A Project approach to A Project approach to conservation and Bioconservation and Bio--diversity diversity of lakeof lake--biota for understanding biota for understanding the concept of Environmental the concept of Environmental

Education at school levelEducation at school levelByBy

G V Go pal and S P KulkarniG V Go pal and S P KulkarniRegional Institute Of Regional Institute Of

EducationEducationMysoreMysore--66

ABSTRACTABSTRACT

•• In view of the supreme court’s order to In view of the supreme court’s order to introduce environmental education in school introduce environmental education in school syllabus in all classes, an attempt has been syllabus in all classes, an attempt has been made to introduce a project based approach to made to introduce a project based approach to inculcate the environment related values and inculcate the environment related values and scientific sprit of inquiry in them regarding lake scientific sprit of inquiry in them regarding lake biota of Mysore city.biota of Mysore city.

•• A few model projects have been designed and A few model projects have been designed and worked out with school students to know the worked out with school students to know the various immediate concerns related to various immediate concerns related to conservation of bioconservation of bio--diversity.diversity.

INTRODUCTION:INTRODUCTION:•• Environmental education has been identified as an integral Environmental education has been identified as an integral

part of our education system for a longtime. The Supreme part of our education system for a longtime. The Supreme Court has directed all states and educational agencies in the Court has directed all states and educational agencies in the country to introduce environmental education as a compulsory country to introduce environmental education as a compulsory subject. National consultations on Environmental education in subject. National consultations on Environmental education in Schools were organized by NCERT which included scientists, Schools were organized by NCERT which included scientists, Environmentalists, officials from state and center dealing with Environmentalists, officials from state and center dealing with environment, departments of Environmental Science and environment, departments of Environmental Science and Ecology, Teacher educators, NGOS, they identified mission and Ecology, Teacher educators, NGOS, they identified mission and objectives for the implementation of Environmental education objectives for the implementation of Environmental education in Schools. The mission, could be stated asin Schools. The mission, could be stated as,” To Prepare ,” To Prepare young minds to appreciate the importance of young minds to appreciate the importance of Environment in a holistic manner, not only for human Environment in a holistic manner, not only for human survival but for all life forms on earth, to inoculate survival but for all life forms on earth, to inoculate positive attitude towards environment, and to positive attitude towards environment, and to encourage proactive action for a sustainable future”.encourage proactive action for a sustainable future”.

Aim & Objectives:Aim & Objectives:

The objectives listed one to develop in the childrenThe objectives listed one to develop in the children

•• an awareness environment and its problemsan awareness environment and its problems•• basic Knowledge and Understanding of basic Knowledge and Understanding of

environment and it inter relationships with manenvironment and it inter relationships with man•• habits, values, attitudes and emotions to habits, values, attitudes and emotions to

maintain and promote quality environment for maintain and promote quality environment for human survivalhuman survival

•• ability to assess environmental problemsability to assess environmental problems•• a sense of responsibility and urgency to ensure a sense of responsibility and urgency to ensure

appropriate action to solve environmental appropriate action to solve environmental problems.problems.

•• Keeping these objectives in mind curriculum and Keeping these objectives in mind curriculum and syllabus are framed and suitable pedagogy and syllabus are framed and suitable pedagogy and methodologies are identified. At primary stage, simple methodologies are identified. At primary stage, simple concepts of environmental education are covered; concepts of environmental education are covered; Knowledge about our body, food, air, water, clothing, Knowledge about our body, food, air, water, clothing, immediate environmental etc… are covered. At higher immediate environmental etc… are covered. At higher Primary and Secondary levels, higher concept are Primary and Secondary levels, higher concept are taken care. At higher secondary level all core subjects taken care. At higher secondary level all core subjects cover the concerns of environment the coverage of cover the concerns of environment the coverage of concepts includes the sustainable development, concepts includes the sustainable development, pollution, global warming, waterpollution, global warming, water--pollution, properties pollution, properties of water land pollution, ecology, protection of of water land pollution, ecology, protection of environment, understanding life on earth, ecosystem, environment, understanding life on earth, ecosystem, conservation of natural resources etc….conservation of natural resources etc….

•• Appropriate teaching strategies, Appropriate teaching strategies, methodologies lead to the learning process methodologies lead to the learning process in children along with development of in children along with development of positive attitudes towards environment and positive attitudes towards environment and its protection, learning through active its protection, learning through active participation in activities by interacting with participation in activities by interacting with the real environment makes children the real environment makes children understand better. Several strategies have understand better. Several strategies have been worked out. Presently a strategy called been worked out. Presently a strategy called “ Project Method” has been planned and “ Project Method” has been planned and worked out worked out

•• ““Project is a whole hearted, systematic approach to Project is a whole hearted, systematic approach to analyze the problem and come out with suitable analyze the problem and come out with suitable solutions to the problem”. Through projects it is solutions to the problem”. Through projects it is possible to develop skills, scientific, social, and possible to develop skills, scientific, social, and educational, attitudes and values can be inculcated. educational, attitudes and values can be inculcated. Here water was taken as one of the natural Here water was taken as one of the natural resources of Environment that plays significant role resources of Environment that plays significant role for the survival of life on earth. It is chosen as for the survival of life on earth. It is chosen as theme and simple projects have been designed. XII theme and simple projects have been designed. XII Standard Students of Demonstration School and Standard Students of Demonstration School and KendriyaVidyala, Mysore have tried out these KendriyaVidyala, Mysore have tried out these projects. Certain guidelines are also given here to projects. Certain guidelines are also given here to help children to taken up project work. Chemical help children to taken up project work. Chemical Nature of water and Biological Properties of pond Nature of water and Biological Properties of pond water system has been selected for present study.water system has been selected for present study.

Analysis of water sample: Analysis of water sample:

•• ( A ) Chemical properties of water( A ) Chemical properties of water

•• pHpH--using pH papersusing pH papers•• Dissolved gases by Winkler’s MethodDissolved gases by Winkler’s Method•• Dissolved substances like salts, (bicarbonates, Dissolved substances like salts, (bicarbonates,

chlorides, nitrate, etc…)chlorides, nitrate, etc…)

•• ( B ) Physical Properties of Water( B ) Physical Properties of Water

•• ColourColour, odor (Polluted water), odor (Polluted water)•• Turbidity (using Turbidity (using Secchi’sSecchi’s disk)disk)

•• ( C )Biological Properties:( C )Biological Properties:

•• Living matter can be analyzed by collecting, Living matter can be analyzed by collecting, preserving, identifying, classifying and their role in preserving, identifying, classifying and their role in food chains, etc…food chains, etc…

•• For example certain planktons act as indicators of For example certain planktons act as indicators of pollution of water and can be studied qualitatively pollution of water and can be studied qualitatively and quantitatively. The details of biotic community is and quantitatively. The details of biotic community is given belowgiven below

BIOLOGICAL ANALYSISBIOLOGICAL ANALYSIS•• EXPERIMENTEXPERIMENT

•• AIM: Collection and Preservation of Biological AIM: Collection and Preservation of Biological Water Sample for Biological analysis Water Sample for Biological analysis

•• To collect and preserve the water sample for To collect and preserve the water sample for Biological StudiesBiological Studies

•• The methods for the collection of samples The methods for the collection of samples for Biological Studies vary greatly due to for Biological Studies vary greatly due to diversity of life forms (Plankton, diversity of life forms (Plankton, macrophytesmacrophytes, , etc).etc).

Requirements:Requirements:•• 1.1. 4% formation to be prepared from 40% formaldehyde in 4% formation to be prepared from 40% formaldehyde in

water.water.•• 2.2. Jerkins (small container made up of plastic, dropper).Jerkins (small container made up of plastic, dropper).

•• Procedure:Procedure:•• The water samples are collected in different jerkins from The water samples are collected in different jerkins from

different sources.different sources.•• At least 500 ml of water sample should be collected for At least 500 ml of water sample should be collected for

phytoplankton analysis.phytoplankton analysis.•• 4% formalin is added to it, for the fixation of biological 4% formalin is added to it, for the fixation of biological

specimens in water sample.specimens in water sample.•• Large quantities Large quantities uptoupto 5 liters may be required in case of 5 liters may be required in case of

extremely clear waters. Phytoplankton samples should always extremely clear waters. Phytoplankton samples should always be collected at the same time on every sampling day; as they be collected at the same time on every sampling day; as they are reported to undergo vertical migration.are reported to undergo vertical migration.

EXPERIMENT:EXPERIMENT:

•• AIM:AIM: Qualitative Composition of Qualitative Composition of Phytoplankton and to observe and identify Phytoplankton and to observe and identify various phytoplanktons’s in different water various phytoplanktons’s in different water samples.samples.

Phytoplanktons are the primary producers in the Phytoplanktons are the primary producers in the aquatic ecosystem and the entire aquatic life aquatic ecosystem and the entire aquatic life sustains on the quality and quantity of the sustains on the quality and quantity of the phytoplankton. Hence it is imperative to identify phytoplankton. Hence it is imperative to identify the various phytoplanktons. In the following the various phytoplanktons. In the following pages a list of common phytoplanktons is given.pages a list of common phytoplanktons is given.

CYNOPHYCEAE CYNOPHYCEAE •• MICROCYSTISMICROCYSTIS•• SYNECHOCOCCUSSYNECHOCOCCUS•• GLOEOCAPSAGLOEOCAPSA•• OSCILLATORIAOSCILLATORIA•• PHORMIDIUMPHORMIDIUM•• LYNGBYALYNGBYA•• SPIRULINASPIRULINA•• NOSTOCNOSTOC•• ANABAENAANABAENA•• CYLINDROSPERMUMCYLINDROSPERMUM•• RIVULARIARIVULARIA•• GLOEOGLOEO--TRICHIATRICHIA•• CALOTHRIX CALOTHRIX •• SCYTONEMASCYTONEMA•• CHLOROPHYCEAECHLOROPHYCEAE

•• CHLAMYDOMONASCHLAMYDOMONAS•• VOLVOXVOLVOX•• PEDIASTRUMPEDIASTRUM•• HYDRODICTYONHYDRODICTYON•• CHLORELLACHLORELLA•• SCENEDESMUSSCENEDESMUS•• CLOSTERIUM3CLOSTERIUM3•• STAURASTRUMSTAURASTRUM•• COSMARIUMCOSMARIUM•• DESMIDIUMDESMIDIUM•• SPIROGYRASPIROGYRA•• STIGEOCLONIUMSTIGEOCLONIUM•• OEDOGONIUMOEDOGONIUM•• CHARACHARA•• NITELLANITELLA

B. BACILLARIOPHYCEAE B. BACILLARIOPHYCEAE •• COSCINODISCUSCOSCINODISCUS•• SKELETONEMASKELETONEMA•• CHAETOCEROSCHAETOCEROS•• BIDDUALFIABIDDUALFIA•• BACILLARIABACILLARIA•• PLEUROSIGMAPLEUROSIGMA•• ASTERIONELLAASTERIONELLA•• SYNEDRASYNEDRA•• COCCONEISCOCCONEIS•• CETRONELLACETRONELLA•• NAVICULANAVICULA•• GOMPHONEMAGOMPHONEMA•• AMPHORAAMPHORA

EXPERIMENT:EXPERIMENT:•• Aim: Collection, Preservation and analysis of Aim: Collection, Preservation and analysis of

zooplanktonzooplankton•• Plankton as a term was first used by Victor Plankton as a term was first used by Victor

Hansen (1887) for the aquatic communities of Hansen (1887) for the aquatic communities of floating and drafting organisms that are carried floating and drafting organisms that are carried primarily by movement of water rather than by primarily by movement of water rather than by their own swimming ability.their own swimming ability.

1.21.2 Type of PlanktonType of Plankton•• The plankton, which constitutes an association The plankton, which constitutes an association

of plants, is termed as phytoplankton. The of plants, is termed as phytoplankton. The animal constituent of the plankton is known as animal constituent of the plankton is known as zooplankton.zooplankton.

Role of ZooplanktonRole of ZooplanktonZooplankton forms an important link in the food Zooplankton forms an important link in the food

chain as secondary producers. They play an chain as secondary producers. They play an important role in the conversion of energy from important role in the conversion of energy from primary to secondary level.primary to secondary level.

Ecological Classification ofEcological Classification ofZooplanktonZooplankton

•• Classification used as habitatClassification used as habitat

•• A. Marine planktonA. Marine plankton

•• B.B. Fresh water plankton (Limnoplankton)Fresh water plankton (Limnoplankton)

Classification used as depth Classification used as depth distributiondistribution

•• i)i) Pleuston: Those living at the surface of the Pleuston: Those living at the surface of the water, part of whose bodies project in the air.water, part of whose bodies project in the air.

•• ii)ii) Neuston: Living in the uppermost part (few Neuston: Living in the uppermost part (few to 10mm) of the surfaces micro layer.to 10mm) of the surfaces micro layer.

•• iii) Epipelagic: Living between about 200 and iii) Epipelagic: Living between about 200 and 1000 m in daytime.1000 m in daytime.

•• iv) Bathypelagic: Living below 1000 m.iv) Bathypelagic: Living below 1000 m.

Classification by length of Classification by length of planktonic lifeplanktonic life

•• i)i) Holoplankton (Permanent plankton): Those Holoplankton (Permanent plankton): Those living as plankton during their entire life.living as plankton during their entire life.

•• ii)ii) Mero plankton (Temporary plankton): Mero plankton (Temporary plankton): Those living as plankton during only a part of Those living as plankton during only a part of their life. their life.

List of common zooplanktons is List of common zooplanktons is given below:given below:

•• LiliferotrochaLiliferotrocha•• BrachionusBrachionus•• EuchlanisEuchlanis•• DipleuchlanisDipleuchlanis•• KeratellaKeratella•• PseudoeuchlanisPseudoeuchlanis•• DiploisDiplois•• MytilinaMytilina•• TrichotriaTrichotria•• MacrochaetusMacrochaetus

•• LepadellaLepadella•• SquatinellaSquatinella•• LecaneLecane•• EsophoraEsophora•• MonommataMonommata•• AscomorphaAscomorpha•• GastropusGastropus•• IturaItura•• SquatinellaSquatinella•• ScaridiumScaridium•• AsplanchnopusAsplanchnopus•• DaphniaDaphnia•• PleuroxusPleuroxus

Conclusion:Conclusion:•• The following experiments were tested by XII class The following experiments were tested by XII class

students of D.M.S and K.V.S schools and they found students of D.M.S and K.V.S schools and they found the manual is very useful in identification the manual is very useful in identification phytoplankton & zooplankton and other lake phytoplankton & zooplankton and other lake parameters of both physicoparameters of both physico--chemical in nature. We chemical in nature. We have planed this project method to give a feel for the have planed this project method to give a feel for the students to hand on experience, and away from class students to hand on experience, and away from class learning and rote learning of most of the school learning and rote learning of most of the school children is discouraged and children have developed a children is discouraged and children have developed a critical thinking the school children is discouraged and critical thinking the school children is discouraged and children have developed a critical thinking about the children have developed a critical thinking about the data and the problem ,data and the problem ,

•• which is truly the nerve center of science learning thus which is truly the nerve center of science learning thus this project aimed at independent abilities and this project aimed at independent abilities and capabilities for school child to learn more about quality capabilities for school child to learn more about quality of water, environmental pollution, ecological of water, environmental pollution, ecological management, biological conservation, biomanagement, biological conservation, bio--diversity diversity and many more complex problems like salinity of and many more complex problems like salinity of water, reproductive nature of animals with a specific water, reproductive nature of animals with a specific pH of water some of the crucial things, which they can pH of water some of the crucial things, which they can learn through this method. learn through this method.

Acknowledgements: Acknowledgements: •• We extend our sincere thanks to Prof.G.T.Bhandage, We extend our sincere thanks to Prof.G.T.Bhandage,

Head D.E.S.M for encouragement in taking up the Head D.E.S.M for encouragement in taking up the study. Our thanks are due to Principal R.I.E, Mysore study. Our thanks are due to Principal R.I.E, Mysore for giving financial support and guidance.for giving financial support and guidance.

Reference:Reference:•• A Manual of Zooplankton, Unit of Reproductive Biology and Live A Manual of Zooplankton, Unit of Reproductive Biology and Live

Feed Culture Feed Culture •• Department of Zoology. The New College of Chennai, India. Department of Zoology. The New College of Chennai, India.

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Conservation and Management of Conservation and Management of •• Wetlands. Allied Pubnlishers (P) Limited. Wetlands. Allied Pubnlishers (P) Limited. •• Shankar. P. Hosmani. 2002. Phtoplankton Shankar. P. Hosmani. 2002. Phtoplankton –– Zooplankton Zooplankton

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