are China, India and Bangladesh and other
developing countries. In the other words, third world countries are indirectly being
turned into electronic waste dumps of developing countries. All these e- wastes
contain thousands of tons of lead and many other toxic elements which are causing
serious damage to the environment. Apart from increasing the greenhouse effect in
various ways. These polluted waste materials are also one of the causes of direct
destruction of agricultural resources. Fisheries resources, and forest resources.
 F) Planned afforestation: Forests are important counter measures to the greenhouse
effect around the world. The global greenhouse effect can be controlled to a large
extent through prevention of deforestation on the one hand and planned
afforestation on the other.
G) Energy efficient housing: We have to think about protecting the environment in all
aspects of our life. For the construction of large buildings, house or large buildings,
house or large buildings, the necessary free space should be kept. It is necessary
to use such technology to facilitate the entry of natural light and air so that less
electric lamps are lit , to reduce the use of elevators, generators, air conditioners,
etc the use of green building technology has become essential. Energy efficiency
greening is required in the construction of houses in cities as well as in villages.
H) Speedy implementation of environmental protection agreements: Speedy
implementation of agreement on the increasing greenhouse effect in the world is
very necessary. Not just dialogue , but quick and practical implementation of the
decisions taken is needed.
I) Use of alternative and eco friendly product: emphasis should b e placed on the use
of alternative and eco friendly products for the elements that cause greenhouse
effect.
J) Civic Responsibility: Protecting the environment is the basic responsibility of
citizens. Therefore, everyone should be responsible for reducing the production of
greenhouse effect elements in the environment.
K) New technology:the ultimate answer to countering the greenhouse effect is new
technology. Various new technologies have to be invented and applied, including
changing the materials used in thermal power plants, increasing the efficiency of
vehicles, developing carbon-dioxide separation technology, etc

(bar diagram)

TASK 7.3 CAUSES AND CONSEQUENCES OF GLOBAL WARMING

Procedure: The facilitator will divide the participants into three groups to create a global
warming problem tree and explain how to create it. The problem tree is created to do:
● Create this problem tree on a chart paper.
● Those tree roots will be the root cause of the problem.
● The issue will be the main problem (global warming)
● The branches of the tree will be the other problem arising from the root problem.
● Leaves will be the negative result of the problem.
● Flowers and fruits can represent deadly or dangerous effect on human life.[
( insert image)
When all groups have finished, the facilitator will thank everyone and listen to their and othe
groups’ feedback on each group's work.

TASK 7.4 OUR ROLE IN REDUCING GLOBAL WARMING

PROCEDURE:
The facilitator hands a ball to one of the participants sitting in the circle and tells him to play
music (not song) on his phone. When the music stops, the person with the ball has to say
what they will do in future to reduce global warming. When he’s done, the game will start
again with the music playing. In this way the game continues until everyone is told. The
facilitator will continue to ask participants questions about what preventive measures can be
taken in this regard so that everyone can share their knowledge and experience.
The facilitator will continue to ask participants questions about what preventive measures
can be taken in this regard so that everyone can share their knowledge and experience. The
facilitator will then write the answers given by the participants on the white/black board.
Encourage everyone to come up with relevant answers. And if it seems necessary to discuss
in detail, then discuss with the participants what steps can be taken to reduce global
warming. In this case the facilitator is nice with a pre-made chart paper. Make a presentation.

TIPS FOR FACILITATORS

Earlier discussions about various measures to prevent global warming have been
presented. If any information is required beyond this then information can be taken from
books prepared yourself before going for the session so that you can work fluently with us
the participants.

HOME WORK
Each participant will go back and fill the following format within a week. The filled form
should be submitted in the next session. Participants have to do a project in groups or
individually to prevent global warming. The project implementation period is a maximum of
three- months any project can be worked on.
A) Save electricity cost.
B) Reduction of burning of forest resources.
ASSESSMENT PAPER ON SOME GOOD PRACTICES TO COMBAT GLOBAL WARMING

(assessment of following habits by yourself as a member of the Green Army. Remind and
convince everyone at home daily for good habits)
Name of Green force members: ________________________________________________
Number of family members above 6 years: _______________________________________

FIELD INDICATORS OF GOOD SELF ASSESSMENT EVALUATION OF

PRACTICE (SELF/ HOUSE MEMBERS
NOTAPPLICABLE)

HOW HOW
MANY MANY
MEMBER MEMBER
S DO? S DO
NOT?

Reduction in use of fossil I went to tuition by

fuels walking

Went to market/ school/

shopping by bicycle

Used LPG for cooking

Didn't use the bulb in the

daytime or didn't use the
fan unnecessarily.

Reduction in use of We use compost,

chemical fertilisers earthworm compost for
farming.

Use of non conventional Use of solar energy for

energy lighten up the lights

Use of biogas for cooking

Waste management E-waste is always not

throw away here and
there

Dispose of compostable
waste in designated area

Non-biodegradable waste
are specified place

Afforestation Permission from specified

authority before felling
trees

I plant trees and take

care of them regularly.
 Lesson 8 - CLIMATE CHANGE

OBJECTIVE: To make participants aware of the effects of climate change on

nature and human life

LEARNING ABILITY:
● Participants will understand that every session is necessary for us
● Participants will learn about the ill effects of climate change
● Participants will understand the impact of climate change in our future

Total time : 2 hrs

Work materials time

8.1 Discussion on previous board,chalk and duster 10 min

days session

8.2. Sessional change seasonal change model or 20 min

,weather and climate change video clips, board
,duster,chalk etc

8.3. Let’s say my season is chart paper,sketch 30 min

the best pen,pen,white paper etc

8.4 how does climate chart paper,sketch 45 min

change affect us pen,pen,white board or
black board,duster etc

8.5. Data collection task sufficient no .of question 15 min

paper

Task 8.1 Discuss the previous day's session

Procedure:

The session (global warming) of the previous day was from home, asking who did
what about it. What experiences have been gained while doing this work - the
participants will highlight.

8.2 Seasonal Change, Weather and Climate Change

Procedure:
The facilitator will first ask the participants to sit in a circle. Make a brief presentation
on seasonal change, weather and climate change on chart paper. Or explain to the
participants by making models or videos.

Change of season:

We know that the sun is the source of all energy. The earth revolves around itself as
it revolves in an ellipse around the sun. The earth is round, so the sun's rays do not
fall equally on the surface throughout the year. Due to perpendicular and oblique
solar radiation, different parts of the earth's surface experience more or less
temperature throughout the year. The year is divided into several parts according to
the temperature variation. Each division is called a season. This gradual change from
one season to another is called seasonal change. Six seasons in a year,

For example, summer, monsoon, autumn, fall, winter and spring.

Effect of seasonal change on human life:

The effect of seasonal change in our life is immense. It can be said that our life
revolves around the change of seasons. Following are the effects of seasonal
changes on human life:

1) Seasonal changes control our daily life.

2) Agricultural work is done keeping in mind the change of seasons.

3) Seasonal changes control the growth and spread of organisms.

4) We face many natural calamities due to seasonal change.

5) Seasonal changes greatly regulate our economic activities.

Weather:

Weather is the daily condition of air temperature, air pressure, wind current, humidity,
rainfall etc. in a particular place at a particular time. Weather is the daily state of the
lower atmosphere. Weather varies easily from place to place. A place's weather
changes daily, even hourly. Weather refers to the air temperature, humidity, air
pressure, wind current, cloudiness etc. at a particular place at a particular time.

Climate change:

The average pattern of weather in a place over the years is called climate. Climate
change is the known change in weather patterns. The world is warming, and as a
result, long-known weather patterns are rapidly changing.

Climate change depends on several natural processes. As there are various dynamic
processes of the earth, there are external influences. The latter factor may include
the amount of solar radiation, the change in the direction of the Earth's axis, or the
position of the Earth relative to the Sun. Currently, global warming caused by human-
caused greenhouse gases is considered to be one of the main causes of climate
change.

Task 8.3 Come say my season is the best

Procedure:

Facilitator will tell the participants - You have already read about seasonal change,
weather and climate change in the textbook and today is also discussed. Hope you
all understand.---

The facilitator will then divide the participants into 6 groups named Summer,
Monsoon, Autumn, Hemant, Winter and Spring. Now tell them that you have been
given 5 minutes, during this time those who have read the season will write two to
four words about that season on the chart paper as a group. Participants will make
arguments in favor of their own group within a given time frame so that everyone
understands that they are the best seasons.

The facilitator will listen to each group individually and encourage everyone to speak.
When all is said and done, he will explain that each season is important and all have
an equal impact on the environment and hence our natural balance.

Task 8.4 How does climate change affect us? Procedure:

The facilitator will ask all participants to sit in a semicircle. Then conduct a
"brainstorming " activity on climate change. Give an example of how to "brainstorm".

The facilitator will ask one of the following questions. Then the participants will each
give their possible answers. The facilitator will write those answers on the white/black
board or chart paper.
Due to climate change---

1) What has changed in nature?

2) What has changed in health?

3) What changes have happened in agriculture?

4) What social changes have occurred?

The facilitator should monitor and encourage all participants to answer each question.
At the end of the activity, the facilitator will thank everyone.

Finally, the facilitator will discuss and revise the answers if the answers given by the
participants need correction.
 Information for Facilitators-

Impact of climate change:

The constant struggle with climate change is an integral part of everyday

life. On the one hand, when the global environmental agreement is faced
with the bad effects of climate change and its remedy is an uncertainty, in
many places of the third world, people's lives are disrupted due to sea level
rise, storms, storms, extreme rains or no rains. Global warming and climate
change are not solely responsible for these dire conditions. Rather, if there
is no proper environment-friendly planning of development and its proper
implementation, this predicament can take a more dire form.

Changes observed due to climate change-

● Sea surface temperature in the Sundarbans of West Bengal is increasing at

a rate of 0.5°C per decade. Although the global average is 0.06 degrees
Celsius per decade. (Source: Study report of Center for Science &
Environment)
● The sea level of the Sundarbans is almost twice the relative average of the
world. (Source: Study report of Center for Science & Environment)
● The rate of natural disasters in the Sundarbans has increased by 26 percent
in the last 120 years. (Source: Study report of Center for Science &
Environment)
● Frequent floods, droughts or heavy rains
● Frequent and severe heat waves have occurred
● Cyclones, blizzards, acid rain are becoming regular
● Seawater is becoming more acidic,
● Snowflakes are melting
● Sea level is rising
● The temperature is rising
● Land erosion is increasing
● Farming yield is decreasing
● Some areas used to have crops but now they don't
● Some plants and animals are or have become extinct
● The number of diseases is increasing
● Erosion causes migration of people and other animals
● Mental health breaks down
● Economic risks are emerging

Task 8.5 Data collection task

Procedure:

Facilitator will say to the participants - You know the impact of climate change on
nature and people's life through various activities, some of you already know.

We will collect data through interviews on the impact of climate change on the
environment and people's lives for comparative analysis of mythic and factual data
and to learn more. Prepare an information sheet for this and explain to the
participants. Note that the data collection sheet may be developed according to
environmental conditions.

This data collection form should be filled out by knowing three levels of people. This
questionnaire is to be filled by asking three levels of people separately. (1) Those
who are members/members of Sabuj Bahini will do it themselves, (2) Know from
people aged 25-60 years, (3) Know from people above 60 years.

Every Green Army member will do his own thing. Besides, 5 people aged 25-60
years and 5 people above 60 years will know the answer. Data collection should be
completed within a week after returning from the session.

Once all the answer sheets are submitted at one place they should be consolidated.
For this, the members of the Green Army should be asked to gather one day.
Facilitator should act as a guide in integration work. The impact of climate change on
the environment and people's life should be highlighted by gathering information. In
the future, public awareness work should be done on this matter.
 Effects of climate change on the environment and people's lives

(This questionnaire is to be filled by three levels of people. This questionnaire is to be filled by asking
three levels of people separately. (1) Those who are members/members of Sabuj Bahini themselves,
(2) from people aged 25-60 years. (3) must be known from people over 60 years of age.)

Name of respondent: ________________________________________, Male/Female: ____________

Age: __________, Village: __________________________

1) How many times and what kind of storm have you experienced in your life?

Every 1960-1970 1970-1980 1980-1990 1990-2000 2000-2010 2010-2020 2020-

ten
years

How
many
times

If you
can
name
the
storm,
write it
down

2) How many times have you experienced floods in your life?

Every ten 1960-1970 1970-1980 1980-1990 1990-2000 2000- 2010-2020 2020-

years 2010

How many
times

3) The animals you have seen in the forest-

a) _______________ b) _______________ c) _______________ d) _______________

e) _______________ f) _______________ g) _______________ h) _______________

i) _______________ j) _______________ k) _______________ l) _______________

m) _______________ n) _______________ o) _______________ p) _______________

q) _______________ r) _______________

4) The fishes you have seen in the fields, ponds and rivers-

a) _______________ b) _______________ c) _______________ d) _______________

e) _______________ f) _______________ g) _______________ h) _______________

i) _______________ j) _______________ k) _______________ l) _______________

m) _______________ n) _______________ o) _______________ p) _______________

q) _______________ r) _______________

Third Stage
 (At this stage the members of Green Army will work hand-in-hand while learning about
various issue)

SESSION 9: WATER
OBJECTIVES: TO SENSITISE PARTICIPANTS ABOUT SAFE DRINKING USE AND
PREVENTION OF WATER POLLUTION.
LEARNING ABILITY:
● Participated will learn in detail about safe drinking water use and prevention of water
pollution
● Participants will learn how to themselves through competitive work experience work
can be done better
● Participants will develop a clear understanding of what constitutes safe drinking
water.
TOTAL TIME: 2 HOURS

WORK POSSIBLE MATERIALS POSSIBLE TIME

9.1) Review of prior Black/ white board, chalk, 20 min

sessions duster, marker, pen

9.2) Our role in water Pre made charts or pictures, 40 min

pollution Control charts paper, markers

9.3) safe drinking water and Pre made charts or pictures, 40 min
our introduction charts papers, markers

9.4) Home work surveys 20 min

TASK 9.1: REVIEW OF PREVIOUS SESSION

PROCEDURE:
A study on the effects of climate change on the environment and people's lives was given at
the end of the previous session. Facilitators will hear from Green Force members about
survey-related experiences from work. Each green force member will compile their surveys
and submit a report
TASK 9.2: OUR ROLE IN CONTROLLING WATER POLLUTION
PROCEDURE:
The facilitator will divide the participants into three groups and ask each group to discuss the
following questions and present their views in front of everyone.
QUESTIONS:-
1. What is the importance of water in our life?
2. How do we waste water as humans?
3. What will be the harm to us if there is water pollution?
4. What should we do to stop this pollution?

He will give some instruction to everyone to do this-

● 30mins will given for this task.
● Everyone in the team should work together and should not be involved in other
team’s work in any way.
 ● The facilitator will provide the materials needed to do this task.
● Ask each grop to find the answers to the questions written above and write them on
chart paper will be pictures can be drawn along with writing.
● After the three groups are done, the will put them on the wall.
● Each team looks at work of the other two teams and scores them (on a scale of 1to
10, with 10 being the best). The combined scores of each team from the other two
teams wi determine winners
● Facilitators will be completely neutral and will never express their own opinions.
When the time is up, the facilitator asks everyone to stop working and arrange their papers
on the wall. Then ask everyone to sit in a circle and one by one the three teams will go up
and and look at the other two teams and score them as a team. White giving the number,
they should write the number on the paper and give it to the facilitator. Once all teams have
been scored, the facilitator will declare the team with the highest score as the winner. If
everyone wants, he can tell second and third place.

TASK 9.3: SAFE DRINKING WATER AND OUR ROLE

PROCEDURE:
The facilitator will ask the participants to:
● How should we drink the water?
● What can happen if drinking water is not safe?
● If drinking water is not safe then how can we make it safe?
Facilitator listens to everyone’s speech and shows the chart prepared in advance and suites
below
● Discuss the issues with everyone
● Everyone in the team should work together and should not be involved in other
team’s work in any way
● The facilitator will provide the materials needed to do this task
● Each group should find the answers to the questions written above and write them on
chart paper. Pictures can be drawn along with writing.

INFORMATION REQUIRED FOR FACILITATOR

SAFE DRINKING WATER
❖ The water must be (1) clean, (2) free of disease- carrying bacteria, (3) not too salty
or bad -tasting, (4) free from toxic chemicals (those that cause serious disease if
they enter the body through water), and (5) low iron or alkaline.
❖ According to the WHO, boiling water at 60 degree celsius or higher for 5 to 25
minutes kills all germs in the water. Then the water is filtered and cooled to obtain
pure drinking water.
❖ Purifying water using a filter system also saves fuel. Any filter available in the
market can be used but the filter should be cleaned regularly after use. But if you
don't clean it regularly, you won't get clean water
❖ Purifying water is to add potash or alum to the water. As a result, all the dirt or
germs in the water will settle to the bottom very easily and then the pure water will
have to be filtered from the top.
❖ Whatever the source of drinking water, he and his surroundings must be kept
clean. For example, regular cleaning around tube wells inside wells or ponds.

TASK 9.4 : HOMEWORK

PROCEDURE: the faciator will tell everyone one of their tasks in terms of today’s discussion:
have each of them interview a friend of theirs before the next session to be taken by shooting
the following questions. For this, the facilitator will print out one question paper. The
facilitator will encourage the members of the Sabuj Bahini or green scouts to take up the
program of cleaning around the drinking water source of the village and continue the work
regularly.
 SURVEY PAPER

NAME:__________________________ GENDER: MALE / FEMALE, AGE:_____________

VILLAGE:________________________, PO: ___________________
1) WHAT IS THE SOURCE OF WATER USED IN YOUR HOME?
A)___________________________, B)________________________, C) ______________
2) WHAT IS THE SOURCE OF DRINKING WATER AT HOME?
A)__________________________, B) _______________________ C)________________
3) HOW OFTEN ARE THE WATER USED AS DRINKING WATER AT HOME?
A)________________________, B)____________________C)______________________
4) HOW OFTEN ARE THE WATER USED FOR DRINKING AT HOME IS SAFE?
ANS:____________________________________________________________
4.a)WHAT CAN YOU DO IF YOU THINK IT IS NOT SAFE?
a)________________________________________________________________________
b)________________________________________________________________________
c)________________________________________________________________________
d)________________________________________________________________________
5) WHERE DOES THE DIRTY WATER USED IN THE HOUSE GO?_______________
_________________________________________________________________________
6) ARE THERE SEWERS OR DRAINS TO REMOVE DIRTY WATER? YES/NO
7) ARE THERE ANY PONDS, RESERVOIRS, CANALS, LAKES,RIVERS IN YOUR
AREA? IF SO, HOW ARE THEY?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
8) DO YOU THINK YOU HAVE A ROLE IN THE WATER POLLUTION OF AREA?
a)________________________________________________________________________
b)________________________________________________________________________
c)________________________________________________________________________
9) WHAT CAN YOU DO TO PREVENT WATER POLLUTION/
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
 Third Stage
(At this stage the members of Green Army will work hand-in-hand
while learning about various issues)

Session 10 - Waste Management

Along with the progress of science, many problems have been created in modern social life.
Waste management is a serious problem in modern society. We all see in our practical life
that waste material plays a special role in environmental pollution. In our daily practical life,
we do not try to understand the harm to the environment and the effect on human life if the
environment is polluted, intentionally or unintentionally. Selfishly busy with how to stay well,
eat well, enjoy the best of everything.

Objective: To create a sound understanding about the management of different types of

waste materials and to develop proper waste management practices to prevent
environmental pollution.

Learning ability:
● Learn to differentiate between different types of solid waste
● Learn about the environmental damage caused by littering.
● Promotion can be done to develop garbage/waste management practices in one's
own home and in the home of neighbours.

Total Time: 2 hours

TASK POSSIBLE MATERIALS POSSIBLE TIME

10.1 Identifying garbage Chart paper Sketch pen, 30 minutes

Pictures of different types of
garbage/waste materials,
White board/Black board,
Board markers/Chalk

10.2 Garbage and Me worksheets, Chart paper, 30 minutes

Sketch pen

10.3 Separate garbage Garbage notes, Garbage 30 minutes

segregation

10.4 Change habits Worksheets 30 minutes

Task 10.1 Identifying garbage
Procedure:

1. Facilitator will tell the participants – Today we will learn about garbage. But you have
already seen various garbage in your daily life.

2. First, divide the participants into 3 groups and ask them to write in 5 minutes with
chart paper and sketch pens - 'Make a list of what rubbish you see every day. This
activity should be completed within 15 minutes.

3. Then discuss in 15 minutes about the types of garbage, where the source of garbage
is, to get a basic idea. List different types of garbage/waste materials on chart paper
with pictures so that they are easy to understand. Facilitator will prepare chart paper
in advance.

Also try to show how littering harms the environment with the help of mobile/tab. If not,
discuss various examples of environmental damage caused by litter in the form of stories
and discuss the importance of litter management.

Task 10.2 Garbage and I

Procedure:

1. Facilitator will tell the participants – We have a daily relationship with garbage/waste
materials so we evaluate who and how we dispose of garbage/waste materials.

2. Give each person a worksheet for 15 minutes and ask them to complete it (the
worksheet is given below). Ask them to keep the worksheets when they are
completed.

3. Then ask everyone to put together the worksheets. For this one has to elect a leader.
Primarily what percentage/how many people throw garbage in designated places and
what percentage/how many people do not throw garbage in designated place.
Worksheet

Name: Village name:

Name of the garbage/waste material My behaviour (write what you do)

Polythene or wrapper after eating chocolate
Packet of biscuit
“Fuchka” bowl
Packet of nuts
Chips packets
Ice-cream bowl or wrapper
Broken pen
Damaged school bag
Torn clothes
Glass piece
Napkin / Pad
Huggies/Diapers used by children
Thermopol eating plates/bowls/glass
Plastic water bottles
Paper bag/old notebooks/books
Vegetables peel
Fruits peel
Plastic tea cups
Broken tin / Rod / nut-bolt
Tyres / Tubes
Damages toys
Old tooth brush
Old mobile battery
Fish bone/ meat bone
Useless computer parts
Polythene carrybag
Old finyl bottle
Empty box
Tree leaves
Salt packets
Old bowls and cups made of stone

Task 10.3 Separate garbage

Procedure:

Facilitator prepares garbage notes in advance. Each piece of paper will contain a separate
piece of garbage. There is no problem if the number of notes is more than the number of
participants. For example, what will be written in the note is highlighted:
● Polythene or paper wrappers after eating chocolate
● A packet of biscuits
● Puffer bowl
● Packet of nuts
● Packet of chips
● Polythene packets/bowls of ice cream
● broken pen
● Ruined school bag
● Torn clothes
● piece of glass
● Napkin/pad
● Haggis used by children
● Thermopol eating plate/bowl/glass
● Plastic water bottle
● Paper bags/old notebooks/books
● Vegetable peel/Grain husks
● fruit peel
● Plastic tea cup
● Broken tin/rod/nut-bold
● Tires/tubes
● spoiled toy
● Old toothbrush
● Old mobile battery
● Fish bone/meat bone
● Useless computer parts
● Polythene carry bag
● Old bottles of phenyl
● Empty room
● Serve/salt packets
● Stone bowl, cup (old)

The notes will be in a basket or box. The facilitator asks each participant to take a piece of
paper. After everyone has taken notes, the facilitator places a large chart paper on which the
table below is drawn in the middle of everyone. Then everyone will paste the garbage notes
in the designated room with glue. Those who receive decomposable waste shall place it in
the room marked 'decomposable waste'. Those who receive non-biodegradable waste but
recyclable should paste the words 'non-biodegradable but recyclable' in the room. Those
who receive 'Degradable waste but not recyclable' will put in the box that says 'Degradable
waste but not recyclable'.
Finally, the facilitator takes a good look at the chart paper. Whether the participants have
correctly pasted the notes in the correct cell. The facilitator will encourage everyone to
participate actively.
Task 10.4 Change habits

Procedure:

The facilitator will give participants a week-long worksheet to develop proper waste
segregation habits for themselves and their family members. Everyone will practice the
worksheet in his own home. There will be two similar worksheets one for self and one for
others in the house.

The facilitator will thoroughly explain to the participants how to complete the two worksheets.
Encourage everyone to develop proper waste segregation habits at home.

Facilitator will suggest to the participants-

Three specific receptacles/ three separate pits for garbage disposal in each house where
garbage or waste materials should be thrown regularly. In this case, the task of the Green
Army will be to visit each other's houses once a week to monitor whether the garbage is
being managed properly. After the work is done for a month, the members of the Green
Force will request the local government to take initiative for proper management of garbage.

Garbage management and I:

Name: Village name:

My behaviour ( litter around - X, dispose in designated places - ✔ ) Comments

Name of garbage/waste
material
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Polythene or wrapper
after eating chocolate
Packet of biscuit
“Fuchka” bowl
Packet of nuts
Chips packets

Ice-cream bowl/wrapper
Broken pen
Damaged school bag
Torn clothes
Glass piece
Napkin / Pad

Huggies/Diapers used
by children

Thermopol eating
plates/bowls/glass
Plastic water bottles

Paper bag/old
notebooks/books
Vegetables peel
Fruits peel
Plastic tea cups

Broken tin/Rod/ nut-bolt

Tyres / Tubes
Damages toys
Old toothbrush
Old mobile battery
Fish bone/ meat bone
Useless computer parts
Polythene carry bag
Old Finyl bottle
Empty box
Tree leaves
Salt packets

Stone bowls, cups (old)

 Garbage management and other member/s of my family:
Name of head of the household: Number of family members:

Behaviour of other family members ( litter around - X, dispose in designated places - ✔)

Comment
s
Name of garbage/waste
material
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Polythene or wrapper
after eating chocolate
Packet of biscuit
“Fuchka” bowl
Packet of nuts
Chips packets

Ice-cream bowl/wrapper
Broken pen
Damaged school bag
Torn clothes
Glass piece
Napkin / Pad

Huggies/Diapers used
by children

Thermopol eating
plates/bowls/glass
Plastic water bottles

Paper bag/old
notebooks/books
Vegetables peel
Fruits peel
Plastic tea cups

Broken tin/Rod/ nut-bolt

Tyres / Tubes
Damages toys
Old toothbrush
Old mobile battery
Fish bone/ meat bone
Useless computer parts
Polythene carry bag
Old Finyl bottle
Empty box
Tree leaves
Salt packets
Stone bowls, cups (old)

Information for Facilitators:

“Transcending nature till some extent is doable, then comes the time for annihilation” –
perhaps these words of the poet are telling us about the vagaries of nature - droughts,
floods, storms, changes in seasons, changes in climate – these signs tell us that we have to
adapt to nature and climate. Clean, beautiful and healthy environment should be developed.
We have to move forward, keeping in mind the ultimate creation and culture.

Some information about garbage or waste materials:

What is waste?

The things we throw away as unnecessary in our daily life are waste. But ideas are highly
relative. What is unnecessary to one may be necessary to another. For example, old broken
things we throw away, pickers pick them up and sell them later. So no unnecessary thing is
worthless. It becomes valuable when placed in the right place. So waste is something which
is unnecessary to the first

Types of waste:

The waste materials that exist in nature can be divided into two categories. Namely- 1) solid
waste and 2) liquid waste. Solid waste can also be divided into two categories, ie- (1)
Biodegradable waste and (2) Non-BioDegradable waste and liquid waste can be divided into
two categories, ie- (1) Black water and 2) Grey water.

Biodegradable waste- The waste materials that we dispose of are quickly decomposed by
germs and bacteria. When they get mixed with soil, they are called compostable waste. For
example - potato peel, banana peel, potato peel, different parts of vegetables, different parts
of fruits, etc.

Non-Biodegradable Waste- those wastes that do not change or decompose after being
disposed of in the soil for a long time. Non-biodegradable wastes are of two types. One type
of waste can be reused, eg plastics, thermocouples, glass shards, fibers, etc. Another type
of waste is non-recyclable. For example - thin polypacks, china cup-plates, mobile batteries,
betel spice packets, CDs, pen drives, etc.
 Liquid Waste: The water that comes out of the toilet is called black water. Black water
contains liquid waste from toilets. Therefore, this water contains a large number of disease-
causing organisms or pathogens. And grey water is water for washing hands, washing
dishes, washing clothes, kitchen etc. It contains relatively less disease-causing organisms or
pathogens.

Waste at a glance:

Decomposable Non biodegradable solid waste Liquid waste

solid waste
Recyclable Non-recyclable Black water Grey water

Curry leaves, Plastic, cloth, Cardboard, Toilet water Hand washing

extra food, fish books, earthen pots, water, dish
pieces, leaves, notebooks, china cup- washing water,
eggs, egg water bottle plates, thin rice grains and
shells, caps, polypacks, betel washing water
vegetables cardboard, nut packets
paper, broken
glass, metal

Difference between decomposed and non-decomposable materials:

BASIS DECOMPOSABLE MATTER NON-DECOMPOSABLE MATTER

Nature Absorbed into the ground in a few days Remains unchanged in the soil for a long
time

Source Plants and animals Mines and factories

Separation Excreted by fungi and bacteria Microorganisms present in the soil cannot
act on it

Result Complex, gradually becomes simpler Remain unchanged

Damage levels Low High

Classification Same type Toxic waste and recyclable waste

Example Hay, grass, vegetable peels, etc Plastic, thermocouple, fibre, etc
 Harmful effects of garbage on us:

1. Animals such as mosquitoes, flies, roaches, rats etc. breed and breed in dirty water and
garbage. All these insects and animals spread various diseases among humans.

2. Different types of animals and birds, dogs, cats, etc. also spread infectious diseases through
garbage.

3. Garbage often pollutes soil by melting or mixing with water. Then walking or playing sports
on that ground can cause various diseases.

4. Garbage often dries up and gets mixed into the air in the form of small dust. That dust enters
our body through breathing and makes us sick.

5. Garbage can cause various skin diseases when it comes in contact with the body and can
cause ringworm from garbage.

6. Plastic products contain microbeads, which can easily pollute the environment. These
microbeads are very harmful to public health and other organisms in the environment.
Incineration of plastic waste causes the invisible micro plastic particles to cause serious air
pollution, which has a serious harmful effect on our lungs with inhalation and exhalation.

7. Polythene is harmful to the environment. Everyone is using polythene for various needs
starting from shopping for vegetables, fish, and bakery. Many times alternative measures of
paper bags or polythene are adopted but we are not able to move forward as we are used to
using polythene constantly.

8. Also, it was observed that most of the households in the city kept the food items wrapped in
polythene in the refrigerator. But many of us do not know that storing food in polythene wrap
exposes the food to a type of anaerobic bacteria. As a result we are suffering from incurable
diseases like cancer along with serious skin diseases. Besides, new sources of plastic
pollution are being created in vast areas due to our lack of awareness. On the one hand,
they poison the water of the river and go to the stomach of the fish. As a result, biodiversity
is under serious threat.

9. Polythene is deposited directly into soil and water. As a result, it destroys the organic quality
of soil and water. At the same time, it enters the food chain and enters the body of other
animals including humans. This plastic is a substance that has a lifespan of thousands of
years. It cannot mix with soil or water when we use it and throw it in soil or water. As a result,
it hinders the movement of nutrients in the soil and water. As a result the soil quality
decreases. On the other hand, aquatic plants including fish are dying due to the adverse
reaction of these plastics or polythene on the aquatic environment.

10. Polyethylene contains harmful substances called polysaccharides which cause stomach
ailments.

11. Thermopol contains a harmful substance called thyrin which causes cancer and other
stomach diseases.

Besides, various types of e-waste or electronic waste are being imported from developed
countries. Thus every year about 600 million used (second hand) computers are sent to the
third world. One of the buyers of these computers are China, India and Bangladesh and
other developing countries. In other words, third world countries are indirectly being turned
into electronic waste dumps of developed countries. All these e-wastes contain thousands of
tons of lead and many other toxic elements which are causing serious damage to the
environment. Apart from increasing the greenhouse effect in various ways, these polluted
waste materials are also one of the causes of direct destruction of agricultural resources,
fisheries resources, and forest resources.

There are various ways to reuse the various types of waste materials lying around our
homes. That's why I want a good plan. We can take the help of 4R method in this regard.

The 4R method is-

1) REDUCE: We can reduce the use of wastes that add to the environment. E.g. glass
shards, thermocouples, etc.

2) REUSE: Reusing used waste instead of throwing it away. For example, materials such as
curry leaves, straw, etc. can be left in a specific place and decomposed to prepare compost
and they can be used in agriculture.

3) RECYCLE: Creating new work items from discarded items. Like melting down old iron to
make something new.

4) REFUSE: For a healthy environment we will not use some things at all. For example,
polythene bags which we take from traders when we go to market. Do not drink bottled water
which is sold at high prices in the market.

Following are to protect from diseases and create a pure environment

Initiatives can be taken-
● Compost can be made from compostable waste
● Non-biodegradable waste that can be reused can be reused
● If non-biodegradable waste cannot be reused, it can be used as land fill
● Keep compostables and non-perishables in separate containers in each household.
At least three containers are required for this. One should contain biodegradable
materials, second container – non-biodegradable but recyclable materials and third
container non-biodegradable but non-recyclable materials. As a result, the waste
from the first container will be composted, the waste from the second container can
be sold or reused and the garbage/waste materials from the third container must be
disposed of.
● Minimise the use of plastic, polythene, thermocouple plates, bowls, cups, glasses,
carry bags and other by-products.
● Use a cloth or mat carrier bag.
How garbage can harm us:
● Animals such as mosquitoes, flies, mosquitoes, rats etc. breed in dirty water and
garbage. All these insects and animals spread various diseases in humans
● Different types of animals and birds, dogs, cats, etc. also spread infectious diseases
through garbage
● Garbage often pollutes soil by melting or mixing with water. Then walking or playing
sports on that ground can cause various diseases
● Garbage often dries up and gets mixed into the air in the form of small dust particles.
The dust enters our body through breathing makes us sick
SESSION 11: PLANTS AND US

OVERALL OBJECTIVE OF TREE SUBJECT:

“TREES '' are an important and very familiar topic in environmental work. Multipurpose trees
will be given more priority in our work. This is because such plants have many roles in
cultivation, home gardens or natural environments. Participants will explore the benefits and
needs of trees by hand and through this activity they will understand the need to conserve
and increase the number of trees.
LEARNING ABILITY:
● A fair understanding will be created about the importance of planting trees
● A correct idea will be formed about which trees are more important and which trees
are less important in the area.
● A good idea will be developed about which plants are suitable for which soil.
Total time- 2 hours

WORK POSSIBLE MATERIALS POSSIBLE TIME

11.1) Selection of ‘first 10 Chart paper, sketch pen, 60 MINUTES

trees’ survey format, paper, pen

11.2) human behaviour wit Worksheet chart paper 15 MINUTES

trees

11.3) how many trees are Board chalk, duster, tree 15 MINUTES
there in the area? data collection sheet
There is and importance of
any tree know much

11.4) multi - purpose trees Board, marker, duster, chart 30 MINUTES

by day from decreasing area paper, sketch pen, notebook

TASK 11.1 SORTING ‘FIRST 10 TREES’

PROCEDURE: The facilitator will first ask all participants to sit in a circle. Then say to
everyone- select “first 10 trees’ from the most visible trees. Let's make a list of the plants that
are commonly found in our garden or neighbourhood. The facilitator will ask questions
repeatedly to find out which is the most popular tree in the area and why it is popular to
create curiosity among the participants. Discuss with them - we use different parts of the
tree. For example, trees are used for fuel/furniture/medicines/ cattle fodder/ fertiliser/fruits /
worship/ vegetables. The tree that is used the most is the tree that is more popular. Then
divide participants into 3 groups and send them to 3 family gardens and give a data
collection sheet. A total time of 30 minutes will be given for data collection. After30 minutes
everyone will meet together and collate the information from the 3 groups. Then prepare a
list of first 10 trees’ on a chart paper. The facilitator will explain to the participants how to
‘Ranking’ and ‘TOP10’ the trees.
TASK 11.2: HUMAN BEHAVIOUR WITH TREES
PROCEDURE:
Facilitator will discuss how people behave with trees. Prepare the following worksheet in
advance on a chart paper.
The facilitator asks a statement to hear how many of the participants”agree” , how many
‘disagree’ and how many say they don't know. Similarly the process will be conducted on
each statement basis. The facilitator will write the numbers on the chart paper worksheet.
TASK 11.3: KNOW HOW MANY TREES THERE ARE IN THE AREA AND HOW
IMPORTANT EACH TREE IS

PROCEDURE: Facilitator will discuss with the participants and prepare a ‘PLANT FACT
SHEET’. Then explain the ‘PLANT INFORMATION SHEET’ well to everyone. Ask members
of green army to conduct a survey for a week. There will be teams of two during the survey.
The survey will be done by traveling around the village and collecting information by talking
to elderly people of the village. Each team will collect data on popular plants from 5 family
gardens. After collecting the data, ‘Ranking and TOP10’ of the trees will be prepared and
submitted in the next session.

TASK 11.4: MULTIPURPOSE TREES ARE DECREASEING DAY BY DAY FROM THE
AREA

PROCEDURE: facilitator will discuss with the participants that while collecting tree data,
many important tress have been lost or reduced from the area. Today we will discuss from
our own experience why important multipurpose trees are declining. For this, the facilator will
take the opinions of everyone by applying ‘brain storming’ method. For example, mane a few
trees that have been reduced in number or are no longer visible. For example, meem tree,
fig tree, subaul tree, acacia tree, etc. Brainstorming should be done with the trees that are
disappearing in the area. Care must be taken to ensure that everyone participates. It is best
to complete the process within 30min. After that, the members of green scouts will divide into
three groups and go to elderly people of the village to find out the reasons for the decline of
multipurpose trees. Information from the elderly. Compare the information the emerge from
the discussion among themselves. Facilitator will suggest creating a herbarium of declining
plants, discuss how to make herbarium, if necessary.
EXAMPLE:
INSERT IMAGE

INFORMATION FOR FACILITATORS:

“MULTIPURPOSE TREE” AND “NON TIMBER FOREST PRODUCTS”
While summarising the list and information about trees and their various uses. From these
plants we get a lot to sustain our life and improve the quality of life. We call these
“multipurpose trees” or Multipurpose Trees (MPT). As a society we want to increase the
number of trees, it is better if they are “multipurpose trees”.
Apart from wood, we get many useful things from forests. Like- Food/ fodder, livestock,
leaves/tantra/scale/household materials, oils, glues, dyes, medicines and many more. We
can call these things “other forest resources other than timber” or non timber forest
products. NTFPs are quite important in village society. We should know the value of thse
things and arrange for their protection.

TREE NAME HOW IT IS USED? (FURNITURE/ FUEL/MEDICINE ETC.)

BEHAVIOUR AGREED DISAGREE DON’T KNOW

At one place the

trees are cut down

Trees are replanted

elsewhere

Trees are cut down

and taken elsewhere

Trees which are cut

down, in that area
new trees are
planted

Taking the trees to a

sawmill

The wooden
furniture which are
came from
trees,thats why you
care about trees

There are some

reason to cut down
the trees: used as
building materials,
Used as fuel

DATA COLLECTION ABOUT TREES SHEET

GURDIA NAME SERIA FUCTIONS OF THE TREES
NS OF OF THE L NO.
THE TREE
FAMILY
( YOU
CAN
WRITE
THE
NAME
OF THE
PLACE)

VE ANI FUE FU ME BUI FR REL DE

GE MA L RNI DICI LDI UIT IGI CR
TA LS TU NE NG S OU EA
BLE FO RE S HO S SE
S OD US PU OF
E RP SOI
OS L
E ER
OSI
ON
 Lesson 12 : Seed Collection

Objective: To increase a number of multi -purpose trees in the area and build a
seed bank.
Learning ability:
● ability to identify multi-purpose trees.
● Proper understanding of multi purpose trees will be developed. Ability to collect, sort
and store
● Proper understanding of multi-purpose trees .

Total Time: 2hrs

Work Materials Time

12.1 Collection of Seed Collection form, 60 min

information on multi purpose chart paper,
trees board,duster,marker
12.2 Seed Collection pen, notebook, seed 60 min
campaign collection brochure

Task 12.1
Procedure: The facilitator will discuss with the participants-
While collecting information on plants, you have learned that most plants grow from
seeds. Some trees however are from cuttings. The seeds of the trees which are
considered to be the best in terms of use must be collected from the village itself.
The purpose of seed collection must be clear to everyone.

“Calendar and Record list”

The plants from which the seeds are to be collected must first be selected.
What are the reasons for choosing these plants? ‘Multiple work tasks will be
prioritised in this regard.A chart should now be made with the selected trees.We
need to know if the plants have pots that are ready to get seeds or not. This
information should be written on the chart.
This chart will gradually be our seed collection calendar.

Our seed collection calendar

Name of the plant In which months Reason for Location of the

and its scientific can the seeds be selection tree
name collected
1,2,3,4,5,6,7,8,9,
10,11,12

Acacia
(Acacia
auriculaeformis)

Acacia
(Acacia Nilotica)

Seeds collection information should also be there

Participants should keep the information and create an information sample form.

Task 12.2 Seed collection campaign

Procedure:

February to March (Magh-Falgun) months are the best time to collect seeds in West
Bengal. But seeds of any tree can be collected throughout the year except the rainy
season. Facilitator will go to village with Green Force members to collect seeds.

The facilitator will then advise the Green Army members to create a 'seed bank'. For
this, initiative should be taken to collect small clay pots. The following information
should be written on the seed container.

● Description of plant (pictures of leaves, flowers, pods, fruits)

● Conditions of propagation (sun, water, soil)

● Uses/Benefits

● Information about seeding rules and germination

Information needed by the facilitator

Keep in mind when collecting seeds

● Seeds should be collected from mature, properly shaped and healthy plants.

● For each species 2-3 plants should be fixed as seed collection plants.

● Seeds must be collected from multiple plants.

● The pods should be ripe and dry.

● The best time to collect seeds is 10 am to 3 pm.

● Seed drying and storage

Dry: The collected pods need to be completely dried. The pods should be spread on
mats or old newspapers. Now the pods should be dried in half shade for 5-7 days.
The drying area should be ventilated. Do not expose to too much sun.

Sorting: Remove seeds from pods and select good seeds (large size, shape, color
and shell).

Storage: The seeds should be stored in cloth bags, tea bags, glass or plastic bottles
or earthen pots. A cotton cloth or bag filled with charcoal or burnt rice and kept inside
the seed container keeps the seeds dry. Neem oil or mustard oil can be used to ward
off insect attacks. (5-10 ml of oil for 1 kg of seeds).

Naming: The label should be affixed on the container of seeds. Name of seed on the
label, date of collection,

Place of collection should be noted.

Germination test: Tests are needed to know the time taken for germination and the
rate of germination. 10-20 seeds should be buried in the soil and observed. Usually
the seed coat of larger trees is hard. Some seeds are treated before planting

need to take Seed cleaning process: Seeds should be soaked in hot water (360-
380C). Soak for 1 night. The seeds should be scratched with nails to see if there are
any spots. If the scratch cannot be cut with nails, it should be cleaned with hot water.

Place the seeds in a container and pour hot water 3 times the amount of seeds. Soak
for 24 hours. If the seeds do not swell, pour hot water again and leave for 24 hours.
Sample form for keeping information on seed collection

Seed Collection information

Tree Name
● Local name
● Common name
● Scientific name

Collection Point
● Place(behind house or road side)
● Village

Description of place (tick)

● Soil (Sandy/muddy/doash)

● Soil colour ( black/grey/red)

● Water(dry/moist/wet)

● Sun( bright/ dark/shade)

Tree size
● Height ( in meter)
● Kando Centimetres (stem growth at chest height)

Use
● Fuel, fodder, hedges, herbal medicine, furniture, clings to soil
-Pods
-seeds
-colour: black /shiny /flat

● Date of collection
● weight of seeds

● Collectors Name:
Class
School name
Village name
District

Seed treatment before showing ( Required/Not Required)

Germination rate (%)

Name of the person who collected the data

Signature
Date
Session- 13 Our own Nursery

Objectives for building a Nursery:

Increasing the number of trees and shrubs that are lost or reduced in the area but are
versatile. Encourage the members of the Green Army to build nurseries in the area.

Learning ability:

● A proper understanding of seed germination will be developed.

● Nurturing soil and bed making skills will be developed.

Total time- 2 Hours

Work Possible materials Possible time

13.1 Selection of trees for Sample list of plants selected for 45 minutes
nursery making nursery on chart paper, sketch
pen, board, marker and duster, chart
paper

13.2 Our own Nursery Board, marker, duster, chart paper, 75 minutes
sketch pen, notebook
Task 13.1 Selection of trees for feeders

Procedure:

Facilitator will ask the Green Forces/participants to sit in a semi-circle. Explain on chart
paper or board in 15 minutes how to select Narshari trees beautifully.

Then divide the participants into three groups. Give each group a piece of chart paper and a
sketch pen. Ask each group to discuss among themselves and prepare a list of trees by
looking at the table given below (Sample list of trees selected for tree feeders). Allow 15
minutes to do this task.

Once the list is prepared, each team will present within 15 minutes. When one group
presents, have the other group listen carefully and give their feedback. Finally, the facilitator
will review everyone's presentation and give science-based feedback.

Sample list of trees selected for tree feeders

Name of the tree Usage/utility Genealogy Source of seeds or

cuttings

Signature and date of data collector

Task 13.2 Our own Nursery

Procedure:

Facilitator will again discuss how to make Nursery with everyone. Then arrange to take
participants on a visit to a local nursery to gain hands-on experience and teach handiwork.
While visiting the nursery, the participants will take care to fill in the following tables after
learning from the person working in the nursery.

If there is no nursery in the local area then seek permission from the local
school/club/individual's home garden to set up a nursery for self-learning. After getting
permission bring an experienced person to work on “our own Nurseryi” and provide
necessary information about the Narsari. Try to complete the entire activity in 1 hour 15
minutes. Mentions what the facilitator will tell the participants about nutrition. If necessary he
can prepare himself by studying other books.

1) The following questions will be asked by the participants while visiting Narshari.

a) Which tree seedlings are grown from seed in the nursery?

 b) Which tree seedlings are grafted?

serial number tree name Seedlings grow Seedlings are Seedlings are
from seeds grafted planted in two
ways

c) What is the difference between grafted seedlings and seed seedlings?

Grafted tree Plant from a seed

d) How long does it take for a plant to grow from a seed to a seedling?

serial number tree name Seedling how long Any special

preparation does it take comment
method

e) What kind of trees grow in which soil and how to plant them:

Serial number name of the tree On which soil is To be planted at Rules for
it grown how much digging peat
distance from before planting
each other trees

Information for Facilitators

What is tree nursery and why should it be grown?

(illustration)

Many of the participants may not know what a nursery is and do not understand the need for
such.
If any of the participants have a nursery in their area, ask them to tell about it. Discuss with
participants what plant nutrients are used and why they are important. If we compare a
human child with a tree sapling, it may be easier to understand them.

Things to understand-

● Growth rates are highest in early childhood—the most critical period

● Plants or people need special care when they are young. Otherwise, they don't
survive.

● If more than one sapling is planted in the same place, it is easy to take care of them
(give water, protect).

● If the seedlings are picked at the right time and planted in the right place, they have
the best chance of survival. We can supply and sell tree seedlings. This will increase
our income and increase the number of trees in our area.

Things Needed:

Before making a nursery, we need to know what we need for this task. If there is a nursery in
the area, visit it one day with members of the Green Scouts.

Look at the place and collect the necessary information for the nursry's work - what things
will be needed, what the place needs to look like, etc.

Things required What kind kf place required

● Soil ● Protection (fence) required

● Sand/rice husk ● Need partial shade
● compost ( not cowdung) ● Water supply nearby
● Polythene bag/any other container
● Water container/bucket and mug,
strainer
● Seeds/cuttings

Procedure for making Compost:

Compost is made by layering dung or chicken droppings + organic matter on the soil and
keeping it for a few months.

Tree nursery

(1) Selection of place and preparation for feeding:

Pick a corner of school/ club/ home, there

● Partial shade (early morning sun rays are the best)

● Water is available
 ● Safe (where cows and goats do not graze, children do not play sports)

(illustration)

It is better to start with a small area first. It will be easy to maintain.

The soil should be raised slightly to make a bed for keeping the seedling bags. (1 m wide, 2-
3 m long, 5 cm deep)

(2) Making the soil

The soil should be prepared by mixing soil, compost and sand in equal proportions. Now
strain the mixture through a sieve.

(3) Making the bag

We can also use waste materials like plastic bottles, tins and organic materials like bamboo
for this purpose.

Sowing seeds

The seed should be buried 3 times the depth of the seed.

2-3 seeds should be buried in 1 bag.

Cutting (illustration) protection (illustration)

Fencing should be done to protect the plants from the animals.

If there is too much sun in the place, the canopy should be arranged with palm leaves etc.

Retention of Information – “Sprouting information

Children should be asked to keep records of germination to maintain plant nutrition and
share information with others.

Model for keeping data on seed germination

Name of the Age of the Number of Date and Date and % of

 tree tree seeds sown number of number of germination
seeds sown germination

acacia 10 years 100 12/12/2023 23/12/2023 92/100

(45) (92%)
25/12/2023
(92)

Tree planting: The best time for tree planting is the rainy season. The place before the rain
starts

The place where the tree will be planted should be properly prepared. Dig a hole 30-40 cm
deep and 30 cm wide. Then fill the hole with compost. Seedlings should be planted in those
holes within a few days of the onset of rains.

How to plant a tree:

If the members of the Green Army want to bury trees on roadsides or fallow land, they
should ask the village elders and elected panchayat members to take permission.
Session 14 - Conventional and Non-Conventional Powers

Objective: To reduce the amount of carbon dioxide in the air by increasing the use of non-
conventional energy.

Learning ability:
● Understand and learn the basic differences between conventional and non-conventional
energy.
● Practical knowledge and skills will increase on how to reduce conventional energy
use.
● Local government initiatives will increase the use of solar power in the community.

Total time – 2 hours

Work Possible materials Possible time

14.1 Review of previous Sticky notepad, chart paper 15 minutes

sessions

14.2 Conventional or Light ball and sound system 30 minutes

customary power

14.3 Bad results of Board, marker, duster or chart paper, 30 minutes

conventional or conventional sketchpen
energy

14.4 The day when Chartpaper, sketchpen, pencil 20 minutes

conventional power does not
exist

14.5 Unconventional Powers Board, chalk/marker, duster or chart 20 minutes

paper and sketchpen

14.6 Homework survey paper 5 minutes

Task 14.1 Review of previous session

Procedure:

The facilitator will sit with the participants and review the work of the previous session.
Besides, listen to everyone's opinion about who is practicing what work. For this give each
participant a sticky note pad. In 5 minutes they will write what they are doing on the note
pad. When everyone has finished writing, everyone will paste their sticky notes on a piece of
chart paper. The facilitator will then spend 10 minutes giving his feedback to encourage the
participants.

Act 14.2 Conventional or customary power

Procedure:
Facilitator will say to the participants - You are all in school, so you all have an idea of what
conventional power is. Let's play a game to find out how much you remember now.
For this, first everyone will stand in a circle holding hands. Then a ball and a sound system
to play the music will be needed. The ball should be handed to one of the participants
standing in a circle. The sound of the music will keep the ball rolling, whenever the music
stops, the person holding the ball must name a conventional energy. In this way the game
continues until all the powers have been named.
Task 14.3 Bad results of conventional or conventional power Procedure:

Facilitator will ask through "brain storming" what are the disadvantages of using conventional
energy such as coal.

Similarly, other conventional strengths will be discussed by the facilitator.

Task 14.4 The day when the conventional power will not exist Procedure:

Facilitator will ask participants: Is conventional energy infinite? If not, one day conventional
energy will run out. And divide the participants into 3 groups to find out what can happen in
the world that day. Each group will express their thoughts separately by drawing or writing
on chart paper.

Task 14.5 Unconventional Energy Mechanism:

Facilitator will say- Sources of energy which are not popular in the world i.e. there are many
sources of energy production in the world which are not widely used yet such sources are
called non-conventional energy or non-conventional energy.

What are the non-conventional strengths should be known through participatory discussion.

Example -
Task 14.6 Homework

Procedure:
The facilitator will ask the participants to do the following:
Five families each will be surveyed within the next one week. About the survey, if someone
has a problem, explain it to them.

Survey Paper: Calculation of household electricity consumption

Name of Head of Household:
village name:

behaviour Write the respondent's Your advice to the answerer

answer

Turn off the light before

leaving home

Shut off the fan while exiting

the house

How many total lights are

there in the house?

How many LED bulbs are

there in the house?

How many total fans are

there in the house?

The house has AC

There is a fridge at home

There is a TV at home

How many hours is the TV

on at home throughout the
day?
Information for Facilitators:

Conventional Energy: Sources of energy production that have been used by humans for a
long time i.e. those that are more common as sources of energy are called conventional or
conventional energy sources. conventional energy sources and utilization technologies are
readily available due to long-standing use. Stocks of energy sources are accumulated,
depleting with use.

conventional sources of energy are:

1) Mineral oil
2) Coal
3) Natural gas
4) Uranium atoms etc

38% of the world's total energy resources are obtained from mineral oil, 23% from coal, 24%
from natural gas.

Disadvantages of conventional energy:

● Conventional energy resource sources are non-renewable. Due to this, these
resources are getting depleted day by day.
● The environment is polluted during the production of energy from conventional or
conventional energy resources.
● Sources of these energy resources are mainly intangible resources so the distribution
of these resources is not equal everywhere. Resources are found in certain locations.
● The cost of extracting/extracting conventional energy resources is very high.

Advantages of Conventional or Conventional Energy:

● Currently, energy production is possible from conventional or conventional energy

resources in a simple process without advanced technology.
● Most of the conventional energy resources are concentrated resources so large
amounts of energy can be produced simultaneously.
● If the reserves of a conventional energy resource are low in one region, it can be
imported from another region.

Non-Conventional Energy:Sources of energy which are not popular in the world i.e. there are
many sources of energy production in the world which are not widely used yet such sources
are called non-conventional energy or non-conventional energy.

Non-conventional sources of energy are:

1) Solar energy 2) Wind power 3) Tidal power 4) geothermal energy
5) Ocean wave power 6) Biogas power, etc

Disadvantages of unconventional or non-conventional energy:

● Technology and technology to generate energy from non-conventional energy
resources are not yet readily available.
● Non-conventional energy is not equally available everywhere. Imports cannot be
made from elsewhere to make up this shortfall.
● The amount of electricity that can be produced from this energy is very small.
● Non-conventional energy costs are high.
Advantages of non-conventional energy:
● Resources (light, water, air) are very readily available.
 ● They are not localized, but are found everywhere in the world.
● Using non-conventional energy sources is not likely to cause environmental pollution.
● Non-conventional energy sources are renewable so their reserves do not run out
despite repeated use.

Difference between conventional and Non-conventional Energy: The differences between

these conventional and non-conventional energy are discussed below-

1. Sources of energy production that have been used by humans for a long time i.e. those
that are more common as sources of energy are called conventional or conventional energy
sources. On the other hand, the sources of energy which are not popular in the world i.e.
there are many sources of energy production in the world which are not widely used yet,
such sources are called non-conventional energy or non-conventional energy.

2. conventional sources of energy are mineral oil, coal and natural gas. On the other hand,
Non-conventional energy sources are solar energy, wind energy, geothermal energy, tidal
energy, biomass gas etc.

3. Conventional energy sources are fissile, depleting or non-renewable resources. On the

other hand, non-conventional energy sources are inexhaustible or flowing resources.

4. As conventional energy sources are limited in quantity, they will one day be exhausted
due to consumption. On the other hand, there is an infinite amount of supernatural energy
that will never be exhausted.

5. Using conventional energy sources pollutes the environment. On the other hand, the use
of non-conventional energy does not pollute the environment, so it is called environment-
friendly energy.

6. Conventional energy generation technologies are readily available. On the other hand, the
technology to generate renewable energy is not readily available.

7. conventional energy sources require a lot of capital to scale up and use. On the other
hand, the production of non-conventional energy requires a lot of initial capital as the
technology is not readily available

8. Most conventional energy sources are renewable. On the other hand, non-conventional
energy sources cannot be transferred.
 Fourth Stage
(At this stage members of the Green Army will learn and practice disaster preparedness
skills)

Session 15 - Catastrophe and Disasters

Objective: To make participants aware of disasters and calamities

Learning ability:
Participants will learn about "catastrophe" and "disasters".
Which "catastrophe" and "disasters" are more important to the participants in their lives?
will understand Participants will learn in detail about the causes and consequences of
"catastrophe" and "disasters".

Total time: 2 hours

Work Possible materials Possible time

15.1 Feedback on previous Black/white board, chalk, duster 15 minutes

sessions

15.2 "" and "Disaster" Black/white board, chalk, duster, chart 40 minutes
paper or pictures

15.3 Effects of "catastrophe" Chart paper/paper, sketchpen, scale, 60 minutes

and "disasters" on human life pencil, rubber

15.4 Discussion about the work No equipment required 5 minutes

of the next session

Task 15.1 Feedback on previous sessions

Procedure:

At the beginning, the facilitator will listen to the participants' feedback about the previous
sessions and ask each one what changes they see in themselves individually and as a
group. Facilitator will encourage everyone to express their opinion whether positive or
negative on the cards. He will ask the participants to give their feedback in such a way that
they all get motivated to do better and get a chance to correct their mistakes.

Act 15.2 "Disasters" and "Disasters"

Procedure:

The facilitator will write the words "hazard" and "disaster" on the board or chart paper and
ask the participants to divide into two groups to work on each topic. Tasks for each group will
be - (1) What does "disaster" / "disaster" mean? (2) To give examples - distinguish between
natural and man-made disasters/disasters and (3) to find out which two "disasters" or
"hazard" are more important in our lives. After the two groups work, they will present their
work. After their presentation, the rest will give their opinion.

He would then give everyone more information about the "catastrophe" and "disaster" if
needed.

The word Hazard comes from the Old French word and Az-Zahr from the Arabic word
meaning Chance or Luck. Natural or human-caused events that disrupt the normal
conditions of various activities of human life are called hazards.
According to the given definition of UN, disaster refers to all natural and human-caused
events that cause loss of life and property, social and economic damage or degradation of
environmental quality. In most cases, disasters are caused by nature. Disasters are less
likely to cause immediate loss of life and property. But there is no meaning in the loss of
property or loss of life in the event of a disaster. For example, if a strong cyclone (typhoon,
hurricane) is created in the sea and it disappears in the middle of the sea, it will be
considered as a disaster but there will be no loss of life. Similarly, an earthquake or landslide
in an uninhabited desert area would be considered a disaster but there would be no
possibility of loss of life or property. Floods, earthquakes, landslides, eruptions are examples
of disasters.

Features of catastrophe:
1) Disaster is a combined action of natural, topographical, geological and cultural factors.
2) It usually takes place on a small scale.
3) Disasters degrade the quality of the environment.
4) Disasters do not always disrupt the normal way of life of people, but they do slow down
the pace of life.
5) Impact of damage is not massive but causes minor damage to social, natural and
economic resources.
6) Disaster is the cause of disaster, when a disaster occurs on a large scale it is considered
as a disaster.
7) Disasters can be controlled through proper modern planning.

Disaster
A disaster is the extreme result or consequence of a catastrophe. The word 'Disaster' comes
from the French word 'Desastre'. Where Des means Bad or Evil and Astre means star. In
other words, disaster is a bad star or an evil star. In the past, people believed that natural
calamities were caused by the influence of evil stars.
Any immediate or long-term event, natural or man-made, which causes loss of life and
property and cannot be dealt with without outside or other help is called a disaster. Disasters
cause loss of life and property on the one hand and quality of the environment also
decreases. The definition of a disaster given by a group of natural disaster researchers at
the University of Colorado is-
One million dollars in damage and over one hundred (100) lives lost and more than 100
peoplebInjured, such an event is a disaster.
According to the World Health Organization (WHO), a disaster is any event that results in
economic losses resulting in human death and deterioration of health. Example-The
Tsunami that occurred in 2004 AD killed about 3,00,000 people in Indonesia, India, Sri
Lanka and other countries along the Indian Ocean.
Features of Disaster:
1) Catastrophe is sometimes presented slowly and sometimes suddenly.
2) It results in serious disruption of normal life.
3) This incident causes damage to people's livelihood and property. It also affects health and
creates harsh living conditions.
4) It takes place on a large scale.
5) Disasters can occur due to both natural and man-made causes.
6) Social infrastructure such as roads, houses, furniture etc. are affected by disasters
becomes a pile of rubble.
7) This results in extreme degradation of the quality of the environment, the adverse effects
of which persist in the environment for a long time.

Task 15.3 Effects of "catastrophes" and "disasters" on human life

Procedure:
The facilitator divides the participants into four groups and asks each group to work on the
four "catastrophes" or "disasters" that they found most important in their lives during the
previous work. Then ask each group to discuss in their groups to create a problem tree by
visualizing these disasters/disasters as trunks so that everyone can find their causes and
consequences.

To create the problem tree -

1. Create this problem tree on a chart paper.
2. Those tree roots will be the root cause of the problem.
3. The case will be the main problem (catastrophe / disaster).
4. The branches of the tree will be other problems arising from the root problem.
5. Leaves will be the negative result of the problem.
6. Flowers and fruits can be shown to be fatal or dangerous to human life

When all groups have finished, the facilitator will thank everyone and listen to their and other
groups' feedback on each group's work. When the four groups have completed their work,
the facilitator will arrange for them to present and give the other groups an opportunity to
give feedback on each group's work. At the end, he will give his opinion and if any additional
information is needed, he will inform everyone.
Task 15.4 Discussion about next session's task
Procedure:

The facilitator will thank all four groups for their work and give them a task to complete
before the next day's session. Each group will be asked to come up with the risk of four
possible disasters or disasters (based on previous work) in their area. The facilitator will tell
them that they are the school teachers, parents,

Experienced people in the area can take help from organizations, books or the Internet and
the next day when they give their presentation on prevention, it will be seen which group has
researched the most and is sharing information with outsiders.

Advice for Trainers / Conductors:

The operator should study about "disasters" and "disasters" in advance, take the help of
experienced people, organizations, books or the Internet if necessary, and know about the
problems of the area in this regard so that he can speak more about local experiences as
examples.

Session- 16 Disaster and disaster risk assessment and prevention

Objective: To help participants identify and take preventive measures against disasters and
disaster risks.

Learning Ability:
Participants will learn about risks and prevention of "disasters" and "disasters".

• Participants will have a clear understanding of the risks and impacts of 'disasters' and
'disasters'.

• Participants will begin to think about their role in 'disaster' and 'disaster response'.

Total Time: 2 hours

Work Possible Materials Possible time

16.1 Measure the risk and Black white board, chalk, 45 minutes
impact of 'disasters' and duster marker pen, writing
'disasters’ paper and pen pencil,
squared large chart paper,
glue, Chalk or marker

16.2 Residents' views on After questions/ opinions 30 minutes

disaster and disaster risk

16.3 Ways to reduce the risk Playground, colored chalk 30 minutes

of 'disasters' and 'disasters’

16.4 “Prevention and Board, chalk, and duster 10 minutes

Remedies

16.5 Work of next session No materials required 5 minutes

and it's discussion

Task 16.1 Measure the risk and impact of “disasters”

Procedure:

Facilitator will give pen/pencil and some pieces of paper for participants to write. After that
he will tell everyone the discussion of the previous day's session and they will write one risk
on a piece of paper based on what they have worked on in the group. If necessary one will
write about multiple risks. Here 'risk' refers to something that they think has happened or
might happen in the future in their area.

The facilitator will draw a large square in advance on a large piece of chart paper (two
pieces of chart paper together will be helpful), with three equal-sized squares on top, bottom,
and side by side. That is, the big square will be divided into 9 squares of equal size.

Facing the square, the Facilitator will have three cells from top to bottom left:

● Risk potential is high

● Risk Probability Medium
● Risk probability is low

If facing the square, the Facilitator will have three houses along the bottom row from left to
right - less impact on human life.
 ● Effects on human life are moderate
● Impact on human life is high

Then facing the square would be the topmost cell in the row to the right of the facilitator
where both risk and impact are greatest.

(image)

Then the facilitator will show everyone the square drawn on the chart paper and ask
everyone to talk about the risks they have written on the piece of paper one by one. It is
possible that more than one participant will write about the same risk. In that case, how
many people have written the same thing and why they wrote it should be discussed, then it
should be decided that it will sit in the corner of the nine squares drawn on the chart paper
with everyone's opinion keeping in mind the weight risk and impact.

Thus the papers written by everyone are discussed one by one and when they are placed in
the squares the facilitator asks everyone to go through the whole work once so that no one
has any questions or doubts.

Then the facilitator points to the top right cell and asks everyone to look at the disaster or
disasters where both the risk and impact are the most moderate and the least are placed in
the right place?

If everyone agrees, he will thank everyone.

Task 16.2 Villagers' views on climate change and disaster risk

Procedure:

The facilitator will then begin the discussion of the task assigned in the previous day's
session and ask each group what they think are four possible disasters or risks in their area.

● What kind of research and whose help?

● What kind of help did they receive when seeking help from others?

● Who are the people who helped?

● What can be done with them in the future?

● Why do they think they didn't get help if they didn't get it?

● Is there anyone else whose help could be taken?

The facilitator then asks them to compare how well the four disasters or disasters they
thought of the day before corresponded with today's risk and impact task.

Action 16.3 Ways to reduce the risk of 'disasters' and 'disasters' Actions:

The facilitator draws a large square on the floor of the house or outside in the yard with chalk
or something else, with four equal-sized booths and each booth can hold at least 12 to 15
people. The names of the four khops will be pond, field, house and road
The facilitator will ask the team leader to play the game and make sure everyone plays the
game correctly.

Rules of the game-

● The leader will stand back and outside the square.

● The game starts when the leader says 'start' and everyone has to move around
inside that square. No one can stand still. During this time, no one will utter a word.
● When the leader says 'stop', everyone has to stand on one or the other of the four
boxes.
● As the leader is standing back and can't see anyone, he calls out the name of a khop
as he likes and says 'Lightning has struck the pond or lightning has struck the field or
the house or the road.
● Immediately all of those shells will be out.
● The game starts again and continues until one person survives or everyone is out.

Facilitator instructs the leader in advance not to say the name of the khope in succession but
to say the same name in succession or to repeat the name of the khope.

The facilitator will ensure that there is no unnecessary shouting or rushing and that everyone
follows the rules.

When the game is over, everyone will sit in a circle again and the facilitator will ask everyone

● What do disasters and disasters have in common with this game?

● If there is a disaster or disaster like this game, can we lose everything a little bit?
● Can disasters be prevented?
● How to prevent it?
● What do they know about disaster or disaster prevention?

Task 16.4 “Prevention” and “Remedy

Procedure:

Facilitator will write 'Prevention' and 'Remedy' in big letters on the board and tell everyone
what these two words mean.

The facilitator will listen to everyone's opinions and if necessary explain the meaning of the
two words himself.

Remedy means to turn around and fix something after being attacked. And resistance is to
be prepared in advance, to prepare one's self or oneself to resist, when one is about to be
attacked by something, before the attack has yet taken place. Even then, if the attack cannot
be stopped, then it is necessary to remedy it if it is affected.

For example, when we are sick, we go to the doctor or take medicine, that is the remedy, but
so that we are sick. Otherwise, prevention is what we do to keep ourselves healthy and safe.

Task 16.5 Discussion about the work of the next session Procedure:
The facilitator will divide the participants into three new groups and ask them to work on the
three most important disasters or disasters in terms of risk and impact. Each group will be
asked to find out what preventive measures are taken on any one issue. It will be said that
the members of each group will search the book, internet or other, and with the information
they will make a chart which will be presented in the next session.

Tips for Facilitators:

Facilitator himself should study in advance about the risks and prevention of "disasters" and
"disasters", if necessary take the help of experienced people, organizations, books or
internet. So that they discuss the problems of their area more.

SESSION- 17 Early warning and preparedness for disasters

Objective- To raise awareness among the participants about what measures can be
taken in advance in case of disasters and calamities.

Learning ability:
● Participants will develop a clear understand of disaster prevention
● Participants will learn about the importance of precautions and preparedness
in disaster prevention.
● Part will learn in detail about their role in disaster prevention.
Total time- 2hrs

Work Possible materials possible time

17.1 review of prior session black or white 15 min
board,duster,marker or
sketch pen,chart paper

17.2 ‘Warnings’ and black or white 20 min

‘Preparedness’ board,duster,marker or
sketch pen,chart paper

17.3 Disaster or disaster black or white 40 min

resilience board,duster,marker or
sketch pen,chart paper

17.4 Disaster or disaster black or white 40 min

response plan board,duster,marker or
sketch pen,chart paper

17.5 discussion about the no equipment required 5 min

work of next session

Task 17.1 Review of previous session

Procedure:

The facilitator will elicit from the three groups of participants, one by one, what
preventive measures they think could be taken against the three disasters or
disasters most important in terms of risk and impact.

Each team will present their work one by one and after each presentation the other
team members and the moderator will give their opinion on the same.

The facilitator will then ask them where they got the information from and what their
experience was like.

Task 17.2 "Caution" and "Preparation"

Procedure:

The facilitator will then talk to everyone about the key elements of prevention,
'Precaution' and 'Preparation'.

He will seek feedback from the participants on this matter.

Warning

To warn means to forewarn. It is not possible to predict all disasters, but with
improved weather monitoring systems, the probability of some disasters can be
predicted. There is an early warning system for floods, cyclones, earthquakes etc. by
the government.
 As early warning systems can be improved to deal with natural disasters, all types of
damage will be reduced.

Preparation

Preparedness means taking steps to prevent or minimize damage to people, property

and nature even if a disaster occurs.

For example-

● Evacuation of endangered people to safe places.

● Removal of movable property such as money, documents or useful papers, cattle or
birds, food crops etc. to a safe place.
● Embankment or repair of embankment.
● Improving communication systems.
● Building disaster-resilient teams through training.
● Advance arrangements for treatment and relief etc.

Since there is a regular risk of disaster in disaster prone areas, some preventive
measures are taken in advance in those areas. Such as building dams, planting
trees, creating drainage systems, raising awareness among local people, training
workers/volunteers, etc.

Working with children and youth groups through the "Green Force" project is also an
example of preparedness.

Task 17.3 Disaster or Disaster Response Capacity

Procedure:

The facilitator will then ask why participants feel that even though there are public
and private agencies and organizations to deal with disasters or disasters, the work
being done with children and youth groups is necessary.

Topic of discussion-
What can today's children/youth community do for society in the future?
● If they themselves are aware, they will alert others in the house/area.
● Many of them will lead the development of the society and the area in the future.
● If this generation is aware, naturally the next generation will become aware after
seeing them.
Considering their age today, how much can they be useful?
● Raising awareness among peers.
● Raising awareness among the people of the house and area.
● Dissemination of disaster warning messages to others.
● Taking responsibility for some of the preparation tasks (those that are less risky).
Why is it not right to proceed with all their work now?
● Because they have less experience.
● Since many of them are not yet 18, they are not adults, so their safety is very
important.
● They need more training.

Task 17.4 Disaster or disaster response planning

Procedure:

The facilitator will ask the participants to divide into four groups to discuss one of the
following topics. He will give each group chart paper and sketch pen to write down
the ideas that emerge from the discussion.

How can they do the following to prevent potential disasters in the area?

1) Raising awareness among peers.

2) Raising awareness among the people of the house and area.

3) Dissemination of disaster warning message to others.

4) Some tasks with less risk in terms of preparation.

Each group will present their work one by one and after each presentation the other
group members and the facilitator will give their feedback.

The facilitator will ensure that participants' plans are realistic, risk-free and within their
capabilities. They should think of utilizing their individual/group strengths and skills in
various modern and creative ways. They should plan using mobile and internet,
advanced communication system, friends and other contacts.

Task 17.5 Discussion about the work of the next session Procedure:

Facilitator will thank everyone for participating in today's session and will tell about
one project about disaster preparedness in different parts of India from book, internet
or person which he will hear from everyone at the beginning of the next session.

Tips for Facilitators

Facilitator should study in advance about the prevention of "disasters", if necessary

take the help of experienced people, organizations, books or the Internet. He will
remind the participants during the discussion to discuss more about the problems in
their area.
 Session 18 : Protection of children against disaster and calamities

Objectivity: awareness among the participants about the safety of themselves and
other children increase.
Learning ability:
● A clear understanding of child protection will be created among the participants.
● Participants will understand the risks that disasters and calamities pose to children’s
lives
● Participants will know who can get help with child protection.

Total time: 2 hrs

Work Possible materials time

18.1 Who is at risk during a black or white board, chart 20 min

disaster or disasters paper, sketch pen, chalk,
duster etc.

18.2 why children need black or white board, chart 20 min

protection paper, sketch pen, chalk,
 duster etc.

18.3 risks or hazards during black or white board, chart 50 min

disasters or calamities paper, sketch pen, chalk,
duster etc.

18.4 what we can do to deal black or white board, chart 25 min

with disasters paper, sketch pen, chalk,
duster etc.

18.5 homework no equipment required 5 min

Action 18.1 Who is at risk during a disaster or disaster?

Procedure:

Facilitator will ask everyone to share what they have learned about disaster
prevention measures in different parts of India.

The facilitator will ask the participants who have gathered information about this,
where and how they learned about it.

After that the facilitator will thank everyone and start talking about today's discussion
topic. He will first ask everyone, "Who is the most vulnerable among mankind in
times of calamity?"

Many will answer that everyone is at risk, some will talk about women and children or
the elderly, or people who are physically or mentally disabled (who are now specially
abled).

The facilitator will then say that adults, who are physically or mentally able, can take
care of themselves during disasters or calamities, but we need to take special care of
children, the elderly and the physically or mentally disabled (who are now called
specially abled). .

Now he will ask 'if there is a risk of disaster or disaster, what should we do for them?'
After getting everyone's answers, the facilitator will say that in this type of situation,
the safety of these people needs to be considered first and they need to be moved to
a safe place as soon as possible, such as a relative's house, a relief camp or a
government shelter.

Task 18.2 Why children need protection during disaster or disaster

Procedure:

He will then start discussing the protection of children. At the beginning of this
discussion he will ask "Who does the child call?"

Participants may talk about different ages if they don't have a clear idea about this
beforehand. Otherwise someone might say that 'everyone under 18 is a child'.
 After everyone has been told, the facilitator will explain that "everyone under the age
of 18, regardless of caste, religion, caste, gender, is a child". All or many of the
participants are children. Even if it is bad or shameful for those who have grown up to
think that they are children, this is the law of our country. It has been said that they
are not physically and mentally mature enough to do certain things like driving a bike,
voting or getting married.

Protection of children is therefore the responsibility of the family/adults and the state
(ie the government).

He then asks everyone the question "What does security mean?"

When everyone has been told, the facilitator will explain that "protection" means
saving children from any kind of danger or risk and getting the child out of danger
and back to normal.

Act 18.3 Risks or hazards during disasters or calamities

Procedure:

Then the facilitator will divide the participants into three groups and ask them to find
answers to some questions.

● Are children at risk during disasters?

● As a result of disasters or disasters, what risks or dangers are created in the lives of
children?

● Who needs to do what to reduce these risks?

Participants will be asked to work with children of three different age groups for three
groups.

Group 1- Children from newborn to 6 years

Group 2-7 to 12 year old children

Team 3-13 to 18 year old children

Participants will be given 30 minutes and materials to present their work. At the end
of the working time, the facilitator will sit everyone in a circle and give a presentation
to each group. After each group's presentation, the facilitator
Arrange the created chart papers and give time to everyone if they want to make any
additions or comments on any of the group's work.

Finally the facilitator will talk about the following topics one by one prepared in
advance by showing charts or pictures.

● death
● Illness
● to be injured
● Disability
● Disease transmission
● becoming parentless
● being trafficked
● Child labour of unaccompanied children
● child marriage
● Cessation of education
● Lack of food and nutrition
● Not receiving treatment
● Lack of safe shelter
● Depression or illness
● Different types of torture or harassment etc

He will state that many of the above-mentioned risks are interrelated. Just as children
without guardians may be forced to work, similarly impoverished families may
consider it a burden and marry off their daughters. They may be trafficked for work or
safety. Many children are forced to stay in the same shelter with unknown adults
during disasters or calamities.

For this, it is necessary to take some initiatives in the risk areas for children in
advance, such as-

● Creating separate safe havens for children.

● Raising awareness about child protection among the elders in the area.
● Raising awareness about child protection among children who understand
themselves.
● Raising awareness about who to contact when a child is in danger.
● Provide first aid.
● Arrange for vehicles to take children to hospitals or safe havens in case of
emergency.
● Training some people in the area to protect children.
● Formation of Parliament and Panchayat based Child Protection Committee.
● Liaise with district support providers or specialist agencies/departments regarding
child protection so that their assistance is available in emergency situations.

Who is responsible for protecting children?

● Family/Guardians
● Panchayat
● Child Protection Committee
● Local social service organization
● school teacher
● the police
● Child Line (1098)
● District Social Welfare Officer
● District Child Protection Officer
● State Commission for Protection of Child Rights

Action 18.4 What we can do to deal with disasters or disasters Procedures:

The facilitator will then ask the participants what they can do as a group.
 After listening to everyone's views, the facilitator will discuss what is realistic and
doable among the things they said. At this time he would remind everyone not to do
anything impulsively that might endanger themselves, because many of them are still
children themselves.

For example-

If someone is in danger (such as drowning or a fire), calling the elders immediately

without trying to save oneself.

Taking injured people to the nearest medical centre without treating them yourself.

If you see something suspicious, do not do anything yourself and immediately inform
the elders who are trustworthy.

The facilitator will tell everyone that it's not that their wishes are wrong or
unreasonable, that what they want to do is important, but since many are not yet 18,
they shouldn't jump directly into danger and help others right now. They can do many
things if they want to keep themselves away from danger.

For example-

● Know more about this yourself.

● Raising awareness about child protection among children who understand
themselves.
● Raising awareness about child protection among the elders in the area.
● Joining Parliament and Panchayat based Child Protection Committees or keeping
regular contact with the Committees.
● Training in first aid and disaster prevention.
● Identifying disaster and disaster risks in the area and children and exposing them to
adults.
● Strengthening ourselves as a green force.
● Adding more children to themselves.
● To prevent calamities and calamities by doing some early warning messages and
warning, planting trees, creating nurseries, creating seed banks, clearing garbage,
cleaning drainage systems, repairing dams etc.

Work 18.5 Homework

Procedure:

The facilitator will thank everyone for participating in today's session and ask
everyone to come up with one task before the next session. All should come to know
the news of one local child whose life has been in the last two or three years

Damaged due to any calamity or calamity. They can get this news directly from the
child or from someone known to the child.

Tips for Facilitators

Facilitator should know in advance about child rights, child protection, child marriage,
child labour, child trafficking, child sexual abuse etc. and the local situation in that
 regard. Know the incident so that he can illustrate the real situation of the area while
answering the questions of the participants.

Session 19: Emergencies during snakebites and drowning in water.

Objective: To make participants aware of what to do during snake bites and
drowning.

Learning ability:
● Participants should be aware of snakebites and diving.
● Participants will learn what to do during snakebites and drowning.

Time :2 hrs

work time materials

19.1 Review of prior black or white board, 15 min

sessions chalk,duster,marker pen

19.2 primary duty in case of per- made paper charts or 45 min

snakebites. pictures,chart paper,
markers

19.3 Ways to protect per- made paper charts or 15 min

yourself from snake bites pictures,chart paper,
markers

19.4 immersion and its per- made paper charts or 40 min

remedies pictures,chart paper,
markers
 19.5 homework no equipment’s required 5 min

Task 19.1 Review procedure of previous session

The facilitator will ask everyone about the assignments given at the end of the previous
session and hear from everyone about local children affected by disasters or disasters.
During the time he will know about the document situation of those children and if they are
still in any danger then he will inform the organisation after the session.

Act 19.2 Primary duty in case of snakebite

Procedure
Facilitator will tell everyone that when it rains or floods, snakes lose their dens or shelters
and seek shelter. So at that time we see more snakes. Every year many people lose their
lives due to snake bites in our country but during calamities or calamities the rate increases
as many do not get access to proper treatment.
That is why we will now discuss about snakes. He will tell everyone that everyone
should say something about snakes and snakes bite.

After everyone has spoken, the facilitator will discuss the following points by showing a
chart or picture prepared in advance.
Snakes are stereotypically known as poisonous .All snakebites are not poisonous
because the bite of a non-venomous snake does not cause any particular damage.
However, if the venom of a poisonous snake mixes with the blood, people may die if
not treated in time.

If bitten by a snake, in many parts of our country, it is still practiced to treat with
Ojha. A person bitten by a non-venomous snake can be treated with ojhara herbs,
but ojhara does not have the ability to save a person from venomous snakes, so if
bitten by a snake, the person should be taken to hospital immediately.

Because of the stories and superstitions heard from childhood, people get scared
when they see snakes and because of that, they feel sick due to fear of snake bites.

Some misconceptions about snakes -

● Snakes eat milk bananas

● The snake takes revenge
● Snake takes human form
● A snake can withdraw its own poison if it wants to
● There is a gem on the snake's head
● The body rots due to the sting of the snake
● Kalnagini snake bite kills people etc.

Venomous snakes of West Bengal are Gokhro, Keute, Chandrabora, Kalach,

Shankhamuti etc. Among the non-venomous snakes are Hele, Jaldhora, Ghar Chiti,
Bet Achra, Moyaal etc. Although Laudga or Kalnagini snakes have venom, it is not
deadly enough to kill humans.
 Snakes bite most of the time out of fear or self-defense or to save their eggs/young
ones. Since snakes bites in the dark or suddenly, many people cannot recognize the
snake in that condition. So he should be immediately taken to the hospital for proper
treatment by understanding the physical symptoms.

If you know which snake has bitten you, treatment is beneficial. You can understand
if a person bitten by a snake is poisoned by seeing a few symptoms. In some cases,
a snake bite can also be understood by looking at the symptoms.

Symptoms -

● Two pin prick bloody spots appear on the patient's body.

● The area becomes swollen and red.

● Both the eyelids of a person bitten by a snake are closed.

● Severe burning pain at the site of the bite.

● The patient sees everything blurry in front of his eyes.

● The patient has difficulty swallowing and the throat becomes closed.

● The body swells.

● Difficulty breathing.

● Vomiting started.

● Ganjala comes out through the mouth.

Primary duty in case of snake bite :

● The place where the snake has bitten should not be moved.

● Try to keep the patient calm. He needs to understand that just because a snake has
bitten does not mean it is poisonous.

● The patient should be evacuated from the accident site.

● If there is any hard or tight object on the patient's body, it should be removed.

● The patient should be taken to a doctor as soon as possible.

● One should never be carried away by superstition.

● No one will cut the wound with a blade.

● No one should try to suck the blood out of the wound.

● Do not bandage the wound.

 ● Do not wash the wound with hot or cold water.

● Most patients die of heart failure after being bitten by a snake, so try to cheer him up,
no one should cry in front of him.

Act 19.3 Ways to protect yourself from snake bites

Procedure:

Then the facilitator will ask everyone questions like-

5. As members of the green forces, what will they do to save themselves from snake
bites?
6. What can be done to save others from snake bites?
7. What do they do if someone is bitten by a snake?
8. The facilitator will listen to everyone's answers and give his opinion.

To protect oneself from snake bites-

● Know the local snakes well.

● Move carefully in the dark, on the road, in the forest.

● Walking at night with a torch or light.

● Take a good look at the bushes, jungles or ditches.

● Remove misconceptions and superstitions about snakes from your mind.

● If you see a snake, avoid it, do not disturb it unnecessarily or try to catch it.

● Check the bed before going to bed.

They also need to understand each of the above things well in order to save others.

If you know that someone has been bitten by a snake, you should immediately try to
send him to the hospital with the help of elders. As a member of the Green Force,
they can calm others down by telling them what they know and insist on their minds.

Exercise 19.4 Immersion and its remedies

Procedure:

The facilitator will then discuss with everyone about human drowning.

Many people who live near rivers, ponds or seas regularly bathe in those places and
many of them are good swimmers, but drownings are still common. We also hear
about children drowning in water.

This type of incident is heard more during high tide or flood because even if we know
how to swim, we have nothing to do at that time.
 The facilitator divides the team members into three groups and gives them three
separate tasks

1) What should we do to avoid drowning?

2) What should be done if someone drowns in water?

3) What do we do if someone drowns in water?

Facilitator will give 10 minutes for this task and after the time is over, present each
group's work one by one. After the presentation of all parties and after listening to
everyone's opinion, he will give his opinion.

What should we do to avoid drowning in water?

● Everyone will learn to swim, with the help of adults who know how to swim well.

● Never go into deep water or go too far unnecessarily or pretentiously.

● If the water body is not clean or there are weeds growing under the water then it is
better not to bathe in that water.

● Children should not go to water bodies to bathe alone.

● Sick people should not enter the water alone.

● Going to high ground during high tide or flood.

● Not being in the water during a storm, even in a boat.

What should be done if someone drowns in water?

After drowning in water, the water entering the lungs through the nose and mouth
causes the patient to suffocate and the stomach swells after consuming a lot of
water. If breathing is stopped for 4 to 6 minutes like this, death usually occurs.

First Aid:

● The drowning person should be pulled out of the water as quickly as possible with
the help of bystanders and someone skilled in swimming.

● After removing the drowning person from the water, lay him upright and check for
breathing.

● Calling his name can see if he responds or not.

● If there is no breathing or breathing is difficult, check for airway obstruction. For this,
if there is mud or anything else between the nose and the mouth, it should be taken
out.

● If he still does not breathe, his head should be held tightly and his face must be
choked.
● Now the rescuer should take a full chest breath and hold the drowning person's nose
with his hand and put his face to his mouth in such a way that there is no gap.

● If a child or young person drowns, the nose and mouth should be completely buried
in the mouth.

● In this situation, the rescuer should take a deep breath and put his mouth on the
drowning person's mouth and breathe

● See if inhalation causes the drowning person's stomach to swell. If the stomach
swells, then it should be understood that artificial respiration is being done properly.

● This should continue until the drowning person is breathing on his own. In addition to
giving artificial breath in this way, the hand or the side of the Adam's apple of the
throat should be checked to see if there is a pulse or not.

● If there is not, then quickly put your hand slightly to the left side of the middle of the
chest and press hard so that the chest gives a little.
● If the child is one to two years old, hold his chest with both hands and press with
thumb.

● In this way, after every 30 times of pressure, you have to breathe twice as before.
This should be done cyclically until the pulse rate is normal.

● Prolonged exposure to water can cause hypothermia. Therefore, to keep the

temperature normal, the person should be removed from the water and covered with
dry clothes after removing the wet clothes.

● If the hands and feet are cold, they should be massaged or heated.

● If the patient is in good condition i.e. breathing and heart beat, he can be given a little
warm milk, tea etc.

● It is best not to take too long to drain the water from the patient's lungs and trachea.

● In addition to the first aid, the patient should be taken to the hospital as soon as
possible.

Need to remember-

● If someone drowns in water, one should not panic and keep a cool head.

● A non-swimmer should not attempt to rescue a drowning person, as both lives may
be endangered.

● It is not at all advisable to lift a drowning person out of the water and lay him upside
down and try to force the water out. This can cause the person to vomit, which can
then enter the lungs and cause complications later.

What do we do if someone drowns?

● Throw something to a drowning man that will hold him afloat or help him come up out
of the water.

● Shout out to an adult for help, especially someone who can swim.

● I will not panic myself and I will not panic others.

● I will keep a cool head and see that the first aid is correct.

● I will see to it that arrangements are made to take the patient to the hospital as well
as the first aid.

Work 19.5 Homework

Procedure:

Facilitator divides the group into two tasks to complete before the next session.

The first group's task is to make a list of the types of snakes in the area and which
ones are poisonous.

The task of the second team will be to collect the names and phone numbers of
those in the area who are good swimmers and able to rescue drowning people.

Tips for facilitator

Facilitator himself will gather necessary information about snakebite and water
immersion in advance. He will add or prepare thematic charts or pictures in
advance to better understand the participants.
Special Session: Constructive Work Planning

Objective: To help the Green Forces to project themselves as an organized group.

Learning potential:

● Participants will gain experience working collaboratively.

● Participants will try to use their creativity and other strengths to do something
constructive.
● Courage and confidence will increase among the participants.

Total time-2 hours

Task Possible materials Possible time

1) concept of planning Paper/chart paper and pen 45 minutes

for writing

2) On the relevant topics of Writing paper/chart paper 15 minutes

the event discussion and pen

3) Planning ceremony Writing paper/chart paper 60 minutes

through handwritten notes and pen

Task-1 Idea of planning

Procedure: Facilitator will ask all the participants that in the next session they should all work
together to create a positive image of this 'green force' in the minds of the local people.

He will announce that all the Green Forces are doing one of these jobs, so the organization
has decided that one of the Green Forces' jobs is

Competition will be held and the best three works will be awarded.
He would tell everyone that if they wanted to take some time to discuss the matter
themselves, they were given 15 minutes.

If the facilitator feels that giving some examples will facilitate the discussion of the
participants, he can refer to the following tasks:

● Panchayat and some proposals regarding disaster risk and disaster prevention in the
area
● Presenting to others some posters, models, plays about disaster and disaster risk
and prevention in the area or children performing other promotional activities.
● To raise awareness among adults with Panchayats and Child Protection Committees
on child protection issues during disasters and calamities.
● Prepare warning messages to prevent disasters and calamities by taking action in
advance and campaign.
● Plantation of trees, creation of nurseries, creation of seed storage, cleaning of
garbage, proper disposal of garbage, cleaning of drainage system, wall writing for
solar power promotion, repair of dams etc.

When the time is up, the facilitator will listen to their plans and give their feedback. During
this time the facilitator will talk to everyone about the following:

● How realistic and affordable is the plan to the participants?

● How ready is everyone to do this? Is everyone ready to give time for doing this
activity?
● If money is needed, where and how will it be collected? Who do they want to show
this work?
● What kind of change do they want to see through this work?
● Do they think there will be any long-term changes in the area through this work?

After that he will want to know that-

● Who needs permission for this work and how can it be obtained? What help do they
expect from the facilitator?
● What help do they expect from the organisation and how do they think they will get
that help?
● Apart from Panchayat, Child Protection Committee, who else needs help?
● How will it be taken? How can other children, youth and other adults in the area be
involved in this work?

Task 2) Discuss the relevant topics of the event

Procedure:
The facilitator will then discuss the following topics one by one and listen to everyone's
views. As this is the first event organized by the participants it is everyone's responsibility to
do it well so he will tell everyone.

subject-
From among the topics covered in previous sessions, select topics that (1) can be explained
or presented in a short time and easily and (2) are appropriate to the environment, so that
the audience or audience can easily understand them. .
Spectator or Audience –
The first event should be to select an audience or audience that is of the same group.
participants

Age and experience should be kept in mind so that an audience or audience should be
chosen in front of which the participant will not feel nervous. Therefore, it is best if they
perform their first ceremony in front of friends of their own age or in front of slightly younger
children. But if they feel comfortable then they can do it in front of the elder members of the
family or neighbors. If the number of participants is 15 or 20 and each of them takes
responsibility of 4/5 audience or audience then they can easily get 60 to 100 people for their
event.

Place-
The event will be held in a venue that has adequate seating and event space. Also the place
should be clean and have adequate light and air.

Day and Time-

Choose a day and time when the audience or audience can easily participate and watch or
listen to the whole program.

Presentation method.

According to the character of the viewers or listeners, they have to decide what kind of
programs they would like to watch/listen to. Continual speeches can make the program
boring and too much dancing and singing can reduce the seriousness of the program. So it
is necessary to arrange the program in such a way that everyone can enjoy it on the one
hand and on the other hand understand the speech of the participants and increase their
awareness. For this, participants can make posters and explain them in front of everyone,
give speeches, perform topical plays, sing or recite poems.

Division of work among all team members-

All may unite and choose one or a few among themselves to lead. Divided into small groups,
each group with a leader or as a group can take on different tasks such as (1) conducting
the main event (2) inviting guests and visitors/audiences, (3) obtaining necessary
permissions, (4) overall management, (5) collection of subscriptions, accounting and
spending of money and (6) collection of information, taking pictures, writing reports etc. The
work should be divided among all according to the qualifications, experience and interest of
the participants.

Decisions will be made according to the opinion of the majority after listening to everyone's
opinion. During this time the organizer will inform everyone that the overall responsibility for
the next day's event is solely on the participants. The moderator must help them from
outside but never do any work directly for them and will be a spectator on the day of the
main event.

Task 3 Prepare the event plan by hand

Procedure:
The facilitator then asks everyone to prepare a detailed plan for the upcoming event/work
within the next one hour, which must include the following points –
● Aims and objectives of the event/work
 ● Expected results
● List guests and visitors, place and time
● Whom to get permission from and how to invite whom.
● Advance promotion system
● Budgeting and summing up preparation time and work share
● What are the responsibilities of each member of the Green Army?

Once the plan is done, the facilitator tells everyone that it will now be presented to a higher-
up in the organization for feedback and approval.

Tips for Facilitators

Although the facilitator does not directly assist the participants in planning, he/she will
ensure that whatever work is planned by the group is done in front of or with the
participation of the Panchayat, Child Protection Committee and other important people in
the area. This will facilitate recognition and subsequent support from the green forces.

It would be great if the facilitator could get one of the senior staff/representatives of the
organization to attend the session, as he/she would immediately share his/her views and
opinions.

You can approve. Otherwise, the manager is a senior employee of the organization with
his own opinion on the plan. Send his opinion and approval to the representative and
when received immediately inform the participants so that they can assemble for the