PROJECT 2
SEASONS
SEASONS COME AND
SEASONS GO!!
57
ACTIVITY COVER SHEET
58
PRE- QUESTIONNAIRE
59
ANALYSIS
MARKS OBTAINED OUT OF 10
1-2 marks
3-4 marks
5-6 marks
7-8 marks
9-10 marks
Number of Students
0
1
7
55
46
GRAPHICAL REPRESENTATION
1-2 marks
3-4 marks
5-6 marks
7-8marks
9-10 marks
1%
0%
6%
42%
51%
60
S
T
U
D
E
N
T
S
60
50
40
30
20
10
0
ACTIVITY 1: PROFILE MAKING
TOPIC: MAIN SEASONS OF INDIA AND U.K
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TEACHER’S REPORT
ACTIVITY 1: Profile Making-Depicting and comparing the main seasons of India and U.K
DATE: 2nd Week of April, 2014
OBJECTIVE: To study the characteristics of the different Seasons in India and U.K
comprehensively.
OBSERVATION: The students made creative Profiles individually after a brief discussion of the
salient features of the seasons of India and U.K and illustrated them well with pictures
wherever possible.
They were keen to know about how the seasonal weather conditions in U.K differed from India
and were especially intrigued by the British snowy winter conjuring up visions of snow fights
and the alluring snowman!!
OUTCOME : It was gratifying to see “Learning By Doing” literally as the characteristics of each
season became very clear while illustrating them and comparing them among the two
countries. Imagination played a key role in facilitating learning too as each child used his/her
creativity to make their profiles. The students hence benefited with enhancing
their
Environment Sciences knowledge as well as learning the Social Studies lesson on “Seasons”
incidentally. Language development and Creative development were facilitated as well.
LONG TERM BENEFITS: As the students need to be Globally Conscious Citizens in the Future,
the project gave them a brief perspective of the weather conditions during different seasons
differing across the world and fuelled their curiosity to learn more and become aware of life
from a global perspective.
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ACTIVITY2: CELEBRATING WORLD DAY TO
COMBAT DESERTIFICATION AND
DROUGHT,17TH JUNE,2014
POSTER
MAKING
POSTER MAKING
I MUST NOT
WASTE ANY
WATER !!!!
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POSTERS MADE BY STUDENTS
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STUDENT’S FEEDBACK
Teacher’s reporT
ACTIVITY 2: Poster Making on “Celebrating World Day To Combat Desertification and Drought”
DATE: 17th June, 2014
OBJECTIVE: Create Awareness about the impact of Global Warming on Seasons and Life in
general. Understand what is desertification and drought and how climatic changes cause it.
Realize practical ways in our day to day life to prevent and combat it.
OBSERVATION: After a brief explanation by the teacher about the complex topic and overall
discussion among the students, they enthusiastically made a creative collage of pictures
pertaining to Celebrating World Day To Combat Desertification and Drought observing each
picture carefully and seeking explanation from the teacher wherever they could not comprehend.
OUTCOME : Though the topic was difficult to understand, the students came up with some
practical solutions to avoid drought and desertification and curb Global Warming like preserving
water, curbing carbon emissions from vehicles by asking all around to obtain PUC (Pollution
Under Control)Certificates and initiating tree plantation drives in their locality.
LONG TERM BENEFITS: Eco-Consciousness being the pressing need today, the simple activity
sparked off serious concern for their environment and laid the seeds for adopting a responsible
lifestyle to preserve the same. These tender minds will be the citizens of tomorrow and also help in
spreading awareness around them.
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ACTIVITY 3 : GROUP DISCUSSION- SEASONS
(1) SUMMER
Some hot
summer
topics!!!
MMM..WISH THE MANGO
SEASON WOULD LAST
FOREVER!!!
IN THE MONTHS INDIA
EXPERIENCES SUMMER,
AUSTRALIA
EXPERIENCES WINTER!!!
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QUESTIONNAIRE
67
(2) MONSOON
We would like to
see how a rain
gauge measures
rainfall.
Cherrapunji , in India ,
experiences the highest
rainfall in the world!!!
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QUESTIONNAIRE
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(3)WINTER
Blizzards are a terrible
winter natural disaster!!!
Can you tell
me any one
country
which
experiences
winter in
June??
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QUESTIONNAIRE
Teacher’s reporT
ACTIVITY3: Group Discussion on some of the characteristics of the Seasons of India
and U.K
DATE: 1 Week in July and 1 Week in September and 1 week in December
OBJECTIVE: To reinforce the facts learnt during Activity 1 (Profile Making )about
some of
the characteristics of the seasons of India and U.K. in an interesting and
interactive session.
OBSERVATION: The students were curious to read the few facts provided in their
questionnaire and it fuelled further discussion and sharing of knowledge as each
group member enthusiastically added his/her own snippets of information and the
group leader confidently filled out the questionnaire prompted by the team.
OUTCOME : Team Work and sustained interest in the topic as well as exchange of
ideas among the group members facilitated imbibing new information and processing
previous knowledge systematically hence reinforcing what was learnt about the
characteristics of different seasons and adding some novel facts to it too.
LONG TERM BENEFITS: With their insatiable thirst to learn something new and
intriguing, the activity instilled the desire to discover more via reading and discussing
among each other. Some students shared informative links such as current T.V
programmes which provide interesting information and this propelled the others to
watch them and widen their learning circle more. Useful information about natural
disasters such as cyclones, flash floods and hurricanes made them more conscious
and prepared for such events in the future.
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POST QUESTIONNAIRE
72
ANALYSIS
MARKS OBTAINED OUT OF 10
POST QUESTIONNAIRE
1-2 marks
0
3-4 marks
0
5-6 marks
7-8 marks
9-10 marks
0
7
102
GRAPHICAL REPRESENTATION
120
7-8marks
9-10 marks
6%
94%
S
T
U
D
E
N
T
S
.
.
100
80
60
40
20
0
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COMPARATIVE ANALYSIS OF MARKS
OBTAINED IN PRE AND POST
QUESTIONNAIRES
ANALYSIS
MARKS
OBTAINED
OUT OF 10
1-2 marks
PREQUESTIONNAIRE
Number of
Students
0
POST
QUESTIONNAIRE
Number of
Students
0
3-4 marks
1
0
5-6 marks
7
0
7-8 marks
9-10 marks
55
46
7
102
GRAPHICAL REPRESENTATION
120
PREQUESTIONNAI
RE
100
S
T
U
D
E
N
T
S
80
POST
QUESTIONNAI
RE
60
40
20
0
1-2 MARKS 3-4 MARKS 5-6 MARKS 7-8 MARKS 9-10 MARKS
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INTERPRETATION
6 out of 109 students scored under 60% i.e 6 marks and below out of 10 marks ,55 out of 109
students scored 70%-80% i.e 7-8 marks out of 10 marks and 46 out of 109 students scored 90%
and above i.e 9-10 marks out of 10 marks in the Pre-Questionnaire showing a fair knowledge of
the topic, Seasons.
It was heartening to see 7 out of 109 students obtain 70% - 80% marks i.e 7-8 marks out of 10
marks and a majority of 102 students out of 109 students scored above 90% i.e 9-10 marks out of
10 marks in the Post Questionnaire showing a good acquisition of knowledge during the course of
the Project and an excellent application of concepts learnt.
CONCLUSION
The activities in the Project were mostly based on learning by doing
and observing and drawing an inference about the different seasons
of India and U.K and the students imbibed knowledge, dispersed via
questionnaires throughout the year, well and were able to apply it in
the final questionnaire confidently. They learnt many facts beyond
textbooks which will help them to make a fair understanding of basic
seasonal phenomenon worldwide.
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