In July 2024, Biome Environmental Trust conducted a three-day series of sessions at Inventure Academy, Bangalore. The sessions were crafted to engage and educate students from grades 3, 6, and 7 about the critical issues surrounding water. This initiative aimed to cultivate a deeper understanding of water resources, water conservation, and sustainability among young minds. Here's a glimpse into the enriching experience that unfolded during these days.
Day 1: Engaging Third Graders in Water Awareness
Date: 23 July 2024
Biome Team Members (in alphabetical order): Bhavani, Deeksha, Srivalli
On the first day, we interacted with 90 enthusiastic and curious third graders who were eager to dive into the world of water. The session began with a presentation titled "Wat'er We Doing About Water?" which immediately captured their attention. They had already been working on a project centered around a pressing problem statement: how the changing geography and climate of Bangalore is impacting the city’s water bodies. This showed that even at such a young age, they were aware of the environmental challenges faced by their community and were eager to explore potential solutions. It was heartening to see how well they understood the fundamental concepts of the water cycle. However, their knowledge didn’t stop there. They demonstrated an understanding of water distribution on Earth, recognizing the scarcity of freshwater compared to the vast amounts of saltwater in oceans.
Activity Based Session with Third Graders on Day 1
What particularly impressed us was their grasp of more complex concepts like water sources. While it’s common for children to think of taps and tankers as the primary sources of water, these third graders knew that water doesn’t simply appear out of nowhere. They were aware of groundwater, Cauvery River, lakes and open wells. This understanding set the stage for deeper discussions on groundwater and how it plays a crucial role in Bangalore’s water supply. The concept of aquifers—underground layers of water-bearing rock—was introduced, and we differentiated between shallow and deep aquifers. We emphasized the importance of recharging shallow aquifers first, as they are more accessible and crucial for maintaining local water availability.
To reinforce these concepts and make the learning experience more tangible, we engaged the students in a couple of hands-on activities designed to help them visualize water usage and the importance of conservation.
- 1. Water Usage Exercise:
Students used a mug and a 1-liter bottle filled with water to understand water usage. They poured water from the bottle into the mug and counted how many bottles were needed to fill the mug.
They were encouraged to estimate how much water they use while brushing their teeth at home.
- 2. Role-Play Activity:
In this activity, one student acted as a tap, holding a mug, while another pretended to brush their teeth. The 'tap' would pour water until the 'brusher' said 'stop', mimicking the act of leaving the tap running.
They calculated the number of mugs of water used during this activity to grasp the concept of water consumption.
We also discussed how they could help save fresh water like using a bucket instead of a shower for bathing, reuse water and what happens to used water once it leaves our homes. These ideas were not just theoretical; the students were excited to take these solutions home and implement them in real life.
Take-Home Activities: Extending Learning Beyond the Classroom
To ensure that the learning continued beyond the classroom, we assigned the students some take-home activities that were designed to be playful yet educational, offering them a hands-on way to explore water conservation further:
1. Catch the Rain
Students collect rainwater during a 10-minute period, measure the amount, and use it for tasks like watering plants or cleaning instead of tap water.
They compare rainwater usage with regular tap water, estimate savings, and share their experiences and learnings with others.
Investigate and Identify: Students observe water usage at home or school, measure activities like showering or washing dishes, and identify which activity consumes the most water.
Find Solutions and Share: They brainstorm ways to reduce water usage, then report their findings and ideas to others through presentations or posters, promoting water conservation practices.
Nurturing Future Environmental Stewards
By the end of the session, the students were not only equipped with a deeper understanding of water but were also motivated to become advocates for water conservation. They left with the tools and knowledge to make a difference, both at home and in their communities. The energy and enthusiasm they displayed throughout the day were inspiring, and we are confident that these young minds will carry these lessons forward as they grow into responsible and environmentally conscious adults.
Day 2: Exploring Water Scarcity and Rainwater Harvesting with Grades 6 and 7
Date: 24 July 2024
Biome Team Members (in alphabetical order): Apeksha, Avinash, Ayushi, Rajani
The second day saw the participation of 60 students from grades 6 and 7. The session was highly interactive, diving deeper into the critical issues of water scarcity and the importance of rainwater harvesting. We began with a discussion on the students’ daily water usage, asking them to consider how much water they use for activities like brushing, bathing, and overall daily consumption. This exercise helped them visualize the significant amount of water used in everyday life.
Ayushi showcasing the daily water requirements
We then introduced the students to the sources of water in Bangalore, such as the Cauvery River and groundwater. They were particularly intrigued by the distinction between deep and shallow aquifers, as well as the geology of Bangalore that influences the availability of these water sources. Understanding how the city’s water supply relies heavily on these aquifers, the students began to appreciate the complexities of water management in their city.
Avinash and Ayushi explaining Bangalore’s geology to the students
To make the discussion more tangible, we shared statistics on Bengaluru's water demand, which surprised many students. We explained how water, though essential, is not accessible to everyone equally, and this disparity can lead to severe social and economic consequences. An interactive quiz on Bangalore’s water, testing their knowledge on water sources, usage, and scarcity, spurred their curiosity and deepened their understanding of the city’s water challenges.
One of the key topics covered was rainwater harvesting (RWH). We explained the components and benefits of RWH, emphasizing how it can alleviate some of Bangalore’s water issues. The students learned about recharge wells and how they help replenish groundwater, especially in shallow aquifers. We also introduced them to the concept of calculating RWH potential, showing them how much water could be harvested from their school or homes.
The session concluded with discussions on sustainable water practices—Reduce, Reuse, and Recycle. We highlighted practical examples, such as using aerators to reduce water flow, reusing RO reject water, and recycling greywater. The students were surprised to learn about these methods and the impact they could have if implemented on a larger scale. By the end of the session, they were not only informed but also motivated to explore how they could contribute to solving water scarcity in their community.
Day 3: Delving into Water Quality and Advanced Concepts with Grade 7
Date: 25 July 2024
Biome Team Members (in alphabetical order): Apeksha, Ayushi, Rajani
The third day brought a group of 30 seventh graders. Building on the foundation laid the previous day, we introduced additional concepts related to water quality, which proved to be an eye-opener for the students.
We began by discussing the importance of water quality and the parameters that define it, such as Total Dissolved Solids (TDS), Total Suspended Solids (TSS), pH, and nitrates. The students learned how these factors affect the safety and usability of water. To make the learning experience more engaging, we conducted experiments where the students measured the TDS of different water samples, including distilled water, deep borewell water, and Kaveri water. They used TDS meters to observe how the values varied between these samples and what those differences signify water quality.
Students doing hands-on activity to test water quality using TDS meter
Additionally, the students measured the pH of various common liquids, like water, milk, and lemon juice, observing the color changes and understanding the significance of pH levels in water safety.
We also introduced the concept of water hardness, explaining the difference between permanent and temporary hardness. The students were particularly interested in how permanent hardness can cause scaling in steel appliances and react with soap, leading to less effective cleaning. This topic resonated with them as it connected the chemistry of water with everyday experiences.
Experimenting with Distilled and Tap water to understand the concept of water hardness
Throughout the session, we encouraged the students to think about how they could make conscious choices to reduce water usage and improve water quality in their daily lives. They learned the importance of selecting the right water filter based on input water quality and making sustainable decisions that could positively impact their community.
Activities Beyond the Classroom: Interview, Water Audit, and Documentation
In addition to the classroom activities, the students were introduced to three stages of activities aimed at broadening their practical understanding of water conservation:
- Interview:
Interview well diggers, water conservationists, family members, plumbers, and watermen to learn about their work and experiences with water. This exposure was designed to connect students with real-world water issues and solutions.
- Water Audit:
Map the entire school area, labeling buildings, parks, open spaces, water storage structures, etc. They were required to collect data on the school's water sources, types of water storage, water consumption, and disposal practices.
- Documentation:
Document the findings, providing a comprehensive overview of water management in their school. This activity encouraged them to share practical stories from those in the sector, helping them understand the broader context of water conservation.
Misconceptions and Insights
One of the highlights of the day was addressing common misconceptions the students had about water. Many believed that rainwater wasn’t pure, and that desalination was a simple and straightforward solution. Through our discussions, they realized the complexities involved in these processes, including the cost and environmental impact of desalination and the purity of rainwater when harvested correctly. They also gained a new perspective on groundwater, understanding that it isn't always as clean or abundant as they previously thought.
Conclusion: Empowering Young Minds for a Sustainable Future
The students’ newfound knowledge and hands-on experiences will empower them to take proactive steps toward water conservation in their communities. As they grow, these lessons will hopefully guide them in making informed decisions that contribute to a sustainable future. As we emphasized throughout the sessions, every drop counts, and small changes can make a big difference.
A Snapshot of Sessions on Day 2 and 3
Written By:
Deeksha and Apeksha
Deeksha and Apeksha
