Athira nandan

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PROTECTING NATURE SO WE CAN PRESERVE LIFE

From coral reefs to deserts, we work to protect the lands and waters that plants and animals need to survive for us and for future generations.

Learn more about where we work, and see how we’re protecting nature to preserve life.

RIVERS AND LAKES

Freshwater ecosystems rivers and lakes provide us with drinking water, food, energy, transportation even joy. But a staggering amount of fresh water is wasted or spoiled every day, and experts warn that in the next 20 years, half of the world’s population could face water shortages. There are practical solutions to freshwater conservation solutions that ensure we meet our current needs and conserve this precious resource for future generations but we must take bold action now.

OCEANS AND COASTS

The ocean contains 99 percent of the planet’s living space and supports nearly 50 percent of all species on Earth. Marine ecosystems provide us with medicine, food, oxygen and more, but our oceans and coasts are imperiled by human activity. We are working towards protecting oceans and coasts and keeping them healthy now and for future generations.

FORESTS

Forests give us shade and shelter, refuge and refreshment, food and water. But the world’s forests today are at risk for widespread degradation and deforestation thanks in large part to invasive species, a decrease in natural fire and poor forest management. We are advancing innovative and sustainable forest management solutions for the benefit of both people and nature.

GRASSLANDS AND PRAIRIES

Grasslands which boast rich plant diversity and awe-inspiring wildlife are under siege. Half of their original range has been lost to development and over-use which means less area for grassland-specific species like lizards and foxes to roam. But seemingly unlikely partnerships like those with ranchers are shining light on a way to save the biodiversity of these regions: what is good for livestock seems to be good for biodiversity, as well.

DESERTS AND ARIDLANDS

Deserts are among the harshest habitats on Earth. And while it may seem to be hospitable to nothing, look a little closer: the desert is teeming with life. The hardiest and most adaptable of species are often found in desert habitats, but even they need protection from threats such as encroaching development and invasive species. We’re working on a variety of solutions to ensure this habitat and its species are around for future generations.

Protecting Natural Resources

·           Preservation of the natural environment is essential for maintaining community sustainability. This section presents various approaches and techniques used successfully in different communities to protect and restore their natural resources.

·         Water Adequate water supplies of high quality are necessary both for community use and local ecosystems. Communities and jurisdictions must work together to assure an adequate water supply to meet future needs. This section presents resources to aid in that effort. ·         Energy Communities require energy. Nonrenewable sources for power generation, home and workplace, and transportation cause pollution and its harmful impacts. Energy conservation and the use of renewable fuels provide cost-effective and more sustainable alternatives. This section contains resources available to make energy use more efficient. ·         Air and Climate Both the natural ecosystem and human health can be adversely impacted by declining air quality and climatic change. Communities can preserve air quality by limiting or eliminating the discharge of harmful chemicals into the air and by minimizing the sources of air pollution. This section contains resources and approaches that address air quality and climate change. ·         Biodiversity Biodiversity is particularly important for creating sustainability because of the specialized roles each species plays in maintaining ecological balance. Communities can promote healthy wildlife by supporting integrative approaches for managing, protecting, and enhancing wildlife populations and habitats appropriate to their area. Some examples are given here. ·         Land, Forests, and Ecosystems While providing a protective covering for soil, water, and the atmosphere, forests are also renewable sources of an endless variety of products. In a healthy ecosystem, policies and programs must balance economic and conservation needs. This section highlights cases where communities have developed land use practices and businesses that both conserve ecosystems and enhance local economies. ·              Applying the necessary changes will allow everyone to witness the beauty in Mother Nature. Clean air and fresh water will be major effects that everyone will love. Plants will blossom and grow into beautiful sights to behold. People will become happier with the spectacular views surrounding them. Food and other resources will be plentiful as long as it is replaced. All this sounds better than an ashy gray world. The changes made will help preserve and expand nature. Nature has always been important to everyone and everything in the world. It provides nourishment and beauty for life. Simple changes can be made to better Mother Earth, so start taking responsibility to make a difference or else it may descend into nothing.

Lesson Plan

                                        CRITICISM LESSON PLAN

Name of the teacher- Athira Nandan

Name of the school-Mount Tabor Girls High School

Name of the subject-English

Name of the unit-Unit II ;Wings abd Wheels

Name of the subunit-Marvellous Travel(poem)

Issue

Travel

Subunit

*New ideas of travelling

*Knowledge and insights on travelling

*Adventure in travelling

Content Analysis

The poem was written by Joshua Fernandez . All travels are informative. Travels provides us with opportunity to come across new people, their ways of life and their culture. The poet travels well equipped to write about everybody he sees on his way. The poet is hopeful that his new experiences will changes his life. Whatever we come across, whethergood, badf or even ugly will be useful to our journey of life.

Vocabulary

Spring, to scope, Lace, Testimony

Curricular  Statements

The learner,

*reads aloud with proper stress and intonation

*guesses the meaning of unfamiliar words while reading

*develops an interest to explore new world

*develops mental and spiritual aspects of travelling

Pre-requisites

The learner,

*might have visited many tourist spot or places of importance.

*might have some experiences of their  travel

*might have some new insight from their travelling

Teching –Learning Resources

*chart showing profile of the poet

*flash card for displaying meaning of difficult words

References

Sourcebook, dictionary

CLASSROOM INTERACTION PROCEDURE		EXPECTED PUPIL RESPONSE
Informal interaction The teacher enters the class, wishes the learners and the learner reciprocates. The teacher establishes a good rapport with them through an informal talk Entry activity The teachers  asks some questions to enter into the poem *do you like travelling? *have you visited any tourist spot or place of importance? *What was your experience? Link talk So, All of you have visited any tourist places such experience give us new insights. Here the poet Joshua Fernandez shares his views on travel. Teacher then explains the title of the poem ‘Marvellous Travel’,and write it on the blackboard. Teacher also shows the profile of the poet in a chart and allows one or two learners to read it loudly  Joshua Fernandez (b.1974) *Malaysian film director and designer. *He first started working in the film industry from 1995 onwards. *He has produced dance music and released a number of track music numbers. Microprocessing  of the Input Model Recitation by the Teacher The teacher gives a model recitation of the poem by asking the learners to listen carefully. Track Reading Let the learner read the poem silently and asks them to clear their doubts if any and also find out the difficult words in the poem. Explanation of the difficult words The teacher megaphones the doubts of the learners and explains the meaning of difficult words of the entire class by displaying the meaning in flashcards. 1]Spring-jumb or tom move suddenly 2]to scope-to look at 3]lace-threads of cotton twisted into a pattern 4]testimony-a statement saying what you know to be true Collaboration Learning The teacher asks the learners to sit in group and asked to find out answers of certain questions . 1)How does the poet identify the little girls? 2)What are the  different types of experiences of the  poet? 3)Who are the different types of people the poet meets during this journey? Audio Recitation of the poem Teacher asks the learners to listen to the audio recitation of the poem by displaying it in the projector. Loud Reading by the learner Teacher allows one or two learners to recite the poem loudly with correct pronunciation, stress and rhythm. Review In order to get feedback from the learners, the teacher asks some questions. 1)What is the title of the poem? 2)Who is the poet? 3)What is the meaning of the word ‘spring’? 4)What are the different types of experiences of the poet? Follow up Activity Write one of your’s travel experiences in a page.		Yes Yes. They named some tourist spot Interesting Learner listened carefully Learners found the difficult words Learners listen carefully The poet identifies the little girls by their laces. Good,bad and ugly. He meets people belonging to different races, and tribes, children, women and little girls. Learners listen carefully Learners read well ‘Marvellous Travel’ Joshua  Fernandez Jumb or move suddenly Good, bad and ugly

social constructivism from athiranandan